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The best time for your Competency Assessment is right now.

Why get your RBT Competency Assessment right now?

AMAZING NEWS… Due to COVID-19, the BACB has relaxed the requirements around the RBT Competency Assessment.


At this time, you do not need a client/child to complete your RBT Competency Assessment. It can be done entirely through role-play and completely online. It is a two hour video conference with a BCBA where you demonstrate each Competency in role-play scenarios. 

According to recent updates from the BACB, “All RBT competency assessments received (after) April 28, 2020 will allow “with a client” tasks to be fulfilled via “role play.” 
Sign-up for your RBT Competency Assessment Package now! Get Certified now! There is no better time to get your RBT certification. Go for it!
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Financing for RBTs

Payment Plans for RBT Certification Program

Thank you for sharing your thoughts on Payment Plans and Financing for our Full RBT Certification Program. We are proud to offer a payment plan that is available to all students. 

The payments can be made across 12 months and are as low as $119/month.

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The 7-Day RBT Challenge

The BACB has a requirement for RBT applicants to complete their 40-Hour RBT Curriculum in more than 5 days. They also require that it’s completed in less than 180 days.

How long will it take you to complete a 40-hour training?

Take the 7-DAY CHALLENGE with your friends and pay only $29 for your entire 40-hour RBT Training curriculum. It’s true. Start here!

7-Day RBT Challenge = $29 Tuition

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BACB® FREE RBT Handbook

The BACB® has released the first ever RBT Handbook!

The Registered Behavior TechnicianTM (RBT®) is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior analysis services and practice under the direction and close supervision of an RBT Supervisor and/or an RBT Requirements Coordinator, who are responsible for all work RBTs perform.

The RBT Handbook describes the requirements for obtaining and maintaining RBT certification.

Posted in aba, antecedent based intervention, applied behavior analysis, asd, autism, behavior, behavior technician, career, career college, EBP, Evidence Based Practice, online, online school, pairing, parent training, positive reinforcement, prompt, prompting, rbt, rbt competency assessment, rbt training, reinforcement, task analysis, Uncategorized

Move Into Action with Prompting

It’s the beginning of the school year and Johnny, a student with autism, is for the first time in an inclusive class setting. So far, he has integrated well into his 2ndgrade class, though there are still some skills that he needs assistance with. Luckily, he has you, his RBT, right there with him to ensure he inches closer and closer to achieving his goals! One of Johnny’s biggest hurdles in his new class is initiating a written task. Each day, the class is given a worksheet to complete independently. While his classmates complete their work, Johnny instead gets distracted by things in his environment and will not get started on his own.

Our job is to assist Johnny in achieving the skill of independently initiating a written task. How can we help him?

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We can use prompting, to help Johnny move into action!

In ABA, prompts are an essential part of teaching new skills. Prompts are specific and strategic types of assistance (help) given to a client in order to increase the likelihood of a correct response. For new skills, we want to start with the most intrusive prompts, and then reduce to less intrusive prompts as our learner achieves success.

Here’s how this may look for Johnny. All learners are different and therefore may start with a different level of prompts.

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Physical Prompt – Using physical contact to make sure a skill is demonstrated correctly. This may involve softly guiding Johnny hand-over-hand or simply moving his elbow forward prompting him to pick up his pencil and begin writing his name on the worksheet.

Verbal Prompt – Using only verbal instructions to bring about an accurate response. This may sound like “Johnny, get your pencil and begin your work” or simply “Get started”.

Gestural Prompt – Using a motion to cue the correct response. This may look like pointing to the pencil in order to get Johnny to pick it up and get started with his task.

Positional Prompt – Placing the necessary items in a location that elicits a correct response. This may involve placing his pencil and worksheet in view of Johnny’s eye level.

Visual Prompt – Using text or images to produce the correct response. You may make a visual image of the steps or write them in words for Johnny to reference depending on our learners reading level.

Don’t forget to positively reinforce Johnny’s successes; even when a prompt is used!

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The ultimate goal is for you to be able to fade the visual prompt out completely in the future, so there is no prompts needed for Johnny to independently initiate written tasks. In the chance that this doesn’t happen though, you can always return to a previous prompt or try to delay giving the visual prompt to see if Johnny moves closer to independence.

