RBT exam

Continuous Measurement

measuring every instance of a behavior that occurs during the observation period, leaving no opportunity for any behavior to go unnoticed.

CM Pros and Cons

Time consuming

Greater effort

Good for rapid behavior

Low base rate

Good for pattern and context

Types of Continuous Measurement

Frequency

Rate

Duration

Inter-response Time (IRT)

Latency

Frequency

Count the number of times a behavior occurs during the observation period. Tally or Number.

Frequency Pros and Cons

Good for those with clear beginning and end

Good for quick behaviors

Straightforward

Rate

counting the number of times a behavior occurs over the time elapsed during the observation period. Behavior’s occurrence per unit of time.

Rate Pros and Cons

Good for those behaviors that occur frequently and briefly

Comparison between different observation period or individuals

Tracks changes in behavior over time

Good for tracking progress

Duration

records the length of time a behavior occurs. Start stopwatch when the behavior begins and stop when the behavior ends.

Duration pros and cons

Objective measure

Good for long lasting behaviors

Can be averaged

Inter-response Time (IRT)

duration between consecutive occurrences of a behavior. Stopwatch started when one instance of behavior ends and stopped when the next instance of behavior begins.

IRT Pros and Cons

Good for consistency and timing of behavior

Average of multiple instances

Good for patterns or time lapses.

Opposite of duration

Latency

amount of time that elapses between the presentation of a prompt or instruction and the initiation of the corresponding behavior. Stop watch when instruction begins and when stopping when behavior begins.

Latency Pros and Cons

Useful for delays

Effectiveness of prompts and instructions

Discontinuous measurement

taking samples of the target behavior rather than measuring every instance of behavior within the observation period. Divide the period into intervals (10 secs, 1 min). During interval, record whether the behavior occured.

Discontinuous pros and cons

less valid and accurate

can be effective

Types of discontinuous measurement

Partial interval

Whole interval

Momentary Time Sampling (MTS)

Partial Interval

recording the presence or absence of a behavior during brief intervals of time. Occurred at ANY point.(Plus or minus)

Partial interval pros and cons

tends to overestimates the occurrence

Might not use for frequency or duration

Good for monitoring the presence or absence of behaviors

Whole Interval

recording the presence or absence of a behavior during brief intervals of time. Occurred for the ENTIRE interval (plus or minus).

Whole interval Pros and cons

Tends to underestimate

Requires it for the entire duration

May not be accurate for frequency

Useful for duration of behaviors or encourage consistent behaviors

Momentary Time sampling (MTS)

Where the presence or absence of a behavior is recorded at the end of an interval. (Plus or minus)

MTS pros and cons

Useful when observing a large group.

Useful when continuous observation is impractical

Less detailed information

Permanent Product procedures

documenting the products it produces, rather than observing the behavior itself. (Recording number of completed tasks, items assembled or assignments turned in.)

Permanent product procedures pros and cons

Can be completed at any time

Doesn’t capture the behavior being actually performed

Most useful when measuring behaviors that result in tangible products

Rules for Graphing

1.) Label the horizontal axis (x) with sessions or days

2.) Label the vertical axis (y) with the type of measurement you are using

3.) Graph one data point for every session

4.) Draw a solid line connecting data points in the same phase

5.) Draw a vertical phase line to separate phases of treatment

6.) Do not connect data points between different phases

7.) Use different symbols to depict different behavior on the same graph

8.) Use a legend or written names with arrows to label the different behaviors if more than one behavior is depicted on the same graph.

Operational Definition

Provides a clear and concise description of the behavior in observable and measurable terms.

Objective- aspects of behavior, not unobservable internal states

Clear- anyone should be able to understand

Complete- all the info necessary for you to discriminate between the behavior and other behaviors that are similar but do not count.

Individualized- the forms of a behavior that one individual display will likely be different from those of another.

Preference Assessments

systematic set of procedures used to identify and rank the stimuli that may function as reinforcers for a specific behavior or behaviors. Determine which stimuli are most effective at increasing the rate of a behavior when delivered after its occurrence.

Preference Assessments pros and cons

individualize treatment plans

maximize the effectiveness of interventions

Types of preference assessments

single stimulus

paired choice

multiple stimulus with replacement

multiple stimulus without replacement

Natural Free Operant Preference Assessment

identify a client’s preferred items or activities in a natural setting. This technique involves observing the client in their natural environment and noting their spontaneous interactions and preferences. Therapist doesn’t interfere, but notes the duration and frequency then ranks items.

