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Rbt > RBT Exam > Flashcards

RBT Exam Flashcards

1
Q

How do you prepare for data collection

A
  • materials ready
  • know target behaviors
  • review the data
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2
Q

Rate

A

Very similar to frequency, but how many us occurring per time

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3
Q

Duration

A

How long a Behavior occurs, the time lapsed between the onset and the offset, a clear beginning and end

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4
Q

Latency

A

How long it takes a child to respond to your instruction. The time between the onset of the stimulus to the initiation of the response.

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5
Q

Inter response time (IRT)

A

The time between two successive responses (e.g. bites of food)

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6
Q

Frequency

A

The count ~ you record every time the behavior occurs, usually for short behaviors that have an obvious beginning and end (e.g. clapping)

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7
Q

Continuos measurement

A

Measuring every single behavior
- frequency
- rate
- duration
- IRT

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8
Q

Discontinuous measurement

A

Intervals and momentary time sampling, recording samples throughout session but not every single behavior that has occurred in session

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9
Q

Intervals

A

Sections of time in session

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10
Q

Whole interval recording

A

During the whole interval, the behavior had to be occurring (e.g. studying for 5 minutes)

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11
Q

Partial interval recording

A

They were engaged AT SOME POINT in the interval (e.g. talking)

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12
Q

Momentary time sampling

A

Choosing a specific time, and recording whether or not that behavior occurred in that specific time (useful for big groups)

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13
Q

Permanent product

A

Anything that you can see after the Behavior occurs (e.g. homes in wall after punches, completed homework after completing homework task)

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14
Q

Enter data and update graphs

A

Make sure you have the data and that it is summarized for the month

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15
Q

Behavior and environment in observable and measurable terms

Operational definition, be able to define a behavior well

A

Good operational definition:
- specific
- observable
- as clear as possible
-be able to define when the onset and offset occurs
- inter observer agreement

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16
Q

inter observer agreement

A

When 2 people measure a behavior and get 80% agreement

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17
Q

Preference Assessment

A

Learning or observing what the client prefers to use as a reinforcer

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18
Q

Types of preference assessments

A

-ask
-trial based
-free operant

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19
Q

Free operant and types of free operants

A

Free to roam their environment and observing

  • naturalistic FO
  • don’t change environment

*contrived FO
- you put out specific possible reinforcers and see how they interact with them

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20
Q

Trial based Preference Assessment

A
  • single stimulus (successive choice): present items 1 at a time
  • paired stimuli (forced choice): forced to choose two objects
    -multiple stimuli (w/ or w/o replacement): 3 or more choices
    ** w/ replacement: same amount of items in an array, replace items not chosen and run another trial
    **     w/o replacement: remove the one they choose, then they choose remaining ones
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21
Q

Stimuli

A

Whatever you can sense with you’re senses (e.g. taste, touch, etc.)

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22
Q

Assessments

A

Process of gathering information

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23
Q

RBT roll in an assessment

A

Spend the most time with the kids, collecting data, conducting alongside with a supervisor, trialing new skills (probing), communicating progress made by learner

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24
Q

Functions of behavior

A
  • attention (social positive)
  • tangible
  • escape/avoidance
  • automatic
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25
Q

Attention

A

When a Behavior increases after experiencing some attention from someone else (e.g. verbal praise or verbal correction)

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26
Q

Tangible

A

When they receive something after engaging in a behavior, something you’d could tangibly hold (e.g. a toy)

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27
Q

Escape/avoidance

A

Engaging in a behavior that takes you away from a situation/task you don’t like (e.g. crying)

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28
Q

Automatic

A

Reinforcement is not guided by outside environment, but is rather internal (e.g. sensory)

29
Q

Functional behavior assessment types

A
  • Indirect assessment: asking the individual or someone close to them
  • direct/descriptive assessment: when you allow them to be in the environment and tot observe
  • environmental/experimental analysis: when you manipulate environment and change the antecedent and consequences and finding an alternative behavior
30
Q

Skill Acquisition Plan

A
  • choose skill
  • skill must be socially significant (helps individuals be more independent, and is age-appropriate)
  • Describe the Skill
    -data collection method
  • reinforcement established
  • maintenance plan
31
Q

Reinforcement

A

A stimulus that is presented after a Behavior occurs which makes the behavior more likely to occur in the future

32
Q

Punishment

A

A stimulus that is presented after a Behavior occurs which makes the behavior less likely to occur in the future

33
Q

Conditioned reinforcement

A

Learned reinforcement

34
Q

Unconditioned reinforcement

A

Instinctual reinforcement, not learned, primal ~ food, water, sex, etc

35
Q

Conditioned/Secondary reinforcement

A

Starts as a mutual stimulus (no effect), paired with established reinforcer, then becomes a reinforcement (pavlovs dog)