When implemented correctly, prompts are a very valuable tool to development independence for children with autism. In addition, prompting meets the evidence-based practice criteria with five single-subject design studies, demonstrating its effectiveness in the domains of academic and language/communication in all three age groups (i.e., preschool, elementary, middle/high school). See All.

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Posted in aba, antecedent based intervention, applied behavior analysis, asd, autism, behavior technician, career, career college, college, competency assessment, diagnosis, discrete trial teaching, pairing, pairing with reinforcement, parent training, positive reinforcement, rbt competency assessment, rbt training, registered behavior technician, reinforcement, token economy

The Beloved Token Economy

The beloved Token Economy is a tried & true behavior management technique!

A Token Economy is an implementation technique for Positive Reinforcement, the backbone of ABA Therapy. Give a child something they love for behaving the way you want them to and you will see that desired behavior skyrocket!

You don’t have to have a degree in economics to understand it, it’s simple! Learners earn tokens (stars, stickers, tickets, etc.) for displaying a desired behavior. They then exchange the tokens for a larger prize (candy, iPad, fun activity time, etc.).

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THE PROCESS:
1. Decide on the specific amount of tokens your learner will need to earn in order to obtain their reinforcer. (Beginner learners should have very few, while advanced learners can work for more tokens over an extended period of time).

2. Give your learner a choice of larger reinforcers and let them decide which one they want to work for that day. (This is a crucial step. If your learner is not motivated to work for the reinforcer, little behavior change will occur).

3. If possible, explain to your learner the expected behavior required to earn tokens. For some learners, it will help to know what desired behavior you will be watching for them to display. This is not a requirement for a Token Economy to be successful. Some learners will begin to understand the Token Economy after it has gone into effect and the Differential Reinforcement taking place will positively affect your child’s behavior with no explanation ever needing to take place.

4. Give your learner a token immediately after you see them engage in the desired behavior. Tell your learner why they have received the token. For example “Wow Johnny! You just earned another token for staying in your seat during the movie!”

5. Once your learner has obtained all of the required tokens, give your learner their big prize with a whole lot of positive praise for a job well done.

When done correctly, a Token Economy can be successful with just about anyone. It has been proven to be very effective for students with special needs. It is also an Evidence Based Practice (EBP) for children with autism.

One reason that a Token Economy is so effective is due to the fact that the learner can visually see the progress they are making. This Visual Support (EBP) can be calming because the learner knows what is going to happen next. Token Economy is also a great way to teach delayed gratification, because the student must wait for all tokens to be obtained before the big prize is received.

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Token Economy boards are easy to make. All you need is a piece of paper and a pen. Even a post-it note will work to create a discreet token board for an older learner. If you’d like to make a reusable version, you can get creative with laminated paper, a white board pen, Velcro and stickers of your learner’s favorite cartoon characters.

Give it a try! Learn more by visiting Autism Therapy Career College.

ATCC All-Online Full RBT Certification Program
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$29 RBT Training

If you believe in yourself and have dedication and pride – and never quit, you’ll be a winner. The price of victory is high but so are the rewards.” Paul Bryant

We understand the incredible need for Registered Behavior Technicians (RBTs) in the field of ABA therapy for children with autism. In fact, there are children on waiting lists to receive therapy at almost every ABA agency.

We urge you to begin working towards your RBT credential and start your career in this amazing field.  ATCC now offers multiple programs to meet the needs of each and every learner.

Do you already have experience in the field of ABA and just need the 40-Hour Registered Behavior Technician (RBT) curriculum? Awesome, you can enroll for just $29! Enroll in the ATCC RBT course and get your 40-hour curriculum done easily and quickly. 

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Are you joining the field for the very first time and need help through the entire RBT credentialing process? Enroll in one of our comprehensive Autism Therapy Programs. These are offered both On-Campus and Online.

Take the 40-hour RBT Curriculum  for $29 and build your skills to educate, enrich and inspire the lives of children diagnosed with autism. Or let Autism Therapy Career College lead your though each step of the entire RBT credential in one of our comprehensive Autism Therapy Programs. Either way your are on the path to your rewarding future career!

