RBT Exam Flashcards
ABC Data
Antecedent: Comes before a behavior and can trigger it (example: hungry)
Behavior: Can be observed and measured (anything the client does like pushing items off a shelf)
Consequence: occurs immediately after targeted behavior (attention)
Autclitic
Term describing verbal behavior about the speaker acting as reinforcer/ MO (example: questions themselves/ thinking out loud then answer their own question )
Backward Chaining
All steps → last step and having the learner complete it with prompts if needed. Once they master the last step, then the technician will stop at the second to last step to challenge them. This will be continued until last step. Allows independence at last step and gives hints if needed (masters last step first)
Conditioned Reinforcement
Presenting reinforcer, client won’t be reinforced but after completing reinforcer then they will now know what this method is and that they will get reinforced and a prize
Continuous Measurement
Measuring every instance of behavior during a session or day (how often behavior occurs or how long)
Continuous schedule of reinforcement
Reinforcement every time they achieve their goal (example: I want___ → then clapping and give their item requested)
Differential Reinforcement
Reinforcing only the behavior you wish to increase (ex: raises hand to answer instead of shouting)
-no punishment involved in differential reinforcement. Rather, it consists of both reinforcement and extinction.
Direct Assessment
Behavior measured is the behavior being targeted
Discontinuous Measurement
Measuring the rough amount of a behavior, it does not catch every instance
Discrete Trial
Presenting materials in structured way to promote independence and teach the idea (example: 3 cards, tells client to point to __ if point to correct then good if not then retrial)
Discrimination
Client differentiates between two or more stimuli based on a single characteristic (example: stopping at red and going at green or painting a red when asked “point to red”)
Discriminative Stimulus
Particular response will be reinforced to increase probability of occurrences (example: write name, date written instead then no reinforcement but if yes then reinforced)
Ex: demand or question to client -> what is this?, do this, point to
Differential Reinforcement of Alternative Behavior
Reducing the frequency of target behavior by reinforcing an alternative behavior (for example: asked to say all done instead of hitting, if continue to hit then ignored but if says all done then reinforced)
-refers to reinforcing when the client does a different behavior.
-client only gets a reinforcement when they display a desired behavior over the undesired behavior.
DRI (of incompatible behavior)
Reducing frequency of target behavior by reinforcing behavior that is incompatible with target behavior (example: Reinforced everytime hands are in pocket instead of in mouth because moth and pockets are different to one another)
Duration
length of time of action (example: time remained seated)
DRO (other behavior)
Reductive procedure in which reinforcers are delivered contingent on non occurrence of a response for given time interval (omission training)
Example: reinforced every 3 minutes that they are not doing the behavior/action
-refers to reinforcing when the client does a different behavior.
Extinction
Behavior ignored and client not given attention (example: pulling hair)
FBA (functional behavior assessment)
Analyzes more frequent behavior, BCBA begins this assessment which is given to technicians to complete an indirect assessment and ABC data. Data used to see why this behavior occurs and develop an intervention plan
- set of procedures used to identify the cause of a problem behavior or socially inappropriate behavior.
FCT (functional communication training)
Appropriate communicative behavior thought as replacement behavior problem(example: tell client to ask first before getting up)
Fixed Interval
Reinforcement becomes available after a specific period of time
-time-based
Fixed Ratio
Reinforced after a certain amount of responses made (ex: 10 “I want__ then reward)
Functional Assessments
Sensory: Playing with hair, scratching…
Escape: Removal of stimulus
Attention: Preferred person attend to them
Tangible: Preferred item presented
Forward Chaining
Steps are broken down → first step mastered → moved to next step until mastered (ex: Tie your shoes, repeated until client has mastered and knows to first grab the laces → now can move on to next which would be crossing the laces)
Frequency
Tallies of each occurrence of the behavior (ex: hitting)
- how many times a behavior occurs.
