Components of a good discrete trial

• Site conducted

  Select

• Conducted on

  Date

• Prepared by

• Location
  Address

Discriminative stimulus: A stimulus which signals that a particular response will be reinforced. This referred to the instruction that begins the chain of events

• Was the client attending during the SD?

  Yes

  No

  N/A

• Did you vary your SD to generalize?

  Yes

  No

  N/A

Reinforcement: A stimulus which strengthens a response it follows, such that the response is more likely to occur again in the future A reinforcer may be any object or action. Praise (“great job matching”) or other verbal feedback (“that’s right”) Primary (food, drink) Tangible (a toy to play with) Social/physical (release of a swing when swinging, taking a turn shooting a basketball) An activity or game (taking a turn for correct performance) Tokens to be exchanged for an activity or food later (be sure to use differential reinforcement) Negative reinforcement:

• RBT completed a preference assessment?

  Yes

  No

  N/A

• Was the reinforcer delivered rapidly?

  Yes

  No

  N/A

• Was the reinforcement period 1 minute or less?

  Yes

  No

  N/A

• Did your reinforcer increase the responding?

  Yes

  No

  N/A

• Did you vary your reinforcers?

  Yes

  No

  N/A

• Was your reinforcer related to your task?

  Yes

  No

  N/A

• Was the verbal reinforcer sincere or motivating?

  Yes

  No

  N/A

• Did you use differential reinforcement? (not to be confused with different reinforcers exclusively)

  Yes

  No

  N/A

• RBT maintained control of the reinforcers?

  Yes

  No

  N/A

• Was the reinforcement schedule appropriate for the learner?

  Yes

  No

  N/A

• RBT paired behavior-specific praise with tangible reinforcers?

  Yes

  No

  N/A

• Reinforcers were delivered contingent upon correct responses, attending, and lack of inappropriate behavior?

  Yes

  No

  N/A

Prompting: Prompts may be physical, modeled, gestural, verbal or the use of error correction. Prompts should be effective and faded. Any trial that requires a prompt should be repeated until either less prompts are needed OR they are able to

• Were the prompts you used effective?

  Yes

  No

  N/A

• Were you able to increase independent performance or less prompt on follow up trial?

  Yes

  No

  N/A

• Were the prompts free from errors?

  Yes

  No

  N/A

• Did you follow through and follow up?

  Yes

  No

  N/A

• Was errorless correction used?

  Yes

  No

  N/A

Organization: Organization refers to the preparation of the therapist in terms of knowing what they are supposed to be teaching and having all necessary materials accessible and arranged properly to facilitate the session running smoothly.

• Do you have a clear plan?

  Yes

  No

  N/A

• Do you understand the teaching goals?

  Yes

  No

  N/A

• Are all materials accessible and ready to use to increase pacing of instruction?

  Yes

  No

  N/A

Pacing: Pacing refers to the speed at which trials are presented and to the rate at which the child is exposed to learning opportunities, Generally, good instruction will move quickly in order to maximize opportunities for responding, reinforcement and learning.

• How long was the intertrial period (should be 1 min or less)

  Yes

  No

  N/A

• Do you understand the teaching goals? Were they implemented correctly?

  Yes

  No

  N/A

• Are all materials accessible and ready to use to increase pacing of instruction?

  Yes

  No

  N/A

Teaching Level

• Is the level of instruction suitable for the task – use of correct sentence structure?

  Yes

  No

  N/A

• Was there evidence of skill acquisition?

  Yes

  No

  N/A

Instructional Control

• Was the child on task following your requests?

  Yes

  No

  N/A

• RBT establishes attention before placing instructional demand?

  Yes

  No

  N/A

• Instructions are clear and concise?

  Yes

  No

  N/A

• Did you maintain the child’s attention and did the child remain focused throughout the instruction?

  Yes

  No

  N/A

• Tone of voice is neutral?

  Yes

  No

  N/A

• Sd presented only 1 time before either a response or prompt? (No repeated Sds)?

  Yes

  No

  N/A

• RBT maintains appropriate pace of instruction (inter-trial intervals no more than 3 seconds)?

  Yes

  No

  N/A

Generalization

• Were you able to generalize using various teaching materials?

  Yes

  No

  N/A

• Did you mix the tasks requested?

  Yes

  No

  N/A

• Did you engage in any teaching strategies away from the table?

  Yes

  No

  N/A

• Were you able to embed natural activities during instruction?

  Yes

  No

  N/A

• Was there evidence of response generalization?

  Yes

  No

  N/A

• Were you flexible in your teaching strategies?

  Yes

  No

  N/A

Problem Behavior

• Were the correct techniques used to address problem behavior? (RIRD, planned ignoring, correction, overcorrection, etc.)

  Yes

  No

  N/A

• What was the antecedent to the problem behavior?

• Was differential reinforcement of other, alternative or incompatible behavior used?

  Yes

  No

  N/A

• Was an antecedent intervention or other prevention strategies used?

  Yes

  No

  N/A

• Provides positive reinforcement for an appropriate behavior following behavior intervention?

  Yes

  No

  N/A

• Maintains composure during procedures?

  Yes

  No

  N/A

Data Collection/ Program Management

• Begins and ends session with pairing

  Yes

  No

  N/A

• Session notes are objective, clear, and complete

  Yes

  No

  N/A

• All supervisory recommendations are being followed/implemented

  Yes

  No

  N/A

• Reinforcers, data sheets, materials ready and easily accessible?

  Yes

  No

  N/A

Ethics

• RBT displayed integrity

  Yes

  No

  N/A

• RBT responded positively to feedback

  Yes

  No

  N/A

• RBT documented work and maintained confidentiality?

  Yes

  No

  N/A

• Avoided harmful reinforcers?

  Yes

  No

  N/A

Review

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