RBT Test

How much do RBTs need to be supervised?

How much do RBTs need to be supervised?

5%

7 dimensions of ABA- Generality

teach in ways that the skills/ behaviors occur in environments beyond the teaching environment

7 dimensions of ABA- Effective

use interventions that work and are monitored to evaluate impact on behavior

7 dimensions of ABA- Technological

uses procedures that are described clearly and concisely

7 dimensions of ABA- Applied

focuses on producing meaningful change

7 dimensions of ABA- Conceptually Systematic

procedures are always linked to the basic principles of behavior

7 dimensions of ABA- Analytic

monitors the effect of the environment on behavior by manipulating variables

7 dimensions of ABA- Behavioral

targets behavior that is observable and measurable

topography

what a behavior looks like

function

the reason why the organism is engaging in the behavior

operant

a behavior and its corresponding antecedent and consequence

repertoire

a set of behaviors a person can do w ease

response

a single instance of behavior

stimulus

a change in the environment that can affect behavior

antecedent

an environment condition or stimulus change existing prior to the target behavior, evokes or abates behavior

precursor

mini behavior before the main behavior, reliably comes before

reinforcement

type of consequence, a behavior is followed closely in time by a stimulus event that results in an increase in the future frequency

positive reinforcement

adding or increasing stimulus which increases the behavior

ex- getting scolded for hitting, which makes him hit more for the attention

negative reinforcement

removing something from the environment which increases the behavior

ex- yelling during circle time so that you’ll get removed from it bc you don’t like it, this increases yelling in the future

unconditioned/ primary reinforcer

born with a like and motivation to get this item (need for it), not learned

ex- food, shelter, water

conditioned/ secondary reinforcer

previously neutral stimulus change that has acquired the capability to function as a reinforcer

ex- money, stickers, tokens

punishment

a type of consequence, environmental change that follows a response and decreases the future frequency of that behavior

ex- getting a speeding ticket, paying it, and speeding less in the future

positive punishment

stimulus added or increased to decrease behavior

ex- child gets bullied for a shirt he wore, never wears shirt again

negative punishment

stimulus is removed/ reduced to decrease behavior in the future

ex- child plays with classmates, kid picks nose, classmates stop playing w child, child never picks nose again

extinction

a type on consequence where we withhold a reinforcement that someone typically gets for a behavior to decrease it

ex- boy cussing, mom consistently says stop, boy curses more, mom ignores cursing now, cursing stops

inter-response time

the amount of time that elapses between two successive responses

ex- time between each scream

latency

the amount of time between the onset of a stimulus and the response

ex- it took 30sec for her to pick up her toys after being told to do so

continuous measurement

a variety of methods for continuously observing and recording an individual’s behavior over a period of time

discontinuous measurement

variety of methods for observing and recording behavior during intervals or at specific moments, does not capture every instance

partial interval recording

taking a total recording time and breaking it into small intervals and recording if the behavior happened at all in each interval

whole interval recording

taking a total recording time and breaking it into small intervals and recording if the behavior happened during the entire interval for each one

momentary time sampling

taking a total recording time and breaking it into small intervals and recording if the behavior happened at the end of each interval

permanent product

taking data on product of behavior

ex- taking data on the amount of hair pulled out as opposed to the behavior of pulling hair

echoics

hearing a verbal stimuli and repeating it (aka vocal imitation)

mands

a request for an item, attention, escape or information

benefits the speaker

tacts

labelling features in environment

SD is non verbal stimulus

intraverbals

speaker differentially responds to the verbal behavior of others

conversation

ex: “row row row your…” “boat!:

ex: “who won the game?” “OU”

intermittent reinforcement

some responses are reinforced

used to decrease inappropriate behavior

continuous reinforcement

every response is reinforced

used to build new behavior

ratio schedule

requires a number of responses to be emitted before reinforcement is delivered

interval schedule

requires an elapse of time before single response produces reinforcement

fixed ratio

certain set number needed to produce a reinforcer

variable ratio

requires the completion of around a number of responses to produce a reinforcer

ex- student raises hand and is called on about every 6 times

fixed interval

produces a reinforcement following the first response following a fixed duration of time

ex- teacher provides compliment for on task work every 2 minutes

variable interval

produces reinforcement following the first response following a variable duration of time

VB-MAPP

common assessment for kids w ASD

gives ages that each skill is observed in typically developed peers

ABLLS-R

common assessment for kids w ASD

clinicians teach skills client can’t do, and then they progressively get more advanced

SD

discriminative stimulus

the instruction or other antecedent evoking a response

ex- “touch your nose”

stimulus control

when a behavior occurs more often in the presence of a stimulus (but not its absence) due to past history of reinforcement

ex-a picture of a dog exerts “this term” over the response “dog”

stimulus generalization

refers to when different but physically similar stimuli evoke the same responses

ex- different dogs are all still dogs

response generalization

when a stimulus evokes multiple responses

ex- teach when someone says hello, you can respond with “hey” “hello” “hi”

