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BCBA/RBT > RBT > Flashcards

RBT Flashcards

1
Q

Listener Responding (LR)

A

Responding non-vocally to directions given by another person

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2
Q

Responding non-vocally to directions given by another person

A

Listener Responding (LR)

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3
Q

Tact

A

A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement. Labeling.

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4
Q

A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement. Labeling.

A

Tact

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5
Q

Echoic

A

A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement (Repeating what someone else says)

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6
Q

A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement (Repeating what someone else says)

A

Echoic

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7
Q

Motor Imitation

A

Copying a physical movement

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8
Q

Copying a physical movement

A

Motor Imitation

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9
Q

Mand

A

A verbal operant involving a response in any form that is evoked by an MO and followed by a specific reinforcement.

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10
Q

A verbal operant involving a response in any form that is evoked by an MO and followed by a specific reinforcement.

A

Mand

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11
Q

Intraverbal (IV)

A

A verbal operant that is evoked by a verbal SD; basis for social interactions and conversations (response is different from SD, otherwise it would be echoic)

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12
Q

A verbal operant that is evoked by a verbal SD; basis for social interactions and conversations (response is different from SD, otherwise it would be echoic)

A

Intraverbal (IV)

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13
Q

Spontaneous

A

Independent, no prompts given

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14
Q

Independent, no prompts given

A

Spontaneous

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15
Q

Response

A

A single occurrence of a specific behavior

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16
Q

A single occurrence of a specific behavior

A

Response

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17
Q

Stimuli

A

An event or anything in the environment that contacts any of the 5 senses that evokes a specific response

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18
Q

An event or anything in the environment that contacts any of the 5 senses that evokes a specific response

A

Stimuli

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19
Q

Reinforcer

A

A stimulus change that increases the future frequency of that type of behavior

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20
Q

A stimulus change that increases the future frequency of that type of behavior

A

Reinforcer

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21
Q

SD (Discriminative Stimulus)

A

An instruction/question (a stimulus in the presence of which a particular response will be reinforced)

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22
Q

An instruction/question (a stimulus in the presence of which a particular response will be reinforced)

A

SD (Discriminative Stimulus)

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23
Q

Response Cost

A

Removing reinforcement for an undesirable behavior

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24
Q

Removing reinforcement for an undesirable behavior

A

Response Cost

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25
Q

Maintenance

A

Performing a task/skill after teaching is done with a natural schedule of reinforcement, with a thinned schedule of reinforcement (ideally where the natural consequence is the reinforcer)

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26
Q

Performing a task/skill after teaching is done with a natural schedule of reinforcement, with a thinned schedule of reinforcement (ideally where the natural consequence is the reinforcer)

A

Maintenance

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27
Q

Generalization

A

When a skill is learned under one condition and can be demonstrated under different conditions. Or when multiple skills can be used in the same condition; When a skill is applicable to everyday life

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28
Q

When a skill is learned under one condition and can be demonstrated under different conditions. Or when multiple skills can be used in the same condition; When a skill is applicable to everyday life

A

Generalization

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29
Q

Gesture Prompt

A

Any type of action the learner can observe the instructor doing (ex. pointing, reaching, or nodding) to give information about the correct response without any vocalization. Helping the learner responding using an action.

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30
Q

Any type of action the learner can observe the instructor doing (ex. pointing, reaching, or nodding) to give information about the correct response without any vocalization. Helping the learner responding using an action.

A

Gesture Prompt

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31
Q

Textual Prompt

A

A written prompt that can be used as scripts or instructions; requires a response from the learner

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32
Q

A written prompt that can be used as scripts or instructions; requires a response from the learner

A

Textual Prompt

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33
Q

Verbal Prompt

A

Giving the learner verbal information that supports the instruction

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34
Q

Giving the learner verbal information that supports the instruction

A

Verbal Prompt

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35
Q

Physical Prompt

A

Physically guiding the learner’s hand to complete a task/skill thoroughly (partial physical and full physical)

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36
Q

Physically guiding the learner’s hand to complete a task/skill thoroughly (partial physical and full physical)

A

Physical Prompt

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37
Q

Model Prompt

A

Modeling/demonstrating the behavior you want the learner to do.

