RBT

Question 1

Five main types of continuous measurements

Answer 1

1. Count
2. Frequency/ratio
3. Response latency
4. Interresponse time
5. Duration

Question 2

Three main discontinuous measurement procedures

Answer 2

1. Whole interval recording
2. Partial interval recording
3. Momentary Time Sampling

Question 3

Continuous measurement: count

Answer 3

the number of times a behavior occurs

Question 4

Continuous measurement: Frequency/rate

Answer 4

the number of times a behavior occurs over a particular time period. to differentiate between count and rate, look for a measure of time. If a measure of time is included then it’s a rate measurement

Question 5

Continuous measurement: response latency

Answer 5

the duration of time that passes from the onset of an SD (the SD is often the instruction/demand) to the start of the behavior

Question 6

Continuous measurement: interresponse time (IRT)

Answer 6

the duration of time that passes from the end of a response to the beginning of the next response

Question 7

Continuous measurement: Duration

Answer 7

a total amount of time from the beginning of a behavior to end of it

Question 8

Discontinuous measurement: whole interval recording

Answer 8

breaking an observation period into equal intervals, record whether the target behavior occurs throughout the whole duration of the interval

Question 9

Discontinuous measurement: partial interval recording

Answer 9

breaking an observation period into equal intervals, similar to whole interval recording. Recording data on whether target behavior occurs AT ALL during the interval

Question 10

Discontinuous measurement: momentary time sampling

Answer 10

breaking an observation period into equal intervals at end of each interval, observe whether the target behavior is currently occurring

Question 11

Permanent product recording

Answer 11

involves indirectly measuring behavior basen on a permanent product of the behavior

Question 12

Six Preference Assessments

Answer 12

1. Indirect assessments
2. Free operant preference assessment
3. Single stimulus preference assessment
4. Paired stimulus/paired choice preference assessment
5. Multiple stimulus with replacement preference assessment (MSW)
6. Multiple stimulus without replacement (MSWO)

Question 13

Preference Assessments: Indirect assessments

Answer 13

Through open-ended interviews or questionnaires with the client or a caregiver, you can ask questions about their interests.

Question 14

Preference Assessments: Free operant preference assessment

Answer 14

allow your learner free access to items in the environment while you observe and take data on what they independently choose to engage with

Question 15

Preference Assessments: Single stimulus preference assessment

Answer 15

provide your learner w/ one item and monitor their response to it, taking data on whether they accept the item or push it away, how long they engage with it, etc. After they’re done engaging with this item, you give the client another item

Question 16

Preference Assessments: Paired stimulus assessment

Answer 16

Provide your learner with two items and allow them to choose between the two. Record data on which item they chose. Remove it and provide another two options. Each item is paired with every other item.

Question 17

Preference Assessments: multiple stimulus with replacement preference assessment

Answer 17

Provide the learner with an array of various items, allowing them to choose one. After they engage with the item for a short time, you replace the array with new items. The item they selected gets put back in another spot in the array. This process is repeated, typically until each item is presented in the array two times. Next, a hierarchy of chosen items is developed, similar to the other trial-based methods.

Question 18

Preference Assessments: multiple stimulus without replacement (MSWO)

Answer 18

Provide the learner with an array of multiple items, instructing them to choose one. After they engage with the chosen item for a short time, you remove the item, rearrange the order of the array, and instruct them to select another item. In this assessment, since you do not replace the chosen item, you’ll end up with no remaining items at the end of the assessment. The most to least preferred hierarchy will be determined based on which items the learner selected first, second, and so on.

Question 19

3 Assessment tools for Functional Behavior Assessments (FBAs)

Answer 19

1. Indirect assessments
2. Descriptive/direct assessments
3. Functional analysis

Question 20

Assessment tools: indirect assessments

Answer 20

Tools used to gather information about an individual’s behavior without observing the behavior directly. Indirect assessments include questionnaires, interviews, and checklists. Indirect assessments are typically conducted with parents, teachers, caregivers, or other people who regularly observe the individual engaging in the behavior.

