Prepare the trial before delivering it
Confirm the target, instruction, materials, response definition, response interval and consequence or correction procedure in the written program. A discrete teaching opportunity is not simply asking a question repeatedly until the learner says the expected word. The way an opportunity begins and ends matters for both learning and data quality. If the program specifies a prompt or error-correction sequence, learn it through the required instruction and supervised practice before using it.
Work through a response contrast
Suppose a plan distinguishes independent identification from identification after a model prompt. On the first opportunity the learner responds correctly without assistance; on the second the learner responds correctly only after the model. Both may be useful teaching events, but they are not the same data category. Record the actual assistance and outcome using the plan’s codes. Counting both as independent would hide the learner’s current support needs and distort a later mastery decision.
Connect structured and natural opportunities
Naturalistic teaching embeds an assigned skill opportunity within relevant activities and contexts. A request practiced during an actual play routine may differ from identifying a picture at a table. Neither format gives permission to improvise goals or consequences without direction. Keep the target, opportunity and observable response clear even when the setting is less structured. Report if needed opportunities do not occur or the assigned procedure cannot be followed as written.
Transfer the sequence, not just the answer
Try identifying what is missing from a record that says only “completed ten trials.” It does not show whether responses were independent, prompted, incorrect or absent, nor whether the planned procedures were followed. A stronger record uses the specified categories for each opportunity. When performance differs from expectations, bring the pattern and any implementation issue to the supervisor. A technician’s accurate contribution is implementation and observation, not independently declaring that a learner has mastered a broad skill after one successful session.
A teaching trial presents an instruction, allows a response, delivers the programmed consequence, and records the response. Which format is described?
- Apply the relevant C.3 distinction: Discrete-trial teaching arranges a clear instruction, response opportunity and programmed consequence, with recorded prompt level.
- A discrete arranged learning opportunity has defined components.
- The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.
Compare the other answer choices
The choice 'Free-operant preference observation' does not follow the specified observation or approved procedure. A discrete arranged learning opportunity has defined components.
The choice 'Functional analysis without instructions' does not follow the specified observation or approved procedure. A discrete arranged learning opportunity has defined components.
The choice 'Permanent-product measurement alone' does not follow the specified observation or approved procedure. A discrete arranged learning opportunity has defined components.
Try it, then explain it.
Complete a short set without looking at the example. After each answer, explain which evidence or rule supports your decision and why the alternatives do not fit.
Sources & authorship
Original Slope explanations and examples. References support the concepts; they are not the source of copied questions. Independent educator review is pending.
RBT Test Content Outline3rd editionRegistered Behavior Technician official overview