RBT Exam

Question 1

ABC

Answer 1

antecedent – behavior – consequence. Also known as the 3-term contingency.

Question 2

Abolishing Operation

Answer 2

can decrease reinforcer effectiveness. Usually associated with satiation.

Question 3

Acquisition

Answer 3

A target that is in the process of being taught. This behavior is not yet a known skill.

Question 4

Antecedent Interventions

Answer 4

recognizing environmental factors that can attribute to problematic behavior and making changes necessary to promote appropriate behavior and reduce possible triggers for maladaptive.

Question 5

Antecedent

Answer 5

events that occur before a behavior.

Question 6

Behavior Skills Training

Answer 6

procedure consisting of instruction, modeling, behavioral rehearsal, and feedback that is used to teach new behaviors or skills. Instructions, model, rehearsal, feedback.

Question 7

Behavior Intervention Plan

Answer 7

once the function of behavior has been determined, BIPs are used for antecedent strategies, responding to maladaptive behavior, teaching replacement behavior and what interventions to use, both verbal and physical.

Question 8

Backward Chaining

Answer 8

Teaching skill steps one at a time from the last step to the first and prompting all steps before the step being taught. Reinforcement after teaching step and at the end of the task.

Question 9

Behavior

Answer 9

anything a person does that can be observed and measured.

Question 10

4 Functions of Behavior

Answer 10

1. Automatic/sensory: providing self-stimulation and is automatically reinforced;
2. Escape: avoiding or escaping a demand or undesirable task;
3. Attention: can be socially mediated and seeks attention in any way from others;
4. Access: tangible, wanting a preferred item.

Question 11

Chaining

Answer 11

Used to teach multi-step skills in which the steps involved are defined through task analysis. Each separate step is taught to link together the total “chain.” Can be done either by backward, forward, or total task analyses.

Question 12

Consequence

Answer 12

something that follows a behavior.

Question 13

Continuous Measurement

Answer 13

records every single occurrence of a behavior. Examples include frequency, duration, rate, and per opportunity

Question 14

Continuous reinforcement

Answer 14

the target behavior occurs and is reinforced after every occurrence.

Question 15

Deprivation

Answer 15

not having something often enough and in return increases the effectiveness of it when used as a reinforcer.

Question 16

Differential Reinforcement (3 Types)

Answer 16

A procedure in which one behavior is reinforced while other behaviors are extinguished.

• DRI (Differential Reinforcement of INCOMPATIBLE behaviors): Reinforce behavior
  incompatible with an undesirable behavior. Example: Reinforce Johnny for writing his
  name appropriately rather than tapping his pencil
• DRA (Differential Reinforcement of ALTERNATIVE behaviors): Reinforce behavior that
  is an appropriate alternative(replacement) for the undesirable behavior; Example:
  Reinforce Annie when she asks for a break instead of yelling to get out of work;
• DRO (Differential Reinforcement of OTHER behaviors): Reinforce any other behavior
  other than the undesirable behavior; Example: Reinforce Luke with a gummy every 5 minutes he does not engage in crying.

Question 17

Discontinuous Measurement

Answer 17

used to measure some instances of behavior but not all. Typically associated with partial and whole interval recording and momentary time sampling.

Question 18

Discrete Trial

Answer 18

learning opportunity initiated and controlled by the teacher in which the correct response will be reinforced. This also is breaking a skill into smaller parts and teaching it while using reinforcement. Allows for presentation of many learning opportunities in a short amount of time. Following the 3-term contingency.

Question 19

Discrimination Training

Answer 19

the procedure in which a behavior is reinforced in the presence of one stimulus and extinguished in the presence of another stimulus. Assists with learning how to respond in different environments or different conditions. Allows the client to learn the differences between stimuli.

Question 20

Discriminative Stimulus (Sd)

Answer 20

a cue that signals reinforcement is available if the subject makes a particular response (Demand or Instruction).

Question 21

Dual Relationship

Answer 21

situation where multiple roles exist between a therapist and a parent or client. Dual relationships are also referred to as multiple relationships.

Question 22

Duration

Answer 22

the amount of time that someone engages in a Behavior.

Question 23

Echoic

Answer 23

verbal imitation; repeating the speaker.

Question 24

Error Correction: ECTER.

Answer 24

When a client makes a mistake on a target that has been previously mastered, do NOT acknowledge the mistake. Re-present the trial and be ready to prompt to get a correct answer.

Question 25

The steps for ECTER:

Answer 25

1. Error - child touches car when prompted to touch bike 2. Correction - represent the Sd with prompt 3. Transfer - represent the Sd without a prompt 4. Expand - place easy/mastered demands 5. Return - return to Sd of incorrect response: “touch bike” reinforcement is provided for correct response.

Question 26

Errorless Teaching

Answer 26

prompt the correct response as soon as you give the Sd. Essentially, you are not giving the client a chance to make an error.

Question 27

Establishing Operation

Answer 27

increases the current effectiveness of a stimulus. Usually deprivation is associated with this operation.

