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RBT Training > Definitions & Practice questions > Flashcards

Definitions & Practice questions Flashcards

1
Q

Stimulus

A

an energy change that affects an organism through its receptors

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2
Q

Stimulus Class

A

Any group of stimuli sharing a predetermined set of common elements in one or more dimensions

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3
Q

Response

A

Specific instance of behavior or specific action of an organism

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4
Q

Response Class

A

A group of responses with the same function

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5
Q

A stimulus….

A

Evokes/elicits a response

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6
Q

What does “S.E.A.T” stand for?

A

Sensory, Escape/Avoidance, Attention, access to Tangible

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7
Q

Discriminative Stimulus (SD)

A

A signal that reinforcement is available

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8
Q

Stimulus Delta (D^)

A

A signal that reinforcement is NOT available

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9
Q

Respondent Behavior is….

A

Unlearned/Untaught

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10
Q

Respondent Behavior

A

The response component of a stimulus response that is induced or brought out by a stimulus that precedes the behavior

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11
Q

Operant Behavior is….

A

Taught/Learned

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12
Q

Operant Behavior

A

Behavior whose frequency is determined by repeated history

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13
Q

What does “A.B.C.” stand for?

A

Antecedent, Behavior, Consequence

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14
Q

Antecedent

A

Event (SD) before the behavior

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15
Q

Consequence

A

Reinforcement/Punishment

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16
Q

Positive Reinforcement

A

Presentation of a stimulus that increases the frequency of a future behavior

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17
Q

Negative Reinforcement

A

The removal of a stimulus that increases the frequency of a future behavior

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18
Q

Positive Punishment

A

Presentation of a stimulus that decreases the frequency of a future behavior

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19
Q

Negative Punishment

A

Immediate removal of a stimulus that decreases the frequency of a future behavior

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20
Q

Positive

A

something is presented/added

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21
Q

Negative

A

Something is withdrawn/removed

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22
Q

Reinforcement

A

Future behavior is increased

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23
Q

Punishment

A

Future behavior is decreased

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24
Q

Motivating Operations (MO)

A

an environmental variable that increases/decreases the reinforcing/punishing effectiveness of some stimulus, object, or event; and alters the frequency of all behaviors that have been reinforced/or punished

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25
Q

Establishing Operations (EO)

A

Increase in the reinforcing effectiveness

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26
Q

Abolishing Operations (AO)

A

Decrease in the reinforcing effectiveness

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27
Q

Extinction

A

Immediate removal of stimulus

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28
Q

Attention

A

behavior functions to gain positive or negative attention

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29
Q

Escape/ Avoidance

A

The behavior function to get removed from or to avoid individuals/situations

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30
Q

Access

A

The behavior functions to gain access to something or someone

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31
Q

Sensory

A

The behavior function dealing with one’s own sensory sensation

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32
Q

Behaviors maintained by ______ reinforcement are placed on extinction when those behaviors ______ produce the ______

A

positive, do not, reinforcer

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33
Q

Behavior maintained by _____ reinforcement is placed on extinction when those behaviors ______

A

Negative, do not produce a removal of the aversive stimulus

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34
Q

Extinction Burst

A

Increase in behavior before extinction takes place

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35
Q

SD Antecedent Intervention

A

-eliminating SD or Cues for problematic behaviors
-providing SD or Cues for appropriate behaviors

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36
Q

MO Antecedent Intervention

A

-presenting an AO for reinforcer maintains inappropriate behavior
-creating an EO for reinforcer maintains positive behavior

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37
Q

Response Effort

A

Amount of effort exerted for the problem to occur

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38
Q

_____ response effort for the problem behavior

A

Increase

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39
Q

_____ response effort for desirable alternate behaviors

A

decrease

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40
Q

Antecedent Interventions do what?

A

modifies initial behavior but does not maintain

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41
Q

What is High-P (High Probability Sequence)?

A

two to five easy tasks with a known history of learner compliance that is presented in a quick succession immediately before requesting the target task

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42
Q

What is High-P good for?

