Field Guide
Lia O'Neal, BCBA · Field Guide

How to- Happy, Relaxed, Engaged learners

Hi friend! Everything you need to run a session — pairing, the framework, the cascade — all in one place. A 5-minute read. 💜

First, the three letters you'll see everywhere — they're just the first letter of each word: Happy, Relaxed, Engaged = HRE — a learner's calm, content, "good" state. That's all it means. Keeping kids in HRE is the heart of everything below. 💜

Our Core Values

Kindness · Compassion. Lead with both — for the learners, for each other, for yourself.

Who's who

TRS
The lead of the room. Owns SBT fidelity.
LT
Teaches FCR / tolerance / CAB chains. Supports JTs and ABATs.
JT
Runs sessions independently with LT or TRS check-ins.
ABAT
Still learning. Works under LT/TRS direction. Pairs, runs HRE, honors FCR, takes data. Does not run tolerance teaching solo, CABs solo, or behavior responses solo — always pair with LT/TRS.
Sub
HRE Protector role only. Reports to TRS or LT on duty.
CS
Clinical Supervisor (Lia). Notify for any escalation, incident, or pattern.

Our day

8:30 amTeam Our class meets in the office.
9:00 amKids arrive. Pair first.
4:00 pmDismissal + end-of-day clean.
The big idea

Every behavior is communication. Our job is to teach each learner a faster, safer way to ask for what they want — then slowly help them build skills inside lots of warm, supportive moments.

Pairing · do this first, always

  1. Show up with their HRE recipe ready.
  2. No demands during pairing.
  3. Follow their lead. Match their tempo.
  4. Be the gift-giver. Hand them preferred items, smile.
  5. Honor every FCR within 5 seconds.

✓ Pairing is working

  • Learner approaches you
  • Smiles when you arrive
  • Accepts items from you
  • Seeks you out for play

⏳ Give it more time

  • Learner moves away
  • Looks past you to others
  • Body tense around you
  • No demands — keep building

Assent & Dissent · honor yes, pause, and no

Assent (the learner actively choosing to participate) is the goal — not compliance. Signals vary by learner.

When assent is withdrawn:

  1. PAUSE. Stop the demand. Don't push through.
  2. CHECK IN. Soften voice. Offer space or a choice.
  3. RE-PAIR. Drop demand. Deliver preferred items. Restore the relationship.

Document the signal + antecedent. Notify CS if it becomes a pattern. (BACB Ethics 2.11; Rajaraman et al. 2022. Full topographies in Pocket Card 11.)

3+ consecutive sessions of significant assent withdrawal = formal BIP review with CS. We modify programming — we do not push through.

The four pieces of SBT

Dr. Greg Hanley's Skill-Based Treatment has four pieces. They build on each other, in order.

1 · HRE

Happy, Relaxed, Engaged

The learner's baseline good state — actively content, not just "not upset."
How you know
Soft body, smile or relaxed face, focused on something they like.
What you do
Protect this state. Know each learner's HRE recipe from their HiRasmus All About Me profile + learner binder. We teach when learners are in HRE — never when they're upset.
2 · FCR

The learner's "easy button"

A simple way for them to ask for what they want, instead of the old behavior.
How you know
Each learner has their own form: card, sign, AAC button, or word. Their HiRasmus All About Me profile + learner binder tells you which.
What you do
Honor it within 5 seconds. Every time. No negotiating, no "in a minute." most important job in the room
3 · TOLERANCE

The learner's "okay"

A small skill for waiting a tiny bit when we can't say yes right away.
How you know
Single word, sign, or gesture (often "okay"). Only taught after FCR is mastered.
What you do
Only teach if you're LT or TRS. ABATs and subs do not run tolerance teaching.
4 · CAB

During the wait

A small task the learner does while waiting for their reinforcer.
How you know
Things like handing you one block, sitting briefly, taking one bite.
What you do
Introduce tiny, reinforce big. Start with one. Build slowly.
The Chain · read top to bottom, every time
HRE→FCR→ Tolerance→CAB→ Reinforce→back to HRE

HRE-First Cascade · when behavior comes up

Same protocol for every learner. Same 5 steps. Wear the card on your lanyard.

  1. PROTECT HRE. Stop demands. Drop demand language.
  2. HONOR THE FCR. If the learner presents it, reinforce within 5 sec.
  3. PROMPT THE FCR. Model the response. No verbal redirection.
  4. TEACH TOLERANCE. Brief delay → reinforce calm body → return access. (LT or above only.)
  5. ESCALATION → NOTIFY CS (Lia). Safe space. No demands. Wait. Safety-Care certified staff only for physical response. Never prone restraint. See Pocket Card 3 for the full crisis protocol.

🖨 Print the lanyard / ring cards → — the wear-it cascade cards, sub card & zone poster.

Quick scenarios · what would you do?

A. Child mid-HRE hands you their FCR card. → Honor it within 5 sec. Materials go away. Stay in HRE.
B. Sub arrives at 8:00 with no notice. → Hand them the Sub Protocol + Cascade Card. Lead BT walks them to zone.
C. Child mid-demand signs the precursor for escape. → Run the Cascade. Honor FCR or prompt it.

Common questions

If we always say yes to the FCR, won't learners escape from everything?
No. Once trust is built, tolerance and CABs come in. Within weeks, you're back to teaching.
What if a learner doesn't have an FCR yet?
Phase 1 — your job is to TEACH them one. No demands yet. Lots of HRE.
Why is this different from "just let learners do whatever"?
We're sequencing expectations, not removing them. HRE → communication → small demands inside lots of reinforcement.
What if I don't know what to do?
Ask. Always. Asking the TRS or LT is always the right call.

This Field Guide supplements the Team Pocket Card Series (Cards 1–11). Always defer to the active BIP.

If you remember nothing else

Pair first. Honor assent + FCR within 5 seconds. Lead with kindness and compassion. Ask when unsure. You've got this. — Lia, CS · for our team 💜