Question 28

Ethics

Answer 28

Must follow the BACB’s code of ethics. Failure to follow the mandatory code of ethics can lead to loss of employment and certification. Please review the Code of Ethics outline.

Question 29

Expressive Language

Answer 29

the ability to communicate. This is the ability to express one’s thoughts, ideas, wants, and needs. Identifying and labeling the objects in the environment, putting words together to form sentences, describing events and actions, answering questions and making requests are all examples of expressive language skills.

Question 30

Extinction

Answer 30

The withholding of reinforcement for a previously reinforced behavior, resulting in reduction of that behavior.

Question 31

Extinction Burst

Answer 31

The increase in frequency and/or intensity of behavior in the early stages of extinction.

Question 32

Fixed Interval (FI)

Answer 32

this schedule of reinforcement is used for a set amount of time.

Question 33

Fixed Ratio (FR)

Answer 33

this schedule of reinforcement is used for a set amount of responses.

Question 34

Forward Chaining

Answer 34

Teaching skill steps one at a time from the first step to the last and prompting all steps after the step being taught. Reinforcement after teaching step and at the end of the task.

Question 35

Frequency

Answer 35

the amount of times, or count, a behavior or response happens.

Question 36

Functional Behavioral Assessment

Answer 36

This is the process by which behavioral interventions are created. An FBA is intended to determine the function (or the reason for a behavior, and then create an intervention based on tha function. A Functional Analysis (FA) involves manipulating the environment to understand the behavior, while a Functional Behavior Assessment involves things like observation, interview, and collecting ABC data.

Question 37

Functional Relationship

Answer 37

how a person’s behaviors change the world around him/her, and how those changes affect the future likelihood of the same behaviors.

Question 38

Functions of Behavior

Answer 38

Used when determining why an individual engages in certain behavior. ABA identifies 4 functions of a behavior: Escape, Access (tangibles), Attention Sensory (automatic reinforcement).

Question 39

Generalization

Answer 39

change occurs when that behavior occurs outside of the learning environment. Generalization can happen across settings, time and across people and exists when the behavior occurs in these various environments.

Question 40

HIPAA

Answer 40

Health Insurance Portability and Accountability Act: HIPAA provides federal protection for individual health information, including the confidentiality, integrity, and availability of protected information.

Question 41

Imitation

Answer 41

Copying someone’s motor movements.

Question 42

Incidental Teaching

Answer 42

a teaching technique used in naturally occurring environments and can create natural incidents of learning. Social, communication, play and other forms of interaction.

Question 43

Instructional Control

Answer 43

developing a history of reinforcing compliance. Placing task demands and other instructions following pairing. (The likelihood that the child will elicit a correct response.)

Question 44

Intermittent Reinforcement

Answer 44

Schedule of reinforcing some but not all desirable behavior.

Question 45

Inter-Response Time

Answer 45

The time between two responses given.

Question 46

Intraverbal

Answer 46

This is a Verbal Behavior term. Basically, intraverbals are building blocks to conversation skills as it’s the ability to discuss, describe, or answer a question about something that isn’t physically present. Like if someone asks you, “What did you do on your vacation?”

Question 47

Latency

Answer 47

The time between when the Sd is presented, and the response is given.

Question 48

Listener Responding

Answer 48

Following a direction given. Receptive language goal.

Question 49

Listener Responding Feature Function Class (LRFFC)

Answer 49

used to describe and receptively find an object when given the feature, function or class of that item. Appearance, what it is used for and the category it falls under.

Question 50

Magnitude

Answer 50

the force or intensity with which a response is emitted.

Question 51

Maintenance

Answer 51

The ability of a child to demonstrate previously acquired skills over time and durations when reinforcement has been faded.

Question 52

Mand

Answer 52

asking for something; a request that has motivation.

Question 53

Measurement

Answer 53

Collecting data on various skills or behaviors.

Question 54

Momentary Time Sample

Answer 54

looking for a behavior’s occurrence during a specific part of the interval and recording if it is occurring at that precise moment. Ex: setting a timer to go off every minute for a 30-minute interval, only checking for behavior and marking it down as the timer goes off.

Question 55

Motivating Operation

Answer 55

Change in environment that increases or decreases the effectiveness of a given reinforcer. Used with EO or AO.

Question 56

Natural Environment Teaching

Answer 56

Naturalistic teaching is when the learner initiates a learning opportunity and the reinforcer is a result of the activity or learning opportunity.

Question 57

Negative Reinforcement

Answer 57

removing a stimulus to increase/strengthen a behavior.

Question 58

Operational Definition

Answer 58

Definitions of behavior that are measurable, objective and observable.

Question 59

Pairing

Answer 59

Establishing yourself as a reinforcer or the deliverer of reinforcement while building a positive relationship.

Question 60

Partial Interval Recording

Answer 60

involves checking off an interval if the behavior occurs at ANY point within the interval - even if it only occurred for 1 second. You can use this for self stimulatory behaviors or behaviors that don’t look the same every time. An over exaggeration of the behavior, you use this method to decrease behavior.

Question 61

Permanent Product

Answer 61

Tangible product or environmental outcome that proves a skill.