A

Task refusals or Non-compliances

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43
Q

What is NCR (Non-Contingent Reinforcement)?

A

An intervention in which stimuli with known reinforcing properties are delivered on a FT or VT schedule regardless of the clients behavior

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44
Q

What is FCT (Functional Communication Training)?

A

An appropriate communicative behavior that is taught as a replacement behavior for problem behavior usually evoked by an EO

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45
Q

FCT involves…

A

differential reinforcement of alternate behaviors (DRA)

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46
Q

What is DRA?

A

-Differential reinforcement of alternate behavior
-Procedure for decreasing behavior in which reinforcement is delivered for a behavior that is a desirable alternative to the target bx

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47
Q

What is DRI?

A

-Differential reinforcement of incompatible behavior)
-Decreases problem behaviors by reinforcing a behavior that is incompatible with the behavior targeted for reduction

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48
Q

What is DRO?

A

-Differential reinforcement of zero rates
-method for decreasing problem behaviors in which reinforcement is contingent on the absence of the problem behavior at or during specific times

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49
Q

When is a reinforcer given during a DRO procedure?

A

after a given period of time AND the target behavior HASN’T happened

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50
Q

What is DRH?

A

-Differential reinforcement of high rates
- a schedule of reinforcement where reinforcement is produced at the end of an interval contingent on the number of responses emitted during an interval being greater than the clients previous performance

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51
Q

During an DRH procedure the target behavior is happening….

A

at a low rate

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52
Q

What is DRL?

A

-Differential reinforcement of low rates
-a schedule of reinforcement in which reinforcement follows each occurrence the target behavior from the previous response by an minimum IRT, or is contingent by not exceeding a predetermined criteria

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53
Q

During an DRL Procedure the target behavior is….

A

happening at a high rate

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54
Q

Reinforcement should be used ___ punishment is considered

A

Before

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55
Q

Punishment should be used with….

A

a reinforcement of alternate behaviors

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56
Q

What are the two types of positive punishments?

A

-Reprimands
-Response Blocking

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57
Q

What are the three types of negative punishment?

A

-Time Out Ribbons
-Planned Ignoring
-Response Cost

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58
Q

What is a time out ribbon? Give example.

A

-A physical signal of reinforcement
- Bracelets, Ribbons on wrist, clothespin system

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59
Q

What is planned ignoring? Give example.

A

-Attention, physical contact, verbal interaction removed for a period of time
-Leaving client alone for x amount of time, no hugs for x amount of time, no talking for x amount of time

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60
Q

What is response cost? Give example.

A

-total loss of available reinforcers immediately following a behavior or the removal of the opportunity to receive additional reinforcers
-no iPad after kicking, no snack time for running around, no tv for rest of the day for not cleaning room

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61
Q

Behavior assessments seek what?

A

The function that specific behavior serves in a person’s environment

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62
Q

What two behaviors are being observed during a behavioral assessment?

A

-The Target Behavior
- A Replacement Behavior

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63
Q

What are the three components of Operational Definition?

A

-brief description of the behavior
-the topography (what it looks like)
-the measurement that will be used

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64
Q

What are the three dimensional qualities used to measure behavior?

A

-Repeatability
-Temporal Extent
-Temporal Locus

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65
Q

Repeatability

A

the instance of a response class that occurs repeatedly through time;
the frequency & rate

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66
Q

Temporal Extent

A

Every instance of behavior that occurs during some amount of time;
or the duration

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67
Q

Temporal Locus

A

Every instance of behavior that occurs at a a certain point in time;
IRT & Latency

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68
Q

What are the six types of continuous measurement?

A

-Frequency
-Rate
-Duration
-Response Latency
-Latency
-IRT (Inter-response Time)

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69
Q

Frequency

A

Tally/Total count

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70
Q

Rate

A

Frequency/Time

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71
Q

What is Response Latency? Give Example.

A

-A measure of temporal locus
-The elapsed time from the onset of a stimulus to the intiation of a response
-The time it takes a child to grab and complete a puzzle when placed in front of them

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72
Q

Latency always has what?

