RBT Training Study Guide

True or False: RBT Credential was developed to ensure client safety

True

The goal of the BCBA is to publish () standards, but DOES NOT () RBTs directly or approve specific treatment method.

Ethical, Train

RBTs interact with the () the most often

Learner

The ABA team includes () → () → () → and () at top.

RBT, BCaBA, BCBA, BCBA-D

High fidelity implementation ensures that interventions remain () and ()

Safe, Ethical

ABA is used to ______ skills, ______ challenging behavior, ______ independence, and teach ______ (IRIC)

Improve, Reduce, Increase, Communication (IRIC)

The BACB is a non-profit () agency. It is not focused on making treatment plans, or employing behavioral analysis.

Credentialing

The BCBA administers the () exam, the () and () exams.

RBT, BCaBA, BCBA

A caregiver states “I think punishment works best. Can we start time-out today?” In this situation, you should disclose that you are not () to make this decision, and will bring it up with the ().

Allowed, BCBA

Most RBTs work under () supervision

BCBA

The () leads in clinical decision making

BCBA

The primary goal of the RBT is to () the treatment plan (), consulting any other changes with the ().

Implement, directly, BCBA

RBTs protect the learner’s (), () and well-being through consistent, ethical, supervised practice.

Dignity, Safety

RBTs may help BCBAs in () assessments, but they DO NOT conduct or interpret assessments. This helps to collect accurate data.

Supporting

RBTs are expected to document sessions in a (), () and () way (COP). You will also document learner (), to help guide ethical decision-making.

Clear, objective, professional, variables

TREATMENT INTEGRITY IS IMPORTANT! This means () the intervention () as written (Key Term)

Implementing, exactly

Staying within the scope of the RBT role prevents you being () from making unethical, or complex decisions that fall outside your training.

Pressured

RBTs should be objective, respectful, and professional. RBTs should not disclose () details about themselves, keeping topics () to service delivery. Avoid reacting emotionally or bringing personal stress into sessions.

Personal, relevant

RBTs most follow all () (HIPPA) requirements at all times, working in the defined scope of the role, and () concerns with supervisors in a professional manner defined within your role.

Confidentiality, Addressing

Everything RBTs communicate and write should () the learner’s dignity. Take time to respect autonomy and independence, while respecting cultural differences.

Persevere

Creating () procedures on the spot during high-intensity/challenging behaviors is OUTSIDE the () of an RBT. Instead, contact your supervisor as soon as possible.

Crisis, Scope

Environmental () is a key responsibility of RBTs. They should keep materials organized, supervise exits, and remove harmful materials

Safety

Before beginning the session, ensure you and the () are () prepared for the session.

learner, fully

The environment () behavior. A well-prepared environment reduces distractions and can increase opportunities for success.

Impacts

Assent

When the learner is willing and motivated to participate in what you’re doing together.

Example situation: A learner shows withdrawal of assent by stating “I don’t want to do this”. An effective response would be to () the instruction, documenting withdrawal, returning to the task only when the learner gives clear (), and reconnect with rapport building.

Pause, Assent

(Think of empiricism) Behavioral definitions should be (), () and () (SOM) and operationalized.

Specific, Observable, Measurable

Relevant Variables

Circumstances that influences the learner’s performance outside of the teaching plan. This could include illness, medication changes, poor sleep, changes in routine, or loud/distracting environments.

In cases of Injuries, Incidents or Safety Concerns, you should always follow the same procedures. 1. Follow your organization’s () policies, Notify your () immediately, () the event (), stick to what you (). Notify the Caregiver!

Safety, Supervisor, Document objectively, observed.

Notes should be (), () and () (MOC) (Think of empiricism again)

Measurable, objective, concise

Example situation: A teacher asks an RBT, “What behaviors does he show at home?” An RBT should not () any information unless authorized by their (), then pass it along to them.

Disclose, BCBA

Requirements Coordinator

A BACB-Designated role held by a BCBA who received additional supervisory training, and oversees administrative/structural components of RBT supervision.

Always seek and prioritize () from a supervisor in a () manner

direction, timely

RBTs should treat all individual with dignity and (), act in () interest of the client, and maintain professional boundaries while working in your defined role/scope of practice.

Respect, best

An RBT is a () in behavioral analysis, providing direct implementation of ABA services.

Paraprofessional

The Three Term Contingencies Includes (ABC)

Antecedent, Behavior, Consequences

When assisting in Behavior Assessments, practice () () to avoid prompting/cuing responses

Neutral Affect

Avoid () plans on the fly, recording () data, offering late (), and () replacement skills. (CVRS)

Changing, Vague, Reinforcement, Skipping

It is imperative RBTs keep a () of their supervision hours, as a BCBA may request it for audit. This should include

1. Date

2. Duration

3. Type (observation vs. feedback)

4. Learners Observed

5. Goals Addressed

6. Signatures (as required)

Log

At least ()% of your monthly service hours must be supervised, with a minimum of () or more contacts per month.

5, 2.

RBT is certified for a total of () years, requiring () hours of Professional Development (PD) to enhance RBT skills. You should ALWAYS () these hours.

2, 12, Track

If an RBT observes unsafe, unethical or illegal behaviors, they should () report to the () and follow () procedures.

Immediately, BCBA, Reporting

If a learner appears bored, you can () choices within the plan, however do NOT alter ().

Offer, schedules

The rules of how we all learn

Principles of Behavior

Procedures are derived from a strong, theoretical base, backed by scientific evidence

Systematic

A theory outlined by Watson that defined the early principles of ABA.

Stimulus-Response Interaction

Elicited, reflexive and involuntary behavior (i.e. sneezing when smelling pepper). These are not learned.