-number of occurrences during the session (26 kicks during the session)
Generalization
Client is thought a specific goal with anyone not just one specific person
- client can perform a skill in a different context then it was taught, that skill has
High- p request
2-5 mastered questions → hard/ targeted task/question
Indirect Assessment
interviews, checklists, rating scales, or questionnaires to collect data that requires reflection on student learning, skills, or behavior (no demonstration)
Latency
Time it takes the client to respond
-the time between the presentation of a stimulus and the occurrence of a behavior
Intraverbal
Learner responds to questions being asked to them to engage in conversation. Broken into two types: answering “what is…” questions or letting them fill in the blank
Maintenance:
Continuation of skill after direct training has ended (testing understanding to make sure client has not forgotten)
Momentary Time Sampling
The observational period is divided into specific times, technician observes the client at specific time and takes notes if behavior occurs (Ex. the timer runs out, if there is no crying then reinforce but if cried then take note of it)
Negative Punishment
Removing stimulus to decrease chance of behavior occurring (example: timer runs out, so client has to stop having fun and clean up )
Non-contingent Reinforcement
Reinforcements provided regard;ess of behavior that is occurring (ex: complimenting shirt or picture every 30 seconds regardless of what he is doing)
Negative Reinforcement
Stimulus remove to increase behavior occurring (ex: scratching itch → will occur again because it helped stop the itch the first time)
Partial Interval
When the behavior must occur at least once during the interval to be recorded (ex: tracking hitting, yes or no did he hit any more times
-discontinuous, if the behavior occurs during the interval, it counts as an occurrence
Permanent Products:
Data tracking method that uses concrete objects or outcomes from behavior to measure its occurrence (ex: taking number of math products client does a day)
Positive Punishment
Stimulus added to decrease chance of behavior occurring (ex: Spanking → kid will no longer do what he did to cause the spanking)
Positive reinforcement
Stimulus added to increase chance of behavior occurring again (ex: stickers given whenever client uses restroom properly)
Preference Assessment
procedures that you conduct to help predict what client would most likely prefer to least (most likely preferred is then used as a reinforcer)
Multiple Stimulus with replacement (MSW)
Client has a selection between multiple of the preferred items → client chooses one from these choices and can choose this item again after their time is up
Types of Preference Assessments:
- Multiple Stimulus with replacement (MSW)
- Multiple Stimulus without replacement:
- Paired Choice:
- Free operant:
Multiple Stimulus without replacement (MSWO)
Client has selection between multiple preferred items → after used this item is removed
Paired Choice
Client has 2 items to choice between to engage with that can be reinforcing, then chosen item is paired with one more item, technician then counts which items were chosen the most out of the 3 when shown to the client twice at a time, this item will now be the reinforcer
Free operant
Client has access to multiple items for a certain amount of time. Each item the client engages with, the technic will take note of it and see how long the client plays with it
-records both their interaction with the stimulus and the duration of their engagement.
Probe
Learner presented with a new behavior, technique stated the Sd to the learner and recorded their response with no prompts or answers given. Data collected would be collected as “yes or no” or “+/-”. Baseline data collection to determine what they know and what will be taught
Prompt
Giving helpful hints but not giving full answer
Types of Prompting:
Verbal:
- Particle Verbal: “B—”
- Full Verbal: “Ball”
Visual: Picture or cue that the client sees which provides information to correct answer
Positional: Correct card closer to client
Gestural: Pointing or nodding
Modeling: Action demonstrated first by technician then client follows
Partial Physical: Some assistance to guide client throught activity
Full Physical: Physical prompt hand over hand
Prompt Fading
Gradual removal of prompt/help (example: prompts in brushing hair → no more prompts now pictures → only saying time to brush hair → mastered)
Most -> Least Prompting
Most intrusive prmopmt (guiding client- gestural)
Ex: Teacher placing their hands over client to guide then eventually only verbally
Least -> Most Prompting
Least intrusive prompt (modeling) and then gradually increasing the level of prompt needed (verbal prompt (no response of client) then move to gestural → physical prompt)
Ex: Verbally teaching to then full physical
Punishment
Stimulus changed → follows response and decreases future frequency of the type of behavior in similar conditions
Rate
-The total count per a unit of time
Number of times something occurs in the specific time (response per min/hour/day)
-ex: 3 kicks per minute
Setting events
Event that occurred before session that can affect clients behavior (ex: no sleep → frequent tantrums)
Shaping
breaking down a desired behavior into smaller, manageable steps, allowing individuals to gradually progress towards the desired outcome
-ex: reinforced for crawling, then standing, then taking one step, then taking a few steps, and finally for walking
Stimulus Control Transfer
Transferring control from one stimulus to another (ex: client says cup when shown picture of cup -> pair with physical cup -> fade to “what is this while holding only real cup)
Tact
Verbal operant which is a label for an item, location, or a person (ex: what is this? And holds the items, Client answers correctly)
Task Analysis
Process of breaking up complex behavior into step by step guide of how to complete sequence of events (ex: washing hands broken down to 7 steps)
Total Task Chaining
Variation of forward chaining, however each step is taught during each session (ex: technician and client perform each step together every session until client is independent)
Unconditioned Reinforcement
Technician uses setting to come up with a new reinforcement that was not trained (ex: client is hungry so technician will use food as a reinforcer (m&m) each time they do the task asked
Variable Interval:
Client is reinforced for the first response after a varying period of time has passed since the previous reinforcement (ex: reinforcing every 5 minutes they do not get up)
Variable Ratio
Client is reinforced for making a response only after they have made a varying number of those response (high rate speed) (ex: reinforce about every 5th time a child raises their hand in class- sometimes giving attention after 3 hand raises, sometimes 7, etc.
