RBT Exam Flashcards
1
Q
What is behavioral analysis?
A
Science of behavior
2
Q
Assumptions of Behavioral Analysis
A
-Behavior follows predictable laws
Behavior can be understood by studying how it interacts with the environment
-Importance of scientific experimentation, free from bias and opinion
-All behavior should be observable and measurable
3
Q
ABA definition
A
The application of the “Principles of Behavior” to issues
that are socially important, in order to produce practical change
4
Q
3 Term Contingency
A
Antecedent, behavior, consequence
5
Q
What is Autism Spectrum Disorder?
A
A pervasive developmental disorder which significantly affects individuals across multiple areas of ability
6
Q
Characteristics of ASD
A
Deficits in communication, social interactions, and restrictive or repetitive behaviors
7
Q
Skill Repertoire Building
A
Teaching new functional skills
8
Q
Indirect Assessment
A
Involves gathering information through interviews, questionnaires, and records reviews
9
Q
Direct Assessment
A
Involves observing the learner and gathering data on the actual behavior that is occurring
10
Q
Baseline
A
Current level of a skill
11
Q
Discrete Trial Teaching (DTT)
A
A structural behavioral teaching method consisting of clear and direct presentation of learning trials to promote skill acquisition
-adult directed
12
Q
SD
A
Discriminative Stimulus
13
Q
MO
A
Motivating Operation
14
Q
Reinforcement
A
Consequence used in order to strengthen and increase the behavior in the future
15
Q
Positive Reinforcement
A
Adding a stimulus to increase behavior
16
Q
Negative Reinforcement
A
Taking away a stimulus to increase behavior
17
Q
Primary Reinforcement
A
naturally reinforcing to the individual, requires no learning
18
Q
Secondary Reinforcement
A
becomes reinforcing after experience and learning
19
Q
How can we maximize the effectiveness of reinforcement?
A
Preferences and motivation
20
Q
Preference assessments
A
a procedure used to identify what an individual is interested in at a particular moment
21
Q
Indirect Preference Assessment
A
Surveys and interviews with clients, caregivers
22
Q
Direct Preference Assessment
A
Direct observation, choice assessments, multiple stimulus preference assessments
23
Q
Forced/ Paired Choice assessment
A
offer two choices to identify what the individual selects first and/or most frequently
24
Q
Multiple Stimulus Preference Assessment
A
offer an array of choices (3 or more), identify which choice the individual selects first, second and so on
25
Guidelines for Reinforcement
1. Reserve items specifically for reinforcement
2. Conduct frequent preferences assessments
3. Deliver reinforcement immediately
4. Items should be easy to administer and remove
5. Vary the reinforcement to avoid boredom and satiation
6. Establish conditioned reinforcers
7. Reinforce desired behaviors throughout the day
26
Error Correction
A procedure following an incorrect or non-response
| which assists the learner in providing a correct response in the presence of that particular SD/MO
27
Informational No
A neutral consequence given to the learner in order to
| indicate that the response was incorrect
28
Prompt Fading
The systematic removal of a prompt across successive trials
29
Stimulus Prompts
An addition to or alteration of the stimulus to facilitate a correct or appropriate response
30
Response Prompt
An addition cue added to the learner’s response
| to facilitate a correct or appropriate response
31
Physical Prompt
Providing manual guidance to the learner to facilitate a correct response
32
Model Prompt
Providing physical demonstration of the desired behavior for the learner to imitate
33
Echoic Prompt
Providing vocal demonstration of the desired behavior for the learner to imitate
34
Verbal Directive Prompt
Giving verbal instructions to guide the learner’s behavior, may include textual, visual or other verbal cues
35
Gesture Prompt
Providing a movement cue to indicate a desired response
36
Positional Prompt
Altering the location or placement of a stimulus to facilitate a desired response
37
Within-Stimulus Prompt
Adding to or altering a portion of the stimulus to facilitate appropriate responding
38
Full Prompt
The entire prompt is delivered to assist the learner in
| giving a correct response
39
Partial Prompt
Only a portion of the prompt is delivered to assist
| the learner
40
Errorless Learning
A procedure used to teach a new
skill involving the immediate prompting of the
response during the initial teaching stages and
systematic removal of prompts to avoid
errors
41
Acquisition
The learning of a new skill that is not yet in the learner’s repertoire
42
Prompt Hierarchy
A systematic arrangement of prompts used in a
particular order to facilitate learning. Usually arranged according to the level of strength of the prompt or the amount of support given to the learner
43
Most to Least Prompting
A fading procedure utilizing stronger, more intrusive
| prompts during initial instruction and progressing to less intrusive prompts
44
Time Delay
A fading procedure involving the increase of elapsed
| time between the presentation of the SD and the delivery of a prompt
45
Prompt Delay
Increase the time between the SD and the prompt
46
Least-to-Most Prompting
After an error, prompt with the last effective prompting method used, which should be the most faded prompt for the target skill
47
No-No-Prompt Repeat
The delivery of a prompt following two unsuccessful trials or attempts at responding, correcting the error of a mastered skill
48
Ways to avoid prompt dependency
1. Use the least intrusive prompt possible
2. Use differential reinforcement
3. Avoid inadvertent prompting
49
Shaping
Systematically reinforcing successive approximations of a target behavior, while extinguishing previous approximations
50
Chaining
Used to teach a behavior chain like brushing teeth
51
Task Analysis
The process of breaking down a complex behavior into
| singular SD-Response components
52
Forward Chaining
Starting with the first step of the behavior chain
53
Backward Chaining
Starting with the final step of the behavior chain
54
When is backward chaining used?
