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RBT > Test > Flashcards

Test Flashcards

1
Q

Abolishing operation (AO)

A

A state which temporarily decreases the effectiveness of a reinforcer

Example sentence: Implementing an AO may involve removing access to a preferred item after a challenging behavior.

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2
Q

Antecedent

A

An environmental change that comes before a behavior

Antecedents can include verbal instructions, visual cues, or changes in the environment.

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3
Q

Backward chain

A

Chaining procedure where the learner completes the last steps independently

Backward chaining is often used when teaching multi-step tasks.

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4
Q

Behavior reduction plan

A

A plan which is created by a BCBA to outline procedures used for targeting behavior changes

Behavior reduction plans are individualized based on the learner’s needs and behavior.

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5
Q

Chaining

A

A teaching procedure used for teaching more complex skills by breaking them down into individual targets

Chaining is commonly used in Applied Behavior Analysis (ABA) therapy.

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6
Q

Conditioned reinforcer

A

Things that require pairing with other reinforcers

Conditioned reinforcers can include praise, tokens, or social approval.

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7
Q

Consequence

A

An environmental change following a behavior

Consequences can be positive (reinforcement) or negative (punishment).

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8
Q

Continuous measurement procedures

A

Measuring every occurrence of a behavior

Continuous measurement is essential for accurate data collection in behavior analysis.

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9
Q

Continuous reinforcement

A

Reinforcing every occurrence of a behavior

Continuous reinforcement is often used in the initial stages of teaching a new behavior.

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10
Q

Count

A

The number of times a behavior occurs

Counting behaviors helps track progress and identify patterns.

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11
Q

Crisis procedures

A

Needed for any situations which may result in harm caused to the learner, staff, or others

Crisis procedures are put in place to ensure safety and prevent harm.

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12
Q

DTT

A

Structured teaching strategy consisting of discrete beginnings and ends to each learning opportunity

DTT is commonly used in teaching individuals with autism spectrum disorder.

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13
Q

Descriptive assessment

A

Direct observation and ABC data

Descriptive assessments provide valuable information about the function of a behavior.

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14
Q

Differential reinforcement

A

Reinforcing certain behaviors, while placing others on extinction

DRA is a common technique used in behavior modification.

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15
Q

Differential reinforcement of alternative (DRA)

A

A procedure used to reinforce alternative behaviors, while placing the target behavior on extinction

DRA is effective in teaching new, appropriate behaviors.

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16
Q

Differential reinforcement of incompatible (DRI)

A

A procedure used to reinforce behaviors that cannot occur at the same time as target behaviors

DRI is often used to reduce unwanted behaviors.

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17
Q

Differential reinforcement of other (DRO)

A

A procedure used to reinforce any behaviors other than the target behavior, which is placed on extinction

DRO can help decrease problem behaviors by reinforcing appropriate alternatives.

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18
Q

Discrimination training

A

Teaching differences between stimuli

Discrimination training helps individuals distinguish between similar stimuli.

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19
Q

Discriminative stimulus (SD)

A

A stimulus which indicates the availability of reinforcement

SDs signal when a behavior will be reinforced or not.

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20
Q

Discontinuous measurement procedures

A

Measuring some, but not all occurrences of a behavior

Discontinuous measurement is useful when continuous measurement is not feasible.

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21
Q

Dignity

A

Being worthy of honor and respect

Dignity is a fundamental aspect of ethical behavior.

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22
Q

Duration

A

The length of time a behavior occurs

Duration recording is used to measure how long a behavior lasts.

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23
Q

Establishing operation (MO)

A

A state which temporarily increases the effectiveness of a reinforcer

Establishing operations can influence the value of reinforcers in a given situation.

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24
Q

Extinction

A

Withholding reinforcement for previously reinforced behaviors

Extinction can lead to a decrease in the frequency of a behavior.

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25
Q

Fixed interval (FI)

A

Reinforcing after a set amount of time

FI schedules are used to reinforce behaviors after a specific time interval has passed.

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26
Q

Fixed ratio (FR)

A

Reinforcing after a set number of responses

FR schedules are used to reinforce behaviors after a specific number of responses.

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27
Q

Forward chaining

A

Chaining procedure where the learner completes the first steps independently

Forward chaining is often used when teaching sequential tasks.

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28
Q

Free operant preference assessment

A

In the natural environment, observe and record data on the items and activities the learner engages with

Free operant preference assessments provide valuable information about a learner’s preferences.

29
Q

Functional assessment (AKA Functional behavior assessment)

A

Procedures used to identify the function(s) of a behavior

Functional assessments help determine why a behavior is occurring.

30
Q

Functions of behavior

A

Attention, Escape, Automatic, Access to tangibles

Understanding the functions of behavior is crucial in developing effective behavior plans.

31
Q

Generalization

A

Demonstrating a target behavior with new people, settings, and/or stimuli

Generalization ensures that learned skills are applied in different contexts.

