Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

Rbt > RBT Exam > Flashcards

RBT Exam Flashcards

(68 cards)

Start Studying
1
Q

How do you prepare for data collection

A
  • materials ready
  • know target behaviors
  • review the data
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Rate

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Duration

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Inter response time (IRT)

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Continuos measurement

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Discontinuous measurement

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Intervals

A

Sections of time in session

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Whole interval recording

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Partial interval recording

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Enter data and update graphs

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

inter observer agreement

A

When 2 people measure a behavior and get 80% agreement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Preference Assessment

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Types of preference assessments

A

-ask
-trial based
-free operant

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Stimuli

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Assessments

A

Process of gathering information

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Functions of behavior

A
  • attention (social positive)
  • tangible
  • escape/avoidance
  • automatic
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Attention
When a Behavior increases after experiencing some attention from someone else (e.g. verbal praise or verbal correction)
26
Tangible
When they receive something after engaging in a behavior, something you’d could tangibly hold (e.g. a toy)
27
Escape/avoidance
Engaging in a behavior that takes you away from a situation/task you don’t like (e.g. crying)
28
Automatic
Reinforcement is not guided by outside environment, but is rather internal (e.g. sensory)
29
Functional behavior assessment types
- 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
Skill Acquisition Plan
- 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
Reinforcement
A stimulus that is presented after a Behavior occurs which makes the behavior more likely to occur in the future
32
Punishment
A stimulus that is presented after a Behavior occurs which makes the behavior less likely to occur in the future
33
Conditioned reinforcement
Learned reinforcement
34
Unconditioned reinforcement
Instinctual reinforcement, not learned, primal ~ food, water, sex, etc
35
Conditioned/Secondary reinforcement
Starts as a mutual stimulus (no effect), paired with established reinforcer, then becomes a reinforcement (pavlovs dog)
36
Schedules of reinforcement
- continuous (CR) - intermittent
37
Continuous reinforcement (CR)
You reinforce after every single instance of behavior
38
Intermittent Reinforcement
- fixed ratio (FR) - variable ratio (VR) - fixed interval (FI) - variable interval (VI)
39
Fixed Ratio Reinforcement
You need a specific amount of responses in order to get a reinforcer
40
Variable ratio reinforcement
You don’t need a specific amount to get a reinforcer (it varies and you get an average)
41
Variable interval reinforcement
You have to wait a varied amount of time to elapse before getting a reinforcer
42
Fixed interval (FI)
You have to wait a certain amount of time to elapse before getting a reinforcer
43
Discrete Trial Training (DTT)
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
Mass trial (DTT)
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
Mixed trials (DTT)
switching up the instructions to help client distinguish - random rotation
46
Maintenance
Testing a mastered skill to see if learner has retained it
47
Generalization
Using a mastered skill and applying it to different settings, time, or people
48
Naturalistic teaching procedures
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
Task analysis
Getting a complex task and splitting it up to smaller, manageable steps
50
Forward chaining
You teach steps in order 1-> 2-> 3
51
Backwards chaining
You teach going from the last steps backwards 3 -> 2 -> 1
52
Total task chaining
You teach the whole task at once, but you simply prompt when they have difficulty with a certain task
53
Discrimination training
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
Discriminative stimulus (Sd)
Type of stimulus that will give you reinforcement Ex: “point to this card” that card is Sd, the others are Sdelta
55
Stimulus control
When a Behavior occurs more under one stimulus than another stimulus
56
Prompt and prompt fading procedures (most intrusive to least)
Physical (Full, partial) Modeling Visual/positional Gestual Verbal
57
Shaping
Reinforce closer and closer to the Behavior you want
58
Backup reinforcer
The grand prize the client has earned after earning all their tokens
59
Behavior reduction plan
- operational definition - goal - function of behavior - replacement behaviors - antecedent/consequence interventions
60
Antecedent
What is present before the behavior occurs
61
Motivating operation (MO)
The motivation - establishing operations (EO): increases of stimulus behavior to occur - abolishing operations (AO): make the stimulus less likely to occur
62
Differential reinforcement
You’re differentiating what you are reinforcing
63
Types of differential reinforcement
-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
Extinction Behavior
Not reinforcing behaviors that had been previously been reinforced
65
Spontaneous Recovery
When an extinct behavior spontaneously reoccurs
66
How often should you be meeting with your supervisor?
2 times a month, 5% of the ABA therapy that you provide must be supervised
67
SOAP Notes
-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
How many years minimum do you have to hold onto data
7 years

Rbt (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions