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RBT Exam Flashcards

(80 cards)

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1
Q

Data Collection

A

Process of recording info regarding behaviors. Includes behaviors to decrease and increase

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2
Q

Cumulative record

A

Cumulative record used in operant experiments, graphic record which emphasizes rate of performance or frequency

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3
Q

Mass trials

A

Asking target multiple times in repetitive manner

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4
Q

Continuous measurement

A

Record every possible behavioral occurence

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5
Q

Frequency

A

Cycles per nit time, or a count divided by time during which it occured

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6
Q

Duration

A

Measure of the total time that behavior occurs

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7
Q

Rate

A

of times something occurs within specific period of time

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8
Q

Latency

A

Elapsed time from onset of a stimulus to the time repsonse started

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9
Q

Inter Response Time (IRT)

A

Amount of time between consecutive occurrences of a response

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10
Q

Discontinuos measurement

A

Dividing observation into intervals and recording whether behavior occured during, some, or all of each interval

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11
Q

Partial Interval Recording

A

Any time during interval

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12
Q

Whole Interval Recording

A

End of each interval, recorded if behavior happened during whole interval

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13
Q

Momentary Time Sampling

A

Look up at designated times and see if behavior is occurring. Record if it is

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14
Q

Permanent product

A

real/concrete object/outcomes that result from behavior

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15
Q

Accelerating trend

A

overall increase in responding. reflected by increased value on Y axis

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16
Q

Decelerating trend

A

overall decreasein responding. reflected by increased value on Y axis

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17
Q

Validity

A

Relevant to what is being measured and to reasons for measuring it

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18
Q

Reliability

A

Measure of the degree to which observers are consistently applying a valid and accurate system

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19
Q

Graphs are used:

A
  1. Track client progress
  2. Engage in data-based decision making
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20
Q

x-axis:
y-axis:

A

time
what you are measuring (data)

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21
Q

Response definition

A

Refers to environmental conditions or stimulus changes that exist or occur prior to the behavior of interest

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22
Q

Topography

A

What behavior looks like

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23
Q

Preference assesment

A

Structured method to identify highly preferred items to use as reinforcers

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24
Q

Preference assessment without replacement

A

Ranked order list among array of objects

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25
Free operant
Brief involving free access to variety of stimuli
26
Paired Choice
two items and allowed to select one, after selection place another two objects
27
Social skills assessment
Identify skills that will be direct target and to monitor outcomes of social skills program
28
Curriculum based assessment
Evaluation process that makes use of academic content. Form of criterion referenced assesment that connects evaluation with instructional programs
29
Developmental assessment
Children under age 3 attempt to assess various aspects
30
ABLLS-R
Assessment of basic language and learning skills.
31
Functional analysis (5 phases)
identify environmental context in which aberrant behavior is likely and unlikely to occur. Similar to a descriptive analysis, functional analyses 5 phases 1. Screening 2. Defining and generally quantifying problems or desired achievement criteria 3. Pinpointing the target behaviors to be treated 4. Monitoring progress 5. Follow up
32
Reinforcer assessment
Same as preference assessment
33
Fixed ratio
reinforcement delivered after a constant of "fixed" number of correct responses. ie: ever 2 correct responses
34
Fixed interval
First behavior is reinforced after a specific or "fixed" amount of time has passed
35
Variable ratio
Average number of behaviors must occur before reinforcement
36
variable interval
Repsonse is awarded after unpredictable amount of time has passed. Opposite of fixed-interval
37
skill acquisition plan (Essentials)
Written plan developed by BA that contains information about behvior programming for purposes of teaching certain skills Essentials: Long term goal Short term goal Learn unit Response definition Antecednt Consequence
38
Verbal Behavior
Method of teaching language that focuses on idea that a menaing of a word is found in their functions
39
tact
Form of verbal behavior where speaker sees, hears, smells, tastes something and comments about it. Often associated with expressive labels
40
Mand
request
41
Echoic
Repeats same sound/word. Echo
42
Intraverbal
Speaker reponds to another's verbal behavior. Hardest to teach
43
Antecedent
Events, actions, circumstances that occur immediately before a behavior
44
Behaviors
Skills and actions needed to talk, play, and live
45
Consequences
Actions or repsonses that immediately follow a behavior
46
Intermittent Reinforcemtn Schedule
Reinforcement deliverd ONLY some of the time a target behavior is diplayed
47
Continuous Reinforcement Schedule
Reinforcement delivered EACH time target behavior is displayed
48
Incidental Teaching (IT)
Strategy to provide structured learning oppurtunities in natural environment by using child's interest and natural motivation. Also known as naturalistic teaching
49
Pivotal response training (PRT)
Play based therapy
50
task analysis
Process of breaking down skill into smaller, more manageable components
51
Total/Whole task teaching
Completing entire sequence and receiving reinforcement at end of task chain
52
Forward chaining
Complete first step of task then prompted to complete last task
53
backwards chaining
Complete last step of ask then move backwards
54
Discrimination training
reinforcing behavior in presence of one stimulus but not others
55
Stimulus control transfer
Prompts discontinued once target behavior is displayed. Prompt fading/delay are used in SCC
56
Prompting
Providing assistance/cues to encourage use of specific skill
57
Verbal Prompting
Telling the learner by giving verbal cues
58
Gestural Prompting
Any type of gesture
59
Modeling
Demonstrate prompt first then ask client to complete
60
Positional Prompting
Place correct response closest to learner
61
Visual Prompting
picture/cue that the student sees which provides info about the correct answer
62
Full physical prompting
Hand over hand
63
Partial Physical Prompting
Systematically reducing/removing prompts paired with instruction, allowing student to independently respond correctly
64
Stimulus Fading
Introducing/altering a new element, such as color, intensity, or size, to the target stimulus, which is gradually faded by reducing its intensity/components
65
Satiation
Having too much so reinforcer loses value
66
Deprivation
Establishing operation that increases the effectiveness of the reinforcer and the rate of behavior that produces that reinforcer in the past
67
Generalization
Ability for student to perform skill under different conditions, ability to apply skill a differnt way
68
Position bias
Tendency of users to interact wit items on top of a list with higher probability than with items in a specific location or position, regardless of item's relevance
69
Shaping
Skill taught by differentially reinforcing succesive approximations to the behvior that the teacher wants to create
70
Token economy
System of contingency management based on the systemic reinforcement of target behvior. Reinforcers are symbols/tokens that can be exchanged for tokens
71
Operational definitions of target behavior
Describe what the behavior/behaviors of interest look like in a way that is observable, measureable, and repeatable. Behavior only valid if it enables observers to capture what the behavior is/is not
72
Antecednt Modifications
Also referred to as antecedtn-based intervention, is to decrease likelihood of problem behavior by changing learning environment prior to the occurence of problem behavior and clearly defining appropriate/expected behaviors
73
Replacement Behaviors
Behavior you want to replace with an unwanted target behavior. Focus on problem behavior may just reinforce especially if consequence is attention.
74
Tangible
Function any time behavior is reinforced by an individual enganging in behavior to gain access to something physicl. Tangibles can be toys, food, or even something that doesn't seem very fun
75
Attention
Behavior to gain attention from people
75
escape
behavior reinforced by getting out of an aversive situation
76
Social positive
getting attention or access to something
77
Social negative
escaping/avoiding someone/task/activity
78
Automatic positive
stimulating senses (without social attention)
79
Automatic negative
attenuating pain (without social attention)

RBT Exam (4 decks)

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