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RBT Vocabulary Flashcards

1
Q

ABC stands for

A

A: Antecedent
B: Behavior
C: Consequence

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2
Q

Abolishing operation

A

Can decrease reinforcer effectiveness. Usually associated with satiation.

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3
Q

Acquisition

A

A target that is in the process of being taught. This behavior is not yet a known skill.

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4
Q

Antecendent Interventions

A

Recognizing environmental factors that can attribute to problematic behavior and making changes necessary to promote appropriate behavior and reduce possible triggers to maladaptive.

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5
Q

Antecendent

A

Events that occur before a behavior

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6
Q

Backward Chaining

A

Teaching skill steps one at a time from the last step to the first and prompting all steps before the step being taught. Reinforcement after teaching step and at the end of the task.

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7
Q

Behavior Intervention Plan

A

Once the function of behavior has been determined, BIPs are used for antecedent strategies, responding to maladaptive behavior, teaching replacement behavior and what interventions to use, both verbal and physical

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8
Q

Behavior Skills Training

A

Procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills. Instructions, model, rehearsal, feedback.

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9
Q

Behavior

A

Anything a person does that can be observed and measured.

4 Functions:
1. Automatic/sensory: Providing self-stimulation and is automatically reinforced
2. Escape: Avoiding or escaping a demand or undesirable task
3. Attention: Can be socially mediated and seeks attention in any way from others
4: Access: Tangible, wanting a preferred item

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10
Q

Chaining

A

Used to teach multi-step skills in which involved are defined through task analysis. Each separate step is taught to link together the total “chain”. Can be done either by backward, forward, or total task analyses.

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11
Q

Consequence

A

Something that follows a behavior.

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12
Q

Continuous Measurement

A

Records every single occurrence of a behavior. Examples include frequency, duration, rate, and per opportunity

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13
Q

Continuous Reinforcement

A

The target behavior occurs and is reinforced after every occurrence

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14
Q

Deprivation

A

Not having something often enough and in return increases the effectiveness of it when used as a reinforcer

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15
Q

Differential Reinforcement

A

A procedure in which one behavior is reinforced while other behaviors are extinguished.

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16
Q

DRI (Differential Reinforcement of Incompatible behavior)

A

Reinforce behavior incompatible with an undesirable behavior.

Ex: Reinforce Johnny for writing his name appropriately rather than tapping his pencil

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17
Q

DRA (Differential Reinforcement of Alternative behavior)

A

Reinforce behavior that is an appropriate alternative (replacement) for the undesirable behavior.

Ex: Reinforce Annie when she asks for a break instead of yelling to get out of work

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18
Q

DRO (Differential Reinforcement of Other behavior)

A

Reinforce any other behavior other than the undesirable behavior.

Ex: Reinforce Luke with a gummy every 5 minutes he does not engage in crying

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19
Q

Discontinuous Measurement

A

Used to measure some instances of behavior but not all. Typically associated with partial and whole interval recording and momentary time sampling.

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20
Q

Discrete Trial

A

Learning opportunity initiated and controlled by the teacher in which the correct response will be reinforced. This also is breaking a skill into small parts and teaching it while using reinforcement. Allows for presentation of many learning opportunities in a short amount of time. Following the 3-term contingency.

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21
Q

Discrimination Training

A

The procedure in which a behavior is reinforced in the presence of one stimulus and extinguished in the presence of another stimulus. Assists with learning how to respond in different environments or different conditions. Allows the client to learn the differences between stimuli.

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22
Q

Discriminative Stimulus (Sd)

A

A cue that signals reinforcement is available if the subject makes a particular response (Demand or Instruction).

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23
Q

Dual Relationship

A

Situation where multiple roles exist between a therapist and a parent or client. Dual relationships are also referred to as multiple relationships.

