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RBT Exam > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

What is behavioral analysis?

A

Science of behavior

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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

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3
Q

ABA definition

A

The application of the “Principles of Behavior” to issues

that are socially important, in order to produce practical change

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4
Q

3 Term Contingency

A

Antecedent, behavior, consequence

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5
Q

What is Autism Spectrum Disorder?

A

A pervasive developmental disorder which significantly affects individuals across multiple areas of ability

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6
Q

Characteristics of ASD

A

Deficits in communication, social interactions, and restrictive or repetitive behaviors

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7
Q

Skill Repertoire Building

A

Teaching new functional skills

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8
Q

Indirect Assessment

A

Involves gathering information through interviews, questionnaires, and records reviews

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9
Q

Direct Assessment

A

Involves observing the learner and gathering data on the actual behavior that is occurring

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10
Q

Baseline

A

Current level of a skill

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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

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12
Q

SD

A

Discriminative Stimulus

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13
Q

MO

A

Motivating Operation

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14
Q

Reinforcement

A

Consequence used in order to strengthen and increase the behavior in the future

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15
Q

Positive Reinforcement

A

Adding a stimulus to increase behavior

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16
Q

Negative Reinforcement

A

Taking away a stimulus to increase behavior

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17
Q

Primary Reinforcement

A

naturally reinforcing to the individual, requires no learning

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18
Q

Secondary Reinforcement

A

becomes reinforcing after experience and learning

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19
Q

How can we maximize the effectiveness of reinforcement?

A

Preferences and motivation

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20
Q

Preference assessments

A

a procedure used to identify what an individual is interested in at a particular moment

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21
Q

Indirect Preference Assessment

A

Surveys and interviews with clients, caregivers

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22
Q

Direct Preference Assessment

A

Direct observation, choice assessments, multiple stimulus preference assessments

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23
Q

Forced/ Paired Choice assessment

A

offer two choices to identify what the individual selects first and/or most frequently

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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

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25
Q

Guidelines for Reinforcement

A
  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
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26
Q

Error Correction

A

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

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27
Q

Informational No

A

A neutral consequence given to the learner in order to

indicate that the response was incorrect

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28
Q

Prompt Fading

A

The systematic removal of a prompt across successive trials

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29
Q

Stimulus Prompts

A

An addition to or alteration of the stimulus to facilitate a correct or appropriate response

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30
Q

Response Prompt

A

An addition cue added to the learner’s response

to facilitate a correct or appropriate response

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31
Q

Physical Prompt

A

Providing manual guidance to the learner to facilitate a correct response

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32
Q

Model Prompt

A

Providing physical demonstration of the desired behavior for the learner to imitate

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33
Q

Echoic Prompt

A

Providing vocal demonstration of the desired behavior for the learner to imitate

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34
Q

Verbal Directive Prompt

A

Giving verbal instructions to guide the learner’s behavior, may include textual, visual or other verbal cues

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35
Q

Gesture Prompt

A

Providing a movement cue to indicate a desired response

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36
Q

Positional Prompt

A

Altering the location or placement of a stimulus to facilitate a desired response

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37
Q

Within-Stimulus Prompt

A

Adding to or altering a portion of the stimulus to facilitate appropriate responding

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38
Q

Full Prompt

A

The entire prompt is delivered to assist the learner in

giving a correct response

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39
Q

Partial Prompt

A

Only a portion of the prompt is delivered to assist

the learner

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40
Q

Errorless Learning

A

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

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41
Q

Acquisition

A

The learning of a new skill that is not yet in the learner’s repertoire

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42
Q

Prompt Hierarchy

A

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

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43
Q

Most to Least Prompting

A

A fading procedure utilizing stronger, more intrusive

prompts during initial instruction and progressing to less intrusive prompts

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44
Q

Time Delay

A

A fading procedure involving the increase of elapsed

time between the presentation of the SD and the delivery of a prompt

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45
Q

Prompt Delay

A

Increase the time between the SD and the prompt

46
Q

Least-to-Most Prompting

A

After an error, prompt with the last effective prompting method used, which should be the most faded prompt for the target skill

47
Q

No-No-Prompt Repeat

A

The delivery of a prompt following two unsuccessful trials or attempts at responding, correcting the error of a mastered skill

48
Q

Ways to avoid prompt dependency

A
  1. Use the least intrusive prompt possible
  2. Use differential reinforcement
  3. Avoid inadvertent prompting
49
Q

Shaping

A

Systematically reinforcing successive approximations of a target behavior, while extinguishing previous approximations

50
Q

Chaining

A

Used to teach a behavior chain like brushing teeth

51
Q

Task Analysis

A

The process of breaking down a complex behavior into

singular SD-Response components

52
Q

Forward Chaining

A

Starting with the first step of the behavior chain

53
Q

Backward Chaining

A

Starting with the final step of the behavior chain

54
Q

When is backward chaining used?

