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child development > RBT > Flashcards

RBT Flashcards

1
Q

whole interval recording

A

measures how long and how often a specific behavior occurs for the entire time interval

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2
Q

Partial interval recording

A

measures whether a behavior occurs at any point within a time interval

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3
Q

Permanent product recording

A

a method of measuring the results of a behavior, rather than the behavior itself

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4
Q

shaping

A

involves breaking down a desired behavior into smaller steps and reinforcing each step until the desired behavior is mastered

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5
Q

Continuous Measurement

A

a method used to gather data on behavior that occurs at a high frequency or for an extended period of time

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6
Q

Frequency

A

a measurement that counts how many times a behavior occurs,

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7
Q

Duration

A

how long a behavior lasts from start to finish

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8
Q

Latency

A

the time between a stimulus and the response to that stimulus. (response time)

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9
Q

Inter-response time (IRT)

A

Elapsed time between two successive responses.
measures the end of the first response to the beginning of the second response

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10
Q

Discontinuous Measurement

A

to measure the occurrence or non-occurrence of a behavior within specific time intervals

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11
Q

Define behavior and the environment in observable and measurable terms.

A

Behavior: directly observable and measurable actions of physical functions, anything that can be seen or heard.
-Environment: anything that we perceive through the senses.

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12
Q

Conduct preference assessments

A

Determing what items are the most preferred by a client

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13
Q

assist with individualized assessment procedures.

A

process of gathering information about the client to determine what they currently know and determine what their needs are

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14
Q

Identify the essential components of a written skill acquisition plan.

A
  • description of the target skill being taught
  • materials needed for teaching
  • prompting strategies to be used
  • the consequences for correct or incorrect responding
  • mastery criteria
  • reinforcement strategies
  • plan for generalization and maintenance.
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15
Q

Use contingencies of reinforcement.

A

a type of reinforcement that is based on a specific behavior.
In order for the reinforcement to be given, the child must display the desired behavior

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16
Q

Use contingencies of reinforcement.
-Fixed Ratio (FR)
-Variable Ratio (VR)
-Fixed Interval (FI)
-Variable Interval (VI)

A

-FR: reinforce every Nth response.
-VR: reinforce roughly every Nth response.
-FI: reinforce after N amount of time.
-VI: reinforce roughly after N amount of time.

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17
Q

Implement discrete trial training procedures.

A

a teaching method that breaks down skills into small parts and teaches them one by one

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18
Q

Incidental Training

A

a learning strategy that uses a child’s interests and natural motivation to create learning opportunities in a natural setting

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19
Q

Generalization Procedures

A

teaching children with autism how to apply newly mastered skills in different situations.

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20
Q

maintenance procedure

A

a complete set of instructions on how a maintenance task has to be completed.

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21
Q

Implement discrimination training.

A

reinforcing occurrences of a behavior in the presence of one stimulus condition and not in the presence of another stimulus condition

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22
Q

Implement stimulus control transfer procedures.

A

Discrimination training results in stimulus control when a behavior occurs more often in the presence of one stimulus condition than it does in the presence of another stimulus condition.

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23
Q

Implement stimulus fading procedures.

A

Used to transfer stimulus control from prompted responses to natural stimulus and also to minimize number of error responses occurring in the presence of the natural stimulus.

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24
Q

Identify the essential components of a written behavior education plan.

A

-Identify, describe, create a goal for a behavior in observable terms.
-Assess antecedent/consequence that may be maintain behavior.
-Identify hypothesis of function of behavior.
-Identify possible replacement behaviors.
-Select and implement antecedent/consequence based interventions.
-Create crisis intervention plan.
-Implementation, Modification, Generalization, and Maintenance Procedures.

25
Q

Describe common functions of behavior.

A

-Social Positive: getting attention or access to something.
-Social Negative: escaping or avoiding someone/task/activity.
-Automatic Positive: stimulating the senses (without social attention).
-Automatic Negative: attenuating pain (without social attention).

26
Q

Implement interventions based on modification of antecedents such as motivating/establishing operations and discriminative stimuli.

A

-Antecedent: modifications are made to antecedents by manipulating some aspect of the physical/social environment before the behavior occurs to prevent/reduce occurrences of maladaptive behavior.
-MO: altering the value/effectiveness of a stimulus, object, or event (Deprivation/Satiation).
-Discriminative: cue or stimulus that is present when a behavior is reinforced and can be changed/manipulated to alter behavior.

27
Q

Implement differential reinforcement procedures.

A

-DR: reinforcing a desired behavior while withholding reinforcement for an undesirable behavior
-DRI: DR of Incompatible Behaviors
-DRA: DR of Alternate Behaviors
-DRO: DR of Other Behaviors
-DRL: DR of Low Rates

28
Q

Implement extinction procedures.

