Skill Areas

Below are skills commonly taught within each area. Any skill, however, that is functional and developmentally appropriate can be taught.

Click any heading below for a full list of skills in that area.

Skill Acquisition Case Studies

 

Below are detailed examples of the acquisition process for common skills. Skill acquisition is achieved by the comprehensive and incremental plans developed by Rinn ABA's BCBAs and implemented, first, by our instructors and then by the parents. While the process may seem intimidating, it employs proven structure based on the science of ABA. When planned and delivered by the Rinn ABA team, the sense of accomplishment far outshines the initial challenge 

 
Cooperating with a Haircut

The learner for which this program was written was very scared of receiving a haircut, and had a history of bad haircutting experiences prior to intervention. This haircutting program concentrated on systematically desensitizing him to the presence of haircutting tools, and gradually introducing components of a standard haircut (i.e., wearing a cape, having your hair combed, etc.). Once the learner had demonstrated steady progress with his instructor, his parents were introduced into programming, and picked up where the instructor had left off.

 

Program targets:
Set 1 - sitting in the haircut chair for 1 minute
Set 2 - sitting in the haircut chair for 2 minutes
Set 3 - sitting in the haircut chair for 3 minutes
Set 4 – wearing a cape (very loosely tied) for 30 seconds (sitting in chair for 3 minutes)
Set 5 – wearing a cape (tied regularly) for 30 seconds (sitting in chair for 3 minutes)
Set 6 – wearing a cape (tied regularly) for 2:30 seconds (sitting in chair for 3 minutes)
Set 7 – combing dry hair
Set 8 – combing dry hair (buzzer off and 5 feet away)
Set 9 – combing dry hair (buzzer off and 2 feet away)
Set 10 – combing dry hair WITH COMB (buzzer off and in instructor's other hand for entire haircut)
Set 11 – combing dry hair USING BUZZER (buzzer turned OFF)
Set 12 – combing dry hair USING COMB (buzzer turned ON 6 feet behind learner)
Set 13 – combing dry hair USING COMB (buzzer turned ON 3 feet behind learner)
Set 14 – combing dry hair USING COMB (buzzer turned ON and held in instructor's free hand)
Set 15 – combing dry hair using BUZZER for 2 seconds at a time (buzzer turned ON)
Set 16 – combing dry hair using BUZZER for 3 seconds at a time (buzzer turned ON)
Set 17 – PARENT: combing dry hair using BUZZER for 2 seconds at a time (buzzer turned ON)
Set 18 – PARENT: combing dry hair for 1 minute using BUZZER TURNED ON
Set 19 – PARENT: CUTTING dry hair for 1 minute using buzzer on "longest" setting
Set 20 – PARENT: CUTTING dry hair for 1 minute using buzzer on "2nd longest" setting
Set 22 – PARENT: CUTTING dry hair for 20 seconds using buzzer on "2nd longest" setting (water bottle provided after cape is put on)

Set 23 – PARENT: CUTTING dry hair (on TOP) for 20 seconds using buzzer on "2nd longest" setting (water bottle provided after cape is put on)
Set 24 – PARENT: CUTTING dry hair (on TOP) for 40 seconds using buzzer on "2nd longest" setting (water bottle provided after cape is put on)
Set 25 – PARENT: CUTTING dry hair (on TOP) for 1 minute using buzzer on "2nd longest" setting (water bottle provided after cape is put on)
Set 26 - PARENT: CUTTING dry hair using buzzer for 1 minute over ENTIRE HEAD
Set 27 - PARENT: CUTTING dry hair using buzzer for 1:30 over ENTIRE HEAD
Set 28 - PARENT: CUTTING dry hair using buzzer for 2:00 over ENTIRE HEAD

 
Cooperating with Being Fed By Others

This program was written for a learner who only accepted food if it was fed to him by one of two family members. This learner was preparing to begin a school-based program, and his family had deep concerns that once he started school he would not eat lunch if it was presented by school staff. This program was designed to systematically transfer the feeding responsibilities from the learner’s mother to someone who had never fed the learner (in this case the learner’s instructor). Upon completion of this program, the learner accepted food without hesitation from his instructor with his mother completed faded out of the room. Upon starting school, the learner generalized this skill and accepted food from his new teacher on the very first day.

Program targets:
Set 1: Instructor sits 6 feet away from parent while parent feeds (parent scoops all bites and feeds learner all bites)
Set 2: Instructor sits directly next to parent while parent feeds (parent scoops all bites and feeds learner all bites)
Set 3: Instructor sits directly next to parent while parent feeds (INSTRUCTOR scoops all bites and PARENT feeds learner all bites)
Set 4: Instructor sits directly next to parent while parent feeds (INSTRUCTOR scoops all bites and holds parent's forearm while parent feeds learner all bites)
Set 5: Instructor sits directly next to parent while parent feeds (INSTRUCTOR scoops all bites and holds parent's wrist while parent feeds learner all bites)
Set 6: Instructor sits directly next to parent (INSTRUCTOR scoops all bites and feeds learner while parent holds INSTRUCTOR'S wrist)
Set 7: Instructor sits directly next to parent (INSTRUCTOR scoops all bites and feeds learner while parent holds INSTRUCTOR'S elbow)
Set 8: Instructor sits directly next to parent (INSTRUCTOR scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 9: Parent sits 6 feet away from instructor (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 10: Parents appears busy around the kitchen (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)

Set 11: Parent outside of kitchen but returning on a 2 minute variable schedule (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 12: Parent outside of kitchen but returning on a 5 minute variable schedule (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 13: Parent outside of kitchen but returning at HALFWAY point (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 14: Parent outside of kitchen but returning at COMPLETION OF MEAL (instructor scoops all bites and feeds learner with NO ASSISTANCE FROM PARENT)
Set 15: Parent NOT PRESENT from start to finish of meal (instructor scoops all bites and feeds learner)
Set 16: Meal delivered in DIFFERENT LOCATION in kitchen (Parent not present from start to finish of meal)

 
Reading Comprehension

Mike is a great reader! He loves reading his favorite stories aloud, but he just did not understand what the stories were about. Mike struggled to answer simple reading comprehension questions, like "Who," "What," and "Where."

 

Mike's inability to answer these questions hindered his ability to really interact with his parents when they tried to engage him in one of his favorite activities. Now, Mike can answer multiple "WH" questions about stories in different forms, with and without pictures. His next goal is to remember what the whole story is about so he can talk to his family and peers about his favorite stories more in depth.

Mike's BCBA utilized a sequence she and her clinical supervisor constructed to teach reading comprehension. It is a series of steps broken down into sorting pictures, and words, depicting each underlying question "Who," "What," and "Where." (Figure 1.) After mastery is reached for each individual sequence, pictures are transferred to words, and sentences are formed.

 

Once Mike reached mastery for simple sentences, the length of the story increased, and multiple "directions" were used to ensure that Mike could respond to a variety of ways a question might be asked (Figure 2.)

 

Below is just 1 of many examples of a short story Mike has mastered.

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