RBT Exam Flashcards

(65 cards)

1
Q

Frequency

A

Counting each individual event

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2
Q

Duration

A

Total Time (number of seconds from the onset of the response to the offset of the response)

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3
Q

Rate

A

Frequency per unit of time (i.e. number of occurrences per unit of time) an example would be AL’s repetitive hand movement goal

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4
Q

IRT (inter-response time)

A

The time from the offset of one response to the onset of the next response

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5
Q

Latency

A

amount of time between one event and another event

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6
Q

Continuous measurement procedures

A

Record each response in some fashion (ex. frequency, duration, inter-response time)

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7
Q

Discontinuous measurement procedures

A

Record the occurrence vs. non-occurrence of a behavior at a certain moment in time or across an interval of time (ex. momentary time sampling, partial interval recording, and whole interval recording)

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8
Q

Verbal behavior

A

Includes PECS, verbalization, and sign language

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9
Q

Reinforcement

A

A stimulus that follows a behavior and causes that behavior to increase in probability over time

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10
Q

Punishment

A

A stimulus that follows a behavior and causes that behavior to decrease in probability over time

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11
Q

Extinction

A

A previously reinforcing relationship is discontinued, causing the behavior to decrease over time

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12
Q

Positive

A

Adding stimulus to the environment

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13
Q

Negative

A

Removing a stimulus from the environment

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14
Q

Knowing the difference between Positive/Negative and Reinforcement/Punishment

A

It can be useful to think of “positive and negative” as the first names for a consequential operation, and “reinforcement and punishment” as the last names. When analyzing a scenario, first, think of whether a stimulus is being added or removed - this gives you the “first name” (either positive or negative). Next, identify if a behavior is increasing or decreasing - this will determine the “last name” (punishment or reinforcement).

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15
Q

Pavlovian Conditioning

A

Documents the process by which a stimulus can be PAIRED with second stimulus to cause that second stimulus to impact behavior in the same way as the first stimulus (BE CONDITIONED)

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16
Q

Forward Chaining

A

The child learns how to complete the first step of the task independently, then the ABA therapist prompts the child for each subsequent task

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17
Q

Simultaneous Conditioning

A

Conditioning that occurs frequently, unintentionally, or unplanned at the same time as formal conditioning or training

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18
Q

Forward Conditioning

A

When the neutral stimulus appears just before and during the presentation of the unconditioned stimulus

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19
Q

Backwards Conditioning

A

When the unconditioned stimulus is presented before a neutral stimulus

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20
Q

Conditioned stimulus (CS)

A

A previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response

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21
Q

Satiation

A

An abolishing operation (value decrease) of a reinforcer due to an organism being over-exposed to that stimulus (ex. eating a lot of food abolishes the value of food as reinforcer)

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22
Q

Momentary time sampling (MTS)

A

Recording data (yes or no) regarding the occurrence of a behavior at a specific moment in time

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23
Q

Partial interval recording

A

Recording data (yes or no) if the behavior occurs for any part of a given interval

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24
Q

Whole interval recording

A

Recording data (yes or no) if the behavior occurs for the entirety of an observation interval