NFO preference Assessment pros and cons

Allows for client to be observed in natural environment

Useful for clients with more advanced communication skills

Useful for those who respond well to structured assessments

Contrived Free Operant Preference Assessment

to identify a client's preferred items or activities in a structured setting. This technique involves providing the client with a range of items or activities and observing their spontaneous interactions and preferences. During the assessment, the therapist presents the client with an array of items or activities and allows them to interact with each item freely and without any prompts or cues. The client is free to explore and interact with each item for a period of time, typically ranging from 1-3 minutes

Contrived Free Operant Preference Assessment Pros and Cons

allows the therapist to identify items or activities that the client may not have had exposure to previously

useful for clients with limited communication skills or developmental delays,

Single item Preference Assessment

presenting various items to the student in a structured manner. The therapist carefully records the student's response to each item presented, which can fall into one of three categories: consumption or interaction with the item, no response to the item, or avoidance of the item. Ranks based on frequency of interaction.

Paired Choice Preference Assessment

the therapist utilizes a method that involves presenting two items to the student and carefully recording which item the student chooses. The student is then allowed to interact with the chosen item for a 30- second period. This process is repeated with different pairs of items, presented in a random order to prevent any potential bias. Ranked by frequency of selection.

Paired Choice Pros and cons

Useful if the student plays with most items during single

Multiple Stimulus Preference Assessment with Replacement

to identify the student's preferred items or activities. During this assessment, the therapist presents the student with several items at the same time and records which item the student chooses to interact with. The therapist places it back into the mix of multiple items.

MSW Pros and Cons

allows for repeated opportunities for the individual to choose each item, thereby reducing the likelihood of the individual continually selecting the same item.

One potential downside of this method is that the student may continually pick the same item repeatedly, which may not provide a clear ranking order of preferred reinforcers

Multiple Stimulus Preference Assessment without Replacement (MSWO)

Determine the preferred items or activities of an individual. During the assessment, the therapist presents the individual with a set of items and records which item they choose to interact with. The individual is allowed to interact with the chosen item for a predetermined period of time, such as 30 seconds. Once the time period is up, the therapist removes the item and presents a new set of items.

Baseline

A starting point for understanding the current skill level of a student before beginning any interventions.

Baseline Probe

the therapist will present a prompt or a request to the student, and then record their response. The therapist will typically conduct three to five baseline probes to establish a reliable probe.

Baseline Pros and Cons

Identify strengths and weaknesses

Used to develop treatment plan

Skill Assessments

Are commonly used to evaluate student progress. These assessments typically come in packaged products that contain comprehensive evaluation tools, scoring criteria, and interpretation guidelines

Types of Skill Assessments

Verbal Behavior Milestones Assessments and Placement Program (VB-MAPP)

Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)

Vineland Adaptive Behavior Scales (Vineland-3)

Curriculum-Based Assessments/Measurements (CBA/M)

the direct and repeated assessment of targeted skills in basic areas such as math, reading, writing, and spelling. These methods are designed to provide accurate and ongoing information about a student's strengths and weaknesses in a particular subject area

Functional Assessment Procedures (FBA)

identify the underlying function or purpose of maladaptive behaviors exhibited by individuals with developmental or behavioral disorders. By identifying the function of these behaviors, therapists can develop effective interventions to reduce the occurrence of maladaptive behaviors and increase the occurrence of prosocial behaviors.

Indirect FBA procedures

collecting information from sources other than direct observation of the individual's behavior. This may include reviewing medical or educational records, conducting interviews with family members or caregivers, and using rating scales to assess the individual's behavior.

Direct FBA procedures

observing and measuring the individual's behavior in real-time. These procedures are critical in identifying the specific factors that trigger and maintain maladaptive behaviors, as well as identifying areas of strength that can be leveraged in developing interventions.

Functional Analysis Assessment

determine the function of a behavior by manipulating the environment. The purpose of this assessment is to identify the specific environmental variables that trigger and maintain maladaptive behaviors, as well as the potential reinforcing consequences that maintain the behavior

Antecedent Behavior Consequence (ABC)

gather information about the occurrence and function of a behavior. The observer records the Antecedent, Behavior, and Consequence of a behavior.

