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RBT Exam Notes Flashcards

1
Q

A mismatch between an individual’s emotional response and a particular situation

A

Emotional Dysregulation

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2
Q

The ability to recognize how you are feeling, match those feelings to the situation, and calm yourself when you recognize you are becoming dysregulated.

A

Emotional Regulation

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3
Q

Interest in which an individual pursues with great intensity and focus about a narrow topic. The individual may have difficulty participating in activities and conversations that are not related to this special interest.

A

Restricted Interest

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4
Q

A situation which may include an exchange between two or more persons for the purpose of enjoying the companionship of each other

A

Social Situations

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5
Q

Sharing information with someone else using language.

A

Social-Communication

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6
Q

An intense level of focus on a particular item, activity, topic, etc. that exceeds that of same age peers.

A

Special Interests

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7
Q

A picture, graph, written word, etc. used to support understanding.

A

Visual

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8
Q

Persons who provide support or assistance to individuals with ASD and/or their families.

A

Direct Service Providers

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9
Q

When an individual is active in making the decisions that impact his or her life.

A

Self-Advocacy

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10
Q

An environmental condition or stimulus change existing or occurring prior to a behavior of interest.

A

Antecedent

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11
Q

The use of the principles and methods of behavior analysis to bring about meaningful changes in socially important behaviors. Interventions must be applied, behavioral, analytical, technological, conceptually systematic, effective, and generalized.

A

Applied Behavior Analysis

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12
Q

The Behavior Analyst Certification Board®, Inc. (BACB®) is a nonprofit 501(c)(3) corporation established in 1998 to meet professional credentialing needs identified by behavior analysts, governments, and consumers of behavior analysis services.

A

BACB

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13
Q

The Board Certified Assistant Behavior Analyst® (BCaBA®) is an undergraduate-level certification in behavior analysis. Professionals who are certified at the BCaBA level may not practice independently, but must be supervised by someone certified at the BCBA/BCBA-D level. In addition, BCaBAs can supervise the work of Registered Behavior Technicians, and others who implement behavior-analytic interventions.

A

BCABA

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14
Q

The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals who are certified at the BCBA level are independent practitioners who provide behavior-analytic services. In addition, BCBAs supervise the work of Board Certified Assistant Behavior Analysts, Registered Behavior Technicians, and others who implement behavior-analytic interventions.

A

BCBA

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15
Q

Any action taken in response to the environment.

A

Behavior

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16
Q

A stimulus change that follows a behavior of interest.

A

Consequence

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17
Q

Information that can be analyzed to help with understanding progress toward goals. Data should guide decision making.

A

Data

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18
Q

See Topography

A

Form

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19
Q

An applied analysis of behavior requires that the target behavior be a function of an environmental event that can be practically and ethically manipulated.

A

Function of behavior

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20
Q

Directly “tests” the relations between environmental events and a challenging behavior. This level of assessment manipulates consequences and antecedents to demonstrate their effect on behavior.

A

Functional Analysis

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21
Q

A systematic process used to collect information and define the events or circumstances in the environment that predict and maintain a behavior or behaviors.

A

Functional Behavior Assessment (FBA)

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22
Q

Supports and strategies tailored to meet a specific individual’s preferences, needs, and strengths.

A

Individualized

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23
Q

Strength or impact.

A

Intensity

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24
Q

The behavior to be changed or replaced. Another term for challenging or problem behavior. When a behavior is targeted for change, it is because it is interfering with a person’s participation or access.

A

Interfering behavior

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25
Q

Behavior that can be defined by focusing on something that can be seen or heard.

A

Observable Behavior

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26
Q

The Registered Behavior Technician™ (RBT®) is a paraprofessional who practices under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. The RBT is primarily responsible for the direct implementation of behavior-analytic services. The RBT does not design intervention or assessment plans. It is the responsibility of the RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence. The BACB certificant supervising the RBT is responsible for the work performed by the RBT on the cases they are overseeing.

