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RBT Exam > Study Guide > Flashcards

Study Guide Flashcards

1
Q

What is Frequency (count)?

A

Every time behavior occurs, you mark it

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2
Q

What is Rate?

A

Behavior occurs per time, useful if sessions vary in time

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3
Q

What is Duration?

A

Total extent of time in which a behavior occurs, must have obvious beginning and end

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4
Q

latency

A

How long it takes a child to follow an instruction (more generally, time from onset of stimulus to the initiation of a response)

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5
Q

What is inter-respone time (IRT)?

A

Time between two successive responses e.g. sips of juice, bites of food

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6
Q

Whole Interval

A

Did the behavior occur during the whole interval? Used to increase a behavior

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7
Q

Partial Interval

A

Did the behavior occur at all during interval? Used to decrease a behavior

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8
Q

Momentary time sampling

A

Measure behavior occurring at specific point in time, useful when observing multiple subjects at the same time

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9
Q

What is a Permanent product?

A

Measuring the effects of a behavior after it occurred. It leaves a permanent product. You can physically see it, like holes in the wall they punch the wall or a completed homework assignment

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10
Q

What do you do for Daily Data Collection?

A

Collect discrete trial data on a discrete trial data sheet and put data on a summary graph

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11
Q

What do you do for Monthly data collection?

A

Place data on data per month data sheet

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12
Q

Operational definition

A

Define a behavior in observable terms and as specific as possible. That way if two different therapists use your definition, they will measure the same amount of instances. You know you have a good definition if two people have a very similar amount of instances recorded while they measure independently, this is called interobserver agreement (IOA)

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13
Q

What are Preference assessments?

A

Are done to find objects and activities for which the learner has a higher preference. These shift over time and can vary by setting so preference assessments should be done regularly

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14
Q

What are Reinforcers?

A

Presented after a behavior which makes that behavior more likely in the future

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15
Q

Do preference assessments identify reinforcers?

A

No, they give you an idea of what can possibly work as a reinforcer but it is not considered a reinforcer until after it has been shown to make the behavior more likely

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16
Q

What are the 3 ways to do a preference assessment?

A
  1. Asking
  2. Free operant
  3. Trial Based
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17
Q

How do you ASK for a preference assessment?

A

Ask the person or significant others to name things they prefer or giving them a survey to rank in order of preference

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18
Q

What is FREE OPERANT for a preference assessment?

A

They are free to do whatever they want, you just observe and measure how much time a learner engages with an item and which times they engage with.

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19
Q

When is FREE OPERANT best to use?

A
  1. Good in situations where removing items causes problem behaviors
  2. If they are not able to communicate a preference when given a choice
  3. if you are assessing for reinforcers you cannot hold in your hand
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20
Q

What are the 2 ways to do FREE OPERANT?

A
  1. Naturalistic: where you let them roam free in their natural environment
  2. Contrived: Plant different items within view and easy access to learner and measure how much time they engage
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21
Q

What is TRIAL BASED for preference assessments?

A

Present stimuli in trials

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22
Q

What are Stimuli?

A

anything you can experience with your senses

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23
Q

What are the 3 different ways to present the stimuli in trials for a preferrence assessment?

A
  1. Single stimulus (successive choice)
  2. Paired Stimuli (forced choice)
  3. Multiple stimuli w/wo replacement
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24
Q

What is single stimulus?

A

One by one, good for when they have difficulty choosing between two or more objects and seeing if they approach or reject. You should present each stimulus multiple times and in a different order

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25
Q

What is paired stimuli?

A

2 at a time and having them choose. Each stimulus has to be presented with all other stimuli in the set and then you can rank in order of preference. This takes more time than single stimulus but is more accurate in finding higher preferred items

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26
Q

What is multiple stimuli with replacement?

A

Replaces unwanted items and keeps the same amount in the array

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27
Q

What is multiple stimuli without replacement?

A

You remove the chosen item, then rearrange the remaining items

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28
Q

What is a reinforcer assessment and when do you use it?