Respondent Behavior

Learned behavior controlled by Antecedent and Consequent events (i.e. greeting a colleague in the hallway when passing by). Evoked, learned, voluntary.

Operant Behavior

Antecedent, Consequent

Operant behavior is controlled by () and () events.

The Three Term Contingency (ABC). Also known as SRS which is (), (), ()

Antecedent, Behavior, Consequence, Stimulus, Response, Stimulus

Joey sees that Tom has some of his favorite crackers for snack time. Joey asks Tom for some of his crackers. Tom happily shares his crackers with Joey. Which of the following is part of the three-term contingency for the behavior of asking for crackers?

Consequence

When a pleasurable stimulus follows a response, increasing the future likelihood of the same response.

Positive Reinforcement

Encouraging a specific behavior by removing or avoiding an unpleasant stimulus, NOT punishment.

Negative Reinforcement

Positive means something is (), Negative means something is ()

Added, Removed

Involves adding an unpleasant consequence after an unwanted behavior to decrease the likelihood of that behavior occurring again.

Positive Punishment

When a pleasurable stimulus is removed after a response (I.E. paying 100 dollars for a speeding ticket, removing that money).

Negative Punishment

Behavior change can occur by modifying either the () or () of said behavior.

Antecedent, Consequence

A child attempts to pet a dog and the dog barks loudly at the child, causing her to startle and never pet that dog again. What consequence has influenced her future behavior?

Positive Punishment

Behavior Excesses include (), () and () (RAT). These are behaviors we want to ()

Repetitive, Aggression, Tantrum behaviors, decrease

Behavioral Deficits are behaviors we want to (). These include language, communication, play, attention and cognitive skills

Increase

Functions of behavior include (), (), () and () (EATS)

Escape, Attention, Tangible, Sensory

Individuals with autism often show deficits in () skills, such as being unable to maintain eye contact, or may not respond to their name. Other aspects shows a lack of () () play

Social, Make Believe

Individuals with autism often show deficits in communication, often with ()-() language, or difficulties in maintaining consistent ()

Under-developed, Conversation

Stereotyped patterns of behavior and interest include () movements, or hyper-fixated interests on () aspects of letters, numbers, etc. Alongside () related issues such as certain noises/textures bothering the child.

Repetitive, Small, Noise

The involvement of two individuals jointly attending to an object or event of interest (I.E. Sharing a toy)

Joint Attention

Autism can be viewed as a disorder involving both behavioral () and (), such as stereotypic/aggressive behavior, or a lack of skills such as language and communication/play skills.

Excesses, Deficits

The () is a semi-structured assessment of communication, social interaction and play for individuals suspected of having autism or other developmental disorder.

ADOS

The first signs of autism often emerge between ()-() months old

14-16

For the best treatment outcomes for ASD, treatments should begin as () as possible, should be () with upwards to 25 hours per week, and tailored to the unique () of each child, while being () to address a variety of challenges. (EINS)

Early, Intensive, Needs, Comprehensive

ASD also impacts siblings. Even if the sibling does not have the condition, they are more likely to experience some () or () deficits, sometimes becoming withdrawn, or a 2-18% chance they also have ASD, or a byproduct of stress.

Social, Emotional

In early autism treatment, there was significant () what type of treatment interventions worked effectively, and children often moved to large () in adulthood.

Disagreement, institution

Motivation is about () reinforcement. When teaching a child with autism, they may need () to do programs at school/home to them practice and learn important skills for their daily lives.

Positive, Motivation

A () can be anything that motivates the child, which can range from verbal phrase, token boards, snacks, and other unique ones.

Reinforcers

A sign that a reinforcer is effective is if the child () the behavior, () to the toy/thing, or () when seeing it (RPS)

repeats, points, smiles

To keep a child motivated, () the child to try to different things, expose the child to more ()

Encourage, reinforcers

To decrease a reinforcer over time, we engage in (), which saves the reinforcement for important/better responses

Fading

An educational method used primarily for children with autism, where skills are broken down into smaller, manageable steps

Discrete Trial Teaching (DTT)

The instruction or cue that signals the child to perform (and reinforce) a specific behavior. This could be a verbal instruction like “Touch red” or a visual cue such as holding up a red card.

Discriminative Stimulus (SD)

Break down any Task into smaller, more manageable parts. The goal is to () reinforcement over time to help build independence.

Task Analysis, Reduce

Giving a learner a cue or hint to help them complete a skill correctly before they struggle or fail. Ensure you () prompts over time to reduce reliance.

Prompting, Fade

A form of teaching used to capture and encourage the child’s interest in the natural environment.

Incidental Teaching

Relationship building with clients who have ASD allows us to address (), model () (), and make the environment a more () place to spend time at.

Deficits, Social Communication, Enjoyable.

To establish yourself as a reinforcer, pair yourself with () activities, Provide (), always be (),

Preferred, access, excited

also known as secondary reinforcers; stimuli that have gained the ability to reinforce behavior through past learning experiences. (Learned, not innate)

Conditioned Reinforcer

Provide frequent () to preferred items, and always be () with your interaction, so they know what to expect from you. Some strategies should ALWAYS be consistent, especially when it comes to respecting the client and remaining enthusiastic

Access, Consistent

Legal consent does not always mean the () agrees, and therefore assent is important, as it allows for the child to feel safe. () occurs when a child may turn away from you, or show challenging behavior.

Child, Dissent

Key components of assent include being able to recognize () and (), Maintaining learner (), Ensuring the learner is () for the session, () to withdraw or assent, and providing () such as allowing them to order activities, when to take breaks, etc.

Assent, Dissent, Dignity, Prepared, Responding, Choice