A

A signal to prompt a response of some sort

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73
Q

What is IRT? Give example.

A

-A measure of temporal locus
-Defined as the elapsed time between two successive responses
-The time between when a child correctly matches two puzzle pieces to the time they match two more pieces

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74
Q

Duration

A

A measure of total extent of time in which a behavior occurs;
how long something occurs

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75
Q

What is continuous measurement?

A

Measurement conducted in a manner that all instances of the response class(es) of interest are detected during an observation period

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76
Q

What are the four types of discontinuous measurement?

A

-Whole Interval Recording
-Partial Interval Recording
-Momentary Time Sampling
-Permanent Product

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77
Q

What is whole interval recording? Give an example?

A

-A measurement for measuring behavior in which the observation period is divided in a series of brief intervals where the behavior is recorded only if it occurs throughout the whole time of the interval
-Sitting in seat for the whole 5 minute interval

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78
Q

What is partial time sampling? Give an example.

A

-time measurement method in which the behavior is recorded during brief intervals if the target behavior occurred at any point during the interval
-child claps hand at any time during 5 minute period

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79
Q

What is momentary time sampling? Give an example.

A

-time measurement method in which the absence or presence of the target behavior is recorded at a precisely specified time during the time interval
-teacher tells child to color from 1-1:15pm and checks to see if they are still coloring at 1:08pm

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80
Q

What is permanent product? Give an example.

A

-measurement of behavior in which the behavior is recorded after it has occurred by its effects produced on the environment
-sending client to store for groceries, and checking grocery bags to see if they got the right products after they return

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81
Q

What is an Inter-observer Agreement (IOA)?

A

the degree in which two or more independent observers report the same values after measuring the same event

82
Q

What does the X-Axis represent?

A

Any passage of time

83
Q

What does the Y-Axis represent?

A

Any dependent variable/behavior

84
Q

What is the condition change line?

A

-lines drawn vertical from the x-axis to show points in time at which changes to the independent variable occurs

85
Q

Condition Label

A

brief description printed along the top of a condition change line to explain the experimental condition (e.g. a medicine change)

86
Q

Data points

A

represent a measure of the target behavior recorded during a given observation period and the time at which it occurred

87
Q

Data Path

A

presents the level and trend of behavior between successive data points

88
Q

What is a prompt?

A

A supplementary antecedent stimuli used to accompany a response in the presence of a SD that will eventually control the behavior

89
Q

What are the two types of prompts?

A

-Stimulus Prompts
-Response Prompts

90
Q

What is a stimulus prompt?

A

the clue or prompt is the stimulus or on the actual stimulus itself

91
Q

What are the two types of stimulus prompts?

A

-Position Cue
-Redundancy Cue

92
Q

What is a position cue? Give an example.

A

-moving the correct stimuli closer to the client
-holding the correct picture to be chosen closer to the client’s view

93
Q

What is a redundancy cue? Give an example.

A

-occurs when one or more stimulus or response dimensions are paired with the correct choice
-putting a green piece of paper behind the correct choice and a red one behind the wrong choice

94
Q

What are the four types of response prompts?

A

-Verbal Prompt
-Modeling Prompt
-Gestural Prompt
-Visual Prompt

95
Q

What is a verbal prompt?

A

a verbal instruction or verbal clue given to the client by you

96
Q

What is a modeling prompt? Give example.

A

-the client is shown or you model how to do the correct response by you
-telling client to clap hands then you clap your hands to prompt client

97
Q

What is a gestural prompt? Give an example.

A

-using a gesture to move the organism to respond
-pointing to an object or nodding head

98
Q

What is a visual prompt? Give an example.

A

-a picture or clue that the client see which provides information about the correct answer
-asking client “what do we ride in?” while showing a picture of a car

99
Q

What are the two types of physical prompts? Give definition for both.

A

-Partial physical prompt; providing minimal assistance to physically guide the client through part of the requested activity
-Full physical prompt; providing full physical assistance to guide the client through the requested activity

100
Q

What is prompt fading?

A

the procedure used to transfer stimulus control from the prompts to the natural stimulus

101
Q

What is shaping?