A

-Extinction: reinforcement of a previously reinforced behavior is discontinued resulting in a decrease in the frequency of behavior.
-Extinction burst: a predictable, temporary increase in the rate and intensity of a behavior when an extinction procedure is first used.
-Spontaneous recovery: a behavior reappears after it has decreased or stopped entirely during extinction procedures.

29
Q

Implement crisis/emergency procedures according to protocol.
Prevention
Reaction

A

-Hair pulling: put hair up, wear hat, safe distance
-Biting: long/thick clothing, safe distance.
-Throwing Objects: clear area, avoid dangerous items, work behind/beside client.
-Scratching: long/thick clothing, safe distance, clip nails.
-Lifting: provide stools, use environment to prevent eloping, climbing.
-Strike: block and move.
-Grab: use weak point of grab, leverage and momentum.

30
Q

Implement crisis/emergency procedures according to protocol.
-Restraints
-Incident

A

-Restraints: last resort when a person is a danger to self or others, discontinue quickly as soon as safe, report to supervisor and HR department.
-Incident: anything that causes an employee or client damage, report to supervisor immediately and contact HR department.

31
Q

effectively communicate with a supervisor in an ongoing manner

A

regularly update them on client progress, proactively seek guidance on challenging situations, immediately report any significant behavior changes or concerns, and actively listen to feedback while providing clear and concise information about interventions and client responses

32
Q

Generate objective session notes for service verification by describing what occurred during the sessions, in accordance with applicable legal, regulatory, and workplace requirements.

A

-Complete session notes objectively (disclosing only facts and actual information/observation) and professionally.
-Mention setting events or factors that may have influenced the client’s behaviors throughout the session.
-Generate objective session notes so that others can be aware of what occurred during the session.

33
Q

Comply with applicable legal, regulatory and workplace requirements for data collection, storage, transportation, and documentation requirements.

A

-Must comply with all HIPAA policies and regulations. HIPAA requires that a client’s data and paperwork and identifying information be kept confidential and protected.
-You should store client data sheets, session notes, and paperwork in a secure location. You should always put them back after a session so that they are kept in that safe location.
-If you provide home-based services, it is imperative that you be careful when traveling with client documentation. Be mindful of confidentiality laws.

34
Q

maintain professional boundaries

A

a. Do not accept or give gifts to your clients or their families
b. Do not purchase or sell things to your clients or their families
c. Do not send or accept friend requests on social media from your clients or their families
d. Do not discuss personal information with your clients or their families

35
Q

maintain client dignity

A

showing respect at all times, maintaining privacy and confidentiality, and communicating effectively and professionally. You can also offer your client’s choices

36
Q

Forward Chaining

A

Starts with the first step and teaches the sequence from beginning to end

37
Q

Backward Chaining

A

Starts with the last step and teaches the sequence from the end to the beginning.

38
Q

Progressive Chaining

A

a teaching strategy that breaks down complex skills into smaller, more manageable steps.

39
Q

Motivating Operation (MO)

A

environmental conditions or events that influence the likelihood of a behavior occurring

40
Q

Discriminative Stimulus (SD)

A

an SD tells an individual that if they perform a certain action, they will likely receive a desired consequence or reward.

41
Q

S-Delta

A

a stimulus that signals that a specific behavior will not be reinforced

42
Q

Establishing Operation (EO)

A

a condition or event that temporarily increases the value of a reinforcer

43
Q

Stimulus generalization

A

refers to the ability to apply a learned behavior to similar situations or stimuli.

44
Q

overgeneralization

A

when someone responds to a similar but not identical stimulus in an inappropriate or incorrect way

45
Q

Response generalization

A

the ability to use a new skill in different situations or in response to different stimuli

46
Q

Response Maintenance

A

the ability of a learner to continue performing a learned behavior after the intervention or support has been removed

47
Q

Pairing

A

technique that involves creating a positive association between a therapist and a child’s enjoyable experiences

48
Q

Task Analysis

A

a systematic approach used in ABA therapy to break down complex skills into smaller, more manageable steps

49
Q

Probing

A

a systematic method for evaluating a child’s skill level

50
Q

Generalization Procedures

A

teaching children with autism how to apply newly mastered skills in different situations.

51
Q

Indirect Verbal Prompting

A

a cue that indicates something is expected, but provides little information

52
Q

implement naturalistic teaching procedures

A

instructional techniques that aim to create a learning environment that’s similar to everyday life

53
Q

individualized assessment procedure

A

a child’s current level of functioning is measured through an assessment that includes multiple touchpoints to understand their unique abilities

54
Q

errorless prompting

A

involves providing immediate prompts to ensure that a student responds correctly

55
Q

Positive reinforcement

A

Adding something to increase a desired behavior, such as praise, recognition, or rewards

56
Q

Negative reinforcement

A

Withholding something to increase a desired behavior, such as removing a painful stimulus

57
Q

Positive punishment

A

Adding something insensitive or rude to decrease a behavior, such as discipline

58
Q

Negative punishment

A

Taking something away to decrease a behavior

child development (2 decks)

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