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38
Q

Modeling/demonstrating the behavior you want the learner to do.

A

Model Prompt

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39
Q

Novel

A

New; anything that the learner has not encountered/experienced/behaved before.

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40
Q

New; anything that the learner has not encountered/experienced/behaved before.

A

Novel

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41
Q

Consecutive

A

In a row; following continuously; unbroken

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42
Q

In a row; following continuously; unbroken

A

Consecutive

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43
Q

Differential Reinforcement

A

Reinforcing only those responses within a response class that meet a specific criterion and placing all other responses in the class on extinction

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44
Q

Reinforcing only those responses within a response class that meet a specific criterion and placing all other responses in the class on extinction

A

Differential Reinforcement

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45
Q

Token Economy

A

A behavior change system consisting of a list of target behaviors with tokens (ex. points, token money, small objects) earned for emitting the target behaviors; a menu of backup reinforcers that learners exchange earned tokens for; a visual representation for correct responding (used when you see terms like VR/FR)

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46
Q

A behavior change system consisting of a list of target behaviors with tokens (ex. points, token money, small objects) earned for emitting the target behaviors; a menu of backup reinforcers that learners exchange earned tokens for; a visual representation for correct responding (used when you see terms like VR/FR)

A

Token Economy

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47
Q

Extinction

A

The discontinuing of a reinforcement of a previously reinforced behavior; responses no longer produce reinforcement.

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48
Q

The discontinuing of a reinforcement of a previously reinforced behavior; responses no longer produce reinforcement.

A

Extinction

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49
Q

Shaping

A

Using differential reinforcement to produce a series of gradually changing response classes. Each response is a successive approximation towards a terminal behavior.

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50
Q

Using differential reinforcement to produce a series of gradually changing response classes. Each response is a successive approximation towards a terminal behavior.

A

Shaping

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51
Q

Pair

A

Associating yourself with reinforcement; building rapport with client

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52
Q

Associating yourself with reinforcement; building rapport with client

A

Pair

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53
Q

IOA

A

Interobserver Agreement. The degree to which two or more independent observers report the same observed values after measuring the same events/behaviors

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54
Q

Interobserver Agreement. The degree to which two or more independent observers report the same observed values after measuring the same events/behaviors

A

IOA

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55
Q

Accel

A

The target behavior that you want to increase; change in the rate of responding over a unit of time.

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56
Q

The target behavior that you want to increase; change in the rate of responding over a unit of time.

A

Accel

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57
Q

Decel

A

The target behavior that you want to decrease; change in the rate of responding over a unit of time.

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58
Q

The target behavior that you want to decrease; change in the rate of responding over a unit of time.

A

Decel

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59
Q

Phase Change Lines

A

Changes to a major independent variable during specific points in time.

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60
Q

Changes to a major independent variable during specific points in time.

A

Phase Change Lines

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61
Q

Counting/Floor Time

A

Duration of data collection for the day.

62
Q

Duration of data collection for the day.

A

Counting/Floor Time

63
Q

Chart/Charting

A

Graphing data from programs and problem behavior outlined in the clients programs.

64
Q

Graphing data from programs and problem behavior outlined in the clients programs.

A

Chart/Charting

65
Q

Precision Teaching

A

Measuring the impact of teaching decisions, and making changes based on that measurement.

66
Q

Measuring the impact of teaching decisions, and making changes based on that measurement.

A

Precision Teaching

67
Q

Timing Chart

A

Used for percussion teaching (e.g. RAN). Consists of 10 trials max/day; data on chart is the count in a given time (e.g. 30 seconds, 1 minute)

68
Q

Used for percussion teaching (e.g. RAN). Consists of 10 trials max/day; data on chart is the count in a given time (e.g. 30 seconds, 1 minute)

A

Timing Chart

69
Q

Preference Assessment

A

A tool used to assess what items/activities are reinforcing to a client to increase the future probability of targeted behaviors.

70
Q

A tool used to assess what items/activities are reinforcing to a client to increase the future probability of targeted behaviors.

A

Preference Assessment

71
Q

Errorless Teaching

A

A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial).

72
Q

A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial).