A

a technique that reinforces successive approximation to the clients goals

102
Q

What is task analysis?

A

the process of breaking a complex skill or a series of behaviors into smaller, teachable steps

103
Q

What are the three types of chaining methods?

A

-Forward Chaining
-Backward Chaining
-Total Task Chaining

104
Q

Forward Chaining

A

teaching method that begins with the learner being promoted and taught to preform the first behavior, and once mastered the learner is then taught the first and second steps and so on until all steps in the behavior are completed independently

105
Q

Backward Chaining

A

teaching method in which the trainer completes all but the last step in the process for the client to learn, once mastered they are taught all but the last two steps and so on until all steps are able to be completed independently

106
Q

Total Task Chaining

A

a teaching method variation of forward task chaining where the learner completes all steps independently and is only prompted when necessary

107
Q

Naturalistic/Incidental Teaching

A

creating an environment in which the clients interests are easily fostered by which the clients interests can be easily motivated, and the RBT presents learning opportunities through the client typical activities

108
Q

Generalization

A

the client can completes tasks/behaviors learned in one setting or with one person, and being able to complete it elsewhere

109
Q

What are the two types of generalization?

A

-stimulus/setting generalization
-response generalization

110
Q

Response Maintenance

A

the extent in which a client is able to preform the target behavior once a portion or all the interventions responsible for the behaviors initial appearance has been terminated

111
Q

What are the four verbal operants?

A

-Mand (requesting/asking)
-Tact (labeling/“see & say”)
- Intra-Verbal (Questions & Answers)
- Echoic (Repeating)

112
Q

What is Manding? Give an example.

A

-a verbal operant evoked by an MO and followed by a specific reinforcement
-saying “shoe” and being given a shoe

113
Q

What is Tacting? Give an example.

A
  • a verbal operant evoked by a nonverbal SD and followed by a generalized conditioned reinforcement
    -saying shoe because you see a shoe
114
Q

What is an inter-verbal response? Give an example.

A

-a verbal operant that is evoked by a SD and does not have point-to-point correspondence with that verbal stimulus
-saying “shoe” when someone asks “what do you wear on your feet?”

115
Q

What is echoing? Give an example.

A
  • evoked by a SD that has point-to-point correspondence and similarity with the response
    -saying “shoe” after someone else says “shoe”
116
Q

What is an unconditioned reinforcement?

A

a stimulus change that increases the frequency of any behavior that immediately follows it irrespective of the organisms learning history

117
Q

An unconditioned reinforcement is …..

A

Unlearned

118
Q

What is a conditioned reinforcer?

A

a stimulus change that functions as a reinforcer because of prior pairing with one or more reinforcers

119
Q

A conditioned reinforcer is…..

A

taught/learned

120
Q

What is contingency?

A

-You do it = reinforcement
-You don’t do it = no reinforcement

121
Q

Continuous Reinforcement

A

used for teaching new skills or behaviors in which reinforcement follows each occurrence of the targeted behavior

122
Q

Intermittent Reinforcement (INT)

A

a reinforcement schedule used to maintain behaviors in which some, but not all! occurrences of the behavior produce reinforcement

123
Q

What are the four types of INT schedules?

A

-Fixed Ratio (FR)
-Fixed Interval (FI)
-Variable Ratio (VR)
-Variable Interval (VI)

124
Q

What is an FR Schedule? Give example.

A

-reinforcement schedule in which reinforcement requires a fixed number of responses
-an FR4 schedule, reinforcement follows every fourth response

125
Q

What is an FI schedule? Give example.

A

-reinforcement schedule in which reinforcement is given after the first response is emitted following a fixed interval of time since the last response
-an FI4, reinforcement follows every 4 minutes if behavior is completed

126
Q

What is an VR schedule?

A

reinforcement varies around a average number of responses

127
Q

What is a VI schedule?

