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RBT Study Guide Flashcards

1
Q

Frequency

A

A continuous measurement system to track how many times a behavior occurs. EX. Client engaged in 4 instances of SIB

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2
Q

Duration

A

a continuous measurement system to track how long a behavior occurs. EX. Client engaged in 10 minutes of tantrum behavior during the session.

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3
Q

Latency

A

A continuous measurement system to track the duration of when a SD has been presented and the behavior occurs. EX. RBT prompted client to clean up, client started to clean up 5 minutes later being given the SD.

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4
Q

Interresponse time

A

A continuous measurement system to track the amount of time that elapses between two instances of a desired behavior. EX, RBT delivers SD to clean up, client begins to clean up then stops and starts cleaning again 30 seconds later.

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5
Q

Partial Interval

A

A discontinuous measurement system to track whether a behavior does occur during a specific interval. EX. Client engages in SIB during the 2 minutes interval an X will be recorded, if client does not engage in SIB, a 0 will be recorded.

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6
Q

Whole interval

A

A discontinuous measurement system to track that a desired behavior does occur for the entirety of the interval duration. EX. Client will work on coloring for the duration of 1-minute intervals.

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7
Q

Measurement Time Sampling

A

A discontinuous measurement system to track if a behavior occurs at the beginning or end of an interval. EX. Client will participate by raising his/ her hand during the lesson either at the beginning or end of the 15 minute interval.

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8
Q

Paired Stimulus

A

A preference assessment to establish preferred reinforcers for the learner. This assessment method consists of presenting 2 items and recording the learner’s choice.

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9
Q

Single stimulus

A

A preference assessment to establish preferred reinforcers for the learner. This assessment method consists of presenting one item to the learner and recording his responses and engagement duration.

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10
Q

Free Operant

A

A preference assessment to establish preferred reinforcers for the learner. This assessment method consists of allowing the learner to interact with all available items in the environment, record the duration of the learner’s interaction with each activity/item to compare and determine preference.

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11
Q

Mand

A

A mand is a request for something wanted or needed, or to end an aversive/undesirable event.

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12
Q

Demand

A

A request that is placed by the speaker to the learner.

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13
Q

Prompt

A

A gesture, demonstration, or instruction to increase the client’s correct responses when presented with a skill task.

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14
Q

Verbal Prompt

A

A verbal prompt is a verbal cue given by the speaker to the learner to perform or complete a task.

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15
Q

Gestural Prompt

A

A gestural cue given by the speaker to the learner to perform or complete a task.

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16
Q

Physical Prompt

A

A physical cue given by the speaker to the learner to perform or complete a task.

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17
Q

Modeling Prompt

A

A modeling cue given by the speaker to the learner to perform or complete a task.

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18
Q

Shaping

A

An intervention technique where the speaker implements small steps to teach a new skill.

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19
Q

Chaining

A

An instruction technique in which a task is broken up in small steps and teaches each step individually.

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20
Q

Tacting

A

Involves a verbal operant response evoked by a non-verbal discriminate stimulus presented. Labeling actions and events.

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21
Q

Forward chaining

A

a teaching procedure in which a new skill is taught starting with the first step and then forward.

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22
Q

Backward Chaining

A

A teaching procedure in which a new skill is taught starting with the last step and then backwards.

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23
Q

Total task chaining

A

A teaching procedure in which a skill is taught from beginning to end.

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24
Q

Intraverbals

A

An intraverbal is a verbal operant involving a response evoked by a verbal discriminative stimulus. EX. What is your favorite food? Cake, 1..2..3.. The cow says? Moo

