RBT Exam Prep

classical conditioning

Pavlovian conditioning, pairs a previously neutral stimulus with an unconditioned stimulus to elicit a conditioned response

types of continuous measurement

rate, frequency, duration, latency, ITI, permanent product and percent correct

types of discontinuous measurement

whole interval, partial interval, momentary time sampling

whole interval recording

measures if the behavior occurs for the entire time period, can underestimate behaviors

partial interval recording

measures if the behavior occurs at all during the time period, can overestimate behaviors

momentary time sampling

measures if the behavior is occurring at the end of a time interval, should be used for behaviors too frequent to gather rate/frequency data on and allows for the most interaction (ideal for classrooms/teachers) 

types of preference assessments

• single stimulus

• paired choice

• MSW

• MSWO

• free operant

• offering choices

single stimulus preference assessment

items are presented to client one at a time, and therapist records how long client interacts with the item

paired choice preference assessment

items are presented to client in pairs, client selects one item, items are shuffled so they are all paired together

MSW v. MSWO

MSWO can create a very clear hierarchy, but MSW can show items that are especially reinforcing when client chooses it more than once

free operant preference assessment

client is given free access to a variety of items, nothing is removed, therapist tracks duration spent with items

offering choices preference assessment

informal assessment, asking the client what they’d like to play with between 2+ options

ABCs of behavior

antecedent, behavior, consequence (can also be SD, response, reinforcement/prompting)

DTT procedure

1. Gain client attention

2. Present SD and materials

3. Client responds or does not

4. Prompting or reinforcement

5. ITI (inter-trial interval- time between trials)

x axis on line graph

represents passage of time

y axis of line graph

represents instances of behavior

phase change line

marks on a graph when intervention began or when a change was made to the intervention

condition labels on graph

labels sections of a graph between phase change lines

DTT side bias

client is more likely to choose things on one side, mix up stimuli between trials to prevent this

DTT tracking

client follows how you move materials, clear the field completely between trials to prevent this

DTT scrolling

client makes repeated guesses in a row, only count responses as correct when no others are given

chaining

complex behaviors with many components that must occur in a sequence are linked together using prompting (breaking hand washing down into each individual step necessary)

forward chaining

steps are taught beginning with the first, while RBT prompts or completes the rest of the chain for the client

backward chaining

steps are taught beginning with the last step, while RBT prompts or completes the first steps, allows client to immediately access reinforcement, but does not allow RBT to see if client can do any of the non-target steps

total task analysis

client learns the full behavior chain at once, allows for uneven learning and for RBT to see exactly which skills the client knows

shaping

approximate responses are considered correct so client gains reinforcement more often, criteria is slowly increased to be considered correct

simple discrimination

one response produces a consequence (client is presented with red and green buttons and only green button lights up when pressed)

conditional discrimination

discrimination including SD from RBT (telling the client to point to “mom” in array of family)

S-delta

signals that reinforcement is not available (clap hands is an S-delta for touching nose)

stimulus control

behavior occurs after SD, not S-delta

stimulus control transfer

transitioning control of client response from RBT Sd in a controlled environment to a natural stimulus in their environment

prompting hierarchy (least to most)

1. verbal

2. gestural/modeling

3. partial physical

4. full physical

stimulus prompt

alters antecedent conditions to assist a learner in reaching the correct response (tracing dotted lines, positioning the correct card closer to the client)

response prompt

prompting that occurs after the Sd before the Bx (gesturing toward the correct answer, guiding client hand)

errorless teaching

Most to least prompting, ensures client accesses reinforcement in the beginning stages of learning a skill

token systems

client earns tokens/tallies/points that are able to be exchanged for reinforcers, should be faded to more natural systems over time

crisis management

remain calm, keep a low and neutral voice, ensure safety of client, self and others, avoid too many people talking

antecedent intervention

proactive strategies used to prevent challenging behaviors before they occur, or make a client more likely to want to complete programs

differential reinforcement

teaches a replacement behavior that competes with the challenging behavior and produces more/better reinforcement

DRA

give client an alternative behavior that serves the same function and produces the same reinforcement

DRI

alternative behavior is physically incompatible with challenging behavior

DRO

reinforces time when challenging behavior is not occurring, can incidentially reinforce other challenging behaviors and does not teach a replacement

DRL

reinforces when client meets criteria within a set amount of time, meant to decrease instances of behavior but not reach zero

DRH

reinforces when client meets criteria within a set amount of time, meant to increase instances of behavior

extinction

behavior no longer results in any reinforcement or attention, should always also teach an alternative

extinction burst

sudden increase in behavior when client realizes behavior is no longer producing reinforcement or attention