A

After the preference assessment and it takes the preferred stimuli and presents them after desired behavior to see how effective and strong a reinforcer is

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29
Q

What are Assessments?

A

The process gathering info. They can be used to determine preferences, assess skills in repertoire and to measure progress over time

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30
Q

What are RBT’s role during an assessment?

A
  1. The assist the BCBA or BCaBA with the assessment by helping collect data
  2. Conducting the assessment alongside their supervisor
  3. Trialing new tasks (probing)
  4. Communicating progress made during sessions to their supervisor
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31
Q

Do RBTs do assessments on their own?

A

No, this is the job of the BCBA or BCaBA on the case whose responsibility it is to choose the assessment tool, when to use it and conduct the bulk of the assessment

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32
Q

What are the 4 functions of behavior?

A
  1. attention/social positive
  2. tangible
  3. escape/avoidance
  4. automatic
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33
Q

What is Attention/social positive maintained by?

A

Maintained by attention of any type

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34
Q

What is Tangible maintained by?

A

Maintained by getting objects like toys or food. Think of things you can tangibly hold

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35
Q

What is Escape/avoidance maintained by?

A

Maintained by escaping or avoiding a situation

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36
Q

What does Automatic maintain?

A

Maintained by sensory. Automatic positive would be adding a pleasurable sensation. Automatic negative would be removing an aversive sensation

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37
Q

What are 3 types of functional behavior assessments?

A
  1. Indirect assessment
  2. Direct/descriptive assessment
  3. Functional/experimental analysis
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38
Q

What is an indirect assessment?

A

interviewing or giving questionnaires to individuals familiar with the learner

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39
Q

What is a direct/descriptive assessment?

A

observing behavior in the natural environment and not manipulating

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40
Q

What is a functional/experimental analysis?

A

manipulating environment by arranging antecedents and consequences to determine function

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41
Q

What should you do when you find out the function of the problem behavior?

A

Find a more acceptable alternative behavior which serves the same function as the problem behavior

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42
Q

What are the 4 essential components of a written skills acquisition plan?

A
  1. Choose skill to target (must be socially significant)
  2. Describe skill and what proficiency/mastery of skill looks like
  3. Choose data collection procedures (including what materials are needed, what type of prompts, how you will reinforcer and the plan for maintenance)
  4. Take baseline data (data before intervention is implemented with no consequences to see where they stand currently)
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43
Q

What is reinforcement?

A

an stimulus presented after a behavior that increases the likelihood of the behavior occurring in the future

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44
Q

When should you present the reinforcer?

A

Immediately after the behavior

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45
Q

What is a unconditioned/primary reinforcer?

A

Reinforcers that do not need to be learned, these are those primal, inherent forms of reinforcement like food, water and sex

46
Q

What are conditioned/secondary reinforcers?

A

Reinforcers that must be learned. They start as a neutral stimulus that does not affect behavior and gets associated with an established reinforcer

47
Q

What are the 2 types of reinforcement schedules?

A
  1. Continuous
  2. intermittent
48
Q

What is continuous reinforcement?

A

When you reinforce after every instance of behavior, good when first teaching a behavior but in the real world you don’t get reinforced after each instance of behavior

49
Q

What are the 4 types of intermittent reinforcement?

A
  1. Fixed Ratio (FR)
  2. Variable Ratio (VR)
  3. Fixed Interval (FI)
  4. Variable Interval (VI)
50
Q

What is Fixed Ratio (FR)?

A

You reinforce every fixed amount of responses. So an FR3 you provide reinforcement every 3 responses

51
Q

What is Variable Ratio(VR)?

A

Like FR expect it’s an average of how many responses are needed to get reinforcement. So a VR3 would be if they get reinforced after 3 responses, then 2, then 4 because the average is 3. It is least prone to extinction

52
Q

What is Fixed Interval (FI)?

A

When a fixed amount of time must pass before the reinforcer is available again. FI2 they would wait 2 minutes after receiving reinforcement before the behavior will allow reinforcement to be available again

53
Q

What is Variable Interval (VI)?

