RBT Study Guide

Continuous Measurement

All instances of responses/bx detected during the observation period

Count
Frequency
Rate
Celeration
Duration
Latency
Interresponse Time (IRT)
Percentage
Trials-to-Criterion

Dimensions

Features that can be measured

Frequency

Count each time a bx occurs

Rate

Frequency/time

Duration

Length of time bx occurs

Latency

Time between an environmental event/antecedent and response

Ex. Time between an sd to when client starts following sd

Interresponse Time (IRT)

Time between end of one response and beginning of next one

Ex. Time between two bites of food

Percentage

Proportional quantity

Number of responses / Number of opportunities * 100

Trials-To-Criterion

Number of response opportunities needed for a person to achieve pre-determined level of performance

Learning Opportunities (LOs)

Acquisition and maintenance tasks, tasks, analysis, mand training (command or ask), incidental teaching/PRT/NET (learn behavior).

Repeatability or countability

Bx can be counted

Temporal Extent

Duration

Temporal Locus

When bx occurs

Count

Number of responses emitted during an observation period

Celeration (Standard Celeration Chart)

Measure of the change in rate of responding per unit of time

Captures bx acceleration and deceleration

Topography

Physical form or shape of a bx

Magnitude

Intensity of bx

Discontinuous Measurement

Measuring some instances of bx during an observation

Time Sampling

Observation is divided into intervals, presence or absence of bx recorded for each interval

Whole-Interval Recording (Discontinuous, Time Sampling)

Measures continuous bx over brief intervals, record if a bx occurs throughout the ENTIRE interval

Report percentage of intervals where bx does occur during entire interval

Risks underestimation

Partial-Interval Recording (Discontinuous, Time Sampling)

Measures INSTANCES of bx, record if a bx occurs at any point during interval

Does not capture duration

Recorded as percentage of intervals where bx occurred

Momentary Time Sampling (Discontinuous, Time Sampling)

Measures presence or absence of bx within specific time intervals or at a specified/given time

Record if bx is occurring at the end of the interval

Reported as percentage of intervals where bx occurred

Records behavior when they occur at the particular moment the RBT was monitoring.

Planned Activity Check (Discontinuous, Time Sampling)

Measures bx of individuals in a group; At end of interval, measure number of students engaged in target activity

Variation of momentary time sampling

Artifact

Something that appears to exist because of the way it is examined or measured

Permanent Product

Measuring the effects of a bx produced on the environment

Not recommended to use as primary method of data collection

Ex postfacto

Baseline

Rate of bx prior to intervention

Behavioral Excesses

Bx that occur too frequently or intensely

Selt-stims, aggression, tantrums

Behavioral Deficits

Bx that occur at too low frequencies or intensity

Language, social bx, self-help skills

Behavior Assessment

Process of identifying probable antecedent and consequent controlling variables

Discover recourses, environment, people, contingencies, maintenance and general factors, and possible reinforcers/punishers that surround potential target bx

Fundamental Properties

Repeatability or Countability
Temporal Extent - Duration
Temporal Locus - When bx occurs

Dead Man's Rule

If a dead man can do it, it's not a bx

Phase Line

A dashed vertical line on a graph that indicates a change that may have an impact on bx. This can also indicate move from baseline (no modifications in environment) to intervention or from one intervention to another.

When to not connect dots on line graph

Points fall on either side of a condition change line

A significant span of time passed and bx was not measured

There was a discontinuity in time in the horizontal axis (eg. vacation)

Data were not collected, lost, etc.

It is follow-up or post-check data

Unless intersession time span same as the original experiment

Data points fall beyond the values described by the vertical axis

Graph

Used to display and compare discrete sets of data that are not related to one another by a common under lying dimension by which the horizontal axis can be scaled

Parts of Line Graph

Horizontal and Vertical Axis

Condition Change Lines/Phase Lines

Condition Labels (Phase and Condition)

Data Points

Data Path

Figure Caption

Cumulative Records

Shows number of responses on the ordinate (y-axis) and against time on abscissa (x-axis)

Cumulation of responses over time

There is no decrease on graph, steeper the slope, higher the rate of responses

Ordinate

Y-axis

Abscissa

X-axis

Standard Celeration Chart

Charting changes in frequency of bx over time

Operational Definition

Defining bx specifically and observably

When offset and onset is

Interobserver Agreement (IOA)

Degree to which two or more independent observers report the same observed values after measuring the same events

Scatter Plot

Shows relative distribution of individual measures over in a dataset

Dots are not connected

5 Phases of Assessment

1. Screening
2. Defining problem or criteria for achievement
3. Pinpointing target bx's
4. Monitoring progress
5. Follow up

Indirect Assessments

Interviews, checklists

Direct Assessments

Tests

Direct Observation - only assessment method RBT's will use

Assessment

Systematic collection of empirical datas, review, and use of info about educational programs undertaken for the purpose of improving student learning and development

Applied Behavior Analysis (ABA)

The application of behavioral principles to everyday situations, that will, over time, increase or decrease targeted bx

Preference

Something that an individual is more likely to accept or approach relative to other stimuli