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24
Q

Duration

A

The amount of time that someone engages in a behavior

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25
Echoic
Verbal imitation; repeating the speaker
26
Error Correction
When a client makes a mistake on a target that has been previously mastered, do NOT acknowledge the mistake. Re-present the trial and be ready to prompt to get a correct answer.
27
Errorless Teaching
Prompt the correct response as soon as you give the Sd;. Essentially, you are not giving the client a chance to make an error.
28
Establishing Operation
Increases the current effectiveness of a stimulus. Usually deprivation is associated with this operation
29
Ethics
Must follow the BACB's code of ethics. Failure to follow the mandatory code of ethics can lead to loss of employment and certification.
30
Expressive Language
The ability to communicate. This is the ability to express one's thought, ideas, wants, and needs. Identifying and labeling the objects in the environment, putting words together to form sentences, describing events and actions, answering questions and making requests.
31
Extinction
The withholding of reinforcement for previously reinforced behavior, resulting in reduction of that behavior.
32
Extinction Burst
The increase in frequency and/or intensity of behavior in the early stages of extinction
33
Fixed Interval (FI)
This schedule of reinforcement is used for a set amount of time
34
Fixed Ratio (FR)
This schedule of reinforcement is used for a set amount of responses
35
Forward Chaining
Teaching skills steps one at a time from the first step to the last and prompting all steps after the step being taught. Reinforcement after teaching step and at the end of the task
36
Frequency
The amount of times, or count, a behavior or response happens
37
Functional Behavioral Assessment
This is the process by which behavioral interventions are created. An FBA is intended to determine the function (or the reason for a behavior, and then create an intervention based on that function
38
Functional Relationship
How a person's behaviors change the world around him/her, and how those changes affect the future likelihood on the same behaviors
39
Functions of Behavior
Used when determining when an individual engages in certain behavior. ABA identifies 4 functions of a functions of a behavior: Escape, Access (Tangibles), Attention and Sensory (Automatic Reinforcement)
40
Generalization
Change occurs when that behavior occurs outside of the learning environment. Generalization can happen across settings, time and across people and exists when the behavior occurs in these various environments
41
HIPAA (Health Insurance Portability and Accountability Act)
HIPAA provides federal protection for individual health information, including the confidentiality, integrity, and availability of protected information
42
Imitation
Copying someone's motor movements
43
Incidental Teaching
A teaching technique used in naturally occurring environments and can create natural incidents of learning. Social, communication, play and other forms of interactions
44
Instructional Control
Developing a history of reinforcing compliance. Placing task demands and other instructions following pairing. (The likelihood that the child will elicit a correct response.)
45
Intermittent Reinforcement
Schedule of reinforcing some but not all desirable behavior
46
Inter-Response Time
The time between two responses given
47
Intraverbal
This is a verbal behavior term. Basically intraverbals are building blocks to conversation skills as it's the ability to discuss, describe, or answer a question about something that isn't physically present. Like if someone asks you "what dod you do on your vacation?"
48
Latency
The time between when the Sd is presented, and the response is given
49
Listener Responding
Following a direction given. Receptive language goal.
50
Listener Responding Feature Function Class (LRFFC)
Used to describe and receptively find an object when given the feature, function, or class of that item. Appearance, what it is used for and the category it falls under
51
Magnitude
The force or intensity with which a response is emitted
52
Maintenance
The ability of a child to demonstrate previously acquired skills over time and durations when reinforcement has been faded
53
Mand
Asking for something; a request that has motivation
54
Measurement
Collecting data on various skills or behafviors
55
Momentary Time Sample
Looking for a behavior's occurrence during a specific part of the interval and recording if it is occurring at that precise moment. Ex: Setting a timer to go off every minute for a 30-minute interval, only checking for behavior and marking it down as the timer goes off.
56
Motivating Operation
Change in environment that increases or decreases the effectiveness of a given reinforcer. Used with EO or AO
57
Natural Environment Teaching
Naturalistic teaching is when the learner initiates a learning opportunity and the reinforcer is a result of the activity or learning opportunity
58
Negative Reinforcement
Removing a stimulus to increase/strength a behavior
59
Operational Definition
Definitions of behavior that are measurable, objective and observable
60
Pairing