Question 62

Positive Reinforcement

Answer 62

Adding a stimulus to strengthen/increase behavior

Question 63

Preference Assessment

Answer 63

Assessment to determine what a child is motivated by.

Question 64

Primary Reinforcer (unconditioned)

Answer 64

Items or activities that are naturally reinforcing.

Question 65

Principles of Reinforcement: DISC

Answer 65

* Deprivation: The withholding of a stimulus (The more deprived an individual is of a reinforcer, the more effective it will be); * Immediacy: How quickly a reinforcer is presented after the correct response is emitted (A reinforcer should be delivered immediately following a behavior to make sure you are reinforcing that specific behavior); * Size: The amount of reinforcement given after a correct response is emitted (must be an appropriate size for the task given, not too much or too little) * Contingency: If_________ then__________ statement is used to set the expectation for reinforcement to occur (The reinforcement should ONLY be delivered when a desired behavior occurs).

Question 66

Prompt

Answer 66

form of assistance that you add in order to achieve a desired response or behavior that is not occurring. Used to evoke the correct response so it can be reinforced. Stimulus and Response prompts.

Question 67

Prompt Hierarchy

Answer 67

level of prompts used from greatest to least or least to greatest. 1. Expressive language hierarchy: full verbal, partial verbal, independent; 2. Receptive language hierarchy: full physical, partial physical, model, gestural, independent.

Question 68

Prompt Fading

Answer 68

gradually removing prompt levels needed or fading out the intrusiveness

Question 69

Punishment: 2 types

Answer 69

anything that is added or removed after a behavior that decreases it, makes it less likely to happen again. * Positive Punishment: A stimulus presented after a behavior occurs which decreases the behavior. * Negative Punishment: A stimulus removed after a behavior occurs which decreases the behavior.

Question 70

Rate

Answer 70

Ratio of count per observation time (How many times a behavior occurs in a set amount of time).

Question 71

Reactive Strategies

Answer 71

techniques used in an emergency or crisis situation to gain control of dangerous, out of control behaviors.

Question 72

Receptive Language

Answer 72

Receptive is listener behavior and refers to tasks that require a non-vocal action or motor response such as touch, imitation, or pointing.

Question 73

Reinforcement

Answer 73

anything that is added or removed after a behavior that decreases it, makes it less likely to happen again. * Positive Reinforcement: A stimulus presented after a behavior occurs which increases the behavior. * Negative Reinforcement: A stimulus removed after a behavior occurs which increases the behavior.

Question 74

Replacement Behavior

Answer 74

A behavior you want to replace an unwanted target behavior.

Question 75

Response Prompt

Answer 75

any prompt that is used in expressive or receptive language such as a gestural, model or verbal prompt.

Question 76

Role of the RBT

Answer 76

program implementation, data collection, communicating w/ stakeholders, work directly with BCBA and following written program including BIP.

Question 77

Satiation

Answer 77

When a reinforcer loses its effectiveness due to overuse.

Question 78

Secondary Reinforcer (conditioned)

Answer 78

items or activities that acquire reinforcing properties when paired with primary reinforcers.

Question 79

Setting Events

Answer 79

The context or circumstance in which an environment-behavior relationship occurs. The event changes the strengths of stimuli and responses involved in an environment-behavior interaction.

Question 80

Shaping

Answer 80

The process of reinforcing gradual changes in a behavior so the behavior begins to look like the target behavior while no longer reinforcing the previous accepted response.

Question 81

Skill Acquisition

Answer 81

Developing of new skills, habits, quality.

Question 82

Spontaneous Recovery

Answer 82

The reappearance of the extinguished behavior after a period without reinforcing the behavior.

Question 83

Stimulus

Answer 83

anything that elicits a response followed by consequence.

Question 84

Stimulus Control

Answer 84

precedes the behavior but affects the outcome; has influence over behavior.

Question 85

Stimulus Control Transfer

Answer 85

A process in which prompts are removed in order to bring the behavior under the control of the Sd and is achieved by prompt fading.

Question 86

Stimulus Prompt

Answer 86

stimuli that are used to help evoke correct response. Positional cues, environmental, moving items or changing features/color and size/proximity.

Question 87

Tact

Answer 87

A form of verbal behavior where the speaker sees, hears, smells, tastes something and then comments about it (a Label).

Question 88

Task Analysis

Answer 88

The process of breaking a skill down into smaller, more manageable components.

Question 89

Token Economy

Answer 89

a method used to try and reinforce (increase) the frequency of a target behavior.

Question 90

Topography

Answer 90

the physical form or shape of a behavior.

Question 91

Total Task Chaining

Answer 91

Teaching behavior chain steps all at once. Reinforcement delivered for independence and at the end of the task.

Question 92

Variable Interval

Answer 92

this schedule of reinforcement is used for a variable amount of time.

Question 93

Variable Ratio

Answer 93

this schedule of reinforcement is used for a variable amount of responses.

Question 94

Whole Interval Recording

Answer 94

Involves checking off an interval if the behavior occurs within the entirety of the interval.