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25
Listener Selection
A response evoked by a verbal discriminative stimulus presented. EX. RBT presented client 5 visuals or different office items, then presents the SD. Touch the glue, Find the Stapler, Give me Scissors
26
Listener Responding
A behavior response evoked by a verbal SD presented. EX. Throw it away, Touch your nose, stand up, clap hands
27
Flexibility Training
A teaching technique to adapt behaviors to changes within the environment. EX, the client will share a preferred item with other peers for 1 minute without screaming.
28
Echoics
A verbal behavior response from the learner in which they repeat the same word or sound from the speaker.
29
Social Skills
Verbal and Non-verbal behaviors that we utilize to communicate and interact with others.
30
VP-MTS
Visual prompt match to sample; a teaching technique where the learner is given a visual stimulus in order to match with the identical discriminative stimuli presented in an array.
31
DRO
Differential reinforcement of other behaviors; reinforcement procedure in which the speaker reinforces the learner when not engaging in specific target behavior but not other desired behaviors. EX. The RBT will provide reinforcement when the client does not engage in screaming when presented with a non-referred task.
32
DRI
Differential Reinforcement of incompatible behaviors; a reinforcement procedure in which the speaker reinforces the learner by engaging in a behavior incompatible with the target behavior.
33
DRA
Differential reinforcement of alternative behaviors; a reinforcement procedure in which the speaker reinforces the learner engaging in equivalent or alternative positive behavior from the specific target behavior. EX. The learner disrupts a lesson by answering questions prior to raising their hand or being called on to answer. Speaker will provide reinforcement when the learner raises their hand.
34
DRL
Differential reinforcement of low behaviors; reinforcement procedure in which the learner is reinforced when they engage in lower duration or instances of a specific target behavior.
35
DRH
Differential reinforcement of high behaviors; reinforcement procedure in which the speaker provides the learner reinforcement to increase a desired target behavior.
36
DTT
Discrete trial training; teaching techniques used to teach the learner new skills in a structured one-to-one environment.
37
NET
Natural Environment Teaching; a technique that teaches the learner new skills in a variety if environments.
38
Maintenance
the ability for the learner to retain and perform a skill over time.
39
Generalization
The ability for the learner to perform skills across different components.
40
Fixed Ratio
A reinforcement schedule in which the speaker delivers reinforcement to the learner after a set of # of correct responses.
41
Fixed Interval
A reinforcement schedule in which the speaker delivers reinforcement to the learner after a correct response has elapsed over a set amount of time.
42
Variable Ratio
A reinforcement schedule in which the speaker delivers reinforcement to the learner after a variable # of responses have occurred.
43
Variable Interval
A reinforcement in which the speaker delivers reinforcement to the learner.
44
Positive reinforcement
A process in which the speaker provides the learner reinforcement through tangibles, items, edibles, and social praise to increase desired behaviors.
45
Conditioned reinforcement
Occurs when a stimulus has aquired the ability to reinforce behavior response, through the ability of learner primary reinforcers.
46
Unconditioned reinforcement
primary reinforcement: an acquisition that does not require and learned behavior responses. Reinforcement is provided naturally.
47
Continuous reinforcement
reinforcement is provided every single time a desired behavior response occurs.
48
Intermittent reinforcement
reinforcement is provided to an interval # of a desired behavior response.
49
Token Economy
a reinforcement system that uses points or tokens to reward positive behaviors.
50
Response cost
a punishment procedure in which reinforcers such as token, points, tangibles, and/or activities are withdrawn as a consequence of maladaptive behaviors.
51
Antecedent manipulation
an intervention in which the therapist modifies the environment, routine or events to decrease an undesirable behavior and increase desirable/target behaviors.
52
Premack Principle
an intervention strategy implemented to use a highly preferred tangible or activity to reinforce a non-preferred or low probability behavior, also known as first/then.
53
SD
Discriminative Stimulus; the instruction delivered to evoke a behavior response.
54
BIP
Behavior intervention plan; an improvement written plan based off of the outcome of a functional behavior assessment (FBA)