Establishing yourself as a reinforcer of the deliverer of reinforcement while building positive relationship
61
Partial Interval Recording
Involves checking off an interval if the behavior occurs at ANY point within the interval - even if it only occurred for 1 second. You can use this for self-stimulatory behaviors or behaviors that don't look the same every time. An over exaggeration of the behavior, you use this method to decrease behavior.
62
Permanent Product
Tangible product or environmental outcome that proves a skill
63
Positive Reinforcement
Adding a stimulus to strength/increase behavior
64
Preference Assessment
Assessment to determine what a child is motivated by
65
Primary Reinforcer (Unconditioned)
Items or activities that are naturally reinforcing
66
Deprivation
The witholding of a stimulus (The more deprived an individual is of a reinforcer, the more effective it will be.
67
Immediacy
How quickly a reinforcer is presented after the correct response is emitted (A reinforcer should be delivered immediately following a behavior to make sure you are reinforcing that specific behavior)
68
Contingency
The reinforcement should ONLY be delivered when a desired behavior occurs
69
Prompt
Form of assistance that you add in order to achieve a desired response or behavior that is not occurring. Used to evoke the correct response so it can be reinforced. Stimulus and Response prompts.
70
Prompt Hierarchy
Level of prompts used from greatest to least or least to greatest. 1.Expressive language hierarchy: Full verbal, partial verbal, independent 2. Receptive language hierarchy: Full physical, partial physical, model, gestural, independent
71
Prompt Fading
Gradually removing prompt levels needed or fading out the intrusiveness
72
Punishment
Anything that is added or removed after a behavior that decreases it, makes it less likely to happen again
73
Positive Punishment
A stimulus presented after a behavior occurs which decreases the behavior
74
Negative Punishment
A stimulus removed after a behavior occurs which decreases the behavior
75
Rate
Ratio of count per observation time (how many times a behavior occurs in a set amount of time
76
Reactive Strategies
Techniques used in an emergency or crisis situation to gain control of dangerous, out of control behaviors
77
Receptive Language
Receptive is listener behavior and refers to tasks that require a non-vocal action or motor response such as touch, imitation, or pointing
78
Reinforcement
Anything that is added or removed after a behavior that decreases it, makes it less likely to happen again
79
Positive Reinforcement
A stimulus presented after a behavior occurs which increases the behavior
80
Negative Reinforcement
A stimulus removed after a behavior occurs which increases the behavior
81
Replacement Behavior
A behavior you want to replace an unwanted target behavior
82
Response Prompt
Any prompt that is used in expressive or receptive language such as a gestural, model, or verbal prompt
83
Role of the RBT
Program implementation, data collection, communicating w/ stakeholders, work directly with BCBA and following written program including BIP
84
Satiation
When a reinforcer loses its effectiveness due to overuse
85
Secondary Reinforcer (Conditioned)
Items or activities that acquire reinforcing properties when paired with primary reinforcers
86
Setting Events
The context or circumstance in which an environment-behavior relationship occurs. The event changes the strengths of stimuli and responses involved in an environment-behavior interaction
87
Shaping
The process of reinforcing gradual changes in a behavior so the behavior begins to look like the target behavior while no longer reinforcing the previous accepted response
88
Skill Acquisition
Developing of new skills, habits, and quality
89
Spontaneous Recovery
The reappearance of the extinguished behavior after a period without reinforcing the behavior
90
Stimulus
Anything that elicits a response followed by consequence
91
Stimulus Control
Precedes the behavior but affects the outcome; has influence over behavior
92
Stimulus Control Transfer
A process in which prompts are removed in order to bring the behavior under the control of the Sd and is achieved by prompt fading
93
Stimulus Prompt
Stimuli that are used to help evoke correct response. Positional cues, environmental, moving items or changing features/color and size/proximity
94
Tact
A form of verbal behavior where the speaker sees, hears, smells, tastes something and thin comments about it (a Labels)
95
Task Analysis
The process of breaking a skill down into smaller, more manageable components
96
Token Economy
A method used to try and reinforce (increase) the frequency of a target behavior
97
Topography
The physical form or shape of a behavior
98
Total Task Chaining
Teaching behavior chain steps all at once. Reinforcement delivered for independence and at the end of the task
99
Variable Interval
This schedule of reinforcement is used for a variable amount of time
100
Variable Ratio
This schedule of reinforcement is used for a variable amounts of responses
101
Whole Interval Recording
Involves checking off an interval if the behavior occurs within the entirety of the interval

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