Definitions Flashcards
Define abuse:
Anyone responsible for the individual can be an abuser.
Physical - threat, risk, and non-accidental physical abuse
emotional - Injury to the psychological capacity or emotional stability. Rejection and ignoring, shame
and humiliation, terrorizing, isolation.
sexual - intercourse, sexual activity, inappropriate touching
neglect - failure to provide food, clothing, supervision, shelter, or medical care.
Define Dual Relationship:
Any relationship other than a therapeutic one between a practitioner and a client (Romantic,
financial, social)
Romantic- flirting, dating, sexual contact
Social- connecting on social media, sharing casual photos, eating dinner with clients, spending time in
community together
Financial- private tutoring for pay, babysitting, making educational materials for a fee
Define Extinction:
Breaking the relationship between the behavior and reinforcer that previously followed it. No
longer give the reinforcer for a previously reinforced behavior. (planned ignoring - attention,
tangible - don’t give her the cookie, escape - make them finish the demand
Define positive and negative
reinforcement:
positive reinforcement - technical term for getting good stuff when you do something correct.
Negative reinforcement - escaping or taking away/removal of bad/negative stimuli
*both increase or maintain behavior
Define Satiation:
a. Consuming substantial amounts of a reinforce temporarily decrease reinforcing effectiveness
b. Reduces the effectiveness of a reinforce (“I can’t eat another hot dog”) (Don’t want to watch a
movie later if you spent all day watching TV
Define Shaping:
Reinforcing successive approximations of a target behavior while extinguishing previous
approximations.
Example of an
antecedent
modification:
- Task Modification - Still have to do the same amount/all of the problems but they get to choose what order they
want to do them in. - Demand Fading - reduce the amount of tasks the child must do
- Noncontingent Reinforcement (NCR) - time based schedule, they get it for free no matter what. The behavior
feels good. (for attention - pat Melony on the back overtime you pass by her chair - Functional Communication Training (FCT) - teach child to request access to the reinforcer (can’t stand at
refrigerator and cry anymore, must show a picture of juice) - Behavioral Momentum - (High P Low P) High Probability Low Probability - 3 High P, 1 Low P.
example of
shaping:
Andy cannot say the sound “b”. the BT’s have no way to prompt Andy to make him say this sound, so they shape
the “b”sound.
Explain
Differential
Reinforcement:
Reinforcement of some behaviors and not others. The results is an increase in desired behaviors that are
reinforced and an elimination of problem behaviors that are not reinforced. (Reinforce desired behaviors AND
don’t reinforce (extinguish) undesired behavior)
Explain the
fundamental
principle of ABA
ABA - is a scientific approach, that uses the principles of learning to understand the relation of behaviors and the
environment.
-* Consequences that follow a behavior control whether that behavior will increase or decrease.
Explain the Prompt Hierarchy from most intrusive to least intrusive prompts:
Physical, partial physical, verbal, gesture, model.
Explain the three
types of direct
preference
assessments:
- MSWO- Multiple Stimulus Without Replacement- Present array of 5-7 items and instruct the child to “pick one”.
Once selected, allow the child to access that item for 30 seconds. After 30 seconds remove item from the array and
lineup remaining items and instruct child to “pick one”. Continue in this manner until all items have been chosen.
The item chosen first is presumed to be the most preferred. The item chosen last is considered the least preferred. - MSW- Multiple Stimulus With replacement- Similar in setup to MSWO except after an item is selected it will be
returned back to the array. Prior to the preference assessment allow the child to interact with each item. Line the
items up so they are equidistant and instruct the individual to “pick one”. Allow access to item for 30 seconds and
then place the item back in the array. There will be as many trials as there are items. Continue in this manner until
all trials are complete. - Paired Choice- Stimuli are presented in pairs until each stimulus has been presented with every other stimulus.
The sequence of the pairings is predetermined. Tell the individual what you are presenting and then ask him/her
to make a choice (e.g. I have a ball and a sticker, pick one). Hold the stimuli on a table in front of the individual. Give
the individual the item that he chooses for 30 seconds. If the individual attempts to take both, remove them both
and represent them.
Explain the two types of discrimination training and when they are used:
- Successive Discrimination - used when there is NO field of stimuli for the client to point, touch or pick up.
(naming objects - acting, answering personal information questions - intraverbal) alternating using positive
stimulus (includes reinforcer) and negative stimulus (does not include reinforcer) (Stand up, what is it?, where do
you live?) - Simultaneous Discrimination - There is a field of stimuli for the client to respond to by pointing, touching, or
picking up an item from a field of items. Used for matching or receptive lessons. (touch nose, put with same, give
me cup
Explain the two types of formats that learning activities are performed in?
- DTT - Discrete Trial Training - More formal instruction, repetition of instructions, often conducted sitting down
with specific materials being presented. - NET - Natural Environment Training - Less formal instruction, variety of instructions, centered on naturally
occurring activities, moving around in natural environment.
HIPAA
Health Insurance Portability and Accountability Act
How can a Behavior Technician
avoid compromising
confidentiality?
- Use acronyms whenever possible
- When carrying documents around, ensure company name is not revealed
- Use initials
- Remove company logo or anything else that may reveal the client’s diagnosis
- Store information in a locked box when transporting confidential documents to and from the
office location
How can a BT treat a client with
dignity:
- incorporate client choice
- respect personal space
- ensure privacy when addressing adaptive care needs such as toileting.
