RBT Competency Assessment

A: Recording every instance of a behavior during an observation. Includes frequency, duration, latency, and IRT.

A: Counting how many times a behavior occurs (e.g., 5 tantrums).

A: How long a behavior lasts (e.g., 3 minutes of crying).

A: The time between an instruction and the start of the behavior.

A: The time between two consecutive responses.

A: Recording some instances of behavior (sampling). Includes partial interval, whole interval, and momentary time sampling.

A: Behavior occurs at any time during the interval → mark yes. Overestimates behavior.

A: Behavior occurs for the entire interval → mark yes. Underestimates behavior.

A: Behavior occurs at the very end of the interval → mark yes.

A: Enter data into a graph (usually line graph) to visualize trends and make treatment decisions.

A: Methods to identify what a client finds reinforcing. Types: single stimulus, paired choice (forced choice), multiple stimulus (MSWO), and free operant.

A: Antecedent (what happened before), Behavior, Consequence (what happened after). Used to determine function of behavior.

A: Structured, fast-paced teaching with clear start/end. Components: SD (instruction) → Response → Consequence (reinforcement/correction) → Inter-trial interval.

A: Teaching in the natural environment using client motivation and incidental learning (e.g., embedding goals into play).

A: Breaking a complex skill into smaller steps. Types: forward chain, backward chain, total task presentation.

A: Reinforcing successive approximations toward a target behavior (e.g., first saying “ba”, then “ball”).

A: Teaching the client to respond differently to different stimuli (e.g., point to car vs. truck).

A: Fading prompts so the SD alone controls the behavior (e.g., from “touch red” + pointing → “touch red” alone).

A: Assistance given to increase correct responding. Hierarchy: physical → model → verbal → gestural → positional → visual.

A: A conditioned reinforcement system where tokens (e.g., stars) are exchanged for a backup reinforcer.

A: Follow the behavior intervention plan (BIP) crisis procedures and keep everyone safe. Report to supervisor immediately.

A: Modifying the environment or conditions before a behavior occurs to prevent it (e.g., offering choices, priming).

A: Reinforcing one behavior while withholding reinforcement for another. Types: DRA, DRI, DRO, DRL.

A: Withholding reinforcement for a previously reinforced behavior → decrease in that behavior. Expect an extinction burst.

A: Client name, date, start/end time, procedures used, data summary, client response, and signature. Complete within 24 hours.

A: Treat client respectfully (no talking about them in front of them, keep them covered, use age-appropriate materials, assume competence).

A: Avoid dual relationships, gifts, socializing with families, or personal disclosures. Maintain a strictly professional relationship.

A: 5% of monthly hours supervised (at least 2 face-to-face contacts per month, one of which must be observation of client sessions).

A: Following your BCBA’s treatment plans and asking for clarification when needed. Never practice outside your scope.