Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

RBT > RBT Practice > Flashcards

RBT Practice Flashcards

1
Q

The activity of living organisms

A

Behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Continuous measurement is used for:

A

Low rates of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Continuous measurement examples:

A

Frequency, duration, rate, latency, interresponse time (IRT), Permanent Product Recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

The number of responses emitted

A

Frequency/Count

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Example of Frequency

A

Batman bit his teacher 9 times.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

The number of responses per unit of time.

A

Rate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Example of Rate:

A

Batman made six phone calls in one hour.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

The amount of time form the onset to the end point of a response

A

Duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

The basic measure of temporal extent

A

Duration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Example of Duration

A

Batman danced for two hours straight

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

A measure of the elapsed time between the onset of a stimulus and a subsequent response

A

Latency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Example of Latency:

A

Batman’s mother tells him to clean his room at 2:31 pm. Batman began to clean her room at 2:43 pm. The amount of time between Batman’s mother request that he clean his room and Batman beginning to clean his room was 12 minutes (latency).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

A measure of the amount of time that elapses between two consecutive instances of a behavior

A

Interresponse Time (IRT)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Example of IRT

A

Batman is eating dinner. The time between each bite of food is the interresponse time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

A measure of how response change over time.

A

Celeration

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Discontinuous measurement is used for:

A

High rates of behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Examples of discontinuous measurement include:

A

Partial-interval recording, whole-interval recording, momentary time sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

The behavior measured is exactly the same as the behavior that is the focus of the investigation or behavior change program

A

Direct Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

The observer is present and taking data, in real time, when the behavior is occurring. This data is considered firsthand.

A

Direct measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Example of direct measurement:

A

Math is one of Batman’s non-preferred subjects in school. During math class, he was observed making paper planes at his desk. He threw them 6 times around the room and 8 times at his peers during throughout the class period. Batman threw the paper plane 14 times.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The researcher or practitioner measures a proxy, or stand-in, for the actual behavior of interest.

A

Indirect Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Provides secondhand or “filtered” information that requires the researcher or practitioner to make inferences about the relationship between the event that was measured and the actual behavior of interest.

A

Indirect measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Observer is not present when the behavior occurs. The data is secondhand and can be collected in the form of interviews, questionnaires, etc.

A

Indirect Measurement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Example of indirect measurement:

A

We had Batman’s parent guardians fill out a questionnaire for regarding his behaviors prior to starting services

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

A variety of methods for observing and recording behavior during intervals or at specific moments in time

A

Time-Sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

taking data using time intervals

A

Time-sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Example of time-sampling:

A

partial interval, whole interval, momentary time sampling (MTS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

The observer records whether the behavior occurred at throughout the interval

A

whole interval recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

How many intervals did the behavior occur for the entire interval?

A

whole interval recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Example of whole interval recording

A

Out of the 6 20-minute intervals, Batman read for the entirety of 2 whole intervals.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

The observer records whether the behavior occurred at any time during the interval

A

partial interval recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

How many intervals did the behavior occur for any part of the interval?

A

partial interval recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

example of partial interval recording:

A

Out of the nine 5-min intervals, Batman eloped at some point 8 intervals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

The observer records whether the target behavior occurred at the moment the time interval ends

A

Momentary Time Sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

How many intervals did the behavior occur at the end of the interval?

A

Momentary time sampling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Momentary time sampling examples:

A

A behavior intervention coach sets his alarm to buzz every 10 seconds. When the alarm goes off, he looks up to see if Batman is flicking his fingers in front of his eyes.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

A variation of momentary time sampling uses head counts to measure group behavior

A

Planned Activity Check (PLACHECK)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

How many intervals did the behaivor occur at the end of the interval, for the group?

A

PLACHECK

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

PLACHECK example:

A

After the class library trip, Batman told the class to find their reading spot and being to read. At the end of 4 intervals, the entire group was looking at their books that they chose from the library

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

measuring behavior after it has occurred by observing the effects the behavior produced on the environment

A

permanent product

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

A change in the environment produced by a behavior that lasts long enough for measurement to take place

A

permanent product

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

A behavior that leaves a lasting mark on the environment where the behavior occurred, so someone who was not present when the behavior occurred can still take the data and know that is took place

A

Permanent product: seeing a full dishwasher that was loaded, seeing if someone stole your candy, number of puzzle pieces completed

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Establishing yourself as a conditioned reinforcer. This lays the groundwork for a good working relationship with the learner.

A

Pairing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Occurs when the learner verbally or non-verbally agrees to participate in treatment.

