Learning Opportunities, Part 2: Applying the Framework | RBT PDU | 0.5 Hour 

This second presentation extends the discussion of learning opportunities with classification exercises and examples across daily routines and age groups. The presenter revisits the distinction between contrived opportunities, deliberately arranged by an adult, and captured opportunities, which emerge naturally during an activity. Examples include setting aside a puzzle piece to occasion requesting, noticing a learner respond when a peer cries, and arranging shared materials for possible peer interactions. Learning opportunities are then considered during arrival, snack, play, adaptive routines, transitions, and community or school activities. Knowledge of typical development is presented as a “lens” for noticing possible social, communication, play, and independent-living interactions, not a ruler or checklist for deciding what every learner should do. The speaker emphasizes the learner’s existing goals, communication mode, current skills, motivation, and effective reinforcers, together with the arrangement of people and materials. RBTs are encouraged to notice when adult help blocks opportunities, when pausing or joining play might help, and when additional instruction would unnecessarily interrupt meaningful engagement. Decisions remain individualized and tied to the supervisor’s plan.