A

Errorless Teaching

73
Q

Error Correction

A

A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial)

74
Q

A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial)

A

Error Correction

75
Q

FCT (Functional Communication Training)

A

A common, effective behavior reduction approach for teaching individuals to appropriately communicate their wants and needs.

76
Q

A common, effective behavior reduction approach for teaching individuals to appropriately communicate their wants and needs.

A

FCT (Functional Communication Training)

77
Q

Prompt Fading

A

The process of eliminating prompts often through gradually reducing the level or magnitude of prompts to work towards independence.

78
Q

The process of eliminating prompts often through gradually reducing the level or magnitude of prompts to work towards independence.

A

Prompt Fading

79
Q

Probe/Probing

A

Measuring a particular skill before teaching.

80
Q

Measuring a particular skill before teaching.

A

Probe/Probing

81
Q

Baseline

A

A condition of an experiment where the intervention is not present. Data collected during this phase are the basis for determining the effects of the intervention.

82
Q

A condition of an experiment where the intervention is not present. Data collected during this phase are the basis for determining the effects of the intervention.

A

Baseline

83
Q

Scaffolding

A

Helping the learner arrive at the correct response, without giving them the answer. Building upon what the learner already knows to assist them in correctly responding (An error correction procedure that consists of leading questions, negation questions, then choices)

84
Q

Helping the learner arrive at the correct response, without giving them the answer. Building upon what the learner already knows to assist them in correctly responding (An error correction procedure that consists of leading questions, negation questions, then choices)

A

Scaffolding

85
Q

Discrimination

A

Knowing when things are different/what something is not; knowing the boundaries of an object’s critical attributes (The ability to discriminate between one stimulus and a similar stimulus.)

86
Q

Knowing when things are different/what something is not; knowing the boundaries of an object’s critical attributes (The ability to discriminate between one stimulus and a similar stimulus.)

A

Discrimination

87
Q

Natural Environment Teaching

A

An instructional procedure where reinforcement occurs within the activity (e.g., playing pretend, baking a cake, where the reinforcer is the continuing of the activity)

88
Q

An instructional procedure where reinforcement occurs within the activity (e.g., playing pretend, baking a cake, where the reinforcer is the continuing of the activity)

A

Natural Environment Teaching

89
Q

Incidental Teaching

A

An unplanned teaching opportunity in the natural environment that uses the child’s interest and natural motivation.

90
Q

An unplanned teaching opportunity in the natural environment that uses the child’s interest and natural motivation.

A

Incidental Teaching

91
Q

BST (Behavior Skills Training)

A

A training package that consists of instructions, modeling, rehearsal, and feedback in order to teach a new skill

92
Q

A training package that consists of instructions, modeling, rehearsal, and feedback in order to teach a new skill

A

BST (Behavior Skills Training)

93
Q

DTT (Discrete Trial Training)

A

Using unrelated reinforcers to train specific responses to specific stimuli

94
Q

Using unrelated reinforcers to train specific responses to specific stimuli

A

DTT (Discrete Trial Training)

95
Q

Acquisition

A

Current targets that have not met mastery criteria

96
Q

Current targets that have not met mastery criteria

A

Acquisition

97
Q

Differential reinforcement of other behavior

A

DRO

98
Q

DRO

A

Differential reinforcement of other behavior

99
Q

BIP (Behavior Intervention Plan)

A

A roadmap that aims to decrease inappropriate problem behavior and teach replacement or alternative behaviors.

100
Q

A roadmap that aims to decrease inappropriate problem behavior and teach replacement or alternative behaviors.