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Teaching Life Skills with Task Analysis

Take It Step-By-Step

Time to discuss the details of yet another Evidence-Based Practice (EBP) frequently used in Applied Behavior Analysis (ABA) by Registered Behavior Technicians (RBTs). It’s called Task Analysis. The name might sound complex, but it is actually a rather simple strategy to understand. What Task Analysis entails, is breaking a skill down into sequentially ordered steps, so they can be taught one step at a time. Think of Task Analysis as creating an instruction manual to complete a task.

In our everyday lives, we complete long strings of behaviors in order to accomplish tasks without giving much thought to it. The act of brushing your teeth alone is comprised of a whopping 22 steps or more! Check it out…

  1. Get your toothbrush.
  2. Turn on the faucet.
  3. Get your toothbrush wet.
  4. Turn off the faucet.
  5. Get the toothpaste.
  6. Take the cap off the toothpaste.
  7. Squeeze the toothpaste on the toothbrush.
  8. Put the cap back on toothpaste.
  9. Brush the inside surfaces of your teeth on top and bottom.
  10. Brush the bitting surfaces of your teeth on top and bottom.
  11. Brush the outside surfaces of your teeth on top and bottom.
  12. Spit in the sink.
  13. Brush your tongue.
  14. Turn on the faucet.
  15. Rinse your toothbrush.
  16. Put the toothbrush away.
  17. Grab a cup.
  18. Fill the cup with water.
  19. Rinse your teeth with water.
  20. Spit the water out.
  21. Put the cup away.
  22. Turn off the faucet.

That’s a lot for an individual with autism to take in all at once. Students with autism learn best when they are given small teachable units of information to process one at a time.

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Here are some things to remember when creating a Task Anaysis:

Consistency: Not everyone brushes their teeth in the same way, there is naturally going to be variations to the way a task is completed. The team, consisting of the Behavior Technicians, along with the parents of the child you’re working with, need to agree upon a set procedure for how a task will be performed and write the individual steps down clearly for all to follow.

Tailor-Made: We all have our strengths and weaknesses. When building a task analysis, it is important to consider the skill sets of the child you are working with, this way you know if you need to break steps down into very small sections or if you can group steps together. It will also give you an idea if the skill should be taught starting at the beginning or at the end, and what form of prompting should be used.

Do The Task Yourself: Completing the task yourself while you write your task analysis is very important. You’ll be surprised just how many steps you may leave out unknowingly if you don’t walk through the completion of the steps yourself.

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Discrete Trial Teaching

Discrete Trial Teaching (DTT) was developed by Ivar Lovaas and is an
evidence-based practice (EBP) that has been used as a method of teaching
individuals with Autism Spectrum Disorder for more than 40 years. It is the
most widely used and well researched form of Applied Behavior Analysis
(ABA).

For children with autism, learning does not always come easily, nor
naturally from observing the people and environment around them. DTT works
well for children with autism, and all children really, because it takes
a complex skill and breaks it down into small simplified steps. Each step
is taught until it is mastered in a structured way.


 The Discrete Trial Cycle:
It has a distinct beginning, middle and ending. The
three main components are as follows:
 

1) Instruction/ Sd (Discriminative Stimulus)
 
2) Student Response
 
3) Feedback/ SR+ (Reinforcing Stimulus)

Inter-Trial Interval (ITI) – this is the transition or pause of roughly 1-3 seconds before the start of the next Discrete Trial Cycle.


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The first component of DTT, the Sd, is the instruction that
a RBT therapist gives to their student. This can be in the form of words or
actions given that stimulate a behavior to happen. This must be said or
shown clearly, concisely and slightly louder than a normal tone of voice.
It should not involve the student’s name and be too lengthy, especially
with a new student just starting ABA therapy.

The second component, the Response (R), is the behavior of the child that
happens in response to the Sd or instruction given.

The last component is the Feedback/ SR+ given to the child. This is the
consequence that immediately follows the student’s response. If a correct
response is given, the child is given SR+ right away in the form of a food,
praise, a preferred toy or activity, etc. If an incorrect response or no
response is given, the child receives corrective feedback by being
presented with the Sd again and being prompted (P) with the correct answer
immediately prior to the child’s next response.

It is important to deliver a consequence (Feedback/ SR+) after every response so your student becomes aware of which behaviors or responses are correct and incorrect. Giving reinforcement to correct responses will make it likely
the response will occur again.
It’s important to vary your reinforcement.
Highest SR+ for correct responses that include eye contact, focus on the
task and good effort will show the student that this is a behavior to
repeat and therefore learn, because great things happen when I display it.
While, correct responses with poor eye contact, focus and
effort still receives SR+, but at moderate to lower levels.

