Rbt Flashcards

Question

What is punishment?

Answer 1

When a stimulus is presented/added or removed following a behavior and it decreases the future frequency of the behavior ## Footnote Punishment serves to reduce the likelihood of a behavior occurring again.

Answer 2

Presenting/Adding stimulus following a behavior, increases the future frequency of the behavior ## Footnote Positive reinforcement involves adding a desirable stimulus.

Answer 3

Removing stimulus following a behavior, increases future frequency of the behavior ## Footnote Negative reinforcement involves taking away an aversive stimulus.

Answer 4

Presenting/Adding stimulus following a behavior, decreases future frequency of the behavior ## Footnote Positive punishment involves adding an aversive stimulus.

Answer 5

Removing stimulus following a behavior, decreases future frequency of the behavior ## Footnote Negative punishment involves taking away a desirable stimulus.

Answer 6

Primary reinforcers, no learning history needed; Ex. Food, water, sleep, sexual activity ## Footnote Unconditioned reinforcers are inherently reinforcing without prior experience.

Answer 7

A neutral stimuli that becomes a reinforcer through learning; Ex. Token boards, Money ## Footnote Conditioned reinforcers gain their value through association with unconditioned reinforcers.

Answer 8

Reinforcement is provided for each occurrence or behavior; Typically used to learn new behavior ## Footnote CRF is effective for establishing new behaviors.

Answer 9

Reinforcement is provided for some occurrences of behavior; Typically used to maintain established behavior ## Footnote INT helps sustain behaviors that have already been learned.

Answer 10

Reinforce at a set number of responses ## Footnote FR schedules provide reinforcement after a specific number of responses.

Answer 11

Reinforce a varying number of responses ## Footnote VR schedules deliver reinforcement after an unpredictable number of responses.

Answer 12

Reinforce a response after a set amount of time ## Footnote FI schedules provide reinforcement after a fixed duration.

Answer 13

Reinforce a response after a varying amount of time ## Footnote VI schedules deliver reinforcement after unpredictable time intervals.

Answer 14

Discrete trial teaching ## Footnote DTT is a structured method of teaching in ABA.

Answer 15

Natural environment training ## Footnote NET incorporates real-world activities and natural reinforcers.

Answer 16

Breaking complex skills into smaller, teachable steps ## Footnote Task analysis helps in teaching multi-step behaviors effectively.

Answer 17

First step is taught and reinforced, then remaining steps are prompted ## Footnote Forward chaining teaches skills from the beginning to the end.

Answer 18

Last step is taught and reinforced, then remaining steps are prompted ## Footnote Backward chaining teaches skills starting from the last step.

Answer 19

Cue or assistance to encourage a desired response ## Footnote Prompts facilitate the learning of new behaviors.

Answer 20

Accidental prompt such as looking at the correct target ## Footnote Inadvertent prompts can unintentionally guide a learner's response.

Answer 21

Moving down the prompt hierarchy ## Footnote Prompt fading gradually reduces assistance provided to the learner.

Answer 22

Requiring a prompt to perform a task ## Footnote Prompt dependency can hinder independent performance.

Answer 23

Starting with the most intrusive prompt and fading ## Footnote This approach gradually reduces the level of assistance.

Answer 24

Starting with the least intrusive prompt and increasing ## Footnote This method begins with minimal assistance and escalates as needed.

Answer 25

* Settings * People * Materials * Behaviors * Time ## Footnote Generalization occurs when skills transfer across different contexts.

Answer 26

Performing a response outside of the learning environment ## Footnote Generalization indicates the ability to apply learned behaviors in various settings.

Answer 27

The same behavior occurs across multiple similar stimuli; Ex. A child screams when he sees a white rat, and also screams when he sees stuffed animals ## Footnote Stimulus generalization shows behavior transfer across similar contexts.

Answer 28

Different behaviors with the same function occur across one stimulus; Ex. In the presence of your friend, you say 'Hi', 'What’s up', or wave ## Footnote Response generalization involves using varied responses to achieve the same outcome.

Answer 29

* Multiple settings, people, and stimuli in a natural context * Use a variety of reinforcement schedules * Teach self-management to the client * Reinforce generalization when it happens ## Footnote These strategies promote the transfer and sustainability of learned skills.

Answer 30

RBT will assist with training of stakeholders only under supervision; RBTs are not authorized or qualified to answer questions about clients programming ## Footnote RBTs support parent training while adhering to supervision protocols.

Answer 31

* Define the behavior * Conduct assessment to develop hypothesis the function of the behavior * What are possible antecedent interventions? (preventative) * What are possible replacement behaviors? * Consequence intervention (reactive, after behavior) * Create a crisis intervention plan * Implement the behavior plan, collect data, and develop generalization procedures ## Footnote These steps guide the systematic approach to reducing undesired behaviors.

Answer 32

Individual’s behavior is maintained by getting out of something ## Footnote This function explains behaviors aimed at avoiding tasks or situations.

Answer 33

Individual’s behavior is maintained by gaining access to attention from teachers, parents, peers and/or others ## Footnote Attention-seeking behaviors are often reinforced by social interaction.

Answer 34

The individual’s behavior is maintained by gaining access to an item or activity ## Footnote Tangible functions refer to behaviors that seek physical items or engaging activities.

Answer 35

Reinforcement is not delivered by someone else. The individual’s behavior is reinforced by the physical consequence of engaging in the behavior (e.g., scratching a bug bite) ## Footnote Automatic reinforcement occurs when the behavior itself produces a satisfying outcome.