A

Registered Behavior Technician (RBT)

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27
Q

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

A

Reinforcement

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28
Q

Gaining new skills and behaviors.

A

Skill Acquisition

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29
Q

In ABA, an object, event or situation that cues a change in behavior.

A

Stimulus/Stimuli

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30
Q

The three parts of the discrete trial: discriminative stimulus, response, consequence.

A

Three term contingency

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31
Q

The physical form or shape of a behavior.

A

Topography

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32
Q

An environmental condition or stimulus change existing or occurring prior to a behavior of interest.

A

Antecedent

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33
Q

A stimulus change that follows a behavior of interest.

A

Consequence

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34
Q

Information that can be analyzed to help with understanding progress toward goals. Data should guide decision making.

A

Data

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35
Q

Examines the interrelation between the environment and behavior.

A

Ecological Assessment

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36
Q

A generic term for a variety of behavioral processes and behavior change outcomes.

A

Generalization

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37
Q

The new skill(s) you are teaching in a behavior intervention plan.

A

Goal behavior

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38
Q

Supports and strategies tailored to meet a specific individual’s preferences, needs, and strengths.

A

Individualized

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39
Q

A goal that specifies the expected change in behavior or response by how much, how frequent, and/or what standard or level of change is expected.

A

Measureable Goal

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40
Q

Behavior that can be defined by focusing on something that can be seen or heard.

A

Observable Behavior

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41
Q

A person engaged in a particular profession or occupation, in this case working with individuals with ASD.

A

Practicioner

42
Q

Offering help or a hint to assist in accomplishing a skill or behavior correctly.

A

Prompting

43
Q

Any help given to learners that assist them in using specific skills.

A

Prompts

44
Q

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

A

Reinforcement

45
Q

Recognizing progress along the way by giving reinforcement for attempts at a new skill.

A

Reinforcing an Approximate Behavior

46
Q

A consequence that follows a desired response or acceptable approximation of the response in order to increase the likelihood of that response occurring again.

A

Reinforcing feedback

47
Q

Behaviors identified in a behavior intervention plan that serve the same function as the interfering behavior and are more appropriate or acceptable.

A

Replacement behavior

48
Q

The observable action of the learner.

A

Response

49
Q

Gaining new skills and behaviors.

A

Skill Acquisition

50
Q

In ABA, teaching new socially relevant skills and behaviors.

A

Skill Acquisition Plan

51
Q

A response, skill or behavior that is the focus of the intervention.

A

Target Behavior

52
Q

The three parts of the discrete trial: discriminative stimulus, response, consequence.

A

Three term contingency

53
Q

Replacing an interfering behavior with a functionally-equivalent replacement behavior.

A

“Fair Pair” rule

54
Q

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event.

A

Abolishing operation

55
Q

An environmental condition or stimulus change existing or occurring prior to a behavior of interest.

A

Antecedent

56
Q

The use of the principles and methods of behavior analysis to bring about meaningful changes in socially important behaviors. Interventions must be applied, behavioral, analytical, technological, conceptually systematic, effective, and generalized.

A

Applied Behavior Analysis

57
Q

A condition of an experiment in which the independent variable is not present; data obtained during baseline are the basis for determining the effects of the independent variable; a control condition that does not necessarily mean the absence of instruction or treatment, only the absence of a specific independent variable of experimental interest.

A

Baseline Data

58
Q

Any action taken in response to the environment.

A

Behavior

59
Q

A behavioral intervention plan is a plan that is based on the results of a functional behavioral assessment (FBA) and, at a minimum, includes a description of the problem behavior, global and specific hypotheses as to why the problem behavior occurs and intervention strategies that include positive behavioral supports and services to address the behavior.

A

Behavior Intervention Plan

60
Q

The competing behavior model helps to provide a link between functional assessment information and developing a positive behavioral support plan. This model is based on the logic that many different behaviors, some more appropriate than others, may serve the same function (i.e. produce the same reinforcing event).

A

Competing behavior model

61
Q

Stimulus component of a conditioned reflex: a formerly neutral stimulus.

