RBT Exam Flashcards : Fresh Wave

Continuous Measurement

Measurement that records every instance of behavior during an observation period.

Continuous measurement includes frequency, duration, latency, and interresponse time (IRT)

Example: Tracking every time a child raises their hand during class.

Data Entry

The process of recording collected data into a system or form.

Should be done immediately after a client session to avoid errors

Example: Typing behavior data into an electronic chart after a session.

Data Reliability

Consistency and accuracy of data collected across observers or over time.

Also called interobserver agreement (IOA)

Example: Two RBTs independently count the same number of tantrums during a session.

Data Summary

A summary of the data collected (e.g., totals, averages, percentages).

Helps identify behavior patterns or treatment effects

Example: Reporting that a behavior occurred 7 times and lasted an average of 30 seconds

Discontinuous Measurement

Measurement that captures some, but not all, instances of behavior.

Used when continuous measurement ts impractical.

Example: Using momentary time sampling to check for behavior every 30 seconds.

Duration

Length of time a behavior occurs from start to finish.

A type of continuous measurement

Example: A tantrum lasting 2 minutes and 15 seconds from start to finish

Frequency

Counting the number of times a behavior occurs.

A type of continuous measurement

Example: Counting 10 times a child said ‘no’ during a session

Graphing

Visual representation of data to show patterns over time.

Can show effectiveness of interventions

Example: Plotting daily aggression data on a line graph to view changes over time

Interresponse Time (IRT)

Time between the end of one response and the start of the next.

A type of continuous measurement. A low IRT can indicate high-frequency behavior

Example: A child finishes screaming, then screams again 5 seconds later- IRT is 5 seconds.

Latency

Time from a stimulus or instruction to the start of the behavior.

A type of continuous measurement used to evaluate response speed.

Example: he time between a teacher’s prompt and the child starting the task is 3 seconds

Mean Duration

Average time a behavior lasted, calculated over multiple instances.

Example: If 3 episodes of crying lasted 2, 4, and 6 minutes, the mean duration is 4 minutes

Momentary Time Sampling

Recording whether a behavior occurs at the end of a set time interval.

A type of discontinuous measurement. Not as accurate as continuous, but useful in busy settings.

Example: Looking up every 2 minutes to see if a student is working.

Observable and Measurable Terms

Describing behavior using specific, objective, and countable terms.

Avoid vague terms like ‘disruptive’ or ‘uncooperative.’

Example: Writing ‘Johnny kicked the table 3 times’ instead of ‘Johnny was aggressive. ’

Partial Interval Recording

Recording whether behavior occurred at any time during an interval.

A type of discontinuous measurement. May overestimate behavior frequency.

Example: Checking whether a student left their seat at any time during a 10-sec interval.

Percentage

A way to express data as a portion of a whole (e.g., % of intervals with behavior).

Example: The child complied during 18 out of 20 trials = 90%.

Permanent Product

Measuring the outcome or product of behavior rather than the behavior itself.

Good for behaviors with visible outcomes (e.g., worksheets)

Example: Counting 9 completed math problems out of 12 after the session ends.

Procedural Fidelity

How accurately and consistently procedures are carried out as designed.

Also called treatment integrity.

Example: An RBT uses the correct prompting procedure exactly as trained.

Rate

The number of responses per unit of time (e.g., 5 hits per hour).

Example: If a student has 12 outbursts in 2 hours, the rate is 6 per hour.

Trend

The direction or pattern in data over time (e.g., increasing, decreasing).

Important for decision-making in behavior plans

Example: A graph shows tantrums decreasing steadily over 2 weeks means the trend is decreasing.

Whole Interval Recording

Recording whether a behavior occurred during the entire interval.

A type of discontinuous measurement. May underestimate behavior if student stops mid-interval.

Example: A student stayed seated for the full 10-second interval - mark ‘yes. ’

Curriculum-Based Assessment

Assessment that uses curriculum materials to determine current skill levels.

Descriptive Assessment

Observing and recording behavior in natural environments without manipulating variables.

Developmental Assessment

Assessment comparing a client's skills to typical developmental milestones.

Free Operant

Observing what items or activities a client chooses when given free access.

Functional Analysis

A type of functional assessment where conditions are manipulated to identify the cause of behavior.

Functional Assessment

A process used to understand why behavior occurs.

Multiple Stimulus with Replacement

A preference assessment where selected items are presented and replaced after each trial.

Multiple Stimulus without Replacement

A preference assessment where selected items are presented and removed after each trial.

Preference Assessment

A process to identify items or activities that may be effective as reinforcers.

Social Skills Assessment

An evaluation of a client's ability to interact appropriately with others.

Backward Chaining

Teaching steps in a task starting with the last step and moving backward.

Conditioned Reinforcers

A previously neutral stimulus that becomes reinforcing through association with another reinforcer.

Discrete Trial Teaching (DTT)

A structured teaching method using clear instructions, prompts, responses, and reinforcement.

Discrimination Training

Teaching a person to respond differently to different stimuli.

