RBT Competency Assessment

Frequency

count

duration

how long the behavior lasts

latency

time between SD being given and the beginning of the response

continuous measurement

record every instance of behavior

IRT - Interresponse Time

time between two instances of the same behavior

rate

frequency of a behavior occurring per unit of time

discontinuous measurement

record samples of a behavior in intervals

whole-interval recording

if the behavior occurs for the entire interval

partial-interval recording

if the behavior occurs AT ALL in the interval

momentary time sampling

if the behavior is occurring at the end of the interval

permanent product

observation of end result of the behavior

Data and Graphs

used to summarize, analyze, and communicate data to make decisions (visual analysis)

indirect preference assessment

surveys and interviews with clients, caregivers

direct preference assessments

free operant, single stimulus, paired/force choice, multiple stimulus with replacement(MSW), multiple stimulus without replacement(MSWO)

free operant

many stimuli presented at once within a space for free access, time how long the learner spends with each item

Single Stimulus

one item presented at a time in random order, measure approach, whether they engage, and duration of engagement

paired/force choice

two items presented at a time, learner picks one and engages for a set amount of time, all items must be present with one another

Multiple Stimulus With Replacement (MSW)

+3 items presented at once, learner picks one and engages for a set time, chosen item is put back with selections, continues until all items are presented together

Multiple Stimulus Without Replacement(MSWO)

all items presented at once, learner chooses an item and engages one for a set time, continues until all items are selected, usually done multiple times to ensure accuracy

ABC Data

antecendent, behavior, consequence

discrete-trial teaching

structured, systematic method, skills are broken down into specific parts and taught with a clear SD, RESPONSE, AND CONSEQUENCE

error correction

taking the learner from incorrect responses to correct/independent responses

naturalistic teaching

less structured, using learner's natural motivation, embed tasks into natural environment and routines, natural reinforces for task, common stimuli in natural environment

capture learning opportunities

capitalizing on opportunities as they naturally occur

contrive learning opportunities

setting up the enviornment in a specific way to create opportunities

chaining

breaking up larger behaviors into smaller more manageable tasks

open

steps currently being taught or that the learner can perform

closed

steps that are immediately prompted (errorless)

total task chaining

ALL steps are open from the beginning

forward task chaining

steps are opened from the beginning of the chain

backward task chaining

steps are opened from the end of the chain until all steps are opened

shaping

gradually reinforcing new forms of behavior from its current form(entry behavior) to your eventual goal (terminal behavior)

successive approximation

a response or behavior that is progressively closer to the targeted terminal behavior

discrimination training

systematically teaching a learner what stimuli recieve reinforcement and which do not for a specific response

SD (discriminative stimulus)

reinforcement is available

stimulus delta

reinforcement is not available

stimulus control

a stimulus is presented and evokes a specific behavior

stimulus control transfer

fading prompts, transferring control from one SD to our chosen SD or natural cue

prompting

supplemental cue in addition to natural cue to engage in specific behavior

physical prompts

full, partial (above elbow), graduated guidance (shadowing)

verbal prompts

direct or indirect vocal instructions, signs and visuals

model prompts

demonstrating all or part of a task (video, in person)

movement prompts

gestures, pointing, hand motions, eye gaze to cue

redundancy prompts

emphasizing shape, size, color of stimulus

positional prompts

placing stimulus in more prominent position

least-to-most

less to more intrusive prompts as needed

most-to-least

most intrusive prompt gradually move to less intrusive prompt

stimulus fading

gradually reduce the presence of the supplemental stimulus/prompt until just the natural cue remains

errorless teaching

providing prompts before behavior to prevent errors

token economies

delivery of generalized conditioned reinforcement in the form of tokens that can be exchanged for actual tangible reinforcement or activities

prevention

behavior intervention plan, environment set up

de-escalation

removing triggering stimulus, communication, crisis intervention protocol

line graph

used to show changes in a behavior over time

bar graph

allows us to compare against categories

antecedent interventions

take place before the behavior to present undesirable behaviors and make desired behaviors more likely

motivating operation

environmental variable with two effects: value altering, behavior altering

value altering

makes reinforcers more or less valuable

behavior altering

makes behaivors more or less likely

response effort

how hard or easy it is to engage in a behavior

activity schedules

use words and/or pictures to show steps needed to complete an activity

priming

a reminder/statement preparing learner for something that is about to occur

visual timers

timers with visual or auditory components to signal how much time is left

noncontingent reinforcement (NCR)

providing something (like attention or tangible) based on a time/schedule to decrease motivation to engage in certain behaviors

high-probability instructional sequence

present 2-5 easy directions followed by a harder taks (behavioral momentum)

opportunities to respond (OTR)

providing frequent opportunities to respond during instruction with quick pacing

task interspersal

mixing easier and harder tasks together to keep momentum going, but not in a specific sequence

chunking

breaking tasks into smaller parts

environmental arrangement

setting up environment for success (putting dangerous items away, free of clutter/distractions, keep materials readily available/accessible)

differential reinforcement

providing reinforcement more for one behavior and less/none for another in order to increase/decrease behaviors

functional communication training

DRA procedure where the alternate behavior is some type of communication

differential reinforcement of alternative behavior (DRA)

reinforce behavior that serves same function as reduced behavior

differential reinforcement of other behavior (DRO)

reinforce for ZERO rates of behavior over specific interval

differential reinforcement of incompatible behavior (DRI)

reinforce behavior that cannot physically happen at the same time as the interfering behavior

differential reinforcements of high rates (DRH)

reinforce when behavior occurs above a certain rate

differential reinforcements of low rates (DRL)

reinforce when certain behavior occurs below a certain rate

extinction

when a behavior is no longer being reinforced as it once was causing a decrease in the rate of behavior (goal to zero)

extinction burst

temporary increase in the rate of behavior following implementation of extiction

spontaneous recovery

when the behavior occurs again after previously decreasing to zero

extiction reduced variability

learner tries new responses/behaviors to get their need met, OR emotional outbursts and aggression