Antecedent

events or situations that occur immediately before the behavior of interest.

Behaviors

any observable and measurable action or response of the individual that is of interest.

Consequences

immediate events that follow the behavior. (Positive or Negative)

Skill Acquisition

Outlines the strategies and procedures for increasing the individual’’s skills in various domains. Clear and measurable goals for the individual, and it outlines how therapists and caregivers will teach and reinforce the targeted skills. The plan may include a combination of teaching techniques, such as prompting, shaping, modeling, and reinforcement.

Components of Skills Plan

1. Overall goals for students

2. Instrumental goals for students

3. What type of technique should be used to teach the skill

4. What type of prompting should be used

5. What is mastery of the goal

6. What type of reinforcement strategies will be used

7. A plan for generalization and maintenance

Reinforcer

any consquenece that increases the likelihood of a behavior being repeated in the future.

Positive Reinforcement

desirable stimuli that are added to the environment after a behavior occurs and that increase the likelihood of that behavior occurring again.

Positive Reinforcement pros and cons

focuses on increasing the frequency and strength of desired behaviors through the use of enjoyable and meaningful rewards.

should be administered consistently

immediately following the desired behavior.

Negative Reinforcer

aversive or unpleasant stimuli that are taken from the environment after a behavior occurs and that increase the likelihood of that behavior occurring again. (Taking painkillers to alleviate a headache)

Punisher

any consequence that decreases the likelihood of a behavior being repeated in the future.

Postive Punishment

adding an aversive stimulus to the environment, such as a reprimand or physical consequence, to decrease the likelihood of a behavior being repeated. Associating the unwanted behavior with an unpleasant outcome makes the behavior less likely to occur in the future.

Negative Punishment

introduction of a negative consequence or the removal of a positive stimulus to decrease the future probability of a behavior occurring.

Unconditioned Reinforcement

Certain stimuli or events, known as primary reinforcers, are inherently reinforcing to all individuals, regardless of their previous experiences or learning histories. Examples of primary reinforcers include food, water, warmth, pleasure, and air, which are essential for survival.

Conditioned Reinforcers

stimuli or events that become reinforcing through their association with primary reinforcers or other secondary reinforcers. Example is money.

Continuous Reinforcement

reinforcers every correct response of the target behavior. When a behavior is reinforced consistently, the behavior will occur more consistently and frequently, making it more likely to become a habit or a part of the individual's repertoire of skills

Intermittent Reinforcement

reinforcement does not occur after every response, but rather on a more unpredictable basis. This schedule is less predictable and more resistant to extinction compared to continuous reinforcement

Intermittent Reinforcement pros and cons

effective in maintaining a behavior over the long term

More persistent behavior

Types of Intermittent Reinforcement

Fixed Ratio

Variable Ratio

Fixed Interval

Variable Interval

Fixed- set number

Variable- random number

Ratio- responses

Interval- time

Fixed Ratio (FR)

reinforcement is provided after a fixed number of responses.

Fixed Ratio pros and cons

Effective for establishing and maintaining a behavior

Clear and predictable schedule

Rapid decrease in the behavior one reinforcement is no longer provided

Fixed Interval (FI)

reinforcement is provided after a fixed amount of time has passed.

Fixed Interval pros and cons

effective in establishing and maintaining behaviors that require a consistent amount of time to complete

encourage individuals to engage in the behavior consistently over time

decrease in behavior immediately after reinforcement is provided, as the individual may not be motivated to continue engaging in the behavior until the next reinforcement interval

Not effective for behaviors that need immediate and frequent reinforcement

Variable Ratio (VR)

Reinforcement is provided after an average number of responses, but the exact number of responses required for reinforcement is unknown.

Variable Ratio pros and cons

This unpredictability of the reinforcement makes it highly effective and resistant to extinction. Can also lead to addictive behaviors, such as compulsive gambling.

Variable Interval (VI)

reinforcement is provided after a variable amount of time has passed since the last reinforcement was delivered.

Variable Interval pros and cons

Effective in maintaining behavior because they prevent learners from anticipating when the next reinforcement will be delivered

Unpredictability makes the behavior more resistant to extinction.

Given over time

Discrete Trial Training

breaking down skills into smaller, manageable parts and teaching them in a structured and systematic way.

