RBT Exam Flashcards
Data Collection
Process of recording info regarding behaviors. Includes behaviors to decrease and increase
Cumulative record
Cumulative record used in operant experiments, graphic record which emphasizes rate of performance or frequency
Mass trials
Asking target multiple times in repetitive manner
Continuous measurement
Record every possible behavioral occurence
Frequency
Cycles per nit time, or a count divided by time during which it occured
Duration
Measure of the total time that behavior occurs
Rate
of times something occurs within specific period of time
Latency
Elapsed time from onset of a stimulus to the time repsonse started
Inter Response Time (IRT)
Amount of time between consecutive occurrences of a response
Discontinuos measurement
Dividing observation into intervals and recording whether behavior occured during, some, or all of each interval
Partial Interval Recording
Any time during interval
Whole Interval Recording
End of each interval, recorded if behavior happened during whole interval
Momentary Time Sampling
Look up at designated times and see if behavior is occurring. Record if it is
Permanent product
real/concrete object/outcomes that result from behavior
Accelerating trend
overall increase in responding. reflected by increased value on Y axis
Decelerating trend
overall decreasein responding. reflected by increased value on Y axis
Validity
Relevant to what is being measured and to reasons for measuring it
Reliability
Measure of the degree to which observers are consistently applying a valid and accurate system
Graphs are used:
- Track client progress
- Engage in data-based decision making
x-axis:
y-axis:
time
what you are measuring (data)
Response definition
Refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of interest
Topography
What behavior looks like
Preference assesment
Structured method to identify highly preferred items to use as reinforcers
Preference assessment without replacement
Ranked order list among array of objects
Free operant
Brief involving free access to variety of stimuli
Paired Choice
two items and allowed to select one, after selection place another two objects
Social skills assessment
Identify skills that will be direct target and to monitor outcomes of social skills program
Curriculum based assessment
Evaluation process that makes use of academic content. Form of criterion referenced assesment that connects evaluation with instructional programs
Developmental assessment
Children under age 3 attempt to assess various aspects
ABLLS-R
Assessment of basic language and learning skills.
Functional analysis (5 phases)
identify environmental context in which aberrant behavior is likely and unlikely to occur. Similar to a descriptive analysis, functional analyses
5 phases
1. Screening
2. Defining and generally quantifying problems or desired achievement criteria
3. Pinpointing the target behaviors to be treated
4. Monitoring progress
5. Follow up
Reinforcer assessment
Same as preference assessment
Fixed ratio
reinforcement delivered after a constant of “fixed” number of correct responses. ie: ever 2 correct responses
Fixed interval
First behavior is reinforced after a specific or “fixed” amount of time has passed
Variable ratio
Average number of behaviors must occur before reinforcement
variable interval
Repsonse is awarded after unpredictable amount of time has passed. Opposite of fixed-interval
skill acquisition plan (Essentials)
Written plan developed by BA that contains information about behvior programming for purposes of teaching certain skills
Essentials:
Long term goal
Short term goal
Learn unit
Response definition
Antecednt
Consequence
Verbal Behavior
Method of teaching language that focuses on idea that a menaing of a word is found in their functions
tact
Form of verbal behavior where speaker sees, hears, smells, tastes something and comments about it. Often associated with expressive labels
Mand
request
Echoic
Repeats same sound/word. Echo
Intraverbal
Speaker reponds to another’s verbal behavior. Hardest to teach
Antecedent
Events, actions, circumstances that occur immediately before a behavior
Behaviors
Skills and actions needed to talk, play, and live
Consequences
Actions or repsonses that immediately follow a behavior
Intermittent Reinforcemtn Schedule
Reinforcement deliverd ONLY some of the time a target behavior is diplayed
Continuous Reinforcement Schedule
Reinforcement delivered EACH time target behavior is displayed
Incidental Teaching (IT)
Strategy to provide structured learning oppurtunities in natural environment by using child’s interest and natural motivation. Also known as naturalistic teaching
Pivotal response training (PRT)
Play based therapy
task analysis
Process of breaking down skill into smaller, more manageable components
Total/Whole task teaching
Completing entire sequence and receiving reinforcement at end of task chain
Forward chaining
Complete first step of task then prompted to complete last task
backwards chaining
Complete last step of ask then move backwards
Discrimination training
reinforcing behavior in presence of one stimulus but not others
Stimulus control transfer
Prompts discontinued once target behavior is displayed. Prompt fading/delay are used in SCC
Prompting
Providing assistance/cues to encourage use of specific skill
Verbal Prompting
Telling the learner by giving verbal cues
Gestural Prompting
Any type of gesture
Modeling
Demonstrate prompt first then ask client to complete
Positional Prompting
Place correct response closest to learner
Visual Prompting
picture/cue that the student sees which provides info about the correct answer
Full physical prompting
Hand over hand
Partial Physical Prompting
Systematically reducing/removing prompts paired with instruction, allowing student to independently respond correctly
Stimulus Fading
Introducing/altering a new element, such as color, intensity, or size, to the target stimulus, which is gradually faded by reducing its intensity/components
Satiation
Having too much so reinforcer loses value
Deprivation
Establishing operation that increases the effectiveness of the reinforcer and the rate of behavior that produces that reinforcer in the past
Generalization
Ability for student to perform skill under different conditions, ability to apply skill a differnt way
Position bias
Tendency of users to interact wit items on top of a list with higher probability than with items in a specific location or position, regardless of item’s relevance
Shaping
Skill taught by differentially reinforcing succesive approximations to the behvior that the teacher wants to create
Token economy
System of contingency management based on the systemic reinforcement of target behvior. Reinforcers are symbols/tokens that can be exchanged for tokens
Operational definitions of target behavior
Describe what the behavior/behaviors of interest look like in a way that is observable, measureable, and repeatable. Behavior only valid if it enables observers to capture what the behavior is/is not
Antecednt Modifications
Also referred to as antecedtn-based intervention, is to decrease likelihood of problem behavior by changing learning environment prior to the occurence of problem behavior and clearly defining appropriate/expected behaviors
Replacement Behaviors
Behavior you want to replace with an unwanted target behavior. Focus on problem behavior may just reinforce especially if consequence is attention.
Tangible
Function any time behavior is reinforced by an individual enganging in behavior to gain access to something physicl. Tangibles can be toys, food, or even something that doesn’t seem very fun
Attention
Behavior to gain attention from people
escape
behavior reinforced by getting out of an aversive situation
Social positive
getting attention or access to something
Social negative
escaping/avoiding someone/task/activity
Automatic positive
stimulating senses (without social attention)
Automatic negative
attenuating pain (without social attention)