A

reinforcement follows varied time durations

128
Q

Discrete Trial Training (DTT)

A

any operant whose respond is controlled by a given opportunity to emit the response

129
Q

Reflexivity is…

A

Matching (A=A)

RBT says fork, client says fork

130
Q

Symmetry

A

A=B

the spoken word fork = a real fork

131
Q

Transitivity

A

A=C

spoken word fork = picture of a fork

132
Q

If A= a real car, B= a toy car, and C=a picture of a car…. what is taught?

A

A=A
A=B
B=C

133
Q

If A= a real car, B= a toy car, and C=a picture of a car…. what is untaught?

A

A=C

134
Q

Dana is a special education classroom teacher. The class has just finished their reading and spelling period, and next on the class schedule is
“free time” centers. Jon, one of Dana’s students, is playing with his favorite red train on the toy train tracks. Dana sees this and walks over to Jon and says, “That looks like fun, Jon! What color is that train you are playing with?” This is an example of:

A

Naturalistic Teaching

135
Q

The RBT, Joe, provided Serena a preferred sticker every time she answered 5 math problems correctly. Which schedule of reinforcement is Joe using in this example?

A

Fixed Ratio

136
Q

Touching, tapping, pointing to, and nodding your head towards a specific stimulus are all examples of what type of stimulus prompt?

A

Gestural

137
Q

Kendra, the RBT, teaches her client, Sarah, to tie her shoe laces by having her perform all the steps of shoe tying in the correct order for each trial. Kendra uses graduated guidance for the few steps of the shoe tying sequence that Sarah needs help to complete. This is an example of which chaining procedure?

A

Total Task Chaining

138
Q

Franny, the RBT, is working with her client, Brian, on identification tasks.
Franny sits next to Brian at their work table and places three animal pictures in a line in front of him. Franny tells Brian to select the animal that has stripes. If Brian selects the correct animal, Franny delivers the reinforcer. If Brian selects the wrong animal, Franny implements error-correction by removing the line of pictures, waiting a few seconds, and re-representing the animal pictures with the same instruction. This is an example of:

A

Discrete Trial Training

139
Q

Karen is an RBT and her client is a boy named Eric. When Karen is working with Eric, teaching opportunities occur throughout the day and begin with learning trials initiated by Eric to naturally occurring activities and materials. That is, the activities are based on Eric’s motivation. What teaching procedure is Karen using with Eric?

A

Incident teaching

140
Q

Evan’s RBT is working with him on identification of tasks with cards during a discrete trial teaching (DTT) session. Each time Evan labeled a card correctly, the RBT put the card in a pile on the table. If Evan labeled a
card incorrectly, the RBT put the card back in the deck for testing again. At the end of the DTT session, the RBT counted the total number of cards in the “correct” pile on the table. In this example, the RBT is measuring:

A

Permanent Product

141
Q

Mica will grab items from other people. Whenever he grabs for an item, Mica typically gains immediate access to that item. The behavior plan states that when Mica attempts to grab for an item, the item should be withheld (don’t give it to him). However, when Mica vocally asks appropriately for items, the item will be given to him. Which procedure is being implemented to reduce Mica’s grabbing behavior?

A

Differential reinforcement of alternative behavior (DRA)

142
Q

Arianna is an adult living in a group home. Arianna brushes her teeth up to 10 times in one day and although tooth brushing is a healthy habit, the frequency with which Arianna brushes her teeth is disruptive to Arianna’s other daily tasks and activities. The behavior plan specifies the use of a DRL procedure with a criterion of 3 instances of brushing teeth in one day.
When should the reinforcer be delivered?

A

Only if Arianna brushes her teeth 3 times or less in one day

143
Q

Alex is a young boy who frequently gets out of his seat in the classroom. A functional assessment suggests that attention from his teacher maintains this “out of seat” behavior. To decrease Alex’s out of seat behavior, his teacher now only attends to Alex when he is sitting appropriately in his seat and ignores him when he gets out of his seat.
Which differential reinforcement procedure is the teacher using in this scenario?

A

Differential reinforcement of incompatible behavior (DRI)

144
Q

Shelly will appropriately mand for (request) items/activities on 8 out of 10 opportunities (80%) across three consecutive days, with at least two different people. This describes which component of the skill acquisition plan?