36
Q

Schedules of reinforcement

A
  • continuous (CR)
  • intermittent
37
Q

Continuous reinforcement (CR)

A

You reinforce after every single instance of behavior

38
Q

Intermittent Reinforcement

A
  • fixed ratio (FR)
  • variable ratio (VR)
  • fixed interval (FI)
  • variable interval (VI)
39
Q

Fixed Ratio Reinforcement

A

You need a specific amount of responses in order to get a reinforcer

40
Q

Variable ratio reinforcement

A

You don’t need a specific amount to get a reinforcer (it varies and you get an average)

41
Q

Variable interval reinforcement

A

You have to wait a varied amount of time to elapse before getting a reinforcer

42
Q

Fixed interval (FI)

A

You have to wait a certain amount of time to elapse before getting a reinforcer

43
Q

Discrete Trial Training (DTT)

A

DTT is a structured ABA technique that breaks down skills into small, “discrete” components. Systematically, the trainer teaches these skills one by one. Along the way, trainers use tangible reinforcements for desired behavior.

44
Q

Mass trial (DTT)

A

When you present the same instruction over and over again
- w/o distractors: only 1 thing presented (e.g. touch item with that being the only item).
- distractor trial (w/ distractor): an array of things presented

45
Q

Mixed trials (DTT)

A

switching up the instructions to help client distinguish
- random rotation

46
Q

Maintenance

A

Testing a mastered skill to see if learner has retained it

47
Q

Generalization

A

Using a mastered skill and applying it to different settings, time, or people

48
Q

Naturalistic teaching procedures

A

Where a client is able to use learned skills in the real world.

“The skills learned in DTT are to be generalized during natural environment training, and in naturalistic teaching there are spontaneous opportunities for learning”

49
Q

Task analysis

A

Getting a complex task and splitting it up to smaller, manageable steps

50
Q

Forward chaining

A

You teach steps in order 1-> 2-> 3

51
Q

Backwards chaining

A

You teach going from the last steps backwards 3 -> 2 -> 1

52
Q

Total task chaining

A

You teach the whole task at once, but you simply prompt when they have difficulty with a certain task

53
Q

Discrimination training

A

How to behave depending on what stimuli you are presented, done by reinforcing behavior in the presence of one stimulus but not another stimulus

54
Q

Discriminative stimulus (Sd)

A

Type of stimulus that will give you reinforcement
Ex: “point to this card” that card is Sd, the others are Sdelta

55
Q

Stimulus control

A

When a Behavior occurs more under one stimulus than another stimulus

56
Q

Prompt and prompt fading procedures (most intrusive to least)

A

Physical (Full, partial)
Modeling
Visual/positional
Gestual
Verbal

57
Q

Shaping

A

Reinforce closer and closer to the Behavior you want

58
Q

Backup reinforcer

A

The grand prize the client has earned after earning all their tokens

59
Q

Behavior reduction plan

A
  • operational definition
  • goal
  • function of behavior
  • replacement behaviors
  • antecedent/consequence interventions
60
Q

Antecedent

A

What is present before the behavior occurs

61
Q

Motivating operation (MO)

A

The motivation
- establishing operations (EO): increases of stimulus behavior to occur
- abolishing operations (AO): make the stimulus less likely to occur

62
Q

Differential reinforcement

A

You’re differentiating what you are reinforcing

63
Q

Types of differential reinforcement

A

-DRI (DR of Incompatible behaviors): reinforcing a behavior that is incompatible with another
- DRA (DR of Alternative behavior): reinforcing an alternative behavior (that is not necessarily incompatible)
- DRO (DR of Other behaviors): reinforcing other behaviors than the non preferred behavior
- DRL (DR of Low Rates): reinforcing less frequency use of a behavior

64
Q

Extinction Behavior

A

Not reinforcing behaviors that had been previously been reinforced

65
Q

Spontaneous Recovery

A

When an extinct behavior spontaneously reoccurs

66
Q

How often should you be meeting with your supervisor?

A

2 times a month, 5% of the ABA therapy that you provide must be supervised

67
Q

SOAP Notes

A

-Subjective: what they tell you (“parent reports…” or reporting setting)
-Objective: what is observable (“the learner correctly labeled with an 80% accuracy, and 7 instances of biting”)
-Assessment: how you observe client has progressed between sessions
-Plan: “continues target as BCBA of plans”

68
Q

How many years minimum do you have to hold onto data

A

7 years

Rbt (2 decks)

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