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RBT > Module 1 > Flashcards

Module 1 Flashcards

1
Q

What is ABA?

A

-One of the 3 branches of the Science of behavior analysis
-As a science, ABA is a systematic approach to understanding bx of Social importance
-As a practice, ABA is the application of bx analytic principles to improve socially importance Bxs
-Way of life
-Good Teaching

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2
Q

What is Good Teaching?

A

-Providing Motivation
-Giving Clear and Accurate Feedback
-Providing Assistance When Necessary
-Developing independence
-Adjusting Teaching Strategies Based Upon the Child

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3
Q

Components of a Good Teacher

A

-Fun, Receptive, Systematic, Objective
-Adaptable/ Flexible
-Analytic. Engaging
-Professional
-Tireless Worker
-Creative. Reinforcing
-Widely competent, big pic Vs Little

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4
Q

Thorndike: Contributions

A

-Law of Effect
-Learning Curves
-Law of Recency
-Trial & Error Learning

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5
Q

ABA

A

*Science of bx
*Aims to improve lives by:
-Teaching new bx or
-Increasing or decreasing existing bx

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6
Q

Focus of ABA

A

-Figure out why ppl do the things that they do
-Look for the effect(s) of the Env on Bx
-Improve lives by changing the Env

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7
Q

Main Goal of ABA Practice

A

-To improve quality of life & to help others achieve meaningful outcomes

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8
Q

Applied (7 Dimension)

A

*ABA focuses on producing meaningful change -Bx the is “Socially Significant” (imp to the individual & society)
-E.g. Learning to Drive

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9
Q

Behavioral (7 Dimension)

A

*Targets Bx that is observable & measurable
*ABA focuses on Bx as a target for change
E.g. Target nail-biting rather than “anxiety”

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10
Q

Analytic (7 Dim)

A

*Look at the effect of the Env on Bx by:
-Changing the setting
-Measuring bx before/ after changes
*These are called “systematic manipulations”
-E.g. Empty dishwasher

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11
Q

Technological

A

-Not computer technology
-Procedures clearly & precisely described
-Allows for replication (doing it the same way again)
E.g. Assembly instructions

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12
Q

Effective

A

-Effects of behavioral intervention have to be large enough to make a difference in the person’s life
-Measure Bc (collect data)
-Revise if the plan is not effective
-E.g. Decreasing toileting accidents

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13
Q

Conceptually Systematic

A

-Procedures linked to the basic principles of Bx
-Understand WHY we use specific procedures or teaching techniques
-E.g. Using Reinforcement to teach a new skill

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14
Q

Generality

A

*Bx change:
-Maintains across time
-Transfers to other settings & situations
-Spreads to other Bx
E.g: Child greeting others

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15
Q

Understanding the 7 characteristics of ABA is imp because these characteristics

A

-Inform our procedures/ practices in ABA

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16
Q

What is Autism?

A

*Symptoms can be characterized by:
1. Behavioral excesses (behaviors that occur too much) e.g. crying, “tantruming,” “swimming”, etc.
2. Behavioral deficits (bxs that don’t occur enough) e.g., talking, social interaction, play skills, etc.

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17
Q

DSM-V Criteria are Observable Behaviors

A

-DSM-V criteria are descriptive of behaviors
-Many diagnostic team will use comprehensive standardized instruments specifically developed for the diagnosis of ASD to demonstrate that observed bxs are clearly in the atypical range

18
Q

Behaviors of Concern:

-Lack of behavior or regression in Skills:

A

-Lack of language development
-Regression of language
-Lack of pretend play
-Lack of pointing, eye contact, response to one’s name or decrease response, of pointing

19
Q

Autism is a _____ that is defined by its symptoms

A

-Developmental disability

20
Q

Severity Levels for ASD measured across social communication & Restricted, Repetitive Bxs

A

-Level 1: Requiring Support
-Level 2: “Requiring substantial support
-Level 3: Requiring very substantial support

21
Q

Autism: Social: Persons with autism may possess the following characteristic in various combinations & in varying degrees severity:

A

-Preference for being alone
-Little or no eye contact
-Avoidance of physical contact (cuddling, affection, hugging)
-Lack of appropriate play skills

21
Q

Autism: Social:

Persons with autism may possess the following characteristic in various combinations & in varying degrees severity:

A

-Preference for being alone
-Little or no eye contact
-Avoidance of physical contact (cuddling, affection, hugging)
-Lack of appropriate play skills
-Difficulty relating to other children & adults
-Lack of interest in other children & what others are doing
-No response when name is called

22
Q

Autism: Communication

A

*Persons with autism may possess the following characteristics in various combinations & in varying degrees of severity:
-Difficulty expressing needs (use of gestures, hand leading, or pointing instead of words)
-Echolalia (repeating words or phrases in place of normal, responsive language)
-Difficulty with reciprocal conversation

23
Q

Autism Communication (con…t)

A

-Absence of or delayed speech and language
-May contribute to behavioral prob (cuz of an inability to use language to communicate wants/ needs)

24
Q

Autism: Communication (Con..t)

A

-Many children with autism can develop functional language & others can develop some type of communication skills, such as sign language or use of pictures

25
Q

Autism: Repetitive/ Restricted Behavior

A

*Persons with autism may possess the following characteristics in various combinations & in varying degrees of severity:
-Stereotypic bx Vs. “self-stimulation”
-Obsessive compulsive bxs e.g. lining up toys

26
Q

Repetitive/ Restricted Bx

A

-Can have odd play extended periods, liming up
-Everyone is different

27
Q

What is Known? autism runs in families

A

2-18% chance

28
Q

What is Evidence-Based Practice?

A

-Use of procedures that have been studied with strong experimental designs & results that have been replicated, peer-reviewed & published

29
Q

October 1st 2020
ATS pay stubs
(south west side: may 1 to now)
drop box, attention: 6CN
Mekyle Younus

inside: attention 6cn
Mekyle
social security number
my name phone
copy is

A

10703 stncmcliff road Houston Texas 77099

30
Q

Early Intervention

A

-Need to teach skills to help acquire development markers, heavy focus on echoic & minds
-training care givers
-decrease future need for services

31
Q

If directly addressing a minor breach does not stop the problem, contact your supervisor immediately to take more “official” action

A

-Formal resolution

32
Q

Focuses on behavior that is important to the individual and society

A

Applied

33
Q

Procedures are linked to the basic principles of behavior

A

Conceptually systematic

34
Q

An enforceable document that provides ethical rules for individuals with an RBT credential

A

RBT Ethics code

35
Q

Observable and measurable behavior as the target for change

A

Behavioral

36
Q

The part of the RBT Code 2.0 that states that RBTs have an obligation to follow the Code

A

Introduction

37
Q

Determining the effect of the environment on behavior through systematic manipulations

A

-Conceptually systematic

38
Q

Lists RBTs and their supervisor on the BACB website

A

RBT registry

39
Q

A document from the BACB that provides the minimum knowledge and Skills of an RBT

A

RBT Task List

40
Q

Determining the effect of the environment on behavior through systematic manipulations

A

Analytic

41
Q

4 core principles

A

evidence based practice

RBT (1 decks)

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