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RBT Exam > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

Data Collection

A

Process of recording info regarding behaviors. Includes behaviors to decrease and increase

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2
Q

Cumulative record

A

Cumulative record used in operant experiments, graphic record which emphasizes rate of performance or frequency

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3
Q

Mass trials

A

Asking target multiple times in repetitive manner

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4
Q

Continuous measurement

A

Record every possible behavioral occurence

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5
Q

Frequency

A

Cycles per nit time, or a count divided by time during which it occured

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6
Q

Duration

A

Measure of the total time that behavior occurs

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7
Q

Rate

A

of times something occurs within specific period of time

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8
Q

Latency

A

Elapsed time from onset of a stimulus to the time repsonse started

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9
Q

Inter Response Time (IRT)

A

Amount of time between consecutive occurrences of a response

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10
Q

Discontinuos measurement

A

Dividing observation into intervals and recording whether behavior occured during, some, or all of each interval

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11
Q

Partial Interval Recording

A

Any time during interval

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12
Q

Whole Interval Recording

A

End of each interval, recorded if behavior happened during whole interval

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13
Q

Momentary Time Sampling

A

Look up at designated times and see if behavior is occurring. Record if it is

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14
Q

Permanent product

A

real/concrete object/outcomes that result from behavior

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15
Q

Accelerating trend

A

overall increase in responding. reflected by increased value on Y axis

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16
Q

Decelerating trend

A

overall decreasein responding. reflected by increased value on Y axis

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17
Q

Validity

A

Relevant to what is being measured and to reasons for measuring it

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18
Q

Reliability

A

Measure of the degree to which observers are consistently applying a valid and accurate system

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19
Q

Graphs are used:

A
  1. Track client progress
  2. Engage in data-based decision making
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20
Q

x-axis:
y-axis:

A

time
what you are measuring (data)

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21
Q

Response definition

A

Refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of interest

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22
Q

Topography

A

What behavior looks like

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23
Q

Preference assesment

A

Structured method to identify highly preferred items to use as reinforcers

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24
Q

Preference assessment without replacement

A

Ranked order list among array of objects

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25
Q

Free operant

A

Brief involving free access to variety of stimuli

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26
Q

Paired Choice

A

two items and allowed to select one, after selection place another two objects

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27
Q

Social skills assessment

A

Identify skills that will be direct target and to monitor outcomes of social skills program

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28
Q

Curriculum based assessment

A

Evaluation process that makes use of academic content. Form of criterion referenced assesment that connects evaluation with instructional programs

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29
Q

Developmental assessment

A

Children under age 3 attempt to assess various aspects

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30
Q

ABLLS-R

A

Assessment of basic language and learning skills.

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31
Q

Functional analysis (5 phases)

A

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

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32
Q

Reinforcer assessment

A

Same as preference assessment

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33
Q

Fixed ratio

A

reinforcement delivered after a constant of “fixed” number of correct responses. ie: ever 2 correct responses

34
Q

Fixed interval

A

First behavior is reinforced after a specific or “fixed” amount of time has passed

35
Q

Variable ratio

A

Average number of behaviors must occur before reinforcement

36
Q

variable interval

A

Repsonse is awarded after unpredictable amount of time has passed. Opposite of fixed-interval

37
Q

skill acquisition plan (Essentials)

A

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

38
Q

Verbal Behavior

A

Method of teaching language that focuses on idea that a menaing of a word is found in their functions

39
Q

tact

A

Form of verbal behavior where speaker sees, hears, smells, tastes something and comments about it. Often associated with expressive labels

40
Q

Mand

A

request

41
Q

Echoic

A

Repeats same sound/word. Echo

42
Q

Intraverbal

A

Speaker reponds to another’s verbal behavior. Hardest to teach

43
Q

Antecedent

A

Events, actions, circumstances that occur immediately before a behavior

44
Q

Behaviors

A

Skills and actions needed to talk, play, and live

45
Q

Consequences

A

Actions or repsonses that immediately follow a behavior

46
Q

Intermittent Reinforcemtn Schedule

A

Reinforcement deliverd ONLY some of the time a target behavior is diplayed

47
Q

Continuous Reinforcement Schedule

A

Reinforcement delivered EACH time target behavior is displayed

48
Q

Incidental Teaching (IT)

A

Strategy to provide structured learning oppurtunities in natural environment by using child’s interest and natural motivation. Also known as naturalistic teaching

49
Q

Pivotal response training (PRT)

A

Play based therapy

50
Q

task analysis

A

Process of breaking down skill into smaller, more manageable components

51
Q

Total/Whole task teaching

A

Completing entire sequence and receiving reinforcement at end of task chain

52
Q

Forward chaining

A

Complete first step of task then prompted to complete last task

53
Q

backwards chaining

A

Complete last step of ask then move backwards

54
Q

Discrimination training

A

reinforcing behavior in presence of one stimulus but not others

55
Q

Stimulus control transfer

A

Prompts discontinued once target behavior is displayed. Prompt fading/delay are used in SCC

56
Q

Prompting

A

Providing assistance/cues to encourage use of specific skill

57
Q

Verbal Prompting

A

Telling the learner by giving verbal cues

58
Q

Gestural Prompting

A

Any type of gesture

59
Q

Modeling

A

Demonstrate prompt first then ask client to complete

60
Q

Positional Prompting

A

Place correct response closest to learner

61
Q

Visual Prompting

A

picture/cue that the student sees which provides info about the correct answer

62
Q

Full physical prompting

A

Hand over hand

63
Q

Partial Physical Prompting

A

Systematically reducing/removing prompts paired with instruction, allowing student to independently respond correctly

64
Q

Stimulus Fading

A

Introducing/altering a new element, such as color, intensity, or size, to the target stimulus, which is gradually faded by reducing its intensity/components

65
Q

Satiation

A

Having too much so reinforcer loses value

66
Q

Deprivation

A

Establishing operation that increases the effectiveness of the reinforcer and the rate of behavior that produces that reinforcer in the past

67
Q

Generalization

A

Ability for student to perform skill under different conditions, ability to apply skill a differnt way

68
Q

Position bias

A

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

69
Q

Shaping

A

Skill taught by differentially reinforcing succesive approximations to the behvior that the teacher wants to create

70
Q

Token economy

A

System of contingency management based on the systemic reinforcement of target behvior. Reinforcers are symbols/tokens that can be exchanged for tokens

71
Q

Operational definitions of target behavior

A

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

72
Q

Antecednt Modifications

A

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

73
Q

Replacement Behaviors

A

Behavior you want to replace with an unwanted target behavior. Focus on problem behavior may just reinforce especially if consequence is attention.

74
Q

Tangible

A

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

75
Q

Attention

A

Behavior to gain attention from people

75
Q

escape

A

behavior reinforced by getting out of an aversive situation

76
Q

Social positive

A

getting attention or access to something

77
Q

Social negative

A

escaping/avoiding someone/task/activity

78
Q

Automatic positive

A

stimulating senses (without social attention)

79
Q

Automatic negative

A

attenuating pain (without social attention)

RBT Exam (4 decks)

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