DSR+BL

baseline

ensure attending, wait 5 secs. if correct, deliver reinforcement. if not, move on and no correcting

chaining

a teaching method for linking specific sequences of stimuli and responses to form new behaviors (types: forward, backward, total)

incidental teaching

capitalizing on moments where a learning opportunity is presented (mostly manding) in a natural moment

discrete trial instruction (DTI)

learning trials are presented in quick succession that has a clear beginning and end and repeatedly during a structured session

differential observing response (DOR)

a “pretrial” instruction

ex-

“say A” (ex of this)

“A!” (ex of this)

“good. now point to A”

*points to A

phase line

graphing term, menas the treatment changed

dotted, vertical line

x axis

represents passage of time

can be days, sessions, trials

y axis

measurement units for target behavior

can be rate, percentage, frequency, duration, latency

functions of behavior

why the behavior is occurring

functions of behavior: attention

positive reinforcement (increases behavior when this is added)

socially mediated

ex- facial expressions, praise, eye contact, scolding, physical reaction, touch

functions of behavior: tangible

positive reinforcement (increases behavior when this is added)

items we can get access to

socially mediated

ex- toys, food, drink, activities

functions of behavior: escape and avoidance

negative reinforcement (removal of something increases behavior)

removal of aversive task, event, situation

socially mediated

ex- removal, termination of task/ event/ situation

functions of behavior: automatic/ sensory

positive or negative reinforcement

not socially mediated

ex- rocking, repeating a sound, singing song to self, cracking knuckles

narrative recording

observer describes in detail what occurs during a given time period

what happens before and after behavior

descriptive assessment

abc recording

observer describes what happened before and after behavior each instance of the target behavior

identify patterns

use specific data sheets

descriptive assessment

scatterplot

notes the day and times that the target behavior occurs most

identifies specific patterns

time/events

not before and after behavior

descriptive assessment

functional analysis (FA)

direct manipulations of antecedents and consequences

we want target behavior to occur

ignore other behavior and reinforce the bad target behavior

what types of antecedents and consequences maintain problem behavior

control condition

gives constant attention and anything they want

ignores everything including target behavior

no problem behavior except maybe sensory

environmental enrichment

antecedent intervention

adding reinforcers to the environment prior to the occurrence of problem behavior

decreases motivation for the reinforcer and decreases likelihood that problem behavior will occur

ex- provide lots of attention before having a 10m phone call

task modifications and demand fading

antecedent intervention

changing some feature of demand to try to limit problem behavior

ex- pill swallowing: using dip n dot for now instead

• alter materials, effort requirement, make it more predictable, deliver demand at different time

non-contingent reinforcement (NCR)

antecedent intervention

only based on time

reinforcers delivered “for free”

reduces motivation for problem behavior

keep the reason for behavior tank full

differential reinforcement (DR)

consequence intervention

reinforcement for target behavior

all other behaviors on extinction

decrease problem behavior, reinforcing appropriate

ex- a baby cooing may once have gotten praise, but now that the baby can babble, praise is only given to the babble

DR of other behavior (DRO)

a procedure where you reinforce the absence of the target behavior which ultimately results in a decrease in the target behavior

ex- every 5 mins ask yourself if eloping occurred, if not break at the end of block

DR of alternative behavior (DRA)

a procedure where you reinforce the alternative and appropriate responses

decrease problem, increase alternative

ex- saying “help” instead of pinching therapist

DR of incompatible behavior (DRI)

a procedure where you reinforce a response that is physically incompatible with the problem behavior

when you sit down, you get attention to decrease eloping

DR of low rates of responding (DRL)

a procedure where you reinforce a response if it is less than a specific number of responses

ex- only allowed to get up out of seat 3 times, if 3 or under allowed a break

DR of high rates of responding (DRH)

a procedure where you reinforce a response if it is happening more than a specific number of responses

ex- if you wake up on time at least 3/5 days, you get ice cream

covert behavior

a behavior that you can not physically observe

think COVERing up the behavior bc you cannot see it

ex- thinking

overt behavior

behaviors of which you can see with your eyes

ex- movements, statements

components for functional behavior assessment

indirect assessment, analog assessment, descriptive direct assessment

examples of indirect assessments

questionnaire, interview

generalized conditioned reinforcers

stimuli that acquire reinforcing properties through association with multiple primary reinforcers. They can be used to reinforce a wide range of behaviors because they have been paired with various types of reinforcers in the past. Examples include money, tokens, and praise.

abolishing operation

works through satiation and decreasing the value of a stimulus.

ex- setting up stations like lifting, trampoline, jumping to get a lot of movement so the client doesnt seek it out

rbts must keep their supervision documentation for how many years?

7

percentage of occurrence

calculates the number of correct responses over a number of opportunities to get a percentage.

ex- pitching a child five baseballs and calculating that their percentage of hits over opportunities is 4(hits)/5(total opportunities) as an example

rate

a way to collect data that makes data comparable across various time limits

ex- average of 7 bouts per hour

ex- monday 1 hour tuesday 3 hours, you would use rate to compare mon and tues equally