RBT Competency Assessment

Review for the Competency Assessment

Continuous Measurement

Measure every occurrence

Types of continuous measurement

-Duration: how long the behavior lasts

-Frequency: how many times the behavior occurs

-Latency: how long it takes for the person to begin a behavior after every occurrence

-IRT: time between behaviors

Discontinuous Measurement

does not record every occurrence of behavior.

Type of discontinuous measurement

-partial interval: record whether the behavior occurred at any point during the interval

-whole interval: record whether the behavior occurred for the entire interval

-momentary interval: check whether the behavior is occurring at the exact moment the interval ends

Data and Graphs

Preference Assessments

to see what the client prefers which can become possible reinforcers

ABC Data

Antecedent: before the behavior

Behavior: what was the behavior

Consequence: after the behavior

Discrete-Trial Teaching

breaks down skills into small, clear steps taught on at a time

1. provide instruction (tough green)

2. client response (Client touches green)

3. consequence (RBT provides praise)

4. pause before the next trial (wait for next trial)

Naturalistic Teaching

teaches skills in a naturally occurring setting

ex: client wants to go in the wagon. RBT directs client out of the wagon. RBT waits for an appropriate response, RBT gives access to wagon (teaches waiting tolerance)

Chaining

to teach multi-step tasks by linking individual behaviors in a specific sequence. Each step becomes a cue for the next.

Types of chaining:

-forward: teach 1st step first

-backward: teach last step last

-total task: practice all steps during each teaching opportunity

Shaping

using differential reinforcement of successive approximations to teach a new behavior

ex: reinforcing a child for making any sound, then for saying “mmm,” then “my turn,” until they say “my turn” clearly

Discrimination Training

learner is taught to respond to one stimulus (SD) and not to another (S∆)

ex: a child learns to touch the red car (SD) but not the blue car (S∆) when asked “find red”

Prompting

an extra cue that helps the learner engage in the correct response. Prompts happen before the behavior and are used to increase success.

Types of prompting:

-gestural: a movement or gesture (like pointing)

-verbal: a spoken cue (can be direct “ pick up your backpack” or indirect “what do we do next?” verbal prompt)

-model: demonstrating the correct behavior for the learner to imitate

ex: showing how to open a container

-visual: a picture, symbol, sign, written word, or visual schedule

ex: a visual checklist showing the steps for washing hands

-physical: physical guidance to the appropriate response

Prompt Fading

gradually removing prompts so the learner can perform the skill independently

Token System

provide tokens for certain behaviors. Tokens can be exhanged for a backup reinforcer

Antecedent Interventions

Differential Reinforcement

Extinction