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RBT Exam > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

Frequency

A

Counting each individual event

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2
Q

Duration

A

Total Time (number of seconds from the onset of the response to the offset of the response)

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3
Q

Rate

A

Frequency per unit of time (i.e. number of occurrences per unit of time) an example would be AL’s repetitive hand movement goal

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4
Q

IRT (inter-response time)

A

The time from the offset of one response to the onset of the next response

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5
Q

Latency

A

amount of time between one event and another event

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6
Q

Continuous measurement procedures

A

Record each response in some fashion (ex. frequency, duration, inter-response time)

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7
Q

Discontinuous measurement procedures

A

Record the occurrence vs. non-occurrence of a behavior at a certain moment in time or across an interval of time (ex. momentary time sampling, partial interval recording, and whole interval recording)

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8
Q

Verbal behavior

A

Includes PECS, verbalization, and sign language

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9
Q

Reinforcement

A

A stimulus that follows a behavior and causes that behavior to increase in probability over time

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10
Q

Punishment

A

A stimulus that follows a behavior and causes that behavior to decrease in probability over time

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11
Q

Extinction

A

A previously reinforcing relationship is discontinued, causing the behavior to decrease over time

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12
Q

Positive

A

Adding stimulus to the environment

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13
Q

Negative

A

Removing a stimulus from the environment

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14
Q

Knowing the difference between Positive/Negative and Reinforcement/Punishment

A

It can be useful to think of “positive and negative” as the first names for a consequential operation, and “reinforcement and punishment” as the last names. When analyzing a scenario, first, think of whether a stimulus is being added or removed - this gives you the “first name” (either positive or negative). Next, identify if a behavior is increasing or decreasing - this will determine the “last name” (punishment or reinforcement).

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15
Q

Pavlovian Conditioning

A

Documents the process by which a stimulus can be PAIRED with second stimulus to cause that second stimulus to impact behavior in the same way as the first stimulus (BE CONDITIONED)

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16
Q

Forward Chaining

A

The child learns how to complete the first step of the task independently, then the ABA therapist prompts the child for each subsequent task

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17
Q

Simultaneous Conditioning

A

Conditioning that occurs frequently, unintentionally, or unplanned at the same time as formal conditioning or training

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18
Q

Forward Conditioning

A

When the neutral stimulus appears just before and during the presentation of the unconditioned stimulus

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19
Q

Backwards Conditioning

A

When the unconditioned stimulus is presented before a neutral stimulus

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20
Q

Conditioned stimulus (CS)

A

A previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response

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21
Q

Satiation

A

An abolishing operation (value decrease) of a reinforcer due to an organism being over-exposed to that stimulus (ex. eating a lot of food abolishes the value of food as reinforcer)

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22
Q

Momentary time sampling (MTS)

A

Recording data (yes or no) regarding the occurrence of a behavior at a specific moment in time

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23
Q

Partial interval recording

A

Recording data (yes or no) if the behavior occurs for any part of a given interval

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24
Q

Whole interval recording

A

Recording data (yes or no) if the behavior occurs for the entirety of an observation interval

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25
Q

SD

A

Antecedent stimulus that indicates that reinforcement is available for a given behavior (ex. seeing a donut sign on is the SD that fresh donuts are available and can be used as a reinforcer)

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26
Q

Differential reinforcement

A

Reinforcing only the appropriate response (or behavior you wish to increase) and applying extinction to all other responses

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27
Q

Permanent product Measurement

A

Durable products of a behavior are assessed (ex. how many windows were broken, how many homework problems are handed in)

28
Q

Determining Function of Behavior

A

Conducting an analog or naturalistic functional analysis

29
Q

Skinner’s belief on verbal behavior

A

Function over Form

30
Q

Preference assessments

A

Multiple stimulus with replacement and multiple stimulus without replacement

31
Q

Tact

A

Controlled by a nonverbal stimulus (such as an object) and is maintained by nonspecific social reinforcement

32
Q

Operational definition

A

Describes what the behavior of interest looks like in a what that is observable, measurable, and repeatable

33
Q

Working with new groups of people

A

RBT’s must request supervision from a BCBA familiar with the population. RBT’s must refrain from working with groups they are unfamiliar with

34
Q

Motivating operation

A

Increases or decreases the response

35
Q

Response latency

A

The delay between the stimulus and the response

36
Q

Variable ratio

A

A schedule of reinforcement where a response is reinforced after an unpredictable number of responses

37
Q

Functions of behavior

A

Tangible, escape, attention, sensory

38
Q

Task analysis

A

Breaking a skill down into smaller, more manageable components

39
Q

Free operant preference assessment

A

Allows free access to a variety of stimuli. BT records what they engage with and for how long

40
Q

Trial-based preference assessment

A

Multiple stimulus without replacement or Multiple stimulus with replacement

41
Q

Example of a functional behavior assessment

A

ABC data

42
Q

Whole/Total task training

A

Teaching all steps of a task analysis at once

43
Q

Methods for identifying function

A

Indirect assessments, Descriptive assessments, and functional analyses

44
Q

Indirect assessments

A

Rating scales, questionnaires, checklists, and informal interviews.