Three parts to a discrete trial

1. Instruction or SD delivered by the therapist

2. Students response/behavior

3. Prompt if needed

4. The consequence/reinforcement delivered by the therapist

Naturalistic training procedures

teach skills to students in a more natural and functional way. The goal is to increase the likelihood that the student will use the skills in a variety of settings and situations.

Naturalistic training procedures pros and cons

embedded within play or everyday routines

can be individualized

student-directed learning

mastered skills are interspersed

Naturalistic training procedure features

1. Student directed learning

2. Reinforcers are related to the teaching and environment

3. Motivation imbedded in the teaching or play

4. Interspersed mastered skills

Task Analysis

break down complex skills or behaviors into smaller, more manageable components. The process involves identifying the specific steps required to complete a task and arranging them in a sequence. The purpose of task analysis is to make it easier for the student to learn a new skill by breaking it down into smaller and more manageable parts. By teaching each step individually and sequentially, the student is able to learn and master the overall task more effectively.

Behavior Chain

it is a series of behaviors that are linked together to complete a specific task or goal. Each behavior in the chain must be performed in a particular order to achieve the desired outcome

Forward Chaining

training begins with the first behavior in the sequence. The student learns to perform the first step independently while the therapist completes all other steps. Training only occurs on the steps previously mastered and the current step, with no training on steps after that. Once the first step is mastered, the therapist moves on to the next step, and the student learns to perform the first and second steps independently, and so on until the entire behavior chain is mastered. Forward chaining helps students to learn complex skills by starting with the first steps and gradually building up to the more complex steps.

Backwards Chaining

The therapist or teacher will complete all steps except for the last one, which the student is required to do independently. The student masters that last step before moving on to the second to last step, with the therapist performing all other steps until the student can perform that second to last step independently, and so on until the entire sequence is mastered. Backward chaining is often used for tasks that have a clearly defined end point, such as putting on a shirt, where the final step is buttoning the shirt.

Total Task Chaining

teaching all the steps in the chain during every training session, with therapist assistance (prompting) provided on every step.The student is encouraged to complete each step independently, but if they require assistance, the therapist provides the necessary support to ensure success. The goal of total task chaining is for the student to eventually be able to complete the behavior chain independently, without any prompting or assistance.

Discrimination Training

to teach individuals to respond differently to different stimuli. The goal of discrimination training is to teach an individual to respond appropriately to specific stimuli and to withhold the response to other stimuli.

Discriminative Stimuli (SD)

specific environmental cues or events that signal the availability of reinforcement for a particular behavior. Can be any type of sensory cue or event, including visual, auditory, olfactory, and tactile cues.

S-Delta

signals the absence of reinforcement for a particular behavior. Are important because they help to clarify the specific conditions under which a behavior will and will not be reinforced.

S-Delta versus Punishment

S-deltas work by removing the possibility of reinforcement for that behavior, whereas punishment involves the presentation of an aversive consequence. Additionally, S-deltas do not involve any direct consequence for the individual, whereas punishment can involve negative consequences such as pain or discomfort.

Stimulus Control

Ability of a particular environmental cue to reliably elicit or suppress a specific behavior. The occurrence of a behavior is influenced by the presence or absence of specific stimuli in the environment

Stimulus Discrimination

ability to differentiate between stimuli and respond appropriately to each one based on their unique characteristics. By systematically presenting stimuli that are similar to the controlling stimulus but do not result in reinforcement, individuals can learn to discriminate between the different stimuli and respond appropriately to each one

Stimulus Generalization

occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus.

Prompts

a technique used to help individuals learn new skills or behaviors by providing cues or hints to guide their behavior.

Types of Prompts

Full Physical

Partial Physical

Model

Full Verbal

Partial Verbal

Gestural

Visual

Physical Prompt

Used to teach individuals new skills or behaviors by providing physical assistance. Physically guiding the individual's body or body part to perform the desired behavior.

Full Physical

providing complete physical assistance to the individual to perform the desired behavior

Partial Physical

providing partial assistance, such as guiding the individual's hand partway to the desired position

Model Prompt

involve demonstrating the desired behavior or skill for the individual to imitate. Allows the individual to observe and imitate the desired behavior in a natural setting, without any physical guidance or prompting.

Verbal Prompt

involve using supplementary words, instructions, or questions to help the individual understand what is expected of them and how to perform the desired behavior.