A

Like FI expect it’s an average of how much time needs to pass before reinforcement is available again

54
Q

What is discrete trial training/teaching (DTT)?

A

A subset of ABA that breaks down skills into smaller or “discrete” steps. It is very structed and usually done at the table

55
Q

What is a trial in DTT?

A

Present discriminative stimulus (SD) then if the correct response occurs and you reinforce and if an incorrect response occurs and you prompt the correct response. And then you go on to the next trail

56
Q

What is Mass Trial (MT)?

A

When you present the same instruction over and over again.

57
Q

When should Mass Trial (MT) be used?

A

Mass trials should only be reserved for children that need the extra help and only when teaching skills that will increase their independence like language or self-help skills.

58
Q

What is Distractor Trial?

A

Has the same SD/instruction each trial with “unknown” distractors

59
Q

What is Mixed Trials?

A

Opposite of mass trials, it’s when you ask the learner something different in every trial, this is important so that the learner can learn to discriminate between the different SDs

60
Q

What is Random Rotation?

A

Similar to distractor trail expect they have already mastered the distractors so you can switch up the SDs and ask them about any of the flashcards on the table.

61
Q

What is maintenace?

A

Once a learner has mastered a skill to maintain the skill you test it out from time to time to make sure they retained it

62
Q

What does it mean when a skill is generalized?

A

They can be used in a different setting, time or with different people

63
Q

What is Naturalistic Teaching/Natural Environment Training (NET)?

A

When you teach in the learner’s natural environment. Things learned during DTT should be generalized using NET. NET also allows opportunities to spontaneously learn new skills

64
Q

What is chaining used for?

A

Used for teaching a complex task with many steps.

65
Q

What is task analysis?

A

Where you break down the skill into smaller more manageable chunks or steps

66
Q

What are the 3 types of chaining procedures?

A
  1. Forward Chaining
  2. Backward Chaining
  3. Total Task Chaining
67
Q

What is forward chaining?

A

You go in order, teaching the 1st task first then 2nd, then 3rd and you keep going until all the steps are taught

68
Q

What is backward chaining?

A

you go backwards, teaching the last step first, then 2nd to last and so on

69
Q

What is total task chaining?

A

you teach the whole task at once and prompt along the way if they need help

70
Q

What is discrimination training used for?

A

Teaching how to differentiate how to behave between different stimuli

71
Q

How is discrimination training done?

A

By reinforcing a behavior when presenting one stimulus and not reinforcing when presenting another stimulus. Discrimination training should be taught by only changing the characteristic which you wish to discriminate

72
Q

What is stimulus control?

A

When a behavior occurs more often with one stimulus rather than another stimulus

73
Q

What is a prompt?

A

Help or hints given to a learner when teaching a behavior

74
Q

Why are prompt fading procedures used?

A

To transfer stimulus control from a prompted stimulus to the stimulus alone presented in session to a stimulus in the learner’s natural environment

75
Q

What is fading?

A

Fading the prompts to even less intrusive prompts until prompts are not needed

76
Q

List the prompts from most intrusive to least intrusive

A
  1. Full Physical
  2. Partial Physical
  3. Model
  4. Visual/Positional/Material
  5. Gestural
  6. Verbal
77
Q

What is generalization?

A

Engaging in a skill or behavior in different setting, time or with different people

78
Q

What is maintenace?

A

When a learner continues to perform mastered skills that were learned previously

79
Q

What is shaping?

A

Reinforcing closer approximations to a behavior

80
Q

What are the 3 characteristics of token economies?

A
  1. Having target behaviors
  2. Earning tokens or points with the behavior
  3. Redeem tokens for a backup reinforcer
81
Q

What are the components of a behavior reduction plan?

A
  1. Operational definition
  2. Goal
  3. Function of behavior
  4. Replacement behaviors
  5. Antecedent/Consequence interventions
  6. Data collection
82
Q

What are antecedents?

A

They are what are present before a behavior occurs

83
Q

What are motivating operations (MO)?