45
Q

Descriptive Assessments

A

Observational assessments that do not involve making changes to the environment (ABC, scatterplot analysis)

46
Q

Scatterplot analysis

A

identified the time that a behavior occurs in order to identify if there is a pattern

47
Q

Functional analyses

A

Modifying antecedent and/or consequent responses in the environment to identify if the behavior increases in certain conditions. (trying to find the function of the behavior)

48
Q

Automatic mediated reinforcement

A

The consequence is produced directly by a response (i.e. turning on a tv or getting a drink from a vending machine) - a type of function of behavior

49
Q

Who wrote Verbal Behavior?

A

B.F. Skinner

50
Q

DRA

A

Differential reinforcement of alternative behavior ( For example, a teacher wants the child to remain in his seat. Each time the student leaves his seat, the behavior is ignored. However, when the child remains seated, the teacher rewards him with a sticker. DRA involves reinforcing a behavior that serves as an alternative to the inappropriate behavior.)

51
Q

DRO

A

Differential reinforcement of other behaviors (this procedure entails delivering reinforcement whenever the problem behavior does not occur during a predetermined amount of time. Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use DRO in order to reinforce the absence of pulling her hair.)

52
Q

Differential Reinforcement of HIGHER or LOWER Rates of Behavior (DRH / DRL)

A

procedures that depend on the inter-trial interval of behavior, which might be a little confusing just looking at the name alone (i.e., the whole rate part). Yes, you are trying to reduce the rate of behavior, however responses are only reinforced if a specific latency has occurred since the last response. Therefore, you’re really just trying to increase / decrease the inter-trial interval (“gap”) between responses, which will, as a product, increase or decrease the rate, of course.

53
Q

DRI

A

Differential reinforcement of incompatible behavior is a procedure in which the teacher would identify a behavior that’s incompatible with, or cannot occur at the same time as, the problem behavior. The focus is on replacing negative behaviors with positive behaviors. EX. a young child who, while watching television, continually “twiddles” with her hair to the extent that bald patches are appearing. Such hair “twiddling” could be reduced by reinforcing the child for cuddling a teddy bear.

54
Q

Value-altering effect

A

modify (increase or decrease) the efficacy of a stimulus as a punisher or reinforcer

55
Q

Behavior-altering effect

A

increase the frequency (increase or decrease) of a behavior that has been punished or reinforced by that stimulus.

56
Q

Establishing Operations (EOs)

A

are motivating operations that establish (increase) the effectiveness of some stimulus as a reinforcer – also establishing effect

57
Q

Abolishing Operations (AOs)

A

are motivating operations that abolish (decrease) the effectiveness of some stimulus as a reinforcer – also abative effect.

58
Q

Reinforcer assessment

A

identifies reinforcers, and sometimes determines a “break-point” where the response effort overcomes the value of the consequence

59
Q

Curriculum based assessment

A

arranges skills in a logical order or sequence, building off previously taught skills

60
Q

reinforcer assessment

A

identifies reinforcers, and sometimes determines a “break-point” where the response effort overcomes the value of the consequence

61
Q

Incidental Teaching

A

a teaching method where the therapist waits for the child to initiate a response with an item of interest; a time delay and prompting are used to evoke a request (mand) and questions are asked to evoke more elaborate language regarding the object(s) of interest

62
Q

Five Essential Components of a Skill Acquisition Plan

A

1) target behavior 2) materials / setting 3) prompting strategies 4) consequences 5) mastery criteria 6) planning for generalization & maintenance

63
Q

Shaping Procedures

A

teaching tools where successive approximations of a behavior are differentially reinforced while less preferred behavior contacts lesser or no reinforcement (extinction) as behavior is gradually changed in the desired direction.

64
Q

Pivotal Response Training

A

targets critical areas that improve many different individual responses, emphasizes child’s choice, takes place in the natural environment, emphasizes heavily the family’s involvement, and multiple cues are used to evoke behavior.

65
Q

Functional communication training

A

Teaching communication to replace problem behaviors.

RBT Exam (1 decks)

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