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RBT > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

The tendency to lend credence to facts that support our beliefs and dismiss those that do not

A

Confirmation Bias

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2
Q

Systematic study of worldly phenomena through observation and experiment

A

Science

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3
Q

Scientific Method

A
  1. Observe
  2. Define
  3. Hypothesize
  4. Test
  5. Conclude
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4
Q

A widely help principle or belief

A

Tenet

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5
Q

Purpose of Behavior Analysis

A
  1. How behavior is initially established
  2. How behavior changes
  3. Ways we can intervene to help behavior change
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6
Q

The science of human behavior

A

Behavior analysis

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7
Q

The scientific practice of applying the principles of behavior analysis to solve socially meaningful human problems

A

Applied Behavior Analysis

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8
Q

Any human action that can be observed or measured

A

Behavior

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9
Q

Why people seek ABA therapy

A

Behavior reduction, skill acquisition, or both

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10
Q

process for determining the environmental events that elicit problem behavior

A

Functional Behavior Assessment

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11
Q

How a behavior is used to meet the reinforcement needs of the person exhibiting it. The purpose of the behavior

A

Function

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12
Q

Functional Behavior Analysis Components

A
  • Information from interviews and previous records
  • Direct observations
  • Direct Testing
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13
Q

A written set of instructions for teaching behavioral skills to replace problem behavior

A

Behavior Reduction Plan (BRP)/ Behavior Intervention Plan (BIP)

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14
Q

A set of teaching procedures for achieving goals that have been broken down into benchmark objectives

A

Skill Acquisition Plan

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15
Q

Theory that knowledge derives from sensory experience

A

Empiricism

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16
Q

Any environmental event that elicits a behavioral response

A

Stimulus

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17
Q

A stimulus that elicits a reflexive response

A

unconditioned stimulus

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18
Q

A previously neutral stimulus that takes on the eliciting properties of an unconditioned stimulus through repeated pairings with that unconditioned stimulus

A

Conditioned Stimulus

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19
Q

A stimulus that does not elicit the response of interest

A

Neutral Stimulus

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20
Q

Conditioned responding that happens with novel neutral stimuli that was never paired with other conditioned or unconditioned stimuli

A

Generalization

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21
Q

Responding is conditioned through manipulation of consequences according to the law of effect.

A

Operant Conditioning

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22
Q

Behavior is explained by analyzing it according to the antecedent stimuli and the consequences that follow; i.e., antecedent - behavior - consequence.

A

Three- Term Contingency

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23
Q

Stimulus change that follows a behavioral response and increases the likelihood that response will occur again (strengthens the behavior).

A

Reinforcer

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24
Q

Stimulus change that follows a behavioral response and decreases the likelihood of the response recurring (weakens the behavior).

A

Punisher

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25
Q

The basic unit of behavior

A

Operant

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26
Q

A method of descriptive data collection in which the antecedents and consequences surrounding a behavior of interest are recorded.

A

ABC Recording

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27
Q

An event or condition that alters the value of consequences and the probability of behaviors that have been previously associated with such consequences. May be categorized as establishing or abolishing

A

Motivating Operation

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28
Q

Research method in which treatment effectiveness is shown by demonstrating change from one condition to the next in an individual or small group.

A

Single Subject Design

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29
Q

a system of behavior change in which desired behaviors are reinforced with tokens, which can be accumulated and exchanged for other reinforcers.

A

Token Economy

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30
Q

An approach to supporting people who have challenging behavior that utilizes applied behavior analysis aligned with the values of normalization and person-centered care.

A

Positive Behavior Support

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31
Q

Direct form of functional behavior assessment in which antecedents and consequences are systematically tested to determine the controlling variables of a specific target behavior.

A

Functional Analysis

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32
Q

A component of functional communication training that teaches the learner to first accept delays in receiving requested items/activities, then to accept denials, without displaying problem behavior.

A

Delay/Denial Tolerance

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33
Q

Captures every possible behavioral occurrence by recording either every instance of behavior or the actual duration of each instance of behavior. Observe all possible occurrences

A

Continuous Data Collection

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34
Q

Captures a sample of behavior during an observation by recording whether the behavior is occurring at designated points in time. Gather a sample of behavioral occurrences

A

Discontinuous Data Collection

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35
Q

Can be decimals or fractions. Numbers that occur in a range; used for collecting data on behaviors with unclear stop and start points.

A

Continuous Numbers

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36
Q

Whole numbers used for measuring behaviors that have an easily discernible stop and start.

A

Discrete Numbers

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37
Q

Kinds of discrete numbers

A

Frequency/count, Score

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38
Q

Kinds of Continuous Numbers

A

Length, Width, Height, Volume, etc. Time (Duration, Latency), Score

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39
Q

Behavior Definitions should be

A

Observable, measurable, complete, clear

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40
Q

Writing Well written goals follow what acronym

A 
S (Specific)
M (Measurable)
A (Attainable)
R (Relevant)
T (Time-Based)
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41
Q

The degree to which treatment goals and procedures are acceptable and meaningful to recipients and their communities of support.

