RBT Exam Prep by David

Frequency

How often a behavior happens.

Example: Counting how many times a child raises their hand in class.

Latency

The time it takes for a behavior to start after a cue.

Example: Timing how long it takes for a student to begin working after being given a task.

Duration

How long a behavior lasts.

Example: Measuring the length of time a child spends on their homework.

Inter-Response Time

The time between two instances of the same behavior.

Example: Timing the gap between two bites of food during a meal.

Rate

Frequency of behavior over a specific time period.

Example: Counting how many times a student answers correctly in a 10-minute quiz.

Trials to Criterion

The number of attempts needed to reach a specific level of performance.

Example: Counting how many times it takes for a child to tie their shoes correctly.

Partial Interval Recording

Recording if a behavior occurs at any time during an interval.

Example: Checking if a student gets out of their seat at any point during 5-minute intervals.

Whole Interval Recording

Recording if a behavior occurs throughout the entire interval.

Example: Checking if a student stays on task for the entire 10-minute interval.

Momentary Interval Recording

Recording if a behavior occurs at the exact moment the interval ends.

Example: Checking if a student is on task at the end of each 5-minute interval.

Permanent Product Recording

Measuring behavior by its lasting effects or outcomes.

Example: Counting the number of completed math problems on a worksheet.

Preference Assessments

Methods to determine what items or activities a person likes.

Example: Presenting different toys to see which one a child chooses to play with.

Single Stimulus Preference Assessment

Presenting one item at a time to see if the person engages with it.

Example: Giving a child a toy and observing if they play with it.

Paired Choice Preference Assessment

Presenting two items at a time to see which one is chosen.

Example: Showing a child two snacks and noting which one they pick.

Multiple Stimulus Preference Assessment

Presenting several items at once and observing which one is chosen.

Example: Offering a selection of three toys and seeing which one a child grabs first.

Functional Behavior Assessment (FBA)

A process to identify the reasons behind challenging behaviors.

Example: Observing a child’s tantrums to determine if they are seeking attention.

Indirect Assessment

Gathering information about behavior through interviews and questionnaires.

Example: Asking parents about their child’s behavior at home.

Direct Observation

Watching and recording behavior as it occurs.

Example: Noting each time a child interrupts during a class.

Functional Analysis

Testing different situations to see what causes a behavior.

Example: Changing the environment to see if it affects a student’s disruptive actions.

Behavior Intervention Plans (BIP)

Strategies to address challenging behaviors.

Example: Creating a plan to reward a child for using polite language instead of shouting.

Probing

Testing to see what a person knows or can do without providing prompts.

Example: Asking a student to solve a math problem before teaching the steps.

Punishment

A consequence that decreases the likelihood of a behavior.

Example: Losing TV time for not completing homework.

Positive Punishment

Adding something unpleasant to decrease a behavior.

Example: Giving extra chores for misbehaving.

Negative Punishment

Taking away something pleasant to decrease a behavior.

Example: Removing a toy after a tantrum.

Reinforcement

A consequence that increases the likelihood of a behavior.

Example: Giving a treat for doing homework.

Positive Reinforcement

Adding something pleasant to increase a behavior.

Example: Praising a student for raising their hand.

Negative Reinforcement

Removing something unpleasant to increase a behavior.

Example: Ending a loud noise when a child completes their chores.

Unconditioned Reinforcement

Naturally reinforcing, without prior learning.

Example: Food satisfying hunger.

Conditioned Reinforcement

Learned reinforcement through association.

Example: Money, because it can buy things we like.

Continuous Reinforcement Schedule

Reinforcing a behavior every time it occurs.

Example: Giving a sticker every time a child says "please."

Intermittent Reinforcement Schedule

Reinforcing a behavior sometimes, not every time.

Example: Giving praise occasionally when a child cleans their room.

Fixed Ratio Reinforcement Schedule

Reinforcement after a set number of responses.

Example: Giving a reward after every 5 correct answers.

Variable Ratio Reinforcement Schedule

Reinforcement after a random number of responses.

Example: Slot machines, rewarding after an unpredictable number of plays.

Fixed Interval Reinforcement Schedule

Reinforcement after a set amount of time.

Example: Getting paid every two weeks.

Variable Interval Reinforcement Schedule

Reinforcement after varying amounts of time.

Example: Checking for a text message that comes at unpredictable times.

Prompting

Giving cues to encourage a behavior.

Example: Pointing to a word to help a child read it.

Verbal Prompting

Using words to guide behavior.

Example: Saying “What’s next?” to remind a child of their routine.

Gestural Prompting

Using gestures to guide behavior.