Something that is a reinforcer in one moment might be a preference in the next and vice versa

It all depends on what MOTIVATES the client

Reinforcer

Something that increases the likelihood of responding

Only a reinforcer if it results in an increase in a specific bx

Preference Assessment

Identify potential reinforcers that will motivate a child to work

Pairs yourself with reinforcement and provide an opportunity for the child to engage with you in a "fun" manner

Provides structure for staff to find motivating items by eliminating "trial and error" that occurs during delivery of potential reinforcers

Types of Preference Assessments

Free operant

Single Stimulus (Successive Choice)

Multiple Stimulus

Paired Stimulus (Present 2, make a choice)

Free Operant Preference Assessment

Conducted with activities or toys and a stopwatch/timer

Measure duration of toy play during free play

Can be naturalistic or contrived (put specific toys out in different locations)

If a client does not choose a toy, not what they are doing and for how long (duration). This includes self-stimulatory bx

In the Stimuli manipulates section, fill in the item or activity that the student chooses

Multiple Stimulus Preference Assessment

Conducted with edibles or items/activities

Measuring the order in which a client picks a toy (frequency or rank order)

Multiple Stimulus w/ replacement (MS) Preference Assessment

Measures frequency in which a toy is chosen by replacing the toys in which the client did NOT choose

If client chooses toy 1 out of 3, replace toy 2 and 3 and repeat

If using MS with replacement, after the student selects an item, place that item back into the array.

If the student continues to pick the same item, do another session using MS without replacement so you can rank order the remaining items.

Multiple Stimulus without replacement (MSWO) Preference Assessment

Don't replace toy that client chooses and record the order in which toys or chosen (rank order)

Randomize array of remaining toys after every selection

Baseline

Current Level that a target bx occurs prior to intervention

Compared to after intervention data to determine effectiveness of intervention

Probe and baseline data

Both used to determine if a client has a specific skillset

Developmental Assessment

Norm-referenced developmental assessments provide info about how a child is developing compared to peers

Cognition, communication, motor, adaptive, and social skills are measured

Criterion-Referenced Assessment

Provide info about skills that are in your child's repertoire, including curriculum-based assessments

Determine what skills your child is able to perform as well as what skills your child should learn next

Examples of Developmental Assessments

Child Development Inventories (CDI)

Vineland Adaptive Behavior Scales - II

Gilliam Autism Rating Scale (GARS)

Assessment of Basic Language and Learning Skills

ABLLS-R (Curriculum-based assessment)

Assessment of Basic Language and Learning Skills

An assessment tool, curriculum guide, and skills-tracking system used to help guide the instruction of language and critical learner skills for children with ASD or other developmental disabilities

• Cooperative and Reinforcer effectiveness
• Visual Performance
• Receptive Language
• Imitation
• Vocal Imitation
• Mands
• Tacts
• Intraverbals
• Spontaneous Vocalizations
• Syntax &Grammar
• Play and Leisure
• Soc. Interaction
• Group Instruction
• Follow Classroom Routines
• Gen. Responding

Assessment of Functional Living Skills

AFLS (Curriculum-Based Assessment)

Assesses 6 modules: Basic Living Skills

Home Skills

Community Participation Skills

School Skills

Vocational Skills

Independent Living Skills

Each assessment module has 8 skills areas to access functional skills across different settings throughout learner's lifespan

Verbal Behavior Milestones Assessment and Placement Program

VB MAPP

Criterion-Referenced Assessment Tool, curriculum guide, and skill tracking system to track LANGUAGE DEVELOPMENT

Curriculum Based Assessment

Links instruction with assessment; based on CBA instrument, teachers, and other professional can specify instructional goals

1. Determine eligibility
2. Develop goals for instruction
3. Evaluate the student's progress in the curriculum

Direct observation and recording of a student’s performance in the local curriculum as the basis for gathering information to make instructional decisions.

Repertoire–list or number of skills or capabilities of an individual

identify those language and other critical skills that are in need of intervention in order for a child to become more capable of learning from his everyday experiences

Functional Assessment

Identify the function of a challenging behavior so an intervention can be put in place to reduce this behavior and/or increase more adaptive behaviors

Assessment in which gathers information on:

Clear description on the challenging bx (Behavior)

Antecedent

Consequence

Identify desirable bx that can replace challenging bx (Using words vs. Screaming)

Identify events or people that encourage challenging bx (Someone forgets to give lunch leading to yelling)

Development of hypothesis outlining potential functions of bx (reinforcing consequences)

A full history of interventions that have been previously implemented (success and failures)

Functional Assessment Methods

Direct Observation - Observer records ABC. frequency, interval, graphs

Informant Methods - Interviews and Questionnaires (FAST, MAS)

Functional Analysis - Antecedents and consequences are manipulated to understand their effects

Functional Analysis

An analysis of the purposes (functions) of problem behavior wherein antecedents and consequences representing those and the person’s natural routines are observed.

