RBT Study Guide

Frequency

count of how many times the behavior occurs

Frequency

ex. how many times James touches his nose (e.g. 4 times)

Duration

how long the behavior occurs for

Duration

ex. how long James touches his nose for (e.g., 4 seconds)

Latency

amount of time between the SD (instruction) and the behavior beginning

Latency

ex. James’ RBT says “touch nose”, and James touches his nose 4 seconds later.

Interresponse time (IRT)

the amount of time between two behaviors/responses

Interresponse time (IRT)

ex. time in between James touching his nose is 4 seconds.

continuous measurement

data for the entire session

discontinuous measurement

Data for a short amount of time (i.e. 20 minutes) — not during entire session

Partial interval recording

if the behavior occurs at least once during the interval, it counts as an occurence.

whole interval recording

if the behavior occurs during the entire interval, it counts as an occurence.

Momentary time sampling

if the behavior occurs at the end of the interval, it counts as an occurence.

ABC Data

can be taken on maladaptive behaviors.

ABC Data

• antecedent

• behavior

• consequence

antecedent

what happens directly before the behavior

behavior

what the behavior looks like

consequence

what happens directly after the behavior

ABC Data

• Access is denied to big gym (antecedent)

• Client engages in tantrum behaviors - describe (behavior)

• Client is taken to another room (Consequence)

Discrete Trial Teaching (DTT)

• used to teach new behaviors

• Presenting a learning opportunity in which a client’s correct response will be reinforced.

discriminative stimulus (SD)

instruction given to client

Response

how the client responds

feedback

provide reinforcement for correct responding

Discrete Trial Teaching

ex.

• “Match” (SD)

• Client matches the picture to the correct match (response)

• “Great job matching car!” (feedback/reinforcement)

Naturalistic Teaching

Looking for opportunities to reinforce the client’s behaviors in their natural environment.

We are

• with the client

• observing the client

• not placing demands

Naturalistic Teaching

The RBT and client are in the kitchen and the client is pointing at the cookies.

The RBT says “what do you want?”

The client says, “I want cooo”, depending on language skills

The RBT gives the client a cookie.

Token Economies

• A reward system with tokens that are contingent on a target behavior.

• The tokens earned can be exchanged for the selected reinforcers

• Reinforcement is used to reinforce good behaviors

• With some kind of items, a “token”, that your client can collect and exchange for a larger reward.

Crisis emergency

when you, your client, or another person are in danger.

Medicinal

asthma or pre-existing conditions

Behavioral

kicking, hitting, pulling hair, elopement, etc.

environmental

fire, electricity, cold, heat, water, etc.

forward chaining

teaching the first step in the behavior chain and prompting through the rest

forward chaining

ex. for washing hands — teaching to turn on the water and prompting all the way through drying their hands.

backward chaining

prompting through the behavior chain and teaching the last step

total task chaining

teaching all the steps in the behavior chain at the same time. Used when someone knows most of the steps but there are 1 or 2 steps they need help with.

total task chaining

ex. for washing hands: teaching all of the steps at once and helping the client through the steps the client needs help with.

Shaping

- Providing differential reinforcement for a progression of responses that are more similar to the target response

- Breaking things down into really small steps and reinforcing each step into getting to the target behavior

- You can use shaping for feeding, manding, sitting, standing, etc.

Shaping

Feeding

§ “Do this” --> touch mango

§ “Do this” --> pick up mango

§ “Do this” --> kiss mango

shaping

Manding

§ “Say ‘ma’”

§ “Say ‘man’”

§ “Say ‘mang’”

§ “Say ‘mango’”

Discrimination

- Teaching to recognize differences

- Learning when to engage in particular responses

Discrimination

Examples

• Having to differentiate between touching your head and your nose

• Having to differentiate between letters and numbers

• “Ashley, this is the letter P... say P”

• “Ashley, this is the number 3... say 3”

• "Point to the letter P”

• “Point to the number 3”

• If they can --> provide reinforcement

• If they can’t --> take their hand and point to the correct answer while repeating the letter or number

Stimulus Control Transfer

Fading prompts by transferring verbal control to a picture, for example

Stimulus Control Trading

Example

• Target behavior: client says the word “cup”

• First SD: “say ‘cup’”

• Transfer: present picture of a cup and say “what is it?”

• The original SD of “say ‘cup’” has been faded

• Saying “cup” is not under the control of the picture and not the verbal prompt

Prompting

A que or assistance that encourages a client to form a task or skill

- Follows the SD to form a behavior

- Happens before the behavior, not after

- Prompt hierarchy (most-to-least)

Prompting

Physical: hand over hand

o Model: showing how to behave by performing the skill/behavior

o Visual: using pictures or drawings to signal behavior

o Gestural: pointing

o Verbal: telling a client how to say something

physical

hand over hand

model

showing how to behave by performing the skill/behavior

visual

using picture or drawings to signal behavior

Gestural

pointing

Verbal

telling a client how to say something