Example: Pointing to a chair to signal where to sit.

Modeling Prompting

Demonstrating the desired behavior.

Example: Showing how to tie shoelaces.

Physical Prompting

Physically guiding the person to perform a behavior.

Example: Holding a child’s hand to help them write.

Visual Prompting

Using visual aids to guide behavior.

Example: Picture schedules showing the steps of a task.

Prompt Fading

Gradually reducing prompts until they are no longer needed.

Example: Slowly removing hand-over-hand assistance as a child learns to cut with scissors.

Least-to-Most Prompting

Starting with the least intrusive prompt and increasing as needed.

Example: Starting with a verbal cue, then using a physical guide if necessary.

Most-to-Least Prompting

Starting with the most intrusive prompt and decreasing as needed.

Example: Starting with hand-over-hand help, then moving to a verbal cue.

Prompt Dependency

Relying on prompts to perform a behavior.

Example: A child waiting for a prompt before answering questions.

Shaping

Reinforcing successive steps toward a desired behavior.

Example: Rewarding a child for getting closer to saying a full sentence.

Successive Approximation

Small steps toward the target behavior.

Example: Rewarding each step of learning to ride a bike: sitting on it, putting their hand on the handlebar, pedaling, etc.

Chaining

Breaking a task into steps and teaching each step sequentially.

Example: Teaching each step of handwashing separately until the whole task is learned.

Forward Chaining

The first step is taught and reinforced first, with subsequent steps using errorless learning. This process is repeated until all steps are mastered.

Example: Washing Hands

Step 1: Turn on the water (taught and reinforced first).

Step 2: Wet hands (errorless or taught and reinforced after mastering Step 1).

Step 3: Apply soap (errorless or taught and reinforced after mastering Step 2).

Step 4: Scrub hands (errorless or taught and reinforced after mastering Step 3).

Step 5: Rinse hands (errorless or taught and reinforced after mastering Step 4).

Step 6: Turn off the water (errorless or taught and reinforced after mastering Step 5).

Step 7: Dry hands (errorless or taught and reinforced after mastering Step 6).

Backward Chaining

The last step is taught and reinforced first, with earlier steps using errorless learning. This process is repeated until all steps are mastered.

Example: Washing Hands

Step 1: Turn on the water (errorless or taught and reinforced after mastering Step 2).

Step 2: Wet hands (errorless or taught and reinforced after mastering Step 3).

Step 3: Apply soap (errorless or taught and reinforced after mastering Step 4).

Step 4: Scrub hands (errorless or taught and reinforced after mastering Step 5).

Step 5: Rinse hands (errorless or taught and reinforced after mastering Step 6).

Step 6: Turn off the water (errorless or taught and reinforced after mastering Step 7).

Step 7: Dry hands (taught to the learner and reinforced).

Total Task Chaining

Teaching all steps of a task at once and the learner is given support for only challenging steps

Example: Teaching all the steps of making a sandwich in one go.

Discrimination Training

Teaching to respond differently to different stimuli.

Example: Teaching a child to say "hello" to people but not to objects.

Generalization

Applying learned behavior in different settings.

Example: Using polite words at home and school.

Stimulus Generalization

Responding similarly to different but similar stimuli.

Example: Calling all four-legged pets "dog."

Response Generalization

Using different behaviors to achieve the same outcome.

Example: Waving or saying "hi" to greet someone.

Maintenance

Continuing to perform a behavior after it has been learned.

Example: Still using manners long after they were taught.

Task Analysis

Breaking a task into smaller, manageable steps.

Example: Listing steps to brush teeth: wet brush, apply paste, brush, rinse.

Functions of Behavior

The reasons why a behavior occurs.

Example: A child hitting to get attention.

Escape / Avoidance

Behavior aimed at getting away from something unpleasant.

Example: Pretending to be sick to avoid a test.

Attention

Behavior aimed at getting noticed by others.

Example: Yelling to get a teacher's attention.

Access to Tangibles

Behavior to get a physical item.

Example: Crying to get a toy.

Sensory / Automatic

Behavior that feels good on its own.

Example: Rocking back and forth because it feels soothing.

Antecedent Interventions

Changes made before a behavior occurs to prevent it.

Example: Rearranging the classroom to reduce distractions and improve focus.

High-probability Request Sequence

Giving easy requests followed by a harder one.

Example: Asking a student to touch their nose and then asking them to do their work.

Non-contingent reinforcement

Giving reinforcement at fixed times regardless of behavior.

Example: Giving a child a snack every hour regardless of what they are doing.

Environmental Modifications

Changing the surroundings to influence behavior.

Example: Reducing clutter in a classroom to help students focus.