Question 21

Assessment tools: Descriptive/direct assessments

Answer 21

obtaining information about an individuals behavior through direct observation and recording data on the behaviors.
A-B-C data is the most common type of descriptive assessment. It is also the type of behavior assessment that RBTs are most often responsible for

Question 22

Assessment tools: Functional Analysis (FA)

Answer 22

A procedure behavior analysts use to determine the function of a client’s behavior by experimentally arranging and manipulating variables. A key difference between a functional analysis and the other assessments is that a functional analysis demonstrates experimental control, allowing the analyst to determine the behavior’s function with a high degree of certainty. Indirect and descriptive assessments provide correlational information but cannot demonstrate causation.

Question 23

Skill acquisition plans should include the following information:

Answer 23

• A definition of the skill that will be targeted
• The specific teaching procedures explaining how to conduct the program and what constitutes a correct response
• Teaching materials and reinforcers needed
• Prompting strategies and hierarchies to use
• How to respond to errors and how to reinforce correct responding
• Data collection procedures
• Criteria for mastery
• Generalization and maintenance plans/guidelines

Question 24

Four intermittent schedules of reinforcement

Answer 24

1. Fixed interval (FI) schedule of reinforcement
2. Fixed ratio (FR) schedule of reinforcement
3. Variable interval (VI) schedule of reinforcement
4. Variable ratio (VR) schedule of reinforcement

Question 25

Unconditioned reinforcers

Answer 25

those that are innately valuable to all people from birth

Question 26

Conditioned reinforcers

Answer 26

those that become reinforcing by pairing with other reinforcers

Question 27

Fixed interval (FI) schedule of reinforcement

Answer 27

Providing reinforcement after every X number of minutes. In a fixed interval schedule, the interval is the same each time. The most common example of a FI schedule of reinforcement is working for a paycheck. You typically receive reinforcement in the form of a paycheck, which is received on a consistent and reliable schedule. For example, every two weeks, you receive your paycheck for working the previous two weeks.

Question 28

Fixed ratio (FR) schedule of reinforcement:

Answer 28

Providing reinforcement after every X number of occurrences of a target behavior. In a fixed ratio schedule, the number of responses required to receive reinforcement stays the same each time. For example, a paraprofessional gives her student a token every five pages they read independently. The number of pages the student must read to get one token does not vary.

Question 29

Variable interval (VI) schedule of reinforcement:

Answer 29

Providing reinforcement after a varying amount of time. In a variable interval schedule, the amount of time that must pass before receiving reinforcement varies but averages out. For example, a VI-5 schedule would consist of reinforcing roughly every 5 minutes. As such, you would reinforce around every 4-6 minutes. An example of a VI schedule is when a child asks for a snack, and her mother says, “wait”—sometimes, she has to wait for only 1 minute. Other times, she might need to wait 4 or 5 minutes.

Question 30

Variable ratio (VR) schedule of reinforcement:

Answer 30

Providing reinforcement after a varying number of occurrences of a target behavior. The number of responses required to receive reinforcement varies in a variable ratio schedule. For example, an RBT requires her client to complete 2–4 programs before earning a break in the playroom.

Question 31

What are the three primary components of discrete trial teaching procedures (DTT)

Answer 31

1. the SD/instruction (and prompt if needed) 2. the learners response 3. the consequence (i.e., reinforcement for correct response, or a correction if incorrect

Question 32

Total task chaining procedure

Answer 32

n this chaining procedure, the learner is allowed to complete the steps independently, while the therapist supports with prompts only on steps that the learner hasn’t yet mastered.

Question 33

Forward chaining procedure:

Answer 33

This is conducted by allowing the learner to demonstrate the first step independently, then the therapist prompts (or demonstrates) the remaining steps of the chain.