A

BBIP (Behavior Intervention Plan)

101
Q

Antecedent Interventions

A

Strategies that involve modifying the environment to reduce undesirable behaviors

102
Q

Strategies that involve modifying the environment to reduce undesirable behaviors

A

Antecedent Interventions

103
Q

Function

A

The reason the behavior is occurring

104
Q

The reason the behavior is occurring

A

Function

105
Q

VR (Variable Ratio)

A

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a set number

106
Q

A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a set number

A

VR (Variable Ratio)

107
Q

Least to most

A

Level of prompting, least intrusive to most intrusive

108
Q

Level of prompting, least intrusive to most intrusive

A

Least to most

109
Q

FR1

A

Fixed ratio; one response to one reinforcer

110
Q

Fixed ratio; one response to one reinforcer

A

FR1

111
Q

Mastery Criteria

A

Amount of correct trials specified in the program to move to the next step

112
Q

Amount of correct trials specified in the program to move to the next step

A

Mastery Criteria

113
Q

Self-stimulatory behavior

A

Actions that give self reinforcement using noises or movement

114
Q

Actions that give self reinforcement using noises or movement

A

Self-stimulatory behavior

115
Q

SIB

A

Self injurious behavior

116
Q

Self injurious behavior

A

SIB

117
Q

On Set

A

Part of a behavior definition that indicates when to start tracking

118
Q

Part of a behavior definition that indicates when to start tracking

A

On Set

119
Q

Off Set

A

Part of a behavior definition that indicates when to stop tracking

120
Q

Part of a behavior definition that indicates when to stop tracking

A

Off Set

121
Q

Error

A

Incorrect response

122
Q

Incorrect response

A

Error

123
Q

Independent

A

Not depending on another, free from outside control

124
Q

Not depending on another, free from outside control

A

Independent

125
Q

Behavior Specific Praise

A

A positive statement that describes a desirable behavior in specific, observable, and measurable terms.

126
Q

A positive statement that describes a desirable behavior in specific, observable, and measurable terms.

A

Behavior Specific Praise

127
Q

Data

A

The result of measurement in a quantifiable form

128
Q

The result of measurement in a quantifiable form

A

Data

129
Q

Drop Dot

A

Plugging in data on charts

130
Q

Plugging in data on charts

A

Drop Dot

131
Q

Procedural Integrity

A

The extent to which procedures in all phases and conditions are implemented correctly

132
Q

The extent to which procedures in all phases and conditions are implemented correctly

A

Procedural Integrity

133
Q

Fidelity Check

A

A checklist that outlines the targeted behaviors and procedures to ensure correct implementation; a visual walkthrough of the plan’s implementation steps

134
Q

A checklist that outlines the targeted behaviors and procedures to ensure correct implementation; a visual walkthrough of the plan’s implementation steps

A

Fidelity Check

135
Q

Instructional Control/Motivation

A

Developing a positive working relationship with a learner where you have established leadership control. Establishing a paired, trusted, cooperative, therapeutic relationship.

136
Q

Developing a positive working relationship with a learner where you have established leadership control. Establishing a paired, trusted, cooperative, therapeutic relationship.

A

Instructional Control/Motivation

137
Q

Error Analysis

A

A method used to identify the cause of the learner’s errors when they make consistent mistakes

138
Q

A method used to identify the cause of the learner’s errors when they make consistent mistakes

A

Error Analysis

139
Q

Mastered in baseline (MIB)

A

When a skill is correctly demonstrated during the baseline condition

140
Q

When a skill is correctly demonstrated during the baseline condition

A

Mastered in baseline (MIB)

141
Q

Social Pragmatics

A

The way in which children use language within social situations

142
Q

The way in which children use language within social situations

A

Social Pragmatics

143
Q

Perspective Taking

A

Responding in relation to private thoughts and emotions that would typically occur in others in a given situation

144
Q

Responding in relation to private thoughts and emotions that would typically occur in others in a given situation

A

Perspective Taking

145
Q

Eloping

A

Leaving a safe and supervised environment to a potentially unsafe and unsupervised environment

146
Q

Leaving a safe and supervised environment to a potentially unsafe and unsupervised environment

A

Eloping

147
Q

Task Delay

A

Engaging in other behaviors to avoid completing a given task

148
Q

Engaging in other behaviors to avoid completing a given task

A

Task Delay

149
Q

PBx (Problem Behavior)

A

Behaviors that occur and interfere with daily tasks, learning, and other social interactions. These behaviors can range from being disruptive to being dangerous and harmful

150
Q

Behaviors that occur and interfere with daily tasks, learning, and other social interactions. These behaviors can range from being disruptive to being dangerous and harmful

A

PBx (Problem Behavior)

BCBA/RBT (1 decks)

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