A

An environmental and/or biological event that temporarily alter the value of a specific reinforcer and increases/decreases the probability of behavior yielding that reinforcer

84
Q

What is an establishing operation (EO)?

A

An environmental and/or biological event that temporarily increases the value of a specific reinforcer and increases the probability of behavior yielding that reinforcer

85
Q

What is an abolishing operation (AO)?

A

An environmental and/or biological event that temporarily decreases the value of a specific reinforcer and decreases the probability of behavior yielding that reinforcer

86
Q

What is differential reinforcement (DR)?

A

Reinforcing a desired behavior while withholding reinforcement for an undesirable behavior also known as extinction

87
Q

What is differential reinforcement of incompatible behavior (DRI)?

A

Reinforce behaviors serve the same function as the problem behavior and that cannot physically happen at the same time as the problem behavior

88
Q

What is differential reinforcement of Alternative behavior (DRA)?

A

Reinforce behaviors that serve the same function as the problem behavior but the behavior does not prevent the child from engaging in the problem behavior

89
Q

What is differential reinforcement of other behavior (DRO)?

A

Set timer, if the problem behavior does not occur during, then reinforce

90
Q

What is differential reinforcement of low rates (DRL)?

A

Used for behaviors you do not want to eliminate completely. Set timer, if rate is lower, then reinforce

91
Q

What is Extinction?

A

Used to decrease a problem behavior by stopping reinforcement of previously reinforced behavior

92
Q

What is an extinction burst?

A

Happens shortly after implementing extinction, it temporarily increases frequency and intensity of the problem behavior. It is important to continue extinction procedures during this time

93
Q

What is Spontaneous Recovery?

A

Seen after a behavior has disappeared after an extinction procedure, the problem behavior reappears briefly

94
Q

What are steps you can take to prevent or minimize harm to yourself and the learner?

A
  • Tying your hair up
  • maintaining a safe distance
  • wearing protective clothing
  • restraints are a LAST resort measure and only used in a dangerous situation
95
Q

What should you do if there were any injuries during the session or if restraints were used for any reason?

A

You must file an incident report

96
Q

Who are responsible for the services provide and held liable if something goes wrong?

A

The BCBA or BCaBA supervising you

97
Q

What is the minimum supervision required for an RBT

A

twice a month (5% of the hours that you provide ABA therapy)

98
Q

When should you seek direction from supervisor?

A
  • you are unsure how to run any part of the session
  • you have difficulty understanding a concept in ABA
  • you have any questions regarding the session or your client
99
Q

What are some variables you should report to your supervisor?

A
  • change in client medication
  • household/location changes
  • any sickness with client or family
  • death in the family
  • any significant changes to the client’s normal routine
100
Q

What does the S in SOAP notes stand for?

A

Subjective - what the parent, guardian or client reports

101
Q

What does the O in SOAP notes stand for?

A

Objective - this is observable and measurable

102
Q

What does the A in SOAP notes stand for?

A

Assessment - how the session went and anything that was changed during the session

103
Q

What does the P stand for in SOAP notes?

A

Plan - plan for session, usually if there is a change in the plan your supervisor will let you know and you write that here

104
Q

How long should data that is gathered be kept for?

A

A minimum of 7 years

105
Q

How should data be stored?

A
  • In a safe that can be locked
  • when transporting in your car, data must be in a locked box in your trunk
  • digital data must be passcode protected
  • data that is emailed must be HIPAA compliant and encrypted
106
Q

What do you do if data is accidentally leaked?

A

report it to your supervisor

107
Q

What is your responsibility for supervision as a RBT?

A
  • tracking the hours you work
  • tracking the hours you are supervised
  • requesting supervision when needed
108
Q

What does it mean to be a mandated reporter?

A

If you suspect or see any form of abuse or neglect you MUST report it

109
Q

Who are stakeholders?

A

Anyone who interacts with the learner on a regular basis, this includes caregivers, family or professionals like other therapists or teachers

110
Q

How should you prepare for data collection?

A
  • look over data sheets to see what you are targeting this sessions
  • know how to run procedures
  • have materials ready to go

RBT Exam (1 decks)

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