55
Behavior Topography
refers to the physical form or shape of the behavior exhibited by the client.
56
4 Functions of Behavior
Attention Escape Tangible Sensory/Automatic
57
HRE
Happy Relaxed and Engaged
58
ABC of ABA
Antecedent Behavior Consequence
59
Behavior Momentum
building up confidence with previously mastered skills/materials to complete an undesired task/ skill.
60
BST
BEHAVIOR SKILLS TRAINING
61
TIP
TEACHING INTERACTION PROCEDURE
62
Latency
The time between the onset of a stimulus and the start of the response
63
Rate
Ratio of count per observation time, or responses per minute/per hour/per session/etc
64
IRT
The time between the end of one response and the beginning of another (same) response
65
Partial Interval
Did behavior occur at all during the interval? Overestimates bx
66
Whole Interval
Did behavior occur during the whole interval? Underestimates bx
67
Momentary time sampling
Did behavior occur at that particular moment?
68
Permanent Product
Tangible items or effects a behavior has on the environment, or what is produced as a result of behavior
69
Y-axis
behavior (ordinate)
70
X-axis
Time (abscissa)
71
Behavior
Anything an ■ organism does
72
Behavior must be...
Observable and measurable
73
Topography
What behavior looks like
74
Four functions of behavior
Escape, attention, tangible, automatic
75
Free operant preference assessment
observing and timing how long a client engages with an item or items
76
Forced choice
Presenting two items or activities and asking the client to choose one
77
Multiple stimulus with replacement
items are presented, learner choose an item, that item is put back and unchosen items are replaced
78
Multiple stimulus without replacement
items are presented, learner chooses an item, that item is Taken out and the other items are rearranged
79
Direct observation
observer records ABC data
80
Functional Analysis
Antecedents and consequences are manipulated to understand their effect
81
Informant/Indirect observation
Interviews and questionnaires
82
Probe
asking a client to perform a task to assess whether they can perform the task
83
Reinforcement
Increases behavior
84
Punishment
Decreases behavior
85
Positive reinforcement
Adding something that causes behavior to increase
86
Negative reinforcement
Taking away something that causes behavior to increase
87
Positive punishment
Adding something that causes behavior to decrease
88
Negative punishment
Taking away something that causes behavior to decrease
89
Unconditioned reinforcement
Primary reinforcers, no learning history needed Ex. Food, water, sleep, sexuaI activity Conditioned Reinforcement A neutral stimuli that
90
Conditioned reinforcement
A neutral stimuli that becomes a reinforcer through learning Ex. Token boards, Money
91
Continuous reinforcement (CRF)
reinforcement is provided for each occurrence or behavior Typically used to learn new behavior
92
Intermittent reinforcement (INT)
reinforcement is provided for some occurrences of behavior Typically used to maintain established behavior
93
Fixed Ratio (FR)
Reinforce at a set number of responses
94
Variable ratio (VR)
Reinforce a varying number of responses
95
Fixed Interval (FI)
Reinforce a response after a set amount of time
96
Variable Interval (VI)
Reinforce a response after ■ a varying amount of time
97
DTT
Discrete trial teaching SD-response-consequence brief pause in between trials
98
NET
natural environment training Incorporating natural activities and natural reinforcers and consequences
99
Task Analysis
breaking complex skills into smaller, teachable steps
100
Forward chain
1st step is taught and reinforced, then remaining steps are prompted
101
Backward Chain
Last step is taught and reinforced, then remaining steps are prompted
102
Prompting
cue or assistance to encourage a desired response
103
Inadvertent prompt
accidental prompt such as looking at correct target
104
Prompt fading
Moving down the prompt hierarchy
105
Prompt dependency
requiring a prompt to perform a task
106
Most-to-least prompt
Starting with the most intrusive prompt and fading
107
Least-to-most prompting
Starting with the least intrusive prompt and ■ ■ 1ncreas1ng
108
Examples of generalization
Settings, people, materials, behaviors, time
109
Generalization
Performing a response outside of the learning environment
110
Stimulus generalization
The same behavior occurs across multiple similar stimuli Ex. A child screams when he sees a white rat, and also screams when he sees stuffed animals
111
Response generalization
Different behaviors with the same function occur across one stimulus Ex. In the presence of your friend, you say "Hi", ''What's up", or wave
112
Ways to mediate generalization and maintenance