SOAP- subjective

information gathered from the client or caregivers

SOAP - objective

Your own observations, should include specific data and describe objectively what happened in the session

SOAP - assessment

Overall clinical impression of why you observed what you did in session

SOAP - plan

Progress and regression, what is needed going forward, what worked and what didn’t

response class

group of responses that serve the same function (walking & biking)

Dead Man’s Test

Cannot measure the absence of a behavior (if a dead man can do it, it’s not behavior)

setting events

Internal or external events that occur before the behavior (do not have to be directly before), and can be ongoing or one time events

RBT criteria

• 18 years of age 

• 40 hours of training 

• Individual competency assessment 

• Completed high school or equivalent 

• Pass criminal background check and abuse registry check 

• Renew annually

instructional control

client understands expectations and is willing to meet them

functions of behavior

attention, escape, tangible, sensory (automatic)

unconditioned reinforcers

Fulfill a natural desire (food, water shelter)

conditioned reinforcer

Must be taught the value (money, verbal praise)

motivating operation

Conditions that alter the value of a stimulus (ex. Rainy day motivates you to put on rainboots, skipping breakfast makes candy more motivating)

When should punishment be used?

for dangerous behaviors that need to stop immediately and reinforcement is not effective 

behavior momentum

Present multiple mastered skills in a row before a more difficult skill

incidental teaching

therapist takes advantage of naturally occurring teaching opportunities

embedded teaching

using an already occurring routine to teach programs

time delay prompting

Following stimulus, wait a prescribed amount of time before beginning prompting to promote independence

stimulus fading

Gradually removing stimulus prompts as independence is achieved (ex. Slowly making lines less and less obvious for tracing letters)

echoics

repeating verbal behavior of another person

mands

requests

tacts

labels

intraverbals

conversations

textuals

reading text

How can you increase motivation in a client?

rapport building, incorporating their interests, choosing the right time/opportunity, change the environment

preparation for task analysis

Identify client’s prerequisite skills, identify materials needed, identify component skills and sequence necessary

progressive ratio schedule

number of responses required to reach reinforcer progresses by a constant amount (first 5 responses then reinforcer, then 6, 7, etc.)

progressive interval schedule

duration of responses required to reach reinforcer progresses by a constant amount (work for 5 min then reinforcer, then 10, 15, etc.)

When should progressive reinforcement schedules be used?

to perform a reinforcement assessment, showing the maximum amount of work a client will do before receiving reinforcement

fixed ratio schedule

specific number of responses required to gain reinforcement

variable ratio schedule

number of responses required to gain reinforcement is an average

What kind of response rates are seen with a ratio schedule?

steady and rapid

fixed interval schedule

specific amount of time required to gain reinforcement

variable interval schedule

amount of time engaging in behavior to receive reinforcement is an average

What kind of response rates are seen with an interval schedule?

stable and low to moderate

concurrent reinforcement assessment

TWO reinforcers given for TWO different behaviors, tech observes which behavior occurs more

progressive schedule reinforcement assessment

ratio of reinforcer to behavior is increased until responses stop, reinforcer that led to most responses before meeting reinforcement is the most effective

multiple schedules of reinforcement

TWO reinforcers given for the SAME behavior on the same schedule but at different times/sessions, most effective reinforcer will produce most behavior

Skinner

father of behaviorism that created the three term contingency

respondent conditioning

paved the way for operant conditioning

unconditioned stimulus

no history or learning required to produce unconditioned response

neutral stimulus

does not naturally produce any response

conditioned stimulus

previously neutral stimulus has been paired with a neutral stimulus to produce a conditioned response

operant conditioning

learning behavior through a history of consequences, used in ABA

functional communication training

DRA where client is taught to communicate rather than engage in challenging behaviors

interval DRO

deliver reinforcement when target behavior does not occur during interval of time, instances of behavior should reset the timer

momentary DRO

deliver reinforcement if target behavior is not occurring at a specific moment

skill acquisition plans

• program objectives

• Sd (instructions tech should give)

• materials and set up necessary

• prompting hierarchy

• data collection method

• mastery criteria

behavior plans

• operational definition of target behavior

• function of target behavior

• antecedent intervention strategies

• consequence strategies

• data collection method

• crisis plan

skills assessment

conducted to create a treatment plan and behavior plan, helps to identify functions of behavior, RBT can assist with collecting data

VBMAPP assessment

identifies areas of growth for children up to age ~5, tests developmental milestones

ABLLS-R assessment

25 skills assessed in a wide range, best used for older children

indirect behavior assessment

checklists and interviews completed by client stakeholders

direct behavior assessment

behaviors assessed with client themselves including standardized tests and direct observations, more accurate than indirect