A

Social Validity

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42
Q

If a dead man can do it, it is not behavior.

A

Dead Man’s Test

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43
Q

Consequences that increase the future frequency of the behaviors that precede them

A

Reinforcers

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44
Q

Behavior is maintained by sensory mechanisms, independent of the social environment.

A

Automatic Reinforcement

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45
Q

Presenting a stimulus with a highly reinforcing stimulus or highly punishing stimulus in order to condition it to have the same reinforcing or punishing properties. The term is often used to refer to pairing people with preferred items or activities in order to establish the person as a reinforcer.

A

Pairing

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46
Q

A behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior occurring in similar circumstances.

A

Positive Reinforcement

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47
Q

A behavior is followed immediately by the removal, termination, reduction or postponement of a stimulus that increases the future frequency of the behavior in similar circumstances

A

Negative Reinforcement

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48
Q

Delivery of reinforcement after the target response is given after known amount of time has passed

A

Fixed Interval

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49
Q

Delivery of reinforcement after a certain number of responses are given

A

Fixed Ratio

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50
Q

Delivery of reinforcement after a certain amount of time has passed, regardless of behavior

A

Fixed time/ Noncontingent

51
Q

Reinforcement is delivered on a predictable schedule

A

Fixed Schedules

52
Q

A schedule in which every instance of the targeted behavior is reinforced

A

Continuous Reinforcement Schedule

53
Q

A decrease in motivating operations resulting from over-exposure to the reinforcer.

54
Q

Reinforcement delivery only accompanies some correct responses and cannot be predicted by the recipient

A

Variable schedule of reinforcement

55
Q

Delivery of reinforcement after the target response is given after an unknown and changing amount of time has passed

A

Variable Interval

56
Q

Delivery of reinforcement after an unknown and changing number of responses are given

A

Variable Ratio

57
Q

Delivery of reinforcement after an unknown and changing amount of time has passed, regardless of behavior

A

Variable time/noncontingent

58
Q

Ratio Schedules used for

A

teaching skills

59
Q

Interval schedules used for

A

shaping effort or speed

60
Q

Stimulus change that occurs after a behavior and decreases future occurrences of the behavior.

61
Q

Presentation of an undesired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior.

A

Positive Punishment

62
Q

Removal of a desired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior.

A

Negative Punishment

63
Q

Changes in consequence delivery in one context that cause behavioral changes leads to opposite changes in behavior in other contexts.

A

Behavioral Contrast

64
Q

Repeated punishment in the absence of reinforcement for alternative behaviors leads to a cessation of all actions

A

Learned Helplessness

65
Q

A decrease in an individual’s response to stimuli after the stimuli are repeated

A

Habituation

66
Q

Physically blocking the completion of a problem behavior

A

Response Blocking

67
Q

Repetition of non-purposeful movement or sounds

A

Self-Stimulatory Behavior

68
Q

Purposeful ingestion of inedible materials

69
Q

A requirement to perform effortful behavior that is functionally or logically related to the problem behavior as consequence for the problem behavior.

A

Overcorrection

70
Q

Contingent loss of access to positive reinforcement for a specified period of time, while remaining in the originating environment.

A

Non Exclusion Time-Out

71
Q

Contingent removal from reinforcing environments for a specified period of time

A

Exclusion Time-Out

72
Q

Contingent removal of a specified amount of reinforcement (e.g., time, tokens, money)

A

Response Cost

73
Q

A unit of verbal behavior that responds to motivating operations and/or discriminative stimuli and functions to obtain reinforcement from the environment.

A

Verbal Operant

74
Q

Form of echoics training, develops before verbal imitation. Contributes to the reinforcement contingency for duplicating the acts and sounds of others. Prepares for augmentative communication

A

Motor Imitation

75
Q

The stimulus and response products match in entirety; that is, the response is an exact duplication of the stimulus

A

Point-to-Point Correspondence

76
Q

approximating the sound, and duplicating the sound

77
Q

A request for something wanted or needed, or a request to end something undesirable. Allow caretakers to pair with reinforcement, only verbal operant that directly serves the speaker, allows control of the environment without resorting to negative behavior

78
Q

speaker sees, hears, smells, tastes something and then comments about it

79
Q

A form of verbal behavior where the speaker responds to another’s verbal behavior (like a converstation)

A

Intraverbal

80
Q

Forms of communication that do not require speaking.

A

Augmentative and alternative Communication

81
Q

A mode of communication that employs signs made with the hands and other movements, including facial expressions and postures of the body, to communicate messages

A

Sign Language

82
Q

Stand alone speech generating devices are recommended for

A

people who have more complex vocabularies than an app can accommodate
people whose motor skills require accommodation
people who can benefit from some of the built-in language training features that some devices have
people who require greater durability from their devices

83
Q

Communication apps are usually used for

A

people who have less complex vocabularies
people whose fine motor skills allow direct interface with the device
people who desire to integrate their communication supports into everyday technology
people for whom simplicity and ease of accessibility are more important than durability

84
Q

Teaches Children whose verbal behavior has developed abnormally to get needs met through communication instead of misbehavior.

