RBT Exam Flashcards
(124 cards)
1
Q
The tendency to lend credence to facts that support our beliefs and dismiss those that do not
A
Confirmation Bias
2
Q
Systematic study of worldly phenomena through observation and experiment
A
Science
3
Q
Scientific Method
A
- Observe
- Define
- Hypothesize
- Test
- Conclude
4
Q
A widely help principle or belief
A
Tenet
5
Q
Purpose of Behavior Analysis
A
- How behavior is initially established
- How behavior changes
- Ways we can intervene to help behavior change
6
Q
The science of human behavior
A
Behavior analysis
7
Q
The scientific practice of applying the principles of behavior analysis to solve socially meaningful human problems
A
Applied Behavior Analysis
8
Q
Any human action that can be observed or measured
A
Behavior
9
Q
Why people seek ABA therapy
A
Behavior reduction, skill acquisition, or both
10
Q
process for determining the environmental events that elicit problem behavior
A
Functional Behavior Assessment
11
Q
How a behavior is used to meet the reinforcement needs of the person exhibiting it. The purpose of the behavior
A
Function
12
Q
Functional Behavior Analysis Components
A
- Information from interviews and previous records
- Direct observations
- Direct Testing
13
Q
A written set of instructions for teaching behavioral skills to replace problem behavior
A
Behavior Reduction Plan (BRP)/ Behavior Intervention Plan (BIP)
14
Q
A set of teaching procedures for achieving goals that have been broken down into benchmark objectives
A
Skill Acquisition Plan
15
Q
Theory that knowledge derives from sensory experience
A
Empiricism
16
Q
Any environmental event that elicits a behavioral response
A
Stimulus
17
Q
A stimulus that elicits a reflexive response
A
unconditioned stimulus
18
Q
A previously neutral stimulus that takes on the eliciting properties of an unconditioned stimulus through repeated pairings with that unconditioned stimulus
A
Conditioned Stimulus
19
Q
A stimulus that does not elicit the response of interest
A
Neutral Stimulus
20
Q
Conditioned responding that happens with novel neutral stimuli that was never paired with other conditioned or unconditioned stimuli
A
Generalization
21
Q
Responding is conditioned through manipulation of consequences according to the law of effect.
A
Operant Conditioning
22
Q
Behavior is explained by analyzing it according to the antecedent stimuli and the consequences that follow; i.e., antecedent - behavior - consequence.
A
Three- Term Contingency
23
Q
Stimulus change that follows a behavioral response and increases the likelihood that response will occur again (strengthens the behavior).
A
Reinforcer
24
Q
Stimulus change that follows a behavioral response and decreases the likelihood of the response recurring (weakens the behavior).
A
Punisher
25
The basic unit of behavior
Operant
26
A method of descriptive data collection in which the antecedents and consequences surrounding a behavior of interest are recorded.
ABC Recording
27
An event or condition that alters the value of consequences and the probability of behaviors that have been previously associated with such consequences. May be categorized as establishing or abolishing
Motivating Operation
28
Research method in which treatment effectiveness is shown by demonstrating change from one condition to the next in an individual or small group.
Single Subject Design
29
a system of behavior change in which desired behaviors are reinforced with tokens, which can be accumulated and exchanged for other reinforcers.
Token Economy
30
An approach to supporting people who have challenging behavior that utilizes applied behavior analysis aligned with the values of normalization and person-centered care.
Positive Behavior Support
31
Direct form of functional behavior assessment in which antecedents and consequences are systematically tested to determine the controlling variables of a specific target behavior.
Functional Analysis
32
A component of functional communication training that teaches the learner to first accept delays in receiving requested items/activities, then to accept denials, without displaying problem behavior.
Delay/Denial Tolerance
33
Captures every possible behavioral occurrence by recording either every instance of behavior or the actual duration of each instance of behavior. Observe all possible occurrences
Continuous Data Collection
34
Captures a sample of behavior during an observation by recording whether the behavior is occurring at designated points in time. Gather a sample of behavioral occurrences
Discontinuous Data Collection
35
Can be decimals or fractions. Numbers that occur in a range; used for collecting data on behaviors with unclear stop and start points.
Continuous Numbers
36
Whole numbers used for measuring behaviors that have an easily discernible stop and start.
Discrete Numbers
37
Kinds of discrete numbers
Frequency/count, Score
38
Kinds of Continuous Numbers
Length, Width, Height, Volume, etc. Time (Duration, Latency), Score
39
Behavior Definitions should be
Observable, measurable, complete, clear
40
Writing Well written goals follow what acronym
```
S (Specific)
M (Measurable)
A (Attainable)
R (Relevant)
T (Time-Based)
```
41
The degree to which treatment goals and procedures are acceptable and meaningful to recipients and their communities of support.
Social Validity
42
If a dead man can do it, it is not behavior.
Dead Man's Test
43
Consequences that increase the future frequency of the behaviors that precede them
Reinforcers
44
Behavior is maintained by sensory mechanisms, independent of the social environment.
Automatic Reinforcement
45
Presenting a stimulus with a highly reinforcing stimulus or highly punishing stimulus in order to condition it to have the same reinforcing or punishing properties. The term is often used to refer to pairing people with preferred items or activities in order to establish the person as a reinforcer.
Pairing
46
A behavior is followed immediately by the presentation of a stimulus that increases the future frequency of the behavior occurring in similar circumstances.
Positive Reinforcement
47
A behavior is followed immediately by the removal, termination, reduction or postponement of a stimulus that increases the future frequency of the behavior in similar circumstances
Negative Reinforcement
48
Delivery of reinforcement after the target response is given after known amount of time has passed
Fixed Interval
49
Delivery of reinforcement after a certain number of responses are given
Fixed Ratio
50
Delivery of reinforcement after a certain amount of time has passed, regardless of behavior
Fixed time/ Noncontingent
51
Reinforcement is delivered on a predictable schedule
Fixed Schedules
52
A schedule in which every instance of the targeted behavior is reinforced
Continuous Reinforcement Schedule
53
A decrease in motivating operations resulting from over-exposure to the reinforcer.
Satiation
54
Reinforcement delivery only accompanies some correct responses and cannot be predicted by the recipient
Variable schedule