When it's easier to teach a student starting from the last step
55
Total Task Presentation
A procedure used to simultaneously teach all of the steps of the behavior chain during each presentation of the learning task
56
Mass Trial
Repeated presentation of one SD/instruction across multiple consecutive trials
57
Distractor Trial
Additional trial that do not include the acquisition
| target, used to teach discrimination
58
Random Rotation
Presentation of both SD and distractor to ensure student can discriminate between both
59
Simultaneous Discrimination Training
A field of material is presented with the instruction
60
Expanded Trials
Procedure used to systematically increase the time
| between presentations of the target SD to aid in retention
61
Graduated Random Rotation
Procedure which systematically introduces mastered targets one at a time into random rotation with the target SD
62
Topography
The physical shape of behavior
63
Function
The reason why behavior is occuring
64
Functional Behavior Assessment
- An individualized assessment procedure used to determine the function of a behavior
- Involves both indirect and direct assessment procedures
65
Functions of Behavior
Attention, escape, tangible, automatic
66
Who conducts the FBA?
Supervisor/BCAB
67
Behavior Intervention Plan
A detailed written description of a problem behavior and the interventions designed to reduce the behavior
68
Components of a Behavior Intervention Plan
Operational Definition
- Antecedent Modifications
- Replacement Behaviors
- Consequence Modifications
69
Antecedent Modifications
Interventions that are designed to prevent the problem behavior from occurring
70
Non-Contingent Reinforcement (NCR)
The delivery of functional reinforcers on
a time-based schedule, independent of the
problem behavior
-free ongoing reinforcement
71
Demand Fading
The gradual increase in demand requirements prior to delivering a functional reinforcement
72
Task Modification
Making the task less unpleasant to lessen the need to escape
73
Behavior Momentum (High Probability Task Sequence)
Perform several easy tasks before a hard one to establish momentum
74
Functional Communication Training (FCT)
Teaching individual to use a form of communication that results in their reinforcer
75
Environmental Modifications
The altering of the physical environment in order to prevent or reduce the likelihood that the behavior will occur
76
Differential Reinforcement
Providing different levels of reinforcement for different
| behaviors
77
Differential Reinforcement of Alternative Behavior (DRA)
The delivery of reinforcement for an alternative behavior while withholding reinforcement for the problem behavior
78
Differential Reinforcement of Other Behaviors (DRO)
Reinforcement if the problem behavior is absent for a fixed time
79
Differential Reinforcement of Low Rate of Behavior (DRL)
Reinforcement if the problem behavior is occurring less at a fixed time
80
Differential Reinforcement of High Rate of Behavior (DRH)
Reinforcement if desired behavior is occurring at a higher rate at a fixed time
81
Extinction
Withholding reinforcement to reduce/extinct problem behavior
82
4 Types of Extinction
Tangible, escape, sensory, and attention
83
Spontaneous Recovery
Reoccurrence of the behavior in previously reinforced situations
84
Response Blocking
Physical intervention to stop a behavior
85
Time out
Removal of access to a reinforcer for a specific period of time
86
Non-Exclusionary Time Out
The individual remains in the location where
| the behavior occurred but is briefly removed from access to desired reinforcers
87
Exclusionary
The individual is briefly removed from the location where the behavior occurred for a specified period of time
88
Response Cost
Losing a portion of positive reinforcement due to occurrence of problem behavior
89
Overcorrection
Individual has to practice a positive behavior in an activity as a consequence of problem behavior
90
Restitutional Overcorrection
Restoring the environment better than it was prior to the occurrence of the problem behavior
91
Positive Practice Overcorrection
Repeatedly practice an alternative to their problem behavior as a consequence
92
Considerations for Negative Consequence Procedures
Should be approved by BCAB
93
Generalization
Behavior change starts to occur in other settings other than the instructional setting
94
Maintenance
Continued performance of a response after it was first learned
95
Stimulus Generalization
Behavior changes occur across multiple stimuli
96
Response Generalization
Skills or new responses that have the same function as a learned behavior emerge without being taught
97
Discontinuous Measurement
Recording samples of the behavior during an observation period
- Samples of behavior are recorded during specific intervals of time
- Not all instances of the behavior is recorded
98
When is discontinuous measurement used?
When it becomes difficult or unfeasible to record every instance of behavior
- behavior happens too frequently
- doesn't have clear beginning and ending
- recording multiple behaviors that happen at the same time
99
3 types of discontinuous measurement procedures
- Whole interval recording
- Partial interval recording
- Momentary time sampling
100
Whole Interval Recording
- time is divided in intervals and the behavior must occur consistently during whole interval
- recorded as percentage
101
Partial Interval Recording
- If the behavior happened at any time during the interval
| - multiple instances are recorded as one
102
Momentary Time Sampling
-recording behavior if it occurs at the end of the interval
103
Percentage Data
Percent of time the behavior occurs when the opportunity to respond is presented
104
Trial by Trial Data
Records the learners response to specific SD's
105
Types of Responses in Trial by Trial Data Collection
Correct, incorrect, non-response, prompt
106
Permanent Product Data Collection
The real or concrete objects that result from a behavior
Ex. Improving penmanship
107
Successive Discrimination Training
No materials in the field
| "Stand up"
108
Task Analysis Data Collection
Recording individual responses during a behavior chain
109
When should individuals with ASD generally get assessed?
A. ongoing informal assessments
B. quarterly performance assessments
C. yearly formal standardized assessments
D. all of the above
D. all of the above
110
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What type of assessment might a RBT be asked to assist with?
A. diagnostic
B. curriculum
C. IQ
D. all of the above
```
B. curriculum
111
Which of the following describes the RBT's role in the assessment process?
A. The RBT should never be responsible for any type of assessment
B. The RBT might be asked to probe skills for generalization
C. Depending on the assessment, it's possible the RBT will be fully responsible
D. a&b are correct
D