A

Functional communication training

85
Q

A supplemental antecedent stimulus that is used when a stimulus does not reliably control a target response.

86
Q

Prompt Contingency

A

stimulus- prompt- behavior- reinforcement

87
Q

Least to most prompting

A
  1. Begin with level of prompt determined by baseline assessment
  2. If correct response is given to first prompt, provide reinforcement.
  3. If incorrect response is given, increase prompt level but do not deliver reinforcement
88
Q

Most to Least Prompting

A
  1. Being with an errorless learning prompt- reinforce after correct responding
  2. Deliver for predetermined number of correct responses
  3. Decrease to slightly less intrusive prompt- if incorrect response occurs, increase to previous level prompt, decrease again after predetermined number of correct responses
89
Q

Gradually reducing prompting procedures.

A

Prompt Fading

90
Q

The amount of ease or difficulty with which a person can complete a task. This influences the frequency with which the task will be performed.

A

Response Effort

91
Q

Continued reliance on a prompt to initiate the performance of a mastered behavior.

A

Prompt Dependence

92
Q

Purpose of prompt fading

A
  • to increase learner independence
  • to achieve stimulus control over the behavioral response
  • to avoid prompt dependence
93
Q

Behavioral response occurs in the presence of a particular stimulus, but not in its absence.

A

Stimulus Control

94
Q

Systematic reduction of prompts and reinforcement to achieve the final goal of stimulus control.

A

Stimulus Control Transfer

95
Q

Methods of Stimulus Control transfer

A

prompt fading, prompt delay, stimulus fading

96
Q

A stimulus control transfer procedure in which the trainer inserts a pause between the discriminative stimulus and the supplemental prompt in order to give the learner time to respond without depending on the prompt. Delays may be constant (always the same amount of time) or progressive (the pauses are gradually increased).

A

Prompt Delay

97
Q

Gradually decreasing the saliency of a stimulus prompt

A

Stimulus Fading

98
Q

Degree to which an object or characteristic is noticeable

99
Q

Breaking a skill down into a sequence of smaller, more manageable components or steps.

A

Task Analysis

100
Q

A teaching procedure in which reinforcement is given for completing the steps in a task analysis.

101
Q

A teaching process in which the learner is reinforced for completing the first step in a task analysis, then for combining the first and second steps, and so on until responsibility for the entire chain is required.

A

Forward Chaining

102
Q

A teaching process in which the learner is reinforced for completing the last step in a task analysis, then for combining the last two steps, and so on until responsibility for the entire chain is required.

A

Backward Chaining

103
Q

A teaching process in which the learner is reinforced for completing every step in a task analysis, and prompts are faded at each step as the skill is acquired.

A

Total Task Chaining

104
Q

Using a series of high-probability requests to increase compliance with low-probability requests.

A

Behavioral Momentum

105
Q

Presenting a task or step without prompts to test learning.

A

Probe Data

106
Q

Using task analysis as a checklist to conduct observations

A

Performance Monitoring

107
Q

Using the TA as a checklist of steps in a process .

A

Self Monitoring

108
Q

The integration of best available research with clinical expertise while taking into account client characteristics.

A

Evidence Based Practice

109
Q

Treatments that are presented as if they have a scientific basis, but have not or cannot be supported scientifically.

A

Pseudoscience

110
Q

Discontinuous Data Types

A

Partial Interval
Whole Interval
Momentary Time Sample
Planned Activity Check

111
Q

The degree to which data is replicable

A

Reliability

112
Q

Percent agreement between data collected simultaneously by two independent observers recording the same observation.

A

Interobserver Agreement

113
Q

The degree to which data accurately reflect the phenomenon they are reported to describe

114
Q

The number of times a behavior occurs. Also called ‘count.’

115
Q

Number of times a behavior occurs in a given time frame. Expressed “n occurrences per x time period”

116
Q

Data that reports the amount of time that passed between the beginning and ending of a behavioral occurrence.

117
Q

Amount of time that passes between a stimulus and initiation of the behavioral response.

118
Q

The amount of time that elapses between iterations of a behavior.

A

Inter-Response Time

119
Q

Method of discontinuous data collection in which behavior is marked as occurring or not occurring at any point during the interval, regardless of duration or frequency.

A

Partial Interval Recording

120
Q

Method of discontinuous data collection in which the interval is marked if the behavior occurs throughout the interval.

A

Whole Interval Recording

121
Q

Method of discontinuous data collection in which the interval is marked if the behavior occurs at a designated point within the interval (usually the beginning of the interval).

A

momentary time sampling

122
Q

Discontinuous data collection method which applies momentary time sampling methodology to groups. The number of people engaged in the target behavior at the designated time is recorded.

A

Planned Activity Check (PLA-CHECK)

123
Q

Recording the outcome of a behavior instead of the behavior itself

A

Permanent Product Recording

124
Q

A count of the number of trials required to achieve a predetermined level of performance

A

Trials to Criterion

RBT (1 decks)

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