(RBT®) Creative Programming

Through real examples and discussion, presenters demonstrate how meaningful progress often comes from adapting instruction to the individual—taking into account the learner’s preferences, strengths, and engagement. The focus is on building effective, respectful teaching that works with the learner, not against them.

This training provides behavior technicians with practical ideas they can bring back to the behavior analyst and team when current teaching approaches may be limiting progress toward mastery.

This course is especially helpful for teams when a skill is not progressing with the current teaching approach and thoughtful adjustments may need to be explored.

Learning Objectives

By the end of this PDU, learners will be able to:

1. Identify when a skill is not progressing under the current teaching approach.
2. Describe how learner strengths, preferences, and context may impact responding during skill acquisition.
3. Recognize when a teaching approach may need to be reconsidered rather than repeated without change.
4. Explain the importance of flexibility in instructional decision-making within a behavior analytic program.
5. Describe how to communicate observations when a teaching approach may be limiting skill acquisition to support behavior analyst–guided program adjustments.

Recommended Background Knowledge

To get the most out of this PDU, learners may benefit from a basic understanding of:

• Operants (e.g., listener responding, tacts)
• Discrete Trial Teaching (DTT)
• Prompting and prompt fading (including prompt dependency)
• Generalization