RBT Flashcards
(164 cards)
1
Q
Listener Responding (LR)
A
Responding non-vocally to directions given by another person
2
Q
Responding non-vocally to directions given by another person
A
Listener Responding (LR)
3
Q
Tact
A
A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement. Labeling.
4
Q
A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement. Labeling.
A
Tact
5
Q
Echoic
A
A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement (Repeating what someone else says)
6
Q
A verbal operant involving a response evoked by a nonverbal SD and followed by a generalized conditioned reinforcement (Repeating what someone else says)
A
Echoic
7
Q
Motor Imitation
A
Copying a physical movement
8
Q
Copying a physical movement
A
Motor Imitation
9
Q
Mand
A
A verbal operant involving a response in any form that is evoked by an MO and followed by a specific reinforcement.
10
Q
A verbal operant involving a response in any form that is evoked by an MO and followed by a specific reinforcement.
A
Mand
11
Q
Intraverbal (IV)
A
A verbal operant that is evoked by a verbal SD; basis for social interactions and conversations (response is different from SD, otherwise it would be echoic)
12
Q
A verbal operant that is evoked by a verbal SD; basis for social interactions and conversations (response is different from SD, otherwise it would be echoic)
A
Intraverbal (IV)
13
Q
Spontaneous
A
Independent, no prompts given
14
Q
Independent, no prompts given
A
Spontaneous
15
Q
Response
A
A single occurrence of a specific behavior
16
Q
A single occurrence of a specific behavior
A
Response
17
Q
Stimuli
A
An event or anything in the environment that contacts any of the 5 senses that evokes a specific response
18
Q
An event or anything in the environment that contacts any of the 5 senses that evokes a specific response
A
Stimuli
19
Q
Reinforcer
A
A stimulus change that increases the future frequency of that type of behavior
20
Q
A stimulus change that increases the future frequency of that type of behavior
A
Reinforcer
21
Q
SD (Discriminative Stimulus)
A
An instruction/question (a stimulus in the presence of which a particular response will be reinforced)
22
Q
An instruction/question (a stimulus in the presence of which a particular response will be reinforced)
A
SD (Discriminative Stimulus)
23
Q
Response Cost
A
Removing reinforcement for an undesirable behavior
24
Q
Removing reinforcement for an undesirable behavior
A
Response Cost
25
Maintenance
Performing a task/skill after teaching is done with a natural schedule of reinforcement, with a thinned schedule of reinforcement (ideally where the natural consequence is the reinforcer)
26
Performing a task/skill after teaching is done with a natural schedule of reinforcement, with a thinned schedule of reinforcement (ideally where the natural consequence is the reinforcer)
Maintenance
27
Generalization
When a skill is learned under one condition and can be demonstrated under different conditions. Or when multiple skills can be used in the same condition; When a skill is applicable to everyday life
28
When a skill is learned under one condition and can be demonstrated under different conditions. Or when multiple skills can be used in the same condition; When a skill is applicable to everyday life
Generalization
29
Gesture Prompt
Any type of action the learner can observe the instructor doing (ex. pointing, reaching, or nodding) to give information about the correct response without any vocalization. Helping the learner responding using an action.
30
Any type of action the learner can observe the instructor doing (ex. pointing, reaching, or nodding) to give information about the correct response without any vocalization. Helping the learner responding using an action.
Gesture Prompt
31
Textual Prompt
A written prompt that can be used as scripts or instructions; requires a response from the learner
32
A written prompt that can be used as scripts or instructions; requires a response from the learner
Textual Prompt
33
Verbal Prompt
Giving the learner verbal information that supports the instruction
34
Giving the learner verbal information that supports the instruction
Verbal Prompt
35
Physical Prompt
Physically guiding the learner's hand to complete a task/skill thoroughly (partial physical and full physical)
36
Physically guiding the learner's hand to complete a task/skill thoroughly (partial physical and full physical)
Physical Prompt
37
Model Prompt
Modeling/demonstrating the behavior you want the learner to do.
38
Modeling/demonstrating the behavior you want the learner to do.
Model Prompt
39
Novel
New; anything that the learner has not encountered/experienced/behaved before.
40
New; anything that the learner has not encountered/experienced/behaved before.
Novel
41
Consecutive
In a row; following continuously; unbroken
42
In a row; following continuously; unbroken
Consecutive
43
Differential Reinforcement
Reinforcing only those responses within a response class that meet a specific criterion and placing all other responses in the class on extinction
44
Reinforcing only those responses within a response class that meet a specific criterion and placing all other responses in the class on extinction
Differential Reinforcement
45
Token Economy
A behavior change system consisting of a list of target behaviors with tokens (ex. points, token money, small objects) earned for emitting the target behaviors; a menu of backup reinforcers that learners exchange earned tokens for; a visual representation for correct responding (used when you see terms like VR/FR)
46
A behavior change system consisting of a list of target behaviors with tokens (ex. points, token money, small objects) earned for emitting the target behaviors; a menu of backup reinforcers that learners exchange earned tokens for; a visual representation for correct responding (used when you see terms like VR/FR)
Token Economy
47
Extinction
The discontinuing of a reinforcement of a previously reinforced behavior; responses no longer produce reinforcement.