A

Assent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Occurs when the learner verbally or non-verbally demonstrates disapproval or an unwillingness to participate in treatment

A

Assent withdrawal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

You establish this when you ask a learner to engage in a task demand and they comply. Should occur shortly after pairing with a learner.

A

Instructional Control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

all stimuli are within view, and the chosen stimulus during each trial is again presented in subsequent trials

A

Multiple Stimulus with Replacement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

stimuli are presented one at a time, and the individual’s response to the stimuli is recorded.

A

Single Stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

All stimuli are within view, and the chosen stimulus during each trial is removed in subsequent trials

A

Multiple Stimulus Without Replacement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
50
Q

the individual is directed to make a choice of two stimuli, and the individual’s response is recorded

A

Paired Choice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
51
Q

Anything a living organism does

A

Behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
52
Q

Examples of behavior:

A

Breathing, talking, running, urinating, clapping hands, crying

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
53
Q

To the full set of physical circumstances in which the organism exists

A

environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
54
Q

Anywhere that behavior happens

A

Enviornment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
55
Q

examples of environments:

A

Our homes, work, grocery store, the subway, jail, a center

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
56
Q

What are the 3 characteristics of a good operational definition:

A

Clear, objective, complete

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
57
Q

A mosquito be me on the arm. Now it itches! It feels better when I scratch it. Then a minute later it would itch again, so I scratch again?

A

Negative reinforcement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
58
Q

True or false: Behaviors with different topographies may serve similar functions

A

True

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
59
Q

Procedure when a neutral stimulus is presented with an unconditioned stimulus until that neutral stimulus becomes a conditioned stimulus that elicits the conditioned response

A

Respondent conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
60
Q

The process of altering the frequency and/or strength of behavior through consequences

A

Operant conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
61
Q

A group of stimuli sharing common elements

A

stimulus class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
62
Q

A group of responses with the same function

A

Response class

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
63
Q

Batman wants to increase a response class of staying in seat and engaging with work materials for a client of hers. Which would be the best measurement procedure to use?

A

Whole interval recording

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
64
Q

A paired choice preference assessment is also known as what?

A

Forced-choice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
65
Q

the physical shape or form of a behavior

A

Response topography

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
66
Q

The entire constellation of stimuli in which an organism exists and can demonstrate a response

A

environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
67
Q

An event in the environment

A

Stimulus

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
68
Q

environmental conditions or stimulus changes that exist or occur prior to the behavior of interest

A

Antecedent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
69
Q

a stimulus change that follows a behavior of interest

A

consequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
70
Q

behavior that is elicited by antecedent stimuli or induced by a stimulus that precedes the behavior

A

Respondent behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
71
Q

behavior whose future frequency is determined by its history of consequences

A

operant behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
72
Q

The process by which one stimulus acquires the effects of another stimulus on behavior

A

conditioning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
73
Q

the type of learning that occurs when new stimuli acquire the ability to elicit respondents

A

respondent conditioning

74
Q

the process by which a response becomes more or less probable over time because of the effects of consequences that follow it

A

operant conditioning

75
Q

A functional relation that exists when a stimulus has followed a response and the future frequency of that response increases

A

Reinforcement

76
Q

A functional relation that occurs when a response is followed by the presentation (addition) of a stimulus and, as a result, the behavior occurs more frequently in the future

A

positive reinforcement

77
Q

A stimulus change that increases the future frequency of a behavior it immediately follows

A

Reinforcer

78
Q

An antecedent stimulus that is associated with the availability of reinforcement for demonstration of a particular response

A

Discriminative stimulus (SD)

79
Q

An antecedent stimulus that is associated with the unavailability of reinforcement for demonstration of a particular response

A

S-Delta

80
Q

An (operant) behavior that occurs more frequently under some antecedent conditions than it does under other conditions

A

Discriminated operant

81
Q

A functional relation that exists when a response is followed by the removal of an aversive stimulus and, as a result, the future frequency of that response increases

A

Negative reinforcement

82
Q

A stimulus change that can increase the future frequency of behavior without prior pairing with any other form of reinforcement

A

Unconditioned reinforcer

83
Q

A stimulus change that can increase the future frequency of behavior only after pairing with other reinforcers

A

Conditioned reinforcer

84
Q

what is Pavlov known for?

A

Classical conditioning

85
Q

What is B.F. Skinner known for?