- don’t speak negatively about client’s behavior within earshot of client.
How can BT assist with parent
training?
- Model target skills and provide hands on support as parents learn to implement new
producers with their child. - May teach parents how to teach new skills and manage behaviors
- Provide positive feedback and support during a behavior
How can you transfer stimulus
control using prompt fading:
When the prompt has been eventually faded out, and then the child finally achieves the task on
his own, transfer stimulus control has occurred.
*important note:
Most to least prompting on acquisition
Least to most prompting on mastered
(unless on otherwise specified instructions from supervisor
In regards to mand training, what
is the difference between
“capture” and “contrive”
Capture- take advantage of a moment that is naturally occurring to target a program or mands
(Ex- child reaches for cookie so you either prompt him to say cookie or he says cookie
independently)
Contrive- manipulate the environment/situation to target a program or mands (Ex- child winds
to play building blocks. You hoard all the blocks and have him mand for each block or prompt
him to mand for each block)
List 2 examples of permanent
product data?
Completed worksheet Written composition Written spelling words Homework assignments Art projects
List 2 suggestions for effective
pairing:
Identify as many things as possible that are reinforcing for the child
Pick reinforcers that are easy to deliver (such as a cookie broken into bits, juice poured in a cup,
etc)
Have reinforcers immediately available during ABA sessions
Approach child with reinforcer and make it obvious that you have something reinforcing
Throughout the session give “freebies” without requiring the child to do anything
Make sure you are not interrupting something that the child is doing to offer something that is
less reinforcing
Provide several opportunities for reinforcement to be delivered each minute
Try to create new ways to interact with reinforcers so that your involvement increases the
reinforcing value
Be aware for the value altering effects/MO (if the child becomes satiated with the reinforcer,
change reinforcer)
List 4 strategies for promoting generalization
- teaching using multiple examples
- Teaching across multiple people
- Teaching using flexible/multiple instructions
- Teach “functional” behaviors
Name 3 common signs of abuse:
Each type of abuse can result in physical and behavioral changes in the
child
these changes can provide reasonable cause to believe or suspect abuse or
neglect
Unexplained injuries - burns, broken bones, bites, black eyes, bruising -
shape of objects, unconvincing explanations.
Returning to earlier behaviors - thumb sucking, bed wetting.
Fear of going to particular locations
fear of particular people
Changes in appetite/eating behaviors
Changes in sleep behavior
Lack of personal care/hygiene (neglect) - consistently dirty, body odor, lack
of sufficient clothing.
Inappropriate sexual behavior
Individuals with Disabilities - make it harder to identify
Unexplained injuries - self injurious behaviors, noncompliance with medical
care, tolerance for pain
Name 3 examples of indirect prompting strategies
used in NET:
Rephrase the question
Asking leading questions/scaffolding
Relating situation to previous event
Drawing/using visual representation of situation
Asking yes/no questions or giving a choice of responses
Name the 3 types of chaining:
- forward chaining
- backward chaining
- total task presentation
Other examples of antecedent considerations to
utilize for aggressive/dangerous clients:
- Potentially dangerous items are removed from environment (scissors, hot
coffee. ..) - Dress Accordingly - long sleeves, pants, hair pulled back.
- Avoid exposed skin, no jewelry
Provide an example of a response prompt:
SD:”How old are you? +immediately following the SD the BT says, “Say four”
Roles/responsibilities of RBT?
- Direct implementation of skill acquisition and behavior reduction plans
developed by the supervisor - Data collection- skill acquisition and behavior management
- Assist with certain assessments (i.e. preference assessments)
- Safety of the client
Stimulus prompt example:
Present large picture of spoon and 2 smaller pictures then give the child a
spoon to match.
Two examples of maximizing discrimination:
- sound - consider how similar the stimuli sound. Avoid similar sounds (doll,
ball, eyes, ears) - color - it is important to consider the color of the target object. Avoid
placing targets with the same color it can confuse the child - shape (ball and orange)
Two roles of the BT in assisting with assessments?
- Provide information about clients’ current skill set
- Assist with behavior management and motivation during a formal
assessment. - Does preference assessments
What activities do most therapy
sessions include?
Preparation and clean up Rapport building - "pairing with client" Skill acquisition tasks Behavior management Data collection
What are some behaviors more
commonly observed in
individuals with autism?
Task avoidance (noncompliance) Tantrums self-injurious behaviors (SIB) Aggression Stereotypy (self-stimulatory/repetitive body movements or behaviors) (hand flapping)
What are some red flags a child
may be at risk for ASD?
No big smiles or other warm, joyful expressions by 6 months or thereafter
No babbling, back and forth sharing sounds, smiles, or expressions by 9 months Lack of response
to name
No back and forth gestures by 12 months (pointing, reaching, waving)
No words by 16 months
No two-word meaningful phrases (without imitating or repeating) by 24 months
Any loss of speech, babbling, or social skills at any age
Unusual Prosody (little variation in pitch, unusual voice quality)
What are some strategies that
can be used for mand training?
- Sabotage/manipulate the environment
- capture opportunities across the session
- contrive MANY throughout ABA session
- control delivery of reinforcer-giving all vs. some
- ex:lollipop:on lick vs. the whole lollipop
- acting confused
- don’t make prefered items readily accessible
What are the 3 components of a
discrete trial?
- Stimulus (SD) Discriminative Stimulus - the question of instruction you are presenting the child
with. - Response
- Consequence