A

Conditioned Stimulus

62
Q

A stimulus change that follows a behavior of interest.

A

Consequence

63
Q

The process of gathering information to understand how strategies and interventions are impacting behaviors.

A

Data Collection

64
Q

Measuring an individual’s performance through observation in the natural environment or typical activities. Direct assessment produces data that can be used in assessing baseline skills and progress.

A

Direct Assessment

65
Q

Single responses of short duration.

A

Discrete skills

66
Q

Signals the beginning of the trial and that reinforcement is available.

A

Discriminative Stimulus

67
Q

Examines the interrelation between the environment and behavior.

A

Ecological Assessment

68
Q

A motivating operation that establishes (increases) the effectiveness of some stimulus, object, or event as a reinforcer.

A

Establishing operation

69
Q

An applied analysis of behavior requires that the target behavior be a function of an environmental event that can be practically and ethically manipulated.

A

Function of behavior

70
Q

An analysis of the purposes (functions) of problem behavior, wherein antecedents and consequences representing those in the person’s natural routines are arranged within an experimental design so that their separate effects on problem behavior can be observed and measured.

A

Functional Behavior Analysis

71
Q

A systematic process used to collect information and define the events or circumstances in the environment that predict and maintain a behavior or behaviors.

A

Functional Behavior Assessment (FBA)

72
Q

A generic term for a variety of behavioral processes and behavior change outcomes.

A

Generalization

73
Q

The new skill(s) you are teaching in a behavior intervention plan.

A

Goal behavior

74
Q

Educated guess about the function/purpose of the behavior.

A

Hypothesis

75
Q

Structured interviews, checklists, rating scales, or questionnaires used to obtain information from people who are familiar with the person exhibiting the problem behavior.

A

Indirect Assessment

76
Q

Supports and strategies tailored to meet a specific individual’s preferences, needs, and strengths.

A

Individualized

77
Q

The behavior to be changed or replaced. Another term for challenging or problem behavior. When a behavior is targeted for change, it is because it is interfering with a person’s participation or access.

A

Interfering behavior

78
Q

Strong, negative feelings and actions that individuals direct against themselves

A

Internalizing Behaviors

79
Q

A goal that specifies the expected change in behavior or response by how much, how frequent, and/or what standard or level of change is expected.

A

Measureable goal

80
Q

An environmental variable that alters the reinforcing effectiveness of some stimulus, object or event.

A

Motivating operation

81
Q

Behavior that can be defined by focusing on something that can be seen or heard.

A

Observable Behavior

82
Q

The length of time a target behavior is observed.

A

Observation Period

83
Q

Events accessible only to the person experiencing them (usually, internal biological and/or physiological responses to stimuli).

A

Private events

84
Q

Any help given to learners that assist them in using specific skills.

A

Prompts

85
Q

Occurs when a stimulus change immediately follows a response and increases the future frequency of that type of behavior in similar conditions.

A

Reinforcement

86
Q

Behaviors identified in a behavior intervention plan that serve the same function as the interfering behavior and are more appropriate or acceptable.

A

Replacement behavior

87
Q

The observable action of the learner.

A

Response

88
Q

The context or circumstance in which an environment-behavior relationship occurs. Setting events changes the strengths of stimuli and responses involved in an environment-behavior interaction.

A

Setting events

89
Q

Gaining new skills and behaviors.

A

Skill Acquisition

90
Q

When a discriminative stimulus elicits a specific behavior or response.

A

Stimulus control

91
Q

In ABA, an object, event or situation that cues a change in behavior.

A

Stimulus/Stimuli

92
Q

A response, skill or behavior that is the focus of the intervention.

A

Target Behavior

93
Q

The three parts of the discrete trial: discriminative stimulus, response, consequence.

A

Three term contingency

94
Q

The physical form or shape of a behavior.

A

Topography

95
Q
A
96
Q
A
97
Q
A
98
Q
A
99
Q
A
100
Q
A

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