SBT Documentation

Skill-based treatment configuration

Although it is possible to run skill-based treatment (SBT) sessions with a student using the default SBT configuration, SBT is more effective when customizing the treatment based on the specific needs to the student (typically determined through a Practical Functional Assessment). The SBT web app allows a teacher to configure:

  • Qualitative aspects of the SBT (such as which SR materials to use, descriptions of likely EO responses from the student, etc.)
  • Automation functionality of the SBT (such as criteria of when to move from one CAB to the next CAB).
  • Current progress of the SBT (such as the student is currently working on a toleration response)

To configure the SBT for the student, navigate the the SBT CONFIG view (Students > {Student name} > SBT > CONFIG) and click the Edit SBT button in the top-right corner.

SBT qualitative options

The following options are currently supported in the SBT web app:

  • Description - General description of the skill-based treatment.
  • Implementor - Note who will implement the analysis and why this person was selected to be the implementor.
  • Location - Describe the general location and specific area in which the analysis will take place. Consider the extent to which the location/area can be designed to be the most comfortable/preferred location for the child/client.
  • SR materials - Describe the equipment and materials to be placed in the analysis space to immediately occasion engagement and maintain a happy, relaxed, and engaged demeanor.
  • EO materials - Describe the materials to be arranged in the area or on the table of high expectations.
  • SR interactions - Describe where the implementor will be positioned and how they will interact with the child/client. Also note the interactions that will be minimized during this time.
  • EO initialization - Describe how the implementor will progress the establishing operation.
  • PB response - Describe how the implementor will respond to PB occurring in the EO.
  • Escape response - Describe how the implementor will act if the child leaves the analysis area.
  • Additional safety measures - Describe any changes to typical procedures must be made for safety reasons.
  • Severe problem behavior (R1) - Name and define the severe problem behaviors (these are referred to as R1s in data collection).
  • Precursors to problem behavior (R2) - Name and define the precursors, associated-non-dangerous problem behaviors, and indicators (these are referred to as R2s in data collection).
  • Simple functional communication request (sFCR) - Describe the initial communication request (i.e., the better mand) to produce the reinforcers.
  • Complex functional communication request (cFCR) - Describe the more complex communication request (i.e., the better mand) to produce the reinforcers.
  • Delay/denial signal from instructor - Describe which denial/delay signals the instructor will use.
  • Toleration response (TR) - Describe the toleration response(s) the instructor will teach.
  • Relinquish (CAB1) - Instructional control of stopping ongoing activity & relinquishing all positive reinforcers (e.g., a. pause game, b. look up, c. hand me the iPad)
  • Teaching procedure - Describe the procedure the instructor will use to teach the better behavior.
  • Enhanced choice - Describe the procedure the instructor will use to allow the student to pause the SBT session.

SBT automation expressions

The SBT web app also supports configuring SBT automation functionality through custom Lua expressions and the SBT Lua programming API. This allows fine-grained SBT automation customization based on past student data. The following automation expressions are currently supported in the SBT web app:

  • sFCR is complete - Whether or not the student should automatically advance from sFCR to cFCR. Leave blank to use default expression.
  • cFCR reward probability - The probability [0-1] that the student should be rewarded for performing the cFCR. Leave blank to use default expression.
  • cFCR is regress - Whether or not the student should automatically regress from cFCR to sFCR. Leave blank to use default expression.
  • cFCR is complete - Whether or not the student should automatically advance from cFCR to TR. Leave blank to use default expression.
  • TR reward probability - The probability [0-1] that the student should be rewarded for performing the TR. Leave blank to use default expression.
  • TR is regress - Whether or not the student should automatically regress from TR to cFCR. Leave blank to use default expression.
  • TR is complete - Whether or not the student should automatically advance from TR to CAB1. Leave blank to use default expression.
  • CAB1 reward probability - The probability [0-1] that the student should be rewarded for performing CAB1. Leave blank to use default expression.
  • CAB1 is regress - Whether or not the student should automatically regress from CAB1 to TR. Leave blank to use default expression.
  • CAB1 is complete - Whether or not the student should automatically advance from CAB1 to CAB2. Leave blank to use default expression.
  • CAB2 is regress - Whether or not the student should automatically regress from CAB2 to CAB1. Leave blank to use default expression.
  • No preemptive prompting probe probability - The probability [0-1] that the EO trial should be a "no preemptive prompting probe." Leave blank to use default expression.

CAB branch configuration options

Once the student achieves effective transitioning from SR to EO (CAB2), the SBT can branch into multiple different CAB branches, each focusing on a different skill. Each CAB branch can be configured, and measured, independently from other CAB branches. CAB branch configuration options include:

  • CAB branch name - The name of the CAB branch. This will be displayed in SBT sessions.
  • CAB branch description (optional) - A detailed description of the CAB. Mostly for internal use.
  • CAB branch likelihood weight (optional) - The relative likelihood of this CAB branch being randomly selected instead of another CAB branch. E.g. if the value for CAB branch 1 is 2, CAB branch 2 is 3, and CAB branch 3 is 5, then CAB branch 1 will be chosen 2/(2+3+5) = 1/5 of the time, CAB branch 2 3/10, and CAB branch 3 1/2.
  • CABx instruction - The instruction for the student to transition to the CAB branch. E.g. "Move over to the activity table."
  • CABx should regress expression (optional) - A Lua expression returning a boolean value if the CAB branch should regress to the previous CAB.
  • CABx should progress expression (optional) - A Lua expression returning a boolean value if the CAB branch should progress to the next CAB.

Configuring current progress of the SBT

In many cases, the SBT automation functionality should automatically advance the student though the SBT and each of the CAB branches. However, a teacher can still manually update the current progress of the student through the SBT or CAB branches in the SBT CONFIG page. The SBT automation functionality will then continue the SBT progress based on the manually-selected progress.