48
The discontinuing of a reinforcement of a previously reinforced behavior; responses no longer produce reinforcement.
Extinction
49
Shaping
Using differential reinforcement to produce a series of gradually changing response classes. Each response is a successive approximation towards a terminal behavior.
50
Using differential reinforcement to produce a series of gradually changing response classes. Each response is a successive approximation towards a terminal behavior.
Shaping
51
Pair
Associating yourself with reinforcement; building rapport with client
52
Associating yourself with reinforcement; building rapport with client
Pair
53
IOA
Interobserver Agreement. The degree to which two or more independent observers report the same observed values after measuring the same events/behaviors
54
Interobserver Agreement. The degree to which two or more independent observers report the same observed values after measuring the same events/behaviors
IOA
55
Accel
The target behavior that you want to increase; change in the rate of responding over a unit of time.
56
The target behavior that you want to increase; change in the rate of responding over a unit of time.
Accel
57
Decel
The target behavior that you want to decrease; change in the rate of responding over a unit of time.
58
The target behavior that you want to decrease; change in the rate of responding over a unit of time.
Decel
59
Phase Change Lines
Changes to a major independent variable during specific points in time.
60
Changes to a major independent variable during specific points in time.
Phase Change Lines
61
Counting/Floor Time
Duration of data collection for the day.
62
Duration of data collection for the day.
Counting/Floor Time
63
Chart/Charting
Graphing data from programs and problem behavior outlined in the clients programs.
64
Graphing data from programs and problem behavior outlined in the clients programs.
Chart/Charting
65
Precision Teaching
Measuring the impact of teaching decisions, and making changes based on that measurement.
66
Measuring the impact of teaching decisions, and making changes based on that measurement.
Precision Teaching
67
Timing Chart
Used for percussion teaching (e.g. RAN). Consists of 10 trials max/day; data on chart is the count in a given time (e.g. 30 seconds, 1 minute)
68
Used for percussion teaching (e.g. RAN). Consists of 10 trials max/day; data on chart is the count in a given time (e.g. 30 seconds, 1 minute)
Timing Chart
69
Preference Assessment
A tool used to assess what items/activities are reinforcing to a client to increase the future probability of targeted behaviors.
70
A tool used to assess what items/activities are reinforcing to a client to increase the future probability of targeted behaviors.
Preference Assessment
71
Errorless Teaching
Instructing/prompting the learner to prevent mistakes (eliminating errors)
72
Instructing/prompting the learner to prevent mistakes (eliminating errors)
Errorless Teaching
73
Error Correction
A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial)
74
A consequence-based procedure used to correct an error in responding by creating more opportunities for reinforcement with minimal errors (teach trial, transfer trial, distractor, test trial)
Error Correction
75
FCT (Functional Communication Training)
A common, effective behavior reduction approach for teaching individuals to appropriately communicate their wants and needs.
76
A common, effective behavior reduction approach for teaching individuals to appropriately communicate their wants and needs.
FCT (Functional Communication Training)
77
Prompt Fading
The process of eliminating prompts often through gradually reducing the level or magnitude of prompts to work towards independence.
78
The process of eliminating prompts often through gradually reducing the level or magnitude of prompts to work towards independence.
Prompt Fading
79
Probe/Probing
Measuring a particular skill before teaching or when a new skill is to be introduced. Testing if a behavior occurs or does not occur in a situation.
80
Measuring a particular skill before teaching or when a new skill is to be introduced. Testing if a behavior occurs or does not occur in a situation.
Probe/Probing
81
Baseline
A condition of an experiment where the intervention is not present. Data collected during this phase are the basis for determining the effects of the intervention.
82
A condition of an experiment where the intervention is not present. Data collected during this phase are the basis for determining the effects of the intervention.
Baseline
83
Scaffolding
Helping the learner arrive at the correct response, without giving them the answer. Building upon what the learner already knows to assist them in correctly responding (An error correction procedure that consists of leading questions, negation questions, then choices)
84
Helping the learner arrive at the correct response, without giving them the answer. Building upon what the learner already knows to assist them in correctly responding (An error correction procedure that consists of leading questions, negation questions, then choices)
Scaffolding
85
Discrimination
Knowing when things are different/what something is not; knowing the boundaries of an object's critical attributes (The ability to discriminate between one stimulus and a similar stimulus.)