Here are examples of a Discrete Trial Cycle when a student gives a correct
response and incorrect response.

DTT with CORRECT Response
Materials: 2D images of a ball and bicycle
Sd: “Touch the one you ride on.”
R: Child touches the bicycle picture card.
SR+: “Right on, way to go!” RBT therapist gives lots of tickles.

DTT with INCORRECT or NO Response
Materials: 2D images of a ball and bicycle
Sd: “Touch the one you ride on.”
R: Child looks away, no picture card is touched.
(RBT therapist immediately repeats the Sd and prompts the correct answer)
Sd: “Touch the one you ride on.”
P: Therapist physically prompts the child’s hand to touch the bicycle card, making sure he is looking at the card.
SR+: “That’s right, you ride a bicycle!”
(Follow up with an independent trial)
Sd: “Touch the one you ride on.”
R: Child touches the bicycle picture card
SR+: Fabulous! You got it. RBT therapist gives some tickles.
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Did you enjoy your introduction to DTT teaching? Learn more about this method of teaching children with autism and much more at Autism Therapy Career College. It the inexpensive vocational school that prepares you for a career you’ll love in just 90 days!

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An Autism Friendly Thanksgiving

Gobble Up These Fun Tips from ATCC!

Thanksgiving, a joyous occasion filled with festive foods, loving family and time reflecting on all the things we are grateful for in our lives. It’s also a wonderful opportunity to practice many life skills with individuals on the Autism Spectrum.

Social Interaction
Thanksgiving usually brings together family and friends who may not see each other on a regular basis. This opens up an opportunity for an individual with autism to work on conversation exchanges with unfamiliar people. Prior to the big day, it’s a good idea for parents and behavior technicians to practice these skills using conversation scripts, which are pre-written sentences that give the learner the language to use in specific conversations. Details such as making eye contact and responding to greets are also important skills to include.

Critical Thinking
Critical thinking skills can be challenging for children with autism, so it’s always beneficial to practice them. A Thanksgiving themed critical thinking skill for beginners would be having an individual discuss the things, people and experiences that make them happy and thankful. Adding the question of why they are thankful for these things would take this skill a step further, and jotting down a list and categorizing them in order of importance could be an advanced level skill to teach.

Daily Living
Formal dining arrangements allow for students with autism to work on daily living skills such as setting the table, eating with a fork and placing a napkin in their lap while eating. It is also a good time for ABA therapists to work with their clients on manners such as saying, “please pass the gravy” and “pardon my reach.” Targets such as ‘setting the table’ can be taught using task analysis which involves breaking the skill down into individual steps. Then chaining can be used to teach each step, one at a time in sequencial order. For manners, the use of video modeling in which the child watches a video of themselves or others using good manners, would be a beneficial tool.

It’s also important to make accommodations and modify the environment so that individuals with autism are able to partake in festivities with as little stress as possible. An experienced Registered Behavior Technician (RBT) will be able to come up with suggestions of exactly how to do this.

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What To Expect
Children with autism love predictability. If they are informed with what expect on Thanksgiving Day, their level of anxiety will be low and they will be better able to navigate through their environment.  A social narrative that describes what a typical Thanksgiving Day at Auntie Betsy’s house looks like and explains appropriate ways to behave should be read many times prior to the event. This is an evidence based practice (EBP) that will allow a child to gain a sense of familiarity in preparation for the day to arrive.

Quiet Room
Designating a quiet room or even an outdoor space where a child with autism can take a break from all the loud music and boisterous company many Thanksgiving events brings will also help to ease a child with anxiety or sensory sensitivities. A feeling of being overwhelmed can often times lead to extreme meltdowns, so it’s best to be proactive and take breaks at fixed intervals so everyone enjoys their Turkey Day!

 

Join in the fun with a rewarding career in the field of Autism Therapy. So many children need your help to achieve their goals. Autism Therapy Career College will get you started as an Autism Therapist fast with our low-cost online technical school. Get started obtaining your Registered Behavior Technician (RBT) credential today!Learn-More-Button-PNG-HD

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