A

Operant conditioning

86
Q

The rule that describes the contingency of reinforcement, or the pattern with which reinforcement will be delivered

A

schedule of reinforcement

87
Q

each occurrence of behavior results in reinforcement

A

Continuous reinforcement (CRF)

88
Q

All occurrences of a behavior result in reinforcer being withheld (none result in reinforcement)

A

Extinction

89
Q

some occurrences of a target behavior result in reinforcer being delivered

A

Intermittent Reinforcement (INT)

90
Q

A schedule requiring a number of responses to be emitted for reinforcement to occur

A

Ratio schedule

91
Q

A schedule requiring an elapse of time before a response produces reinforcement

A

Interval schedule

92
Q

A schedule with which the response ratio or time requirement remains constant

A

Fixed schedule

93
Q

A schedule with which the response ratio or time requirement can change from one response to another

A

Variable schedule

94
Q

A functional relation that occurs when a behavior (specific response) is followed by a consequence (stimulus change) and that decreases the future frequency of similar responses

A

Punishment

95
Q

A type of punishment where the stimulus change involves the presentation of a stimulus immediately following a response that decreases future frequency of behavior

A

positive punishment

96
Q

A type of punishment where the stimulus change involves termination of an already present stimulus immediately following a response that decreases future frequency of behavior

A

Negative punishment

97
Q

The stimulus change that immediately follows the behavior in a punishment contingency

A

Punisher

98
Q

A stimulus whose presentation functions as punishment without having been paired with other punishers (painful stimulation, certain odors and tastes, extreme muscular effort). Primary punisher.

A

Unconditioned punisher

99
Q

A stimulus change that functions as a punisher as a result of a person’s conditioning history. Secondary punisher

A

Conditioned punisher

100
Q

A contingency in which a response terminates an ongoing stimulus

A

Escape

101
Q

A contingency in which a response prevents or postpones the presentation of a stimulus

A

Avoidance

102
Q

A behavior that is automatically reinforced results in masking or removing the sensory consequence.

A

Sensory Extinction

103
Q

Give 2 examples of when you would use permanent product recording

A

-Measuring tissue damage from self-injury.
-Counting the number of food items missing as evidence from food stealing.

104
Q

Underestimates behaviors

A

whole interval recording

105
Q

Overestimates behaviors

A

partial interval recording

106
Q

You can observe the whole interval​

You want to increase the target behavior​

Interested in an estimate

A

Whole interval

107
Q

You can observe the whole interval​

You want to decrease the target behavior ​

Interested in an estimate

A

Partial Interval

108
Q

You are unable to observe the whole interval ​

You are observing multiple behaviors ​

Interested in an estimate

A

Momentary Time Sampling

109
Q

The likely (best) measure a person would choose if they were interested in knowing how long an individual would wear their seat belt in the car without removing it is:

A

Duration

110
Q

When measuring a free operant behavior, the best measure to use is:

A

Rate

111
Q

Reinforcing only those responses within a response class that meet a specific criterion along some dimension(s) and placing all other responses in the class on extinction

A

Differential Reinforcement

112
Q

A procedure in which the practitioner reinforces occurrences of a behavior that provides a desirable and functionally-equivalent alternative to the problem behavior but is not necessarily incompatible with it and withholds reinforcement following instances of the problem behavior.

A

Differential reinforcement of alternative behavior (DRA)

113
Q

A procedure in which reinforcement is provided at the end of a predetermined interval contingent on the number of responses emitted during the interval being greater than a gradually increasing criterion based on the individual’s performance in previous intervals.

A

Differential Reinforcement of High Rates (DRH)

114
Q

A procedure in which the practitioner reinforces a behavior that can not occur simultaneously with the problem behavior and withholds reinforcement following instances of the problem behavior.

A

Differential reinforcement of incompatible behavior (DRI)

115
Q

A schedule of reinforcement in which reinforcement (a) follows each occurrence of the target behavior that is separated from the previous response by a minimum interresponse time (spaced-responding), or (b) is contingent on the number of responses within a period of time not exceeding a predetermined criterion (full-session)

A

Differential Reinforcement of Low Rate Behavior (DRL)

116
Q

A procedure in which the practitioner reinforces whenever the problem behavior has not occurred during or at specific times. Procedural variations include interval and momentary schedules. Also referred to as omission training.

A

Differential reinforcement of zero rates (DRO)

117
Q

Any operant whose response rate is controlled by a given opportunity to emit the response (also called restricted operant or controlled operant); contrast with free operant.