A

Mastery Criteria

145
Q

Omar is a student in Mrs. Jenn’s classroom. During the school day, Omar will jump up from his chair, run to the light switch in the classroom, and turn the lights on and off. Mrs. Jenn notices that Omar does the same thing when he is alone in the bathroom and when he is in other classrooms. When Mrs. Jenn shares this with Omar’s parents, they confirm that he does the same at home and even when he is alone in his room at night. Based on this information, what is the likely function of Omar’s light switch flipping behavior?

A

Automatic

146
Q

In an effort to decrease the likelihood of problem behaviors during an evening routine, George implements an antecedent intervention with his daughter. George tells his daughter that she can decide whether to take her nightly bath before dinner or after dinner. Which type of antecedent intervention is George using?

A

Providing Choice

147
Q

RBT Sheriel is teaching her client, James, how to pack his lunch in the morning. Using task analysis, she breaks down this skill into 9 total steps. She begins trial 1 by teaching him to complete step 1 independently.
For trial 2, she teaches him to complete steps 1 and 2 independently, For trial 3, she teaches him to complete steps 1, 2 and 3 independently, and so on. Which type of chaining procedure is Sheriel using to teach James the skill of packing his lunch?

A

Forward Chaining

148
Q

Melissa is an RBT who is collecting data on her client, Wayne’s, walking on the track behavior during gym class. Melissa sets a timer for 3 minutes.
When Melissa’s timer beeps at the end of the 3-minute interval, Melissa looks up to see if Wayne is walking. If Wayne is walking, Melissa marks a
“+” on the data sheet. If Wayne is engaging in any behavior other than walking on the track at the end of the 3-minute interval, Melissa marks a “-“ on the data sheet. What type of measurement procedure is this?

A

Momentary Time Sampling (MTS)

149
Q

Cydney is an RBT collecting data on David’s motor stereotypy (rocking back and forth) in the classroom. Cydney observes David across 30-second intervals. During each 30-second interval, Cydney marks a “+” as soon as she sees David engage in motor stereotypy. If she does not see motor stereotypy occur during the 30 seconds, she marks a “-‘ at the end of the interval. Which measurement procedure is Cydney using?

A

Partial Interval Recording (PIR)

150
Q

George, an RBT, needs to identify preferred items to use during his sessions with Peter. George presents an array of seven items to Peter and allows Peter to pick one item from the array. On the next trial, George presents an array of only six items (the item that Peter picked in the previous trial was removed) and again allows Peter to pick one item.
George repeats this procedure until the last item in the array is left and a ranking of items is determined. Which preference assessment is described in this example?

A

Multiple Stimulus Without Replacement (MSWO)

151
Q

A stimulus control transfer procedure refers to _____

A

A procedure where one stimulus which controls a certain behavior is paired with another stimulus until the new stimulus gains control over the behavior

152
Q

Tito engages in slapping behavior when presented with instructions during learning activities. The behavior has been determined to be maintained by escape from demands. The behavior intervention plan indicates that the therapists will teach Tito to sign the word “break” so that he can get what he needs without slapping. Extinction is to be used as an intervention when slapping occurs. You present the instruction for a learning activity and Tito slaps you. Which best explains how you would implement the intervention?

A

Continue presenting the instruction and do not respond to the slapping behavior

153
Q

Which would be the most conservative direct, discontinuous measurement to track a child’s engagement during a class lesson?

A

whole interval recording

154
Q

The goal of a stimulus preference assessment is to:

A

identify objects, people, or activities that may be motivating

155
Q

Erin, a head-start preschool teacher, attempts to teach communication skills to her students by manipulating the environment. She evokes tacts and mands by placing items within the children’s sight, but out of reach.
This process can be referred to as _____

A

incidental teaching

156
Q

Jenny tends to kick people as she walks down the hall. If Jenny makes it all they way down the hall without kicking anyone, her aide lets her select a prize from the prize box. This is an example of____

A

Differential Reinforcement of an Other Behavior

157
Q

The following procedure describes Jill, a BCBA is trying to keep a child from picking his nose and wiping his fingers on classmates. Jill requires students to hold a pencil in one hand and an eraser in another hand during their entire social skills lesson.