32
Q

Indirect assessment

A

Questionnaires, interviews, and checklists used to assess behavior

Indirect assessments provide information about behavior from sources other than direct observation.

33
Q

Interresponse time

A

The time in between occurrences of a specified behavior

Interresponse time is used to measure the time between two consecutive responses.

34
Q

Intermittent reinforcement

A

Reinforcing some occurrences of behavior

Intermittent reinforcement can maintain behaviors over a longer period.

35
Q

Latency

A

The time between the onset of a stimulus/SD and the onset of the behavior

Latency recording is used to measure the time between a stimulus and a response.

36
Q

Line Graph

A

Most common graph used in ABA

Line graphs are used to visually represent behavioral data over time.

37
Q

Maintenance

A

Demonstrated when a behavior continues occurring after an intervention has discontinued

Maintenance is an important indicator of the effectiveness of an intervention.

38
Q

Maintaining professional boundaries

A

Avoid dual relationships

Do not ‘friend’ clients on social media

Avoid conflicts of interest

Maintaining professional boundaries is essential for ethical practice.

39
Q

Momentary time sampling

A

Interval recording in which you record whether the behavior is occurring at the end of an interval

Momentary time sampling is a less intensive data collection method.

40
Q

Motivating operations

A

States which temporarily decrease or increase the effectiveness of a reinforcer

Motivating operations can influence the value of reinforcers at a given time.

41
Q

Multiple stimulus with replacement (MSW)

A

Presenting an array of 6-8 items, allowing the learner to choose one. After a short period of time, remove the item and present a new array

MSW assessments help identify preferences when selecting from a variety of options.

42
Q

Multiple stimulus without replacement (MSWO)

A

Presenting 6-8 items and allowing the learner to choose one. After a short time, remove the item and allow them to pick another

MSWO assessments help identify preferences without replacement options.

43
Q

Naturalistic teaching

A

Teaching in the natural environment, using a learner’s MO

Naturalistic teaching promotes learning in authentic settings.

44
Q

Ongoing supervision requirements

A

At least 5% of direct hours supervised monthly

At least 2 contacts with supervisor

At least one observation working with a client

Ongoing supervision ensures quality and consistency in behavior intervention.

45
Q

Partial interval recording

A

Recording whether the behavior occurred at any point during an interval

Partial interval recording is used when the exact duration of a behavior is not necessary.

46
Q

Paired stimulus preference assessment

A

Presenting two options and allowing the learner to choose one. Repeat this until each item is paired twice

Paired stimulus assessments help identify preferences between two options.

47
Q

Permanent product recording

A

Recording a behavior based on the effect it had on the environment

Permanent product recording is used when direct observation is not possible.

48
Q

Preference assessments

A

Assessments used to identify what a learner prefers

Preference assessments inform the selection of reinforcers and motivators.

49
Q

Prompt fading

A

Reducing prompts from more intrusive to less intrusive

Prompt fading helps learners become more independent in their responses.

50
Q

Prompting

A

Cues used to evoke the target response

Prompting is gradually faded out as the learner becomes more proficient in the behavior.

51
Q

RBT’s Role

A

Implementing direct treatment

The role of a Registered Behavior Technician (RBT) involves implementing behavior intervention plans under the supervision of a BCBA.

52
Q

Permanent product recording

A

Recording a behavior based on the effect it had on the environment

Example sentence: The teacher used permanent product recording to track how many times the student completed their homework.

53
Q

Preference assessments

A

Assessments used to identify what a learner prefers

Additional information: Preference assessments are crucial in designing effective reinforcement strategies.

54
Q

Prompt fading

A

Reducing prompts from more intrusive to less intrusive

Example sentence: The therapist implemented prompt fading to help the learner become more independent in completing tasks.

55
Q

Prompting

A

Cues used to evoke the target response

56
Q

RBT’s Role

A

Implementing direct treatment, following plans created by the BCBA

57
Q

Rate/Frequency

A

The number of times a behavior occurs across a specified period of time

58
Q

Shaping

A

Reinforcing systematic approximations toward an end behavior

59
Q

Single stimulus preference assessment

A

Present one item and record data on the learner’s response to the item

60
Q

Skill acquisition plan

A

A plan used to outline procedures to teach a skill

61
Q

Task analysis

A

Breaking down a complex skill into individual steps

62
Q

Token economy

A

A reinforcement procedure consisting of tokens, target behaviors, and backup reinforcers

63
Q

Total task chaining

A

Chaining procedure where the learner completes steps they can independently and receives support for steps they cannot do independently

64
Q

Unconditioned reinforcer

A

Things that are innately reinforcing

65
Q

Variable interval (VI)

A

Reinforcing after a varied amount of time

66
Q

Variable ratio (VR)

A

Reinforcing after a varied number of responses

67
Q

Whole interval recording

A

Recording whether the behavior occurred during the full interval

68
Q

X-Axis

A

Axis of line graph which includes a measure of time

69
Q

Y-Axis

A

Axis of line graph which includes a measure of behavior

RBT (1 decks)

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