A

Discrete trial

118
Q

An elementary verbal operant involving an auditory response that is evoked by an auditory verbal discriminative stimulus that has point-to-point correspondence and formal similarity with the response; (HEAR-SAY Response).

A

Echoic

119
Q

A form of direct, continuous observation in which the observer records a descriptive, temporally sequenced account of all behavior(s) of interest and the antecedent conditions and consequences for those behaviors as those events occur in the client’s natural environment.

A

ABC recording

120
Q

Behavior change tactics based on contingency-independent antecedent events.

A

Antecedent Interventions

121
Q

Anyone who functions as a discriminative stimulus evoking verbal behavior.

A

Audience

122
Q

Any recipient or beneficiary of the professional services provided by the behavior analyst, including direct recipient of services, parent/guardian, employer/ agency representative.

A

Client

123
Q

The likelihood that a target problem behavior will occur in a given circumstance.

A

Conditional Probability

124
Q

Product of measurement

A

Data

125
Q

Gradually fading instructional stimuli (response or stimulus prompts) in order to minimize or prevent errors.

A

Errorless learning

126
Q

A schedule of reinforcement in which the reinforcer is delivered for the first response emitted following the passage of a fixed duration of time since the last response was reinforced.

A

Fixed Interval (FI)

127
Q

A schedule of reinforcement that requires a fixed number of responses to be completed before a response produces reinforcement.

A

Fixed Ratio (FR)

128
Q

An operant behavior (response) that is emitted without any constraints or prompts; contrast with discrete trial.

A

Free Operant

129
Q

A schedule in which some, but not all occurrences of a behavior are reinforced

A

Intermittent Schedule of Reinforcement

130
Q

Reinforcement schedule that requires an elapse of time before a response produces reinforcement.

A

Interval Schedule

131
Q

An elementary verbal operant that is evoked by a verbal discriminative stimulus and that does not have point-to-point correspondence with that verbal stimulus (HEAR-SAY response)

A

Intraverbal

132
Q

An elementary verbal operant that is evoked by a motivating operation and followed by specific reinforcement.

A

Mand

133
Q

The process of assigning a value (numbers or units) to a particular feature of an object or event.

A

Measurement

134
Q

A type of antecedent stimulus in which the instructor demonstrates a physical movement for the learner and this demonstration evokes imitative behavior.

A

Modeling

135
Q

Ratio formed by expressing the proportional quality of some event in terms of the number of times it occurred per 100 opportunities.

A

Percentage

136
Q

Supplementary antecedent stimulus used to occasion a correct response in the presence of an Sd that will eventually control the behavior.

A

Prompt

137
Q

A reinforcement schedule that requires a number of responses before a response produces reinforcement.

A

Ratio Schedule

138
Q

The process of differentially reinforcing successive approximations toward a terminal behavior.

A

Shaping

139
Q

A communicator who engages in verbal behavior by emitting mands, tacts, intraverbals, autoclitics, and so on. A speaker is also someone who uses sign language, gestures, signals, written words, codes, pictures, or any form of verbal behavior.

A

Speaker

140
Q

An elementary verbal operant evoked by a nonverbal discriminative stimulus and followed by generalized conditioned reinforcement (SEE-SAY Response).

A

Tact

141
Q

A behavior change system consisting of three major components: 1) a specified list of target behaviors, 2) tokens or points that participants receive for emitting the target behaviors, and 3) a menu of backup reinforcer items that the tokens may be exchanged for.

A

Token Economy

142
Q

Discrete opportunity for an occurrence of a behavior.

A

Trial

143
Q

The frequency and extent to which multiple measures of behavior yield different outcomes.

A

Variability

144
Q

A schedule of reinforcement in which reinforcement is delivered for the first response emitted following the passage of a variable duration of time since the last response was reinforced.

A

Variable Interval Schedule (VI)

145
Q

A schedule of reinforcement that requires a variable number of responses to be completed before a response produces reinforcement.

A

Variable Ratio (VR)

146
Q

Dog trainers give dogs food rewards every time they raise their paws on command. This is an example of?

A

Positive reinforcement

147
Q

Mom gives a child an allowance for doing house chores. Is an example of?

A

positive reinforcement

148
Q

The manager gives a worker a bonus for completing the project faster. This is an example of?

A

Positive reinforcement

149
Q

Dad praises his son for studying hard for the exam. This is an example of?