Functions of Bx

SEAT

Sensory - Self-stims, Bx feels good or meets sensory needs

Escape - from person, task, environment, etc

Attention - Desire for attention from peers and adults (can be person-specific)

Tangible - Specific item or activity (Could have been denied access)

Skill Acquisition Plan

A written plan that identifies an individual's strengths and deficits

Name of client
Objectives for each skill/program
Definition of target bx
Materials/setting
Instructional method
Ways to respond to correct/incorrect responses
Plans for generalization and maintenance
Behavioral objective
Instructional objective (Related to formal instruction)

Behavioral Objective

Precise specification of a behavioral goal including 3 essential elements:

A statement of the condition in which bx will occur (location, when)
A statement of expected bx
A statement of criteria for attainment

Instructional Method

Lets therapist know how instructions and materials are presented

Discrete Trial Method
Chaining
Shaping
Naturalistic Teaching Methods
Prompting/Prompt Fading

"Train and Hope" Method

“Train and hope” refers to teaching individuals a desired skill within a treatment session and hoping that the individual will generalize the use of that skill without implementation of a predetermined plan or strategy to facilitate generalization.

Generalization

A skills is considered generalized when it occurs across various settings, people and stimuli, as well as overtime

Involves systematic planning

Contingency

The reinforcement or punishment that occurs after a bx has been expressed

Dependent and temporal relation between operant bx and its controlling variables

What increases or decreases the probability of operant bx

Natural Maintaining Contingencies

A naturally existing contingency, in layman's terms, “natural consequence” happens without the manipulation of the behavioral analysts.

Good for generalization

Possible ways to plan for generalization

Natural Maintaining Contingencies

Program Common Stimuli

Train loosely

Train in multiple settings

Train with multiple people

Vary sd or cues

Program Common Stimuli

Identifying salient features in the environment where the target response should occur and bringing those into the teaching environment.

Positive Reinforcement (Sr+)

Presentation of stimulus that increases bx

Negative Reinforcement (Sr-)

Removal of stimulus that increase bx

eg. Client asks for a break from work, bt removes break, increases chances of client manding

Three-Term Contingency

Antecedent, Bx, Consequence

Skinner Box

behavior that is followed by pleasant consequences is likely to be repeated, and behavior followed by unpleasant consequences is less likely to be repeated

Skinner Box - Reflexive Motivation

Worsening set of circumstances

Instructors and demands can become the reflexive MO's-, indicating a painful or undesirable is about to occur

BTs should reduce value of escape and engage with child. Pair yourself with "good" things and make activities more fun than stopping them

Reflexive MOs- : Tone indicated a shock was coming for rats in experiment

Primary Reinforcer

Unconditioned Reinforcers

Biological Needs - Water, food, sleep, shelter/warmth, sex, and touch

Secondary Reinforcers

Conditioned Reinforcers; Stimuli that acquire their reinforcing properties only as a function of events in an individual's life

Tangible (toys)
Social (attention, praise)
Activity (games, movies)
Generalized Sr - money, credit cards, tokens
Back-up Sr - What is received after exchanging generalized sr (tokens)

Premack Principle/Grandma's Rule

more probable behaviors will reinforce less probable behaviors

First brush teeth then play games
First eat vegetables then dessert

Rapport

Closeness, empathy, and mutual liking for an individual

Establish yourself as a reinforcer

Freebies

Providing reinforcement that child likes without conditions or demands

non-contingent

Steps to Establish Yourself as a Reinforcer

1. Pairing yourself with positive reinforcement (sanitize environment, don't give free access to preferred items, conduct preference assessments, give freebies at a high rate)

2. Assess if pairing procedure worked (Do they look forward to seeing you? Frequently walk or turn away to see if they want your attention)

3. Introduction of demands: If... Then (First few demands introduced will teach child to request for item or be simple/mastered demands)

Operant Conditioning

the modification of behavior via reinforcement and punishment

Stimulus-Stimulus Pairing

How to develop secondary reinforcers

Neutral stimulus (doesn't affect bx) is paired with primary or learned reinforcer. over time, neutral stimulus acquires reinforcing properties

Food + therapist saying "good job" -> client learns "good job" accompanies good things

Generalized Reinforcers

Learned reinforcers that have become effective for a wide range of bx under a variety of circumstances

Developed when coupled with primary or learned reinforcers

eg. tokens, social recognition

Types of Reinforcers

STATE

Social (verbal, recognition)
Tangible (toys)
Activity (past times)
Token
Edible (food)

Satiation

Having enough of something preferred to the point its no longer preferred/ Satisfied

Direct Reinforcement

Reinforcer is obtained through the completion of the task

More effective than indirect -> Do direct when possible

Indirect Reinforcement

Reinforcer is delivered through social mediation upon the completion of the task

Therapist presents reinforcer

Less effective than direct -> Do direct when possible

Continuous Reinforcment

Reinforcement given each instance of response

Intermittent Reinforcement/ Variable Schedules of Reinforcement

Bx requirement for reinforcement varies (could be more than 1 each time or in a range)

Fixed Ratio Schedule

Reinforcement delivered after a fixed number of responses

FR2 - Reinforcement given after 2 correct responses

Fixed Interval Schedule

Reinforcement delivered after a fixed amount of time

FI5 - Reinforcement given after 5 minutes of correct bx (sitting and writing for 5 minutes)