Multiple settings, people and stimuli in a natural context Use a variety of reinforcement schedules Teach self-management to the client Reinforce generalization when it happens
113
What is the RBT role in parent training?
RBT will assist with training of stakeholders only under supervision RBTs are not authorized or qualified to answer questions about clients programming
114
Steps in behavior reduction
Define the behavior Hypothesize the function of the behavior What are possible antecedent interventions? (preventative) What are possible replacement behaviors? Consequence intervention (reactive, after behavior) Create a crisis intervention plan Implement the behavior plan, collect data, and develop generalization procedures
115
Escape/Avoidance
individua I gets out of doing something they don't want to d-o
116
Attention
individual behaves to get attention from teachers, parents, peers
117
Access to tangible
The individual behaves to gain access to an item or activity
118
Automatic/sensory
the individual behaves because it feels good
119
Discriminative Stimuli (SD)
cue or stimulus that is present when a bx is reinforced Ex. "point to red" is the 5 D. Client is reinforced for pointing to red.
120
Antecedent Intervention
Antecedents are manipulated before the behavior occurs
121
Differential reinforcement
reinforcing a desired bx while withholding R+ for an undesirable bx Ex. You reinforce a child asking nicely for an apple, but put screaming on extinction
122
DRI
DR of incompatible behaviors Ex. Kevin elopes from his seat. Kevin is only reinforced if he is sitting in his seat. Kevin can't be in his seat, and out of his seat, at the same time. (incompatible)
123
DRA
DR of alternate behaviors Ex. Karen screams the answer, instead of raising her hand. She is only reinforced when She raises her hand. Karen can scream and raiser her hand at the same time (alt bx)
124
DRO
DR of other behaviors Ex. J ulie pulls hair. If J ulie doesn't pull hair for 3 minutes she is reinforced
125
Extinction
reinforcement of a previously reinforced bx is discontinued
126
Extinction burst
a predictable, temporary increase in intensity of bx during extinction
127
Crisis/Emergency procedures
If you, the client, or someone else is in danger
128
What variables might affect the client?
Report illness, change in location, change in medication, etc. to your supervisor or BCBA
129
Session notes must be...
Objective
130
What to include in session notes
How client responded to reinforcement Antecedents and consequences How data was collected (OTT, duration, frequency) Was anything mastered?
131
Who is responsible for the services you provide?
The BCBA or Supervisor
132
What should you report to your BCBA?
Communicate everything
133
You should follow what code when providing services?
The code of ethics
134
Data must be kept for _ years
7
135
Is data confidential?
yes
136
Should you post about clients on social media?
no
137
What is the primary role of the RBT?
Implementation
138
You should develop_ with clients and families
Rapport
139
How should you respond to feedback?
Appropriately and improve accordingly
140
Should you make recommendations on diet, schooling, etc to parents?
No. Refer to your BCBA.
141
Dual relationships
Dual relationships profess iona r relationships that involve friendships, romance, or business
142
What do you do if a client offers you a gift?
Politely decline
143
What do you do if a client asks you to babysit?
politely decline
144
Are dual relationships allowed?
no
145
How do you maintain client dignity?
Respect your client Treat them as you would treat others Respect cultural differences Share client information only with appropriate parties
146
Examples of permanent product
Tests A clean room Worksheets
147
What is the most common graph in ABA?
Line graph
148
Baseline
Data collected before intervention starts
149
Steps of a written skill acquisition plan
Identify the skill to be acquired Create a goal to address the skill Identify measurement proce~ures Gather a baseline for the skill or behavior Implement procedures Collect and review data Modify the plan if necessary, and then create a maintenance plan
150
Steps to prepare for ■ session
Read and understand the behavior plan Analyze what has happened in previous sessions . Ask your supervisor any questions you may have about the plan Prepare the environment fo~ the session, and gather materials Implement the plan
151
Contingency
IF-THEN statement
152
Motivating Operation
altering the value/effectiveness of stimulus, object or event ( deprivation/satiation) Ex. You haven't eaten in 12 hours. Food is a more effective reinforcer Ex. You just ate 30 minutes ago. Food loses its value as a reinforcer.

RBT Study Guide (1 decks)

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