A

Positive reinforcement

150
Q

A toddler is given a piece of candy every time she uses the potty. this is an example of:

A

positive reinforcement

151
Q

An athlete is given an award for running the fastest. This is an example of:

A

Positive reinforcement

152
Q

A teacher gives a student extra credit for turning in schoolwork on time. This is an example of:

A

Positive reinforcement

153
Q

Employees are given attendance awards for not missing work. This is an example of:

A

Positive reinforcement

154
Q

A parent gives a teenager more privileges for getting good grades. This is an example of:

A

Positive reinforcement

155
Q

A kid is given a star sticker for doing homework. This is an example of:

A

positive reinforcement

156
Q

The bad smell is removed when you shower on a hot day. This is an example of:

A

Negative Reinforcement

157
Q

A parent stops nagging when the child puts away his toys. This is an example of:

A

Negative Reinforcement

158
Q

A failing grade is removed when a student turns in the missing homework. This is an example of:

A

Negative Reinforcement

159
Q

The tantrum stops when a parent gives his toddler candy. This is an example of:

A

Negative Reinforcement

160
Q

The room isn’t messy after you organize it. This is an example of:

A

Negative Reinforcement

161
Q

Giving a pass to the car behind to avoid its honking. This is an example of:

A

Negative Reinforcement

162
Q

Feeding the baby to stop them from crying. This is an example of:

A

Negative Reinforcement

163
Q

Forcing a child to do an unpleasant task when they misbehave. This is an example of:

A

Positive Punishment

164
Q

Adding chores and responsibilities when a child fails to follow the rules. This is an example of:

A

Positive Punishment

165
Q

Assigning students who forget to turn in their assignment extra work. This is an example of:

A

Positive Punishment

166
Q

Adding extra sensitivity training to employees who offend or harass someone at work. This is an example of:

A

Positive Punishment

167
Q

Implementing more rules and restrictions when a teen misses curfew. This is an example of:

A

Positive Punishment

168
Q

Receiving an official warning for calling off work too often. This is an example of:

A

Positive Punishment

169
Q

Taking away a student’s recess privilege to stop their disruption. This is an example of:

A

Negative punishment

170
Q

Giving the driver a parking ticket (taking away money) to stop his illegal parking. This is an example of:

A

Negative punishment

171
Q

A child’s screen time is cut to stop his tantrum. This is an example of:

A

Negative punishment

172
Q

Taking away a teenager’s phone to stop the bad attitude. This is an example of:

A

Negative punishment

173
Q

Charging a fee to stop people from paying their bills late. This is an example of:

A

Negative punishment

174
Q

Remove attention by looking away to stop a dog from jumping onto the owner. This is an example of:

A

Negative punishment

175
Q

Child A has a problem behavior of mouthing non-food items (toys, pennies, fingers, etc) to gain sensory stimulation. Every time child A attempts to place a non-food item in her mouth, you block this behavior and redirect her to a sensory chewie toy. As child A places the chewie in her mouth, you provide verbal praise. This is an example of:

A

DRA: DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR

176
Q

Child B has a problem behavior of elopement from the work table to escape a demand. When child B attempts to stand up at the work table, you physically prompt her to sit down and immediately hand her an “I want a break” card. When child B gives the card back to you, you provide praise and allow child B a short break.

A

DRA: DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR

177
Q

If a child engages in physical aggression to gain access to toys, a therapist may implement a DRI procedure by reinforcing the child for engaging in a non-aggressive behavior, such as playing with a puzzle or coloring book, that is incompatible with physical aggression. The therapist may use positive reinforcement, such as verbal praise or a tangible reward, to increase the occurrence of the incompatible behavior.

A

Differential reinforcement of incompatible behavior (DRI)

178
Q

If a child engages in tantrums to gain access to a preferred toy, a therapist may implement a DRO procedure by reinforcing the child for not engaging in a tantrum for a specific period of time, such as five minutes. The therapist may use positive reinforcement, such as verbal praise or a tangible reward, to increase the occurrence of appropriate behavior during the time period.

A

Differential Reinforcement of Other Behavior (DRO)

179
Q

What is stimulus control transfer?

A

In ABA, this process is used to teach individuals with ASD and other developmental disabilities to respond to new stimuli in their environment. For example, a child who has learned to say “hello” to their therapist may need to learn to say “hello” to their parents or peers.

180
Q

What is chaining?

A

Chaining is an instructional strategy grounded in applied behavior analysis (ABA) theory. Chaining is based on task analysis, in which individual steps are recognized as requirements for task mastery. Chaining breaks a task down into small steps and then teaches each step within the sequence by itself.

181
Q

What are the different forms of chaining?

A

task analysis, forward chaining, backward chaining, or total task chaining

RBT (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions