RBT
This study guide covers the entire RBT exam task list, focusing on key concepts and definitions for effective preparation.
Preparing for Data Collection
Identify Target Behavior: What behavior are you measuring?
Review Previous Data: Read data from the last session.
Prepare Materials: Have recording devices (app, pen/pencil), timers, stopwatches, data collection sheets, and other necessary materials ready.
Determine Programs to Run: Know which programs will be implemented that day.
Preparation is Key: Arrive at sessions ready to implement programs and collect data. This becomes easier with client familiarity.
Data Collection Methods
Continuous Measurement
Recording every instance of a behavior. Five types to know:
Frequency: A simple count of how many times a behavior occurs. (e.g., screaming 5 times)
Duration: How long a behavior occurs from beginning to end. (e.g., tantrum for 5 minutes)
Latency: The time between the onset of a stimulus (instruction) and the start of a response. (e.g., "Sit down" to client sitting down in 4 seconds)
Inter-Response Time (IRT): The time between the end of one response and the beginning of another response of the same response class. (e.g., 13 seconds between two instances of screaming)
Rate: Frequency over time (count/time). (e.g., 15 instances of head banging over 3 hours)
Discontinuous Measurement
Typically used in classrooms, with multiple clients, or when not consistently observing a behavior. Easier for frequently occurring behaviors or when consistent observation is difficult. Three types:
Partial Interval: Did the behavior occur at all during the interval? If it happened even for a second within a 30-second interval, it's counted.
Whole Interval: Did the behavior occur for the entire duration of the interval? The behavior must be present throughout the entire 30-second interval to be counted.
Momentary Time Sampling: Did the behavior occur at the end of the interval? Only recorded if the behavior is happening at the precise moment the interval ends.
Permanent Product
Measuring the tangible item or effect a behavior has on the environment. This is the result of a behavior, not the behavior itself. You don't need to observe the behavior occurring.
Examples: Completed tests, a clean room, completed worksheets, a clean plate, a hole in the wall from punching.
Graphing
Most Common: Line graph.
Y-axis (Ordinate): Represents the behavior being measured.
X-axis (Abscissa): Represents time (sessions, trials, days).
Purpose: Helps determine client progress.
RBTS need to be familiar with the basics and the most common graph type.
Defining Behavior
Definition: Anything an organism does; must be directly observable and measurable.
Focus: Observe and measure behavior, not thoughts or feelings.
Topography: What the behavior looks like.
Function: Why the behavior is happening (most important question for an RBT).
Specificity: Be objective and specific. Instead of "Johnny was aggressive," describe it as "Johnny hit his brother five times."
Preference Assessments
Used to determine possible reinforcers by identifying what a client likes. These are not reinforcer assessments (which confirm if an item actually increases behavior).
Free Operant: Client has free access to items/environment. Observer records and times engagement with items without prompting.
Forced Choice: Present two items (A and B) and ask the client to choose one. (e.g., teddy bear or phone)
Multiple Stimulus with Replacement (MSW): Present multiple items (e.g., five). Learner chooses an item; that item is returned, and unchosen items are switched for others. (Typically 3+ items)
Multiple Stimulus without Replacement (MSWO): Present multiple items. Learner chooses an item; the chosen item is removed, and remaining items are rearranged. (Typically 3+ items)
Functional Assessments
Help determine the cause and effect between the environment and behavior. RBTS assist with these.
Indirect Observation/Informant: Interviews, questionnaires with parents/caregivers. Not directly observing the client, so not scientific or specific alone.
Direct Observation: Directly observing and recording behavior data (e.g., ABC data: Antecedent, Behavior, Consequence). Used to understand cause and effect.
Functional Analysis: (Done by BCBAs) Manipulating antecedents and consequences to determine the function of a behavior.
Probing
Asking a client to perform a task or skill to assess their baseline ability before intervention. Useful for initial assessments and ongoing to adapt programs to client growth.
Example: Giving a trumpet to see how well someone plays, or asking a client to tie their shoes to see their current skill level.
Skill Acquisition Plan (Treatment Plan)
This is where skills are taught. RBTS need to be familiar with its components:
Identify Skill: What skill is being taught (e.g., shoe tying).
Create Goal: Define the target level of performance (e.g., independently tie shoes with 80% accuracy within three months).
Identify Measurement: How the goal will be measured (e.g., permanent product, percentage of occurrence).
Gather Baseline: The skill level before any intervention occurs.
Implement Procedures: Start teaching the skill.
Collect Data: Continuously record data on skill acquisition.
Review Data & Modify Plan: Adjust the plan based on data.
Create Maintenance Plan: If skill is mastered, plan for maintaining it over time.
Preparing for Session as Required by Skill Acquisition Plan
Read & Understand Behavior Plan: Be familiar with what is being measured and taught.
Review Past Sessions: Understand client progress or new behaviors if multiple RBTS are on the team.
Ask Supervisor Questions: Always clarify any doubts before the session.
Prepare Environment & Gather Materials: Set up the session efficiently to jump right into treatment.
Contingencies of Reinforcement
Reinforcement: Increases or maintains behavior. (Doesn't matter if it's