Essential Reading: Baseline, Intervention, Generalisation, Maintenance
This short RBT–BCBA exchange explains why we collect a baseline, how to teach during intervention, what to look for in generalisation, and how to support maintenance.
RBT: I know we collect baseline data before we start teaching, but could you explain why that phase matters when we’re focusing on new skills?
BCBA Supervisor: Sure. Baseline tells us exactly how the learner performs the skill before we intervene. We observe and record without introducing prompts or teaching strategies. If they can’t perform the skill at all, we know we need to teach it from scratch; if they demonstrate parts of it, we can build on that. Baseline gives us a clear starting point to measure progress.
RBT: Got it. So during the intervention phase, what should I be doing to teach the skill effectively?
BCBA Supervisor: The intervention phase is all about skill acquisition. You’ll use prompting, modelling, and reinforcement to help the learner practise. We often start with more intrusive prompts and then fade them out as the learner gains independence. To promote generalisation later, it’s helpful to have multiple RBTs teach the skill and to use a variety of examples—like different materials or settings—so the learner learns the concept rather than just one specific example.
RBT: That makes sense. When we move into generalisation, what am I looking for?
BCBA Supervisor: During generalisation, we assess whether the learner can use the new skill in other environments or with different people where it would benefit them—for example, applying a self-care skill both at home and at school. If they aren’t demonstrating the skill outside of teaching sessions, we might go to those settings and teach it there, or provide practice opportunities with caregivers or peers to help the skill transfer.
RBT: And what about the maintenance phase? How is that different from generalisation?
BCBA Supervisor: Maintenance comes after the skill has generalised. We want to ensure the learner keeps using it over time. Your role is to provide periodic practice opportunities across various contexts so the skill continues to contact reinforcement. We fade formal teaching and prompts, but we still monitor performance and reinforce as needed so the skill remains part of the learner’s repertoire.
Optional Resources
Optional Reading: The Structured Mix Method (Listener Discrimination)
In this lesson, we examined discrimination training. One approach used by some organisations is the Structured Mix Method. Below is an overview of the method, its criticisms, and best practices for RBTs implementing DTT.
Steps for Skill Acquisition
- Mass trials of the first target without distractors: Teach selection of a specific object (e.g., dinosaur) with prompts as needed.
- Mass trials of the first target with distractors: Add distractor items; reinforce correct selection of the target without touching distractors.
- Mass trials of the second target: Teach a second target (e.g., car), typically contrasting with the first.
- Mass trials of the second target with distractors: Add distractors while teaching the second target.
- Block rotation: Present both targets; request one item at a time until criteria are met, then switch.
- Random rotation: Randomise requests and positions; the learner responds to varied verbal cues.
Criticisms
- Lack of discrimination early on: Learners may respond based on repetition rather than attending to the verbal stimulus.
- Redundant steps: Over-prescriptive sequences can lead to overtraining and reduced efficiency.
Best Practices for RBTs
- Individualise the approach to each learner’s needs.
- Review data frequently and adjust instruction accordingly.
- Systematically fade prompts to encourage independence.
- Plan and probe generalisation across stimuli, contexts, and instructors.
When implemented flexibly, the Structured Mix Method can be a useful framework for building listener discrimination skills.
Optional Reading: Ferraioli, S., Hughes, C., & Smith, T. (2005) — A model for problem solving in DTT for children with autism.
Optional Videos:
Examples of DTT in practice across different skills:
- Receptive Letter Identification: Michelle Hogan
- Tacting Words: Capitol Autism Services
- Intraverbal Response: Eleutheria Center
- Listener Discrimination (Structured Mix): ABA Presentations
- Progressive Approach to DTT: Hacking ABA
Conversation Exercise
Use FRED, our AI-powered chatbot, to explore how you might adapt the Structured Mix Method or alternative discrimination training methods for a learner you work with.
Click the conversation icon in the bottom right of your screen, or open the chat interface directly.
If you have not already, read our guide on getting the most from your conversations with FRED.
Reflection Exercise
Before you start, have you read our article on completing reflection exercises?
Write a reflection using the prompts below. Your response should be:
- Between 100 to 500 words (5–7 sentences minimum)
- Written in any language you prefer
- Focused on deep engagement, not grammar or spelling
Reflection Prompts (choose one or more):
- Summarise Key Concepts: What are the main steps in the Structured Mix Method?
- Define in Your Own Words: How would you explain this approach to a colleague?
- Importance and Relationships: Why might some prefer this method over others, and how does it relate to generalisation?
- Practical Application: How could you adapt the method to suit a specific learner?
- Application to Your Practice: Give an example of when you might use or modify this method.
- Interesting Insights: Did the criticisms or best-practice tips change your view of the method?
Example Reflection:
Reading about the Structured Mix Method helped me see its potential for building strong listener discrimination skills while also realising its limitations. I liked the clear progression of steps, but I now see the risk of overtraining if mastery criteria are too rigid. I think combining it with varied generalisation opportunities could help make it more engaging and effective…
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