RBT Exam Flashcards
How do you prepare for data collection
- materials ready
- know target behaviors
- review the data
Rate
Very similar to frequency, but how many us occurring per time
Duration
How long a Behavior occurs, the time lapsed between the onset and the offset, a clear beginning and end
Latency
How long it takes a child to respond to your instruction. The time between the onset of the stimulus to the initiation of the response.
Inter response time (IRT)
The time between two successive responses (e.g. bites of food)
Frequency
The count ~ you record every time the behavior occurs, usually for short behaviors that have an obvious beginning and end (e.g. clapping)
Continuos measurement
Measuring every single behavior
- frequency
- rate
- duration
- IRT
Discontinuous measurement
Intervals and momentary time sampling, recording samples throughout session but not every single behavior that has occurred in session
Intervals
Sections of time in session
Whole interval recording
During the whole interval, the behavior had to be occurring (e.g. studying for 5 minutes)
Partial interval recording
They were engaged AT SOME POINT in the interval (e.g. talking)
Momentary time sampling
Choosing a specific time, and recording whether or not that behavior occurred in that specific time (useful for big groups)
Permanent product
Anything that you can see after the Behavior occurs (e.g. homes in wall after punches, completed homework after completing homework task)
Enter data and update graphs
Make sure you have the data and that it is summarized for the month
Behavior and environment in observable and measurable terms
Operational definition, be able to define a behavior well
Good operational definition:
- specific
- observable
- as clear as possible
-be able to define when the onset and offset occurs
- inter observer agreement
inter observer agreement
When 2 people measure a behavior and get 80% agreement
Preference Assessment
Learning or observing what the client prefers to use as a reinforcer
Types of preference assessments
-ask
-trial based
-free operant
Free operant and types of free operants
Free to roam their environment and observing
- naturalistic FO
- don’t change environment
*contrived FO
- you put out specific possible reinforcers and see how they interact with them
Trial based Preference Assessment
- single stimulus (successive choice): present items 1 at a time
- paired stimuli (forced choice): forced to choose two objects
-multiple stimuli (w/ or w/o replacement): 3 or more choices
** w/ replacement: same amount of items in an array, replace items not chosen and run another trial
** w/o replacement: remove the one they choose, then they choose remaining ones
Stimuli
Whatever you can sense with you’re senses (e.g. taste, touch, etc.)
Assessments
Process of gathering information
RBT roll in an assessment
Spend the most time with the kids, collecting data, conducting alongside with a supervisor, trialing new skills (probing), communicating progress made by learner
Functions of behavior
- attention (social positive)
- tangible
- escape/avoidance
- automatic
Attention
When a Behavior increases after experiencing some attention from someone else (e.g. verbal praise or verbal correction)
Tangible
When they receive something after engaging in a behavior, something you’d could tangibly hold (e.g. a toy)
Escape/avoidance
Engaging in a behavior that takes you away from a situation/task you don’t like (e.g. crying)
Automatic
Reinforcement is not guided by outside environment, but is rather internal (e.g. sensory)
Functional behavior assessment types
- Indirect assessment: asking the individual or someone close to them
- direct/descriptive assessment: when you allow them to be in the environment and tot observe
- environmental/experimental analysis: when you manipulate environment and change the antecedent and consequences and finding an alternative behavior
Skill Acquisition Plan
- choose skill
- skill must be socially significant (helps individuals be more independent, and is age-appropriate)
- Describe the Skill
-data collection method - reinforcement established
- maintenance plan
Reinforcement
A stimulus that is presented after a Behavior occurs which makes the behavior more likely to occur in the future
Punishment
A stimulus that is presented after a Behavior occurs which makes the behavior less likely to occur in the future
Conditioned reinforcement
Learned reinforcement
Unconditioned reinforcement
Instinctual reinforcement, not learned, primal ~ food, water, sex, etc
Conditioned/Secondary reinforcement
Starts as a mutual stimulus (no effect), paired with established reinforcer, then becomes a reinforcement (pavlovs dog)
Schedules of reinforcement
- continuous (CR)
- intermittent
Continuous reinforcement (CR)
You reinforce after every single instance of behavior
Intermittent Reinforcement
- fixed ratio (FR)
- variable ratio (VR)
- fixed interval (FI)
- variable interval (VI)
Fixed Ratio Reinforcement
You need a specific amount of responses in order to get a reinforcer
Variable ratio reinforcement
You don’t need a specific amount to get a reinforcer (it varies and you get an average)
Variable interval reinforcement
You have to wait a varied amount of time to elapse before getting a reinforcer
Fixed interval (FI)
You have to wait a certain amount of time to elapse before getting a reinforcer
Discrete Trial Training (DTT)
DTT is a structured ABA technique that breaks down skills into small, “discrete” components. Systematically, the trainer teaches these skills one by one. Along the way, trainers use tangible reinforcements for desired behavior.
Mass trial (DTT)
When you present the same instruction over and over again
- w/o distractors: only 1 thing presented (e.g. touch item with that being the only item).
- distractor trial (w/ distractor): an array of things presented
Mixed trials (DTT)
switching up the instructions to help client distinguish
- random rotation
Maintenance
Testing a mastered skill to see if learner has retained it
Generalization
Using a mastered skill and applying it to different settings, time, or people
Naturalistic teaching procedures
Where a client is able to use learned skills in the real world.
“The skills learned in DTT are to be generalized during natural environment training, and in naturalistic teaching there are spontaneous opportunities for learning”
Task analysis
Getting a complex task and splitting it up to smaller, manageable steps
Forward chaining
You teach steps in order 1-> 2-> 3
Backwards chaining
You teach going from the last steps backwards 3 -> 2 -> 1
Total task chaining
You teach the whole task at once, but you simply prompt when they have difficulty with a certain task
Discrimination training
How to behave depending on what stimuli you are presented, done by reinforcing behavior in the presence of one stimulus but not another stimulus
Discriminative stimulus (Sd)
Type of stimulus that will give you reinforcement
Ex: “point to this card” that card is Sd, the others are Sdelta
Stimulus control
When a Behavior occurs more under one stimulus than another stimulus
Prompt and prompt fading procedures (most intrusive to least)
Physical (Full, partial)
Modeling
Visual/positional
Gestual
Verbal
Shaping
Reinforce closer and closer to the Behavior you want
Backup reinforcer
The grand prize the client has earned after earning all their tokens
Behavior reduction plan
- operational definition
- goal
- function of behavior
- replacement behaviors
- antecedent/consequence interventions
Antecedent
What is present before the behavior occurs
Motivating operation (MO)
The motivation
- establishing operations (EO): increases of stimulus behavior to occur
- abolishing operations (AO): make the stimulus less likely to occur
Differential reinforcement
You’re differentiating what you are reinforcing
Types of differential reinforcement
-DRI (DR of Incompatible behaviors): reinforcing a behavior that is incompatible with another
- DRA (DR of Alternative behavior): reinforcing an alternative behavior (that is not necessarily incompatible)
- DRO (DR of Other behaviors): reinforcing other behaviors than the non preferred behavior
- DRL (DR of Low Rates): reinforcing less frequency use of a behavior
Extinction Behavior
Not reinforcing behaviors that had been previously been reinforced
Spontaneous Recovery
When an extinct behavior spontaneously reoccurs
How often should you be meeting with your supervisor?
2 times a month, 5% of the ABA therapy that you provide must be supervised
SOAP Notes
-Subjective: what they tell you (“parent reports…” or reporting setting)
-Objective: what is observable (“the learner correctly labeled with an 80% accuracy, and 7 instances of biting”)
-Assessment: how you observe client has progressed between sessions
-Plan: “continues target as BCBA of plans”
How many years minimum do you have to hold onto data
7 years
