RBT competency assessment practice

Continuous measurement

involves recording every instance of a behavior during a specified period (typically used for behaviors that have clear beginning and end points)

Frequency

the number of times a behavior occurs within a specific period

Duration

how long a behavior lasts from start to finish

Latency

the time from a specific stimulus to the onset of the behavior

IRT (Inter-Response Time)

elapsed time between two consecutive instances of the same behavior

Discontinuous Measurement

involves recording a sample of behavior during a specified period, rather than every instance (typically used for behaviors that occur at high rates or are difficult to observe continuously).

Partial Interval Recording

records whether the behavior (or absence of the behavior) occurred at any time during the interval

Whole Interval Recording

records if the behavior (or absence of the behavior) occurred throughout the entire interval

Momentary Time Sampling

observes and records if the behavior is occurring at specific moments (typically the last moment of an interval)

Graphs

Y-axis (vertical) is behavior, X-axis (horizontal) is time.

Level

general position of data on the y-axis.

• High level= behavior occurs frequently or at high intensity.

• Low level= behavior occurs less often or with reduced frequency.

Variability

degree of fluctuation between points.

• High variability= harder to interpret changes

• Low variability= stronger evidence that changes in level or trend are meaningful.

Trend

overall direction (increasing, decreasing, stable).

• Ascending= behavior increasing

• Descending= behavior decreasing

• Stable/flat= little to no change in behavior

• Flat trend: a trend where the data path is essentially horizontal, showing little to no slope across sessions

• No trend: a data pattern without a consistent direction. The points move up and down without forming an orderly slope

Overlap

how much data from one phase falls into another’s range.

• Low overlap= stronger treatment effect

• High overlap= weaker evidence of change.

Preference assessments

a systematic way to identify items, activities, or stimuli that a client prefers. These preferred items can then be used as reinforcers to increase motivation and support skill acquisition.

Free Operant

The client has free access to multiple items, and the RBT observes what they choose and how long they interact with each item.

Single Stimulus (SS)

One item is presented at a time, and the client chooses whether to interact with it.

Paired Stimulus (Forced Choice)

Two items are presented, and the client chooses one.

Multiple Stimulus Without Replacement (MSWO)

Several items are presented, and the client chooses one. The chosen item is removed, and the process continues.

Multiple Stimulus With Replacement (MSW)

Several items are presented, and the client chooses one. The chosen items are returned to the group, and the process continues.

ABA data

the systematic observation and recording of the Antecedents, Behaviors, and Consequences of a target behavior. It helps identify functions and patterns related to behaviors and guides in developing effective behavior intervention strategies.

Antecedents

Events, situations, or circumstances that occur immediately before the behavior.

Behaviors

The observable and measurable actions or responses of the individual.

Consequences

Events or stimuli that immediately follow the behavior, influencing its future occurrence.

Discrete Trial Teaching (DTT)

a structured teaching method where skills are broken into small steps and taught in repeated trials with a clear beginning, middle, and end.

•  1) SD→ 2) Prompt→ 3) Response→ 4) Consequence→  5) Intertrial Interval

Naturalistic Teaching

uses the child’s natural environment and interests to teach skills during play or daily routines.

Chaining (in a Task Analysis)

a type of teaching procedure used for skills that have multiple steps, breaking down a long behavior into teachable units.

Forward Chaining

involves teaching a behavior or skill by breaking it down into small steps and teaching each step in sequential order from beginning to end.

Backward chaining

involves teaching a behavior or skill by initially helping with all the initial steps of a task sequence, and then focusing on teaching the learner the final step. Once the learner has mastered the final step, you gradually move backward through the chain of steps.

Total Task Analysis

involves identifying and sequencing all the steps necessary to complete a task from start to finish.

Shaping

the process of reinforcing gradual changes in behavior so they begin to look like the target behavior. Shape through frequency, duration, latency, and intensity.

Discrimination Training

establishes relations between things (X is this, not that. Reinforcing behavior in the presence of one stimulus and not another by teaching the client to tell the difference between two or more stimuli

Stimulus Control

after discrimination training, a behavior occurs more under one stimulus than another.

Stimulus Control Transfer

a process in which prompts are removed once the target behavior is occurring in the presence of the SD.

Prompts

supplementary antecedent stimuli used to occasion a correct response in the presence of an SD (i.e., a 'hint' provided directly after an instruction to aid in the learner's response).

Least-to-Most (L M)

Starting with the low-level support and increasing help only if needed.

Most-to-Least (M L)

Starting with high-level support and fading to less intrusive prompts.

Positional

Arranging materials to make the correct choice easier, such as placing the correct item closer to the learner.

Verbal

Spoken words or instructions (e.g., "Say 'blue'" or "What comes next?").

Visual

Using pictures, written words, or checklists to guide behavior.

Gestural

Using gestures like pointing or nodding to indicate the correct answer.

Modeling

Demonstrating the desired behavior for the learner to imitate.

Physical

Physically guiding a learner's movements, such as hand-over-hand assistance.

Token Economy]

a system of behavior modification designed to increase target behaviors and decrease defined undesirable behaviors when used with “response cost.”

Backup Reinforcer

reinforcers that can be purchased with “tokens”.

Response Cost

removing reinforcement for an undesirable behavior.

Crisis/emergency

steps to take during dangerous or unexpected situations to keep everyone safe. Alert a BCBA immediately and use trained procedures, such as blocking, to keep clients safe. Always report incidents. 

Antecedent Interventions

methods used prior to the behavior to increase/decrease probability of occurrence.

Differential Reinforcement

the delivery of reinforcement following specific targeted behaviors for increase and no delivery of reinforcement following behaviors targeted for decrease.

DRA (Differential Reinforcement of Alternative Behavior)

involves providing reinforcement when an individual demonstrates an alternative behavior; reinforcing an acceptable replacement behavior.

DRO (Differential Reinforcement of Other Behavior)

involves the delivery of a reinforcer following the absence of a target behavior for a specified period of time; a client engages in anything other than the targeted behavior.

Differential Reinforcement of Incompatible Behavior (DRI)

reinforcement is delivered for a behavior that cannot physically occur at the same time as the behavior targeted for reduction, making the two behaviors mutually exclusive or incompatible.

Differential Reinforcement of Low Rates (DRL)

a procedure where reinforcement is delivered when a behavior occurs at or below a specific rate.

Differential Reinforcement of High Rates (DRH)

reinforcement is delivered only when a behavior occurs at or above a specific rate.

Extinction

a procedure in which reinforcement of a previously reinforced behavior is discontinued, causing occurrences of that behavior to decrease.