RBT Exam

What is behavior?

Behavior is a response or action of a living organism/individual

Describing behavior in observable and measurable terms

Observable: The bahavior is an action that can be seen

Measurable: An action that can be quiantified

The Dead Man’s Test

If a dead man can do it, it isn’t behavior. Behavior only obtains value if it is observed/decsribes within the context of the environment which it occurs.

Overt behavior

A behavior that can be observed by others. I.e jumping, laughing, raising hands

Covert behavior

Behavior that can only be observed by the individual. i.e feeling pain, thinking about plans

Continous measurement

Measurement conducted that esnures all instances of the response of interest are detected during the observation period

Frequency/count

Measures every instance in which a response occurs

Rate

The number of times a behavior occurs within a specific time period. (Frequency/time)

Duration

The amount of time from when a behavior begins until it ends

Latency

The time between the onset of a stimulus (cue) and the initiation of a response.

Interresponse Time (IRT)

The time interval between two consecutive occurrences of a behavior. IRT is the amount of time between consecutive behaviors. It measures how quickly a behavior is repeated after its last occurrence.

Discontinous MeasuremenT

Involves observing and recording only specific instances or intervals of behavior rather than continuous observation.

Partial Interval Recording

A type of discontinuous measurement where the observer records whether a behavior occurs at any point during a specified time interval. Part of the interval; the behavior only happened at least once.

Whole Interval Recording

The observer records whether a behavior occurs throughout the entire duration of a specified time interval. Whole interval; the bevaior happened the entire time.

Momentary Time Sampling

An observer records if a behavior occurs at predetermined moments in time, checking in at specific intervals. Snapshot; only care about the moment you looked. {

Permanent Product Recording

Measuring behavior by counting the result the behavior leaves behinSd. You're not observing the behavior itself. You're observing what the behavior produced.

Stimulus Preference Assesment

A tool used to systematically identify preferred stimuli that may function as reinforcers for your learner

Multiple Stimulus Without Replacement

Items are presented simultaneously; If an item is selected, it is removed, forcing the individual to choose from the remaining items in subsequent trials to create a ranked hierarchy of preferences.

Free Operant

Free access to an array of items. Does not involve the removal of preferred items. Allows individuals to interact freely with items without restrictions.

Single Stimulus

Presenting items one at a time to the client, allowing them to express interest or engagement with each item before moving on to the next.

Paired Choice/Forced Choice

This method involves presenting two items at a time to the learner, who must choose one.

Skills Assessment

Evaluation of the skills a child has in their repertoire. They measure skills across a vast range of domains, such as language, visual perception, social skills, classroom and group skills.

VB-MAPP

Assessment tool designed to measure the verbal and behavior skills. Combines direct + indirect assesments

Milestones: Covers skills across 3 developmental levels

Barriers: Covers language and learning barriers

Transition: Assesses readiness for school and community integration.

Essentiald for Living (EFL)

A comprehensive assessment tool designed to evaluate essential skills necessary for daily living and independence in individuals with disabilities. Combines direct + indirect assesments

Early Start Denver Model (ESDM)

ESDM is often used in early intervention and emphasizes following the child’s motivation. It uses a curriculum checklist across 4 levels.

Positive Reinforcement

Occurs when a stimulus is added follwoing a behavior to increase the likelihood of it happening.

Something is added—behavior increases

Negative Reinforcement

Occurs when a stimulus is removed follwoing a behavior to increase the likelihood of it happening.

Something is removed—behavior increasesCharacteristics of Effective Reinforcement

Characteristics of Effective Reinforcement

Immediate: Reinforcement should be dleivered immediately after the target behavior occurs

Contigent: Reinforcemnt must occur only if the target behavior occurs

Consistent: The behavior should be reinforced consistently, especially during skill acquisition.

Schedules of Reinforcement

The frequency with which reinforcement is delivered.

Continuous: Reinforcement is provided after every occurences of a behavior/response.

Intermittent: Reinforcement is provided after a specified number of correct responses or a specific amount of time

Continuum of Dimensions

Magnitude: The amount of a reinforcer. Example: 2 tokens vs 5 tokens

Intensity: The strength/impact of a reinforcer

Variety: The different types/forms of reinforcers

Discrete Trial Training

Used for putting together small blocks to teach larger skills. Involves breaking down skills into small, manageable parts and teaching them through a structured series of steps, often including repetition and reinforcement.

Components of DTT

Discriminative Stimulus (SD): A cuse or signal that a specific behavior will be reinforced

Learner’s response: The behavior thst occurs after the SD

Consequence: What happens after the behavior. Reinforcment if correct

Naturalistic Teaching

An instructional system where the teaching targets must be embedded and related to a naturally occurring activity.

