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RBT Exam > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

What are the items on the RBT task list?

A 
Measurement
Assessment
Skill acquisition
Behavior Reduction
Documentation & Reporting
Professional Conduct & Scope of Practice
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2
Q

What does ABA stand for?

A

Applied Behavior Analysis

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3
Q

In ‘ABA’, what does ‘applied’ mean?

A

Applied means that targeted behavior is socially significant, functional, and/or important to the client.

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4
Q

In ‘ABA’, what does behavior mean?

A

Behavior means actions taken that are observable & measurable

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5
Q

In ‘ABA’, what does ‘analysis’ mean?

A

Analysis means that treatment decisions are driven by data that has been collected

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6
Q

What are some benefits of ABA for Autism Spectrum Disorder (ASD)?

A

Increasing functional routines
Increasing communication and social skills
Increasing academic skills
Increasing independence
Decreasing repetitive behaviors
Decreasing (and replacing) unwanted behaviors

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7
Q

What are the 10 steps of ABA programming? Who is competent to do each step?

A
  1. Conduct comprehensive assessment (BCBA)
  2. Review assessment results (BCBA)
  3. Develop individualized treatment plan (BCBA)
  4. Prioritize (BCBA)
  5. Develop lesson plans (BCBA)
  6. Implement lesson plans & take data (RBT)
  7. Supervision: Review & analyze data (RBT & BCBA jointly)
  8. Modify curriculum (BCBA)
  9. Modify lesson plans (BCBA)
  10. Repeat steps 6-9
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8
Q

What are the three main roles of the RBT?

A

Implement
Collect data
Facilitate communication between BCBA & family

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9
Q

What are three helpful hints for implementation?

A

Encourage independence in clients & families
Record data promptly
Implement lesson plans precisely

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10
Q

What are three helpful hints for maintaining high ethical standards?

A

Maintain privacy of client & family
Avoid multiple relationships
Don’t share personal details or accept gifts

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11
Q

What should you do before implementing a program with a new client?

A
  • READ the program and ASK questions until you understand it

- Pair with the client

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12
Q

What should you do before each session when implementing a program?

A
  • Review the program
  • Ask caregiver about child
  • Pair with client
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13
Q

What are some good things to ask a caregiver about before each session?

A

Has their child made any progress since last day?
Has their child had any changes to their schedule?
Has their child had any changes to their behavior?
Does the caregiver have any new concerns?

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14
Q

After each session, what should you do?

A

Write a session summary note! For insurance (usually) and for your BCBA (always).

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15
Q

What does ABC stand for?

A

Antecedent - Behavior - Consequence

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16
Q

What are antecedents?

A

Antecedents are things in the internal or external environment that are present before a behavior.

17
Q

Do all antecedents trigger behaviors?

A

No! Some antecedents trigger behaviors - these are called stimuli. But some antecedents don’t trigger behaviors.

18
Q

What are the 4 functions of behavior?

A

Sensory stimulation (automatic reinforcement)
Escape
Attention
Tangibles (access to tangibles)

19
Q

What does it mean to use antecedent manipulation?

A

Antecedent manipulation means setting up the environment (internal or external to the client) so as to maximize the likelihood of getting the desired behavior.

20
Q

What are some ways to use antecedent manipulation?

A
  • Start positive and stay positive
  • Give positive reinforcement
  • Give choices often
  • Set expectations
  • Be consistent
  • Use behavioral momentum
21
Q

How do you give choices?

A

Always offer choices that are available and acceptable to you.
Never threaten using false choices (“either do X or else!”)
Make the choice for them if they do not respond.

22
Q

How do you set expectations?

A

State the expectation for action
State what is earned if expectation is met
State what is not earned if expectation is not met

23
Q

What is junk behavior? How to respond?

A

Junk behavior is developmentally-appropriate behavior that is attention-seeking, likely annoying, but harmless. Respond with planned ignoring.

24
Q

How do you use behavioral momentum?

A

Start with a few easy, high-probability demands.
Praise compliant behavior while ignoring junk behavior
Give harder, lower-probability demand

25
Q

How do you use planned ignoring? When do you use it?

A

Remember: you’re ignoring the behavior, not the person.
Avoid eye-contact
Avoid speaking to person
Increase physical distance if appropriate
Typically used for junk behaviors/attention-maintained behaviors

26
Q

How do you respond if behavior is not harmless?

A

Follow the BIP if available!

If not, typically you will use response blocking.

27
Q

What are the nonverbal components of “staying close” in pairing?

A 
Get physically close
Touch (appropriately)
Match facial expressions
Use appropriate tone of voice
Maintain relaxed body language
28
Q

What are the verbal/conversational components of “staying close” in pairing?

A

Ask open-ended, positive questions
Listen!
Use empathy statements
Change the subject (if conversation is going south)
Prompt with expectations (if conversation is still going south)
Encourage them (praise, compliment, etc.)
Ignore junk behavior
Avoid coercives

29
Q

What are coercives?

A

Bribery
One-upmanship
Telling on someone in their hearing
Logic/pleading (that is, using more than a two-sentence explanation of how they were wrong)
Questioning/interrogation (Asking questions that produce dishonest/undesirable answers; ‘don’t ask if you already know’)
Force or threats of force
Taking items or activities without a prior plan in place
Overcorrection (requiring more than restoration of environment after a destructive behavior)
Extra work

30
Q

What do coercives produce?

A

Avoidance (avoids person altogether)
Getting even
Escape (spends short time w/coercive person, then escapes)

31
Q

What is the abscissa? Ordinate?

A

X-axis, Y-axis

32
Q

What are the 7 dimensions of ABA?

A

Generality (behavior change generalizes over time, environment, and even to various behaviors)
Effective (It produces clinically meaningful change)
Technological (Procedures are replicable)
Analytic (Identifies functional relationships between behavior and environment)
Conceptually systematic (Internally consistent as ABA)
Applied (Socially significant behavior change)
Behavior (Observable and measurable)

RBT Exam (1 decks)

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