86
Knowing when things are different/what something is not; knowing the boundaries of an object's critical attributes (The ability to discriminate between one stimulus and a similar stimulus.)
Discrimination
87
Natural Environment Teaching
An instructional procedure where reinforcement occurs within the activity (e.g., playing pretend, baking a cake, where the reinforcer is the continuing of the activity)
88
An instructional procedure where reinforcement occurs within the activity (e.g., playing pretend, baking a cake, where the reinforcer is the continuing of the activity)
Natural Environment Teaching
89
Incidental Teaching
An unplanned teaching opportunity in the natural environment that uses the child's interest and natural motivation.
90
An unplanned teaching opportunity in the natural environment that uses the child's interest and natural motivation.
Incidental Teaching
91
BST (Behavior Skills Training)
A training package that consists of instructions, modeling, rehearsal, and feedback in order to teach a new skill
92
A training package that consists of instructions, modeling, rehearsal, and feedback in order to teach a new skill
BST (Behavior Skills Training)
93
DTT (Discrete Trial Training)
Using unrelated reinforcers to train specific responses to specific stimuli. And a teaching procedure used to break down skills into smaller skills consisting of 3 components: antecedent (instruction/SD), behavior (response), and consequence (reinforcement).
94
Using unrelated reinforcers to train specific responses to specific stimuli. And a teaching procedure used to break down skills into smaller skills consisting of 3 components: antecedent (instruction/SD), behavior (response), and consequence (reinforcement).
DTT (Discrete Trial Training)
95
Acquisition
Current targets that have not met mastery criteria
96
Current targets that have not met mastery criteria
Acquisition
97
Differential reinforcement of other behavior. A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times. Reinforcing any response other than the target problem behavior. A time component is included in this procedure (usually called differential reinforcement of zero rates of responding).
DRO
98
DRO
Differential reinforcement of other behavior. A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times. Reinforcing any response other than the target problem behavior. A time component is included in this procedure (usually called differential reinforcement of zero rates of responding).
99
BIP (Behavior Intervention Plan)
A roadmap that aims to decrease inappropriate problem behavior and teach replacement or alternative behaviors.
100
A roadmap that aims to decrease inappropriate problem behavior and teach replacement or alternative behaviors.
BBIP (Behavior Intervention Plan)
101
Antecedent Interventions
Strategies that involve modifying the environment to reduce undesirable behaviors
102
Strategies that involve modifying the environment to reduce undesirable behaviors
Antecedent Interventions
103
Function
The reason the behavior is occurring
104
The reason the behavior is occurring
Function
105
VR (Variable Ratio)
A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a set number
106
A schedule of reinforcement requiring a varying number of responses for reinforcement. The number of responses required varies around a set number
VR (Variable Ratio)
107
Least to most
Level of prompting, least intrusive to most intrusive
108
Level of prompting, least intrusive to most intrusive
Least to most
109
FR1 (Fixed Ratio)
Fixed ratio; one response to one reinforcer. A schedule of reinforcement delivered for the mean number of responses based on a set number (e.g. VR3 = on an average of 3 responses, not ever 3 responses)
110
Fixed ratio; one response to one reinforcer. A schedule of reinforcement delivered for the mean number of responses based on a set number (e.g. VR3 = on an average of 3 responses, not ever 3 responses)
FR1 (Fixed Ratio)
111
Mastery Criteria
Amount of correct trials specified in the program to move to the next step. The number of consecutive independent correct responses over a number of days needed for a target to be considered mastered, usually across multiple people and/or setting.
112
Amount of correct trials specified in the program to move to the next step. The number of consecutive independent correct responses over a number of days needed for a target to be considered mastered, usually across multiple people and/or setting.
Mastery Criteria
113
Self-stimulatory behavior
Actions that give self reinforcement using noises or movement. AKA stimming/stereotype. Repetitive body movements or repetitive movements of objects, which are usually automatically reinforcing to the individual.
114
Actions that give self reinforcement using noises or movement. AKA stimming/stereotype. Repetitive body movements or repetitive movements of objects, which are usually automatically reinforcing to the individual.
Self-stimulatory behavior
115
SIB (Self injurious behavior)
A class of behaviors in which the individual inflicts physical harm to oneself.
116
A class of behaviors in which the individual inflicts physical harm to oneself.
SIB (Self injurious behavior)
117
On Set
Part of a behavior definition that indicates when to start tracking
118
Part of a behavior definition that indicates when to start tracking
On Set
119
Off Set
Part of a behavior definition that indicates when to stop tracking
120
Part of a behavior definition that indicates when to stop tracking
Off Set
121
Error
Incorrect response
122
Incorrect response
Error
123
Independent
Not depending on another, free from outside control
124
Not depending on another, free from outside control
Independent
125
Behavior Specific Praise
A positive statement that describes a desirable behavior in specific, observable, and measurable terms.