Errorless Learning

A teaching method where prompts are used to ensure success and avoid errors.

Forward Chaining

Teaching steps in a task starting with the first step and moving forward.

Generalization

The transfer of learned skills to new settings, people, or materials.

Incidental Teaching

Using natural opportunities to teach skills based on a child's interests.

Least-to-Most Prompting

Prompting begins with the least intrusive method and increases as needed.

Maintenance

Continued performance of a learned skill over time.

Most-to-Least Prompting

Prompting begins with the most support and is gradually reduced.

Naturalistic Teaching

Teaching that occurs in everyday routines and play settings.

Negative Reinforcement

Removing a stimulus after a behavior to increase the future likelihood of the behavior.

Positive Reinforcement

Adding a stimulus after a behavior to increase the future likelihood of the behavior.

Prompt Fading

Gradually removing prompts as the learner becomes more independent.

Reinforcement Schedule

A rule that defines how and when reinforcement is given.

Response Prompt

Prompts that act directly on the response.

Shaping

Reinforcing gradual approximations toward the target behavior.

Stimulus Fading

Gradually removing parts of the stimulus to help a learner respond independently.

Stimulus Prompt

Prompts added to the stimulus to increase correct responding.

Task Analysis

Breaking a complex skill into smaller, teachable steps.

Time Delay

A set amount of time before a prompt is given to allow for independent responding.

Token Economy

A system that uses tokens as conditioned reinforcers for desired behaviors.

Total Task Chaining

Teaching all steps of a task in every session until mastery.

Unconditioned Reinforcer

A stimulus that is naturally reinforcing without prior learning.

Antecedent Interventions

Strategies applied before behavior occurs to reduce the likelihood of problem behavior.

Attention

Behavior maintained by getting attention from others.

Crisis Procedures

Pre-planned steps to ensure safety during dangerous behavior or emergencies.

Demand Fading

Starting with low-effort or few demands that the individual can tolerate.

Differential Reinforcement

Reinforcing certain behaviors while withholding reinforcement for others.

DRA (Alternative)

Differential reinforcement of alternate behavior.

DRI (Incompatible)

Differential reinforcement of incompatible behavior.

DRL (Low Rates)

Differential reinforcement of low rates.

DRO (Other)

Differential reinforcement of other behavior.

Emergency Procedures

Actions taken during urgent or unsafe situations to protect individuals.

Emotional Responding

Emotional reactions often associated with frustration or extinction.

Escape

Behavior that functions to escape or avoid tasks, people, or environments.

Extinction

Discontinuing reinforcement of a previously reinforced behavior.

Extinction Burst

Temporary increase in behavior after extinction begins.

Functional Communication Training (FCT)

Teaching a more appropriate communication method to replace problem behavior.

Function of Behavior

The reason a behavior occurs.

High-P Request Sequence

Giving a quick series of easy tasks before a more difficult one.

Negative Punishment

Removing something the learner likes to reduce future occurrence of behavior.

Noncontingent Reinforcement (NCR)

Providing reinforcement on a fixed schedule regardless of behavior.

Positive Punishment

Adding something after a behavior to reduce future occurrence of behavior.

Response Cost

A form of negative punishment in which a reinforcer is taken away after a behavior.

Response Variation

Changes in behavior when reinforcement is inconsistent or unclear.

Resurgence

Return of a previously reduced behavior when reinforcement for a new behavior stops.

Sensory

Behavior maintained by internal stimulation.

Tangible

Behavior maintained by access to items or activities.

Time-Out

Removing access to reinforcement for a set time after problem behavior.

Chain of Command

The organizational structure for reporting and resolving workplace issues.

Clinical Direction

Guidance provided by a supervisor on how to proceed with clinical concerns.

Communication with Supervisors

Timely and professional sharing of concerns, updates, and questions with one's supervisor.

Confidentiality

Protecting private client information from being shared without consent.

Data Accuracy

Ensuring all recorded data is truthful, clear, and free of errors.

Incident Reporting

Reporting situations that involve harm, potential harm, or violations of policy or ethics.

Legal Requirements

Laws and rules that govern how services must be provided and documented.

Objective Documentation

Writing based on observable facts, not opinions or assumptions.

Regulatory Requirements

Rules established by licensing boards or government agencies.

Reportable Variables

Information that may impact the client's progress or safety and must be reported.

Session Notes

Written records that summarize what occurred during a service session.

Accepting Feedback

Willingness to receive and act on performance feedback from supervisors.

BACB Ethics Code

A set of ethical rules and standards RBTs must follow in their professional role.

Benefit Others

Acting in the best interest of clients and others affected by services.

Competence

Having and maintaining the necessary knowledge and skills to perform job duties.

Confidential Information

Information that must be protected and not shared without proper consent.

Conflict of Interest

A situation where personal interests interfere with professional judgment.

Core Principles

Foundational ethical values that guide all ethical behavior.

Cultural Humility

Acknowledging personal biases and limitations.