Incidental Teaching

Wait for the learner to initiate interest in an item, then prompt a response (like labeling or requesting) related directly to that item.

Natural Environment Training (NET):

Embed skill targets into play routines or natural activities rather than sitting at a table.

Task Analysis

Breaking down a complex skill or task into smaller, manageable components to teach each step effectively.

Chaining

A teaching method where the learner is gradually guided through a sequence of steps, with support fading as they gain competence.

Forward Chaining

A teaching method where the first step is taught and mastered first. All other components will be prompted.

Backwards Chaining

A teaching method where the last step is taught and mastered first. All other components will be prompted.

Total Task Chaining

A teaching method where the learner is prompted to engage in all steps of a task at once, receiving assistance as needed to complete each step.

Discrimination Training

Process of reinforcing correct responses in the presence of distractors, to teach your client to better differentiate between stimuli in their environment.

Implementing Prompt and Stimulus Fading

Requires transferring control from temporary artificial cues to the natural discriminative stimulus (SD) using errorless, least-to-most, stimulus fading, and time delay strategies. 

Errorless Teaching

A teaching strategy that minimizes the chances of learner errors by providing prompts at the beginning of a task and gradually fading those prompts to encourage independent responses. This method helps learners engage successfully by reducing frustration and reinforcing correct responding from the outset.

Least-to-most prompt fading

Starts with an opportunity for independence, then gradually increases the intrusiveness of the prompts as the child does not respond.

Most-to-least prompt fading

A prompting strategy that begins with the most intrusive prompts and gradually decreases the level of assistance

Time delay

A instructional technique that involves providing a pause before giving a prompt or cue to allow the learner time to respond independently.

Stimulus Shaping

The process of gradually changing the appearance of one stimulus into something else. SD remains the same, but the prompt changes

Generalization

The ability for a learner to apply previously learned skills or behaviors to new and different situations or stimuli.

Where? With whom? What materials? The environment changes.

Maintenance

Ensures that learned skills or behaviors are retained over time and continue to occur in the absence of reinforcement or training.

When? Time Changes

Maintenance vs. Acquisition Procedures

Maintenance refers to the preservation of learned skills over time without reinforcement, while acquisition is the initial process of learning these skills.

Functions of behavior

Attention, tangibles, automatic, escape/avoidanceare

Attention

A bahvior used to get a reaction, look, or response from another person (positive or negative)

Automatic

Any behavior that is self reinforcing (provides pleasure or relief without external stimuli). Pen tapping, hand flapping

Escape/avoidance

A behavior that allows an individual to escape from or avoid an aversive situation.

Tangibles

Aby behavior that seeks to obtain access to items, objects, and activities

Antecedent interventions

Prevent problem behavior by changing the environment or situation before it happen

NCR (Non Contigent Reinforcement)

A behavior management strategy where rewards like attention, breaks, or toys are given on a set time schedule regardless of what a person is doing 

High Probability Request Sequences

Basically “Behavioral Momentum“. Difficult tasks stay the same.

Demand facing

Easy version of the task first, gradually increase task difficulty, hard task changes over time

Differential reinforcement

A strategy that reinforces desired behaviors and withholds reinforcement for undesired behaviors.

DRO (Differntial reinforcement of other behavior)

Provides rewards when a specific undesired behavior does not occur within a specified time frame

(DRI) Differential Reinforcement of Incompatible behavior

Rewards a specific, desirable action that physically cannot occur at the same time as an unwanted target behavior. 

DRA (Differential Reinforcement of Alternative behavior)

A strategy that reinforces a desirable alternative behavior while withholding reinforcement for an undesired behavior.

DRL (low rates)

Rewards when a specific behavior occurs at a low frequency or rate, encouraging reduction of that behavior.

DRH (High Rates)

Reinforces a specific behavior when it occurs at a low frequency or rate, promoting an increase in that behavior.

FCT

(Functional Communication Training) teaches alternative communication methods to replace challenging behaviors, enhancing communication skills.

Extinction

The discontinuing of reinforcement of a previously reinforced behavior, leading to a decrease in the occurrence of that behavior.

Extinction burst

A temporary increase in the frequency or intensity of a behavior after reinforcement has been removed, before it begins to decline.

Response variation

A temporary increase in novel behaviors that happens when a previously rewarded behavior no longer gets a reward. 

Resurgence

The return of an old, extinguished behavior when a newly taught replacement behavior is put on extinction or stops working.E

Emotional Responding

a temporary surge of strong feelings like frustration, anger, or distress that happens when a reward or trigger is suddenly removed.

Positive Punishment

The addition of any stimulus to reduce a behavior

Negative Punishment

The removal of any stimulus to decrease a behavior

Escape and avoidance in punishment

Client may leave, hide, or lie to get away from or prevent the punishing situation.