126
A positive statement that describes a desirable behavior in specific, observable, and measurable terms.
Behavior Specific Praise
127
Data
The result of measurement in a quantifiable form
128
The result of measurement in a quantifiable form
Data
129
Drop Dot
Plugging in data on charts
130
Plugging in data on charts
Drop Dot
131
Procedural Integrity
The extent to which procedures in all phases and conditions are implemented correctly
132
The extent to which procedures in all phases and conditions are implemented correctly
Procedural Integrity
133
Fidelity Check
A checklist that outlines the targeted behaviors and procedures to ensure correct implementation; a visual walkthrough of the plan's implementation steps
134
A checklist that outlines the targeted behaviors and procedures to ensure correct implementation; a visual walkthrough of the plan's implementation steps
Fidelity Check
135
Instructional Control/Motivation
Developing a positive working relationship with a learner where you have established leadership control. Establishing a paired, trusted, cooperative, therapeutic relationship.
136
Developing a positive working relationship with a learner where you have established leadership control. Establishing a paired, trusted, cooperative, therapeutic relationship.
Instructional Control/Motivation
137
Error Analysis
A method used to identify the cause of the learner's errors when they make consistent mistakes
138
A method used to identify the cause of the learner's errors when they make consistent mistakes
Error Analysis
139
Mastered in baseline (MIB)
When a skill is correctly demonstrated during the baseline condition
140
When a skill is correctly demonstrated during the baseline condition
Mastered in baseline (MIB)
141
Social Pragmatics
The way in which children use language within social situations
142
The way in which children use language within social situations
Social Pragmatics
143
Perspective Taking
Responding in relation to private thoughts and emotions that would typically occur in others in a given situation
144
Responding in relation to private thoughts and emotions that would typically occur in others in a given situation
Perspective Taking
145
Eloping
Leaving a safe and supervised environment to a potentially unsafe and unsupervised environment
146
Leaving a safe and supervised environment to a potentially unsafe and unsupervised environment
Eloping
147
Task Delay
Engaging in other behaviors to avoid completing a given task
148
Engaging in other behaviors to avoid completing a given task
Task Delay
149
PBx (Problem Behavior)
Behaviors that occur and interfere with daily tasks, learning, and other social interactions. These behaviors can range from being disruptive to being dangerous and harmful
150
Behaviors that occur and interfere with daily tasks, learning, and other social interactions. These behaviors can range from being disruptive to being dangerous and harmful
PBx (Problem Behavior)
151
Topography
The physical from or shape of a behavior
152
The physical from or shape of a behavior
Topography
153
Consequence Interventions
Strategies used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. Includes teaching alternative and replacement behavior, and crisis prevention strategies.
154
Strategies used to minimize reinforcement for problem behavior and increase reinforcement for desirable behavior. Includes teaching alternative and replacement behavior, and crisis prevention strategies.
Consequence Interventions
155
Count and Mand
An intervention used to reduce to reduce inappropriate attention-seeking behaviors and inappropriate mands for access to tangibles. A duration is set and the client must not engage in problem behavior during that set time. The count starts when problem behavior stops occurring and restarts if problem behavior occurs at any point during the count. Once the client has reached the target duration of no problem behavior, the RBT may ask the client what they want (mand).
156
An intervention used to reduce to reduce inappropriate attention-seeking behaviors and inappropriate mands for access to tangibles. A duration is set and the client must not engage in problem behavior during that set time. The count starts when problem behavior stops occurring and restarts if problem behavior occurs at any point during the count. Once the client has reached the target duration of no problem behavior, the RBT may ask the client what they want (mand).
Count and Mand
157
Most to Least
Prompting strategy that includes using the most intrusive prompt first, then fading to less intrusive prompt, ensuring the correct response is still being observed. (ex. Full physical then fade to gesture prompt)
158
Prompting strategy that includes using the most intrusive prompt first, then fading to less intrusive prompt, ensuring the correct response is still being observed. (ex. Full physical then fade to gesture prompt)
Most to Least
159
Clear the field
Removing all of the cards/items from the table or array
160
Removing all of the cards/items from the table or array
Clear the field
161
Distractor (in the field)
Additional stimuli presented alongside the target to teach discrimination.
162
Additional stimuli presented alongside the target to teach discrimination.
Distractor (in the field)
163
Distractor (Trial)
Additional trials that do not include the acquisition target, used to teach discrimination. Usually mastered or known targets that are relevant to the skill being targeted.
164
Additional trials that do not include the acquisition target, used to teach discrimination. Usually mastered or known targets that are relevant to the skill being targeted.
Distractor (Trial)