Whole Interval
Direct observational procedure in which the presence of specific behavior for the entire interval is recorded (ex: observe every 30 seconds to see if the client is crying the entire 30 seconds, if less than 30 then the interval is not marked)
-discontinuous, counts as an occurrence if it happens during the entire interval
-ex: 1 occurrence of kicking during the whole interval
Spontaneous Recovery
the sudden reappearance of a previously abandoned behavior
extinction burst
temporary intensity increase of a behavior during the extinction process
-ex: toddler usually cries to get their way, but crying doesn’t work anymore, they may escalate to a tantrum in hopes of obtaining their desired reinforcement
IRT (Inter – Response Time)
continues measurement (like latency), recorded every time a behavior or response happens
- recording the time between the same behaviors throughout the whole session. (18 seconds between kicks)
Extinction burst
temporary intensity increase of a behavior during the extinction process.
VR-1…
reinforcement will “vary” but must average out at a specific number
-ex: “VR2” schedule of reinforcement might give reinforcement after 1 correct response, then after 3 more correct responses, then 2 more, then 1 more, and finally after 3 more correct responses.
FR-1…
reinforcement should be delivered after a constant or “fixed” number of correct responses.
- ex: FR2 –> f 2 means reinforcement is delivered after every 2 correct responses (even if answered right, ignore the first correct then reinforce on the second correct and so on…)
deprivation
occurs when an individual has been without a desired item or activity for an extended period of time so the reinforcer will be more effective because the client has been deprived of it. establishing operations
-ex: went for a jog and left your water bottle at home. Water then becomes way more valuable because you’re so thirsty
MO
Motivation Operations
ex: If the mother of a child tells their daughter that she’ll give her the toy that she favors during a six-hour plane ride
% of Supervision from BCBA required per month
5%
Supervisors must provide feedback to direct reports every…
2 weeks
3 steps of discrimination training
teach in isolation, add distracters, mix in mastered items
baseline
a measure of the behavior before the independent variable is added
which recording method would you expect to use when a target behavior is set to increase?
whole-interval recording
Which recording method would you expect to use when a target behavior is set to decrease?
Partial-interval recording
Escape (Social Negative)
taking something away
-ex: they get a break (like it) because they pinched someone
Pain Attenuation (Automatic negative)
Something taken away without need for another person
-ex: Scratching an itch; rubbing sore muscles.
Attention/Access (Social Positive)
adding something
-ex: verbal praise of a teacher and thumbs up from peers in a classroom where a student fears reading aloud.
Sensory Simulation (Automatic Positive)
something added without the need of another person
-ex: you are hungry so YOU heat up food in the microwave. No other person was involved and the result of the behavior is the addition of food to eat
or
A child is hand flapping in his room in the absence of other people or task demands.
Punisher
stimulus that decreases future frequency of behavior
Primary Reinforcer
ex: food, water, warmth
Secondary Reinforcer
ex: token system
S-Delta (stimulus delta)
Instruction given to client only when client is attending without maladaptive behaviors in a clear, simple manner without interruption, only one time, in a neutral tone without using clients name.
- reinforcments not available if nresponse occurs
- -ex: you need to go to the bathroom and there is an Out of Order” sign on the door.
Sd (Discriminative Stimulus)
a cue or stimulus that is present when a behavior os reinforced and can be changed or manipulated to alter behavior.
-ex: A green light -> drivers to proceed through an intersection
Ringing Phone: The sound of a ringing phone is an SD for answering the call. Doorbell: Hearing the doorbell ring signals that someone is at the door and should be greeted.
Satiation
reducing the effectiveness of a reinforcer by presenting the person with vast amounts of the reinforcer prior to a session.
ex: having eaten a lot of food abolishes the value of food as a reinforcer
monthly supervision logs
Both you and your supervisor must record and maintain supervision logs for at least 7 years.
supervisors will provide feedback….
Each supervised session and on an ongoing basis
How many functions of behavior are there?
4, access to tangibles, attention, automatic reinforcement, and escape.
purpose of a behavior reduction plan….
to provide strategies for modifying a target behavior
antecedent manipulation
strategy used to reduce the likelihood of a behavior. By presenting a visual timer to show the amount of time left of a preferred activity, you are modifying the antecedents to reduce the chances that your client will scream when the transition occurs.
incidental teaching
provide structured learning opportunities in the natural environment by using the child’s interests and natural motivation
-ex: want to teach colors but likes cars, use cars (they LIKE it not natural) to teach colors
rote responding
encouraging your learner to respond in the same exact way each time
-repeats without understanding something
-ex: asks whats your name? they say thier name then next question “whats my name” and they state their own name again