A

Differential Reinforcement of an Incompatible Behavior (DRI)

158
Q

Extinction refers to:

A

withholding all reinforcement

159
Q

An example of a dual relationship would be _____

A

your client’s mother being your best friend

160
Q

Your BCBA instructs you that he/she wants you to record how long your clients’ tantrums last. What type of data collection would you use?

A

Duration

161
Q

The RBT recorded 18 instances of the child throwing items in the classroom. What type of continuous measurement procedure is the RBT implementing?

A

Frequency

162
Q

Which measurement procedure is being used if the observer is recording if the target behavior occurred at any point in the interval?

A

Partial Interval Recording

163
Q

A RBT sets a timer for 2 minutes. When the 2-minute timer goes off, the RBT looks up immediately to see if their client is sitting in their seat.

A

Momentary time sampling (MTS)

164
Q

Which term is used to describe anything an organism does that is observable and measurable?

A

Behavior

165
Q

A BCBA is describing to the RBT the target response for data collection. He/she then describes the physical form or shape of the behavior, in other words, what the behavior looks like. The BCBA is describing the ________ of the target behavior.

A

topography

166
Q

The RBT instructed the learner that it is time to go to the classroom to practice tracing lower case letters. Once seated, the learner engages in elopement each time the RBT presents the instruction “Let’s Trace.” Based on the scenario and the 4 functions of behavior, what appears to be the function?

A

Escape

167
Q

The BCBA gave the RBT 10 tasks to have the learner perform to assess whether the learner can perform the tasks or not. This is an example of:

A

Probing

168
Q

This describes a principle of behavior describing a response consequence functional relation in which the response is followed immediately by a stimulus change that results in similar responses occurring more often in the future:

A

Reinforcement

169
Q

Sarah cleaned her room and received $5.00 upon completion. Sarah engaged in cleaning her room more often in the future. This is an example of:

A

Positive Reinforcement

170
Q

This principle of behavior occurs when a behavior is followed immediately by the removal of a stimulus that increases the future frequency of that behavior:

A

Negative Reinforcement

171
Q

Intermittent reinforcement is typically used to teach new skills while continuous reinforcement is typically used to strengthen and maintain established skills: True or false?

A

false

172
Q

A teacher delivers a student a break from independent seated work after exactly 1 hour since their last break. This is describing what schedule of reinforcement:

A

Fixed Interval

173
Q

The BCBA delivers praise 5 times on average for each correct response. Sometimes the BCBA delivers praise after 4 correct responses and sometime after 7 correct responses. Based on this scenario, what schedule of reinforcement is being implemented?

A

Variable Ratio

174
Q

This type of teaching procedure involves short, quick intervals when learning skills that involve an SD, prompts, responses, and feedback in quick succession. Typically, many trials are run at the table. This describes which teaching procedure:

A

DTT (Discrete trial training)

175
Q

Laura the BCBA is working with her client on brushing teeth. She has broken down the complex skill of brushing teeth into smaller teachable steps to help her client learn this new skill. What teaching procedure is Laura implementing?

A

Task analysis

176
Q

Josh is an RBT working with a client on hand washing. Handwashing is a complex skill that the clients BCBA has broken up into a sequence of small teachable steps. Josh’s BCBA instructs him that the procedure involves Josh prompting all but the last step in the behavior chain, which is performed by the learner, who then receives reinforcement for completing the chain. When the learner shows mastery in performing the last step, Josh will then complete all but the last 2 steps in the behavior chain and reinforcement is delivered. This sequence continues until the learner completes the entire chain independently. This describes what teaching procedure?

A

Backward Chaining

177
Q

A stimulus that signals the availability of reinforcement is defined as a _____ and a stimulus that signals the unavailability of reinforcement is defined as ______:

A

SD & S-Delta

178
Q

When Jessica is working with her client, she ensures she is always providing learning opportunities across different stimuli, various times of the day, incorporating new people, and in teaching in different settings. What is Jessica programming for?