Differential Reinforcement

Reinforcing a specific behavior while withholding reinforcement for others.

Example: Praising a child only when they raise their hand.

Differential Reinforcement of Other Behavior (DRO)

Reinforcing when the target behavior is not occurring.

Example: Rewarding a child for not yelling during a 10-minute period.

Differential Reinforcement of Incompatible Behavior (DRI)

Reinforcing a behavior that cannot occur with the undesired behavior.

Example: Praising sitting quietly, which cannot happen while running around.

Differential Reinforcement of Low Rates of Behavior (DRL)

Reinforcing lower rates of the undesired behavior.

Example: Rewarding a child for reducing the number of times they interrupt.

Differential Reinforcement of High Rates of Behavior (DRH)

Reinforcing higher rates of a desired behavior.

Example: Praising a student for increasing the number of completed assignments.

Differential Reinforcement of Alternative Behavior (DRA)

Reinforcing a different behavior to replace the undesired one.

Example: Praising a child for asking nicely instead of shouting.

Extinction

Stopping reinforcement for a behavior, leading to its decrease.

Example: Ignoring tantrums so they stop occurring.

Extinction Burst

A temporary increase in behavior when extinction is first implemented.

Example: A child cries more when their tantrums are first ignored.

Crisis / Emergency Procedures

Steps to take during dangerous or severe behavior.

Example: Using safe holds to prevent self-injury.

Data Collection

Recording information about behavior.

Example: Keeping a log of how often a student disrupts class.

Continuous Measurement

Recording all instances of a behavior. (e.g., frequency, latency, rate, duration, inter-response time)

Example: Counting each time a child touches their face.

Discontinuous Measurement

Recording behavior during specific times, not continuously. (e.g., partial interval, whole interval, momentary time sampling)

Example: Observing and recording behavior only during math class.

Permanent Product

Measuring behavior by its tangible outcome.

Example: The permanent product of cleaning a dirty room is a clean room.

Session Notes

Written records of what happened during a session using objective language.

Example: Detailing a child's progress and challenges after each therapy session.

Graphing Data

Plotting behavior data on a graph to see patterns.

Example: Charting a student’s test scores over time.

Line Graph

A graph that uses points connected by lines to show data trends.

Example: Showing a child’s increasing on-task behavior over weeks.

Bar Graph

A graph that uses bars to compare data.

Example: Comparing the frequency of different behaviors in a week.

Scatterplots

A graph that uses dots to show the relationship between two variables.

Example: Plotting times of day against instances of disruptive behavior.

Cumulative Chart

A graph showing the total number of behaviors over time.

Example: Charting the cumulative number of correct answers given by a student.

Celeration Chart

A graph showing changes in behavior frequency over time.

Example: Showing how quickly a child learns new words over weeks.

Reporting

Sharing behavior data and progress with relevant parties (BCBA, supervisor).

Example: Writing a summary of a child’s progress to their BCBA.

Ethical Compliance Code

Guidelines for ethical behavior for behavior analysts.

Example: Ensuring client confidentiality and obtaining informed consent.

Confidentiality

Keeping client information private. (HIPPA)

Example: Not sharing details about a student’s behavior with other parents.

Supervision Requirements

Rules about receiving guidance and oversight.

Example: Meeting regularly with a supervisor to discuss cases.

Professional Boundaries

Maintaining appropriate limits in professional relationships.

Example: Not becoming friends with clients on social media.

Scope of Practice

Working within the limits of one’s professional training and expertise.

Example: Only providing services you are trained and certified to perform.

Behavior

Any observable action by a person.

Example: Smiling, talking, running.

Target Behavior

The specific behavior being measured or changed.

Example: Aiming to reduce hitting in a classroom.

Terminal Behavior

The final, desired behavior after intervention.

Example: A child independently completing their homework.

Operational Definition

A clear, detailed description of a behavior.

Example: Defining “tantrum” as yelling, crying, and stomping feet for over 30 seconds.

Baseline

Measuring behavior before intervention begins.

Example: Recording how often a child interrupts class before starting a behavior plan.

Motivating Operations

Factors that affect the likelihood of a behavior by changing its value.

Example: A child being hungry increases the value of food as a reward.

Establishing Operation

An event that increases the effectiveness of a reinforcer.

Example: Skipping lunch makes food more rewarding.

Abolishing Operation

An event that decreases the effectiveness of a reinforcer.

Example: Eating a big meal makes food less rewarding.

Discrete Trial Training (DTT)

Structured teaching with clear beginning and end for each trial.

Example: Teaching colors by showing a color card, asking for the name, and providing feedback.