Answer 36

Cue or stimulus that is present when a behavior is reinforced; Ex. 'point to red' is the SD. Client’s point is reinforced for pointing to red ## Footnote Discriminative stimuli signal the availability of reinforcement for specific behaviors.

Answer 37

Procedures created to prevent the problem behavior from occurring ## Footnote These interventions modify the environment to reduce the likelihood of unwanted behaviors.

Answer 38

Procedure in which a specific set of behaviors are reinforced while withholding reinforcement (extinction) or providing less desirable response for an undesirable behavior; Ex. You reinforce asking for an apple using vocal language, but do not provide apple for screaming ## Footnote Differential reinforcement encourages appropriate behaviors while diminishing inappropriate ones.

Answer 39

Differential reinforcement of incompatible behaviors ## Footnote DRI requires reinforcing behaviors that cannot occur simultaneously with the undesired behavior.

Answer 40

Differential reinforcement of alternate behaviors ## Footnote DRA encourages the use of acceptable alternatives to inappropriate behaviors.

Answer 41

Differential reinforcement of other behaviors ## Footnote DRO reinforces the absence of a specific undesirable behavior over a set period.

Answer 42

A consequence event or procedure in which a previously reinforced behavior is no longer reinforced and the frequency of the behavior decreases to zero or near zero levels ## Footnote Extinction reduces behavior occurrence by removing reinforcement.

Answer 43

A predictable, temporary increase in intensity of behavior due to the removal of the positive, negative, or automatic reinforcement ## Footnote Extinction bursts often precede a decrease in behavior following reinforcement removal.

Answer 44

If you, the client, or someone else is in danger ## Footnote Crisis procedures are essential for ensuring safety during emergencies.

Answer 45

* Illness * Change in location * Change in medication ## Footnote These factors can influence a client's behavior and should be reported to supervisors.

Answer 46

Objective ## Footnote Objectivity in session notes ensures accurate reporting of client progress.

Answer 47

* How client responded to reinforcement * Antecedents and consequences * How data was collected (DTT, duration, frequency) * Was anything mastered? ## Footnote Detailed session notes facilitate effective tracking of client progress.

Answer 48

The BCBA or Supervisor ## Footnote BCBAs and supervisors oversee and are accountable for client services.

Answer 49

Communicate everything ## Footnote Open communication is crucial for effective supervision and client care.

Answer 50

The code of ethics ## Footnote Adhering to a code of ethics ensures professional and ethical conduct.

Answer 51

7 ## Footnote Data retention policies often require maintaining records for a specific duration.

Answer 52

Yes ## Footnote Confidentiality is a fundamental principle in client interactions.

Answer 53

No ## Footnote Sharing client information publicly violates confidentiality.

Answer 54

Implementation ## Footnote RBTs primarily implement behavior intervention plans under supervision.

Answer 55

Rapport ## Footnote Building rapport fosters trust and collaboration with clients and families.

Answer 56

Appropriately and improve accordingly ## Footnote Constructive feedback is essential for professional growth.

Answer 57

No. Refer to your BCBA. ## Footnote RBTs should avoid giving advice outside their scope of practice.

Answer 58

Professional relationships that involve friendships, romance, or business ## Footnote Dual relationships can lead to conflicts of interest and ethical dilemmas.

Answer 59

Politely decline unless it is less than $10 ## Footnote Accepting gifts can create ethical conflicts.

Answer 60

Politely decline ## Footnote Maintaining professional boundaries is essential.

Answer 61

No; dual relationships are not allowed. ## Footnote Ethical guidelines prohibit dual relationships to maintain professionalism.

Answer 62

* Respect your client * Treat them as you would treat others * Respect cultural differences * Share client information only with appropriate parties ## Footnote Upholding client dignity is crucial in all interactions.

Answer 63

* Tests * A clean room * Worksheets ## Footnote Permanent products provide tangible evidence of behavior.

Answer 64

Line graph ## Footnote Line graphs are widely used for tracking behavior changes over time.

Answer 65

Data collected before intervention starts ## Footnote Baseline data serves as a reference point for assessing intervention effectiveness.

Answer 66

* Identify the skill to be acquired * Create a goal to address the skill * Identify measurement procedures * Gather a baseline for the skill or behavior * Implement procedures * Collect and review data * Modify the plan if necessary, and then create a maintenance plan ## Footnote These steps ensure structured and effective skill acquisition.

Answer 67

* Consult skill acquisition and/or behavior plan to identify behavior to collect data on * Identify data collection method * Gather the materials you will need to collect data * Write or enter learner’s name, date, skill or behavior intervention plan conducted, and other information required by the BCBA * Eliminate distractions * Observe learner and collect data ## Footnote Proper preparation enhances data collection accuracy.

Answer 68

* Read and understand the behavior plan * Analyze what has happened in previous sessions * Ask your supervisor any questions you may have about the plan * Prepare the environment for the session, and gather materials * Implement the plan ## Footnote Preparing for a session ensures effective implementation of the behavior plan.

Answer 69

IF-THEN statement. The relationship between the antecedent, the behavior, and the consequence. ## Footnote Contingencies clarify the conditions under which behaviors are reinforced or punished.

Answer 70

An antecedent event that alters the potency of a reinforcer; Ex. You haven’t eaten in 12 hours. Food is a more effective reinforcer; Ex. You just ate 30 minutes ago. Food loses its value as a reinforcer. ## Footnote Motivating operations impact the effectiveness of reinforcers based on situational context.