A

When it’s easier to teach a student starting from the last step

55
Q

Total Task Presentation

A

A procedure used to simultaneously teach all of the steps of the behavior chain during each presentation of the learning task

56
Q

Mass Trial

A

Repeated presentation of one SD/instruction across multiple consecutive trials

57
Q

Distractor Trial

A

Additional trial that do not include the acquisition

target, used to teach discrimination

58
Q

Random Rotation

A

Presentation of both SD and distractor to ensure student can discriminate between both

59
Q

Simultaneous Discrimination Training

A

A field of material is presented with the instruction

60
Q

Expanded Trials

A

Procedure used to systematically increase the time

between presentations of the target SD to aid in retention

61
Q

Graduated Random Rotation

A

Procedure which systematically introduces mastered targets one at a time into random rotation with the target SD

62
Q

Topography

A

The physical shape of behavior

63
Q

Function

A

The reason why behavior is occuring

64
Q

Functional Behavior Assessment

A
  • An individualized assessment procedure used to determine the function of a behavior
  • Involves both indirect and direct assessment procedures
65
Q

Functions of Behavior

A

Attention, escape, tangible, automatic

66
Q

Who conducts the FBA?

A

Supervisor/BCAB

67
Q

Behavior Intervention Plan

A

A detailed written description of a problem behavior and the interventions designed to reduce the behavior

68
Q

Components of a Behavior Intervention Plan

A

Operational Definition

  • Antecedent Modifications
  • Replacement Behaviors
  • Consequence Modifications
69
Q

Antecedent Modifications

A

Interventions that are designed to prevent the problem behavior from occurring

70
Q

Non-Contingent Reinforcement (NCR)

A

The delivery of functional reinforcers on
a time-based schedule, independent of the
problem behavior
-free ongoing reinforcement

71
Q

Demand Fading

A

The gradual increase in demand requirements prior to delivering a functional reinforcement

72
Q

Task Modification

A

Making the task less unpleasant to lessen the need to escape

73
Q

Behavior Momentum (High Probability Task Sequence)

A

Perform several easy tasks before a hard one to establish momentum

74
Q

Functional Communication Training (FCT)

A

Teaching individual to use a form of communication that results in their reinforcer

75
Q

Environmental Modifications

A

The altering of the physical environment in order to prevent or reduce the likelihood that the behavior will occur

76
Q

Differential Reinforcement

A

Providing different levels of reinforcement for different

behaviors

77
Q

Differential Reinforcement of Alternative Behavior (DRA)

A

The delivery of reinforcement for an alternative behavior while withholding reinforcement for the problem behavior

78
Q

Differential Reinforcement of Other Behaviors (DRO)

A

Reinforcement if the problem behavior is absent for a fixed time

79
Q

Differential Reinforcement of Low Rate of Behavior (DRL)

A

Reinforcement if the problem behavior is occurring less at a fixed time

80
Q

Differential Reinforcement of High Rate of Behavior (DRH)

A

Reinforcement if desired behavior is occurring at a higher rate at a fixed time

81
Q

Extinction

A

Withholding reinforcement to reduce/extinct problem behavior

82
Q

4 Types of Extinction

A

Tangible, escape, sensory, and attention

83
Q

Spontaneous Recovery

A

Reoccurrence of the behavior in previously reinforced situations

84
Q

Response Blocking

A

Physical intervention to stop a behavior

85
Q

Time out

A

Removal of access to a reinforcer for a specific period of time

86
Q

Non-Exclusionary Time Out

A

The individual remains in the location where

the behavior occurred but is briefly removed from access to desired reinforcers

87
Q

Exclusionary

A

The individual is briefly removed from the location where the behavior occurred for a specified period of time

88
Q

Response Cost

A

Losing a portion of positive reinforcement due to occurrence of problem behavior

89
Q

Overcorrection

A

Individual has to practice a positive behavior in an activity as a consequence of problem behavior

90
Q

Restitutional Overcorrection

A

Restoring the environment better than it was prior to the occurrence of the problem behavior

91
Q

Positive Practice Overcorrection

A

Repeatedly practice an alternative to their problem behavior as a consequence

92
Q

Considerations for Negative Consequence Procedures

A

Should be approved by BCAB

93
Q

Generalization

A

Behavior change starts to occur in other settings other than the instructional setting

94
Q

Maintenance

A

Continued performance of a response after it was first learned

95
Q

Stimulus Generalization

A

Behavior changes occur across multiple stimuli

96
Q

Response Generalization

A

Skills or new responses that have the same function as a learned behavior emerge without being taught

97
Q

Discontinuous Measurement

A

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
Q

When is discontinuous measurement used?

A

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
Q

3 types of discontinuous measurement procedures

A
  • Whole interval recording
  • Partial interval recording
  • Momentary time sampling
100
Q

Whole Interval Recording

A
  • time is divided in intervals and the behavior must occur consistently during whole interval
  • recorded as percentage
101
Q

Partial Interval Recording

A
  • If the behavior happened at any time during the interval

- multiple instances are recorded as one

102
Q

Momentary Time Sampling

A

-recording behavior if it occurs at the end of the interval

103
Q

Percentage Data

A

Percent of time the behavior occurs when the opportunity to respond is presented

104
Q

Trial by Trial Data

A

Records the learners response to specific SD’s

105
Q

Types of Responses in Trial by Trial Data Collection

A

Correct, incorrect, non-response, prompt

106
Q

Permanent Product Data Collection

A

The real or concrete objects that result from a behavior

Ex. Improving penmanship

107
Q

Successive Discrimination Training

A

No materials in the field

“Stand up”

108
Q

Task Analysis Data Collection

A

Recording individual responses during a behavior chain

109
Q

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

A

D. all of the above

110
Q 
What type of assessment might a RBT be asked to assist with?
A. diagnostic
B. curriculum
C. IQ
D. all of the above
A

B. curriculum

111
Q

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

A

D

RBT Exam (1 decks)

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