A

Generalization

179
Q

Sam sees a green ball and says “green.” Sam sees grass and says “green.” Sam also sees dark green leaves on a tree and says “green.” This is an example of:

A

Stimulus Generalization

180
Q

Your client has been manding “open door” when wanting to leave the classroom as he cannot reach the door handle. Later at lunch, your client needs help opening his chip bag and says, “open door.” Again, you observe your client manding “open door” when needing help opening his water bottle. This is an example of:

A

Over generalization

181
Q

This occurs when the learner emits an unlearned response which is functionally equivalent to the learned response. An example includes teaching the learner to say “hi” and you now observe the client saying “hello” and “hey” which were not taught.

A

Response generalization

182
Q

Your client has met mastery criteria for tying his shoes. This behavior continues to occur after the intervention been removed. This refers to:

A

Maintenance

183
Q

Systematically and differentially reinforcing successive approximations to a terminal behavior is defined as:

A

Shaping

184
Q

You are working with your client on two syllable echoics, specifically “Say: mommy.” You reinforce your client saying “Ma.” A couple of days later your client echoes “mama.” You then withhold reinforcement when you client says “ma” and only reinforce “mama.” What teaching procedure is being illustrated in this example?

A

Shaping

185
Q

This is a program during which the learner earns tokens contingent on appropriate behavior, but also loses 2 tokens contingent on inappropriate behavior:

A

Response Cost

186
Q

Ashley engages in frequent elopement. You are observing Ashley and notice that this behavior typically occurs as soon as she is asked to complete a worksheet at school. The teacher usually responds by telling Ashley “it’s okay, you don’t have to work on it today.” What appears to be the function of Ashley eloping?

A

Escape

187
Q

Which of the following reflects the main four functions of behavior commonly recognized in applied behavior analysis?

A

Attention, Access, Escape, Tangible

188
Q

The three-term “ABC” contingency refers to:

A

Antecedent, Behavior, Consequence

189
Q

Your client often makes inappropriate jokes at the clinic. You notice that when he does this, most of the kids around start laughing at him, increasing the likelihood that he will continue to make inappropriate jokes in the future. What appears to be the function of this behavior?

A

Attention

190
Q

A _____decreases the value of a stimulus as a reinforcer and a ______ increases the value of a stimulus as reinforcer.

A

Abolishing operation & establishing operation

191
Q

When working with a client who you are aware that engages in hair pulling, what is an antecedent strategy you could implement?

A

Wearing your hair up

192
Q

At a minimum, how many years do client data and records need to remain secured at an organization?

A

7 years

193
Q

What is the most secure location an RBT can store confidential documents between sessions?

A

In a secure locked bin

194
Q

Before the onset of services, the BCBA informed the RBT that they conducted an interview with the clients’ parents and gave them a questionnaire to fill out about their child’s preferred activities. This is an example of which functional assessment?

A

Indirect observation

195
Q

Johnny’s dad reprimands him for not cleaning his dishes after dinner. The next day Johnny cleans his dishes, and his father immediately stops yelling. Johnny is more likely to clean his dishes in the future. This is an example of:

A

Negative reinforcement

196
Q

Your BCBA is teaching you how to implement an extinction procedure. The goal is decrease property destruction. What could be true when implementing extinction?

A

There could be an immediate increase in property destruction at first (extinction burst)

197
Q

Your BCBA is using a differential reinforcement procedure to teach a replacement behavior for a client tantruming during independent seated work. The function of the behavior is escape. What replacement behavior would you be most appropriate to teach in this scenario?

A

Requesting a break

198
Q

This term is used to describe what occurs immediately before “the behavior”?

A

Antecedent

199
Q

This term is used to describe what occurs immediately “after” the behavior?

A

Consequence

200
Q

Marlee’s mother gives her a cup of orange juice. Marlee throws the cup and screams. Marlee’s mother says, “What’s wrong? You asked for orange juice!” What was the antecedent in this scenario?

A

Marlee’s mother providing a cup of orange juice

RBT Training (1 decks)

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