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25
SD
Antecedent stimulus that indicates that reinforcement is available for a given behavior (ex. seeing a donut sign on is the SD that fresh donuts are available and can be used as a reinforcer)
26
Differential reinforcement
Reinforcing only the appropriate response (or behavior you wish to increase) and applying extinction to all other responses
27
Permanent product Measurement
Durable products of a behavior are assessed (ex. how many windows were broken, how many homework problems are handed in)
28
Determining Function of Behavior
Conducting an analog or naturalistic functional analysis
29
Skinner's belief on verbal behavior
Function over Form
30
Preference assessments
Multiple stimulus with replacement and multiple stimulus without replacement
31
Tact
Controlled by a nonverbal stimulus (such as an object) and is maintained by nonspecific social reinforcement
32
Operational definition
Describes what the behavior of interest looks like in a what that is observable, measurable, and repeatable
33
Working with new groups of people
RBT's must request supervision from a BCBA familiar with the population. RBT's must refrain from working with groups they are unfamiliar with
34
Motivating operation
Increases or decreases the response
35
Response latency
The delay between the stimulus and the response
36
Variable ratio
A schedule of reinforcement where a response is reinforced after an unpredictable number of responses
37
Functions of behavior
Tangible, escape, attention, sensory
38
Task analysis
Breaking a skill down into smaller, more manageable components
39
Free operant preference assessment
Allows free access to a variety of stimuli. BT records what they engage with and for how long
40
Trial-based preference assessment
Multiple stimulus without replacement or Multiple stimulus with replacement
41
Example of a functional behavior assessment
ABC data
42
Whole/Total task training
Teaching all steps of a task analysis at once
43
Methods for identifying function
Indirect assessments, Descriptive assessments, and functional analyses
44
Indirect assessments
Rating scales, questionnaires, checklists, and informal interviews.
45
Descriptive Assessments
Observational assessments that do not involve making changes to the environment (ABC, scatterplot analysis)
46
Scatterplot analysis
identified the time that a behavior occurs in order to identify if there is a pattern
47
Functional analyses
Modifying antecedent and/or consequent responses in the environment to identify if the behavior increases in certain conditions. (trying to find the function of the behavior)
48
Automatic mediated reinforcement
The consequence is produced directly by a response (i.e. turning on a tv or getting a drink from a vending machine) - a type of function of behavior
49
Who wrote Verbal Behavior?
B.F. Skinner
50
DRA
Differential reinforcement of alternative behavior ( For example, a teacher wants the child to remain in his seat. Each time the student leaves his seat, the behavior is ignored. However, when the child remains seated, the teacher rewards him with a sticker. DRA involves reinforcing a behavior that serves as an alternative to the inappropriate behavior.)
51
DRO
Differential reinforcement of other behaviors (this procedure entails delivering reinforcement whenever the problem behavior does not occur during a predetermined amount of time. Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use DRO in order to reinforce the absence of pulling her hair.)
52
Differential Reinforcement of HIGHER or LOWER Rates of Behavior (DRH / DRL)
procedures that depend on the inter-trial interval of behavior, which might be a little confusing just looking at the name alone (i.e., the whole rate part). Yes, you are trying to reduce the rate of behavior, however responses are only reinforced if a specific latency has occurred since the last response. Therefore, you're really just trying to increase / decrease the inter-trial interval ("gap") between responses, which will, as a product, increase or decrease the rate, of course.
53
DRI
Differential reinforcement of incompatible behavior is a procedure in which the teacher would identify a behavior that's incompatible with, or cannot occur at the same time as, the problem behavior. The focus is on replacing negative behaviors with positive behaviors. EX. a young child who, while watching television, continually “twiddles” with her hair to the extent that bald patches are appearing. Such hair “twiddling” could be reduced by reinforcing the child for cuddling a teddy bear.
54
Value-altering effect
modify (increase or decrease) the efficacy of a stimulus as a punisher or reinforcer
55
Behavior-altering effect
increase the frequency (increase or decrease) of a behavior that has been punished or reinforced by that stimulus.
56
Establishing Operations (EOs)
are motivating operations that establish (increase) the effectiveness of some stimulus as a reinforcer -- also establishing effect
57
Abolishing Operations (AOs)
are motivating operations that abolish (decrease) the effectiveness of some stimulus as a reinforcer -- also abative effect.
58
Reinforcer assessment
identifies reinforcers, and sometimes determines a "break-point" where the response effort overcomes the value of the consequence
59
Curriculum based assessment
arranges skills in a logical order or sequence, building off previously taught skills
60
reinforcer assessment
identifies reinforcers, and sometimes determines a "break-point" where the response effort overcomes the value of the consequence
61
Incidental Teaching
a teaching method where the therapist waits for the child to initiate a response with an item of interest; a time delay and prompting are used to evoke a request (mand) and questions are asked to evoke more elaborate language regarding the object(s) of interest
62
Five Essential Components of a Skill Acquisition Plan
1) target behavior 2) materials / setting 3) prompting strategies 4) consequences 5) mastery criteria 6) planning for generalization & maintenance
63
Shaping Procedures
teaching tools where successive approximations of a behavior are differentially reinforced while less preferred behavior contacts lesser or no reinforcement (extinction) as behavior is gradually changed in the desired direction.
64
Pivotal Response Training
targets critical areas that improve many different individual responses, emphasizes child's choice, takes place in the natural environment, emphasizes heavily the family's involvement, and multiple cues are used to evoke behavior.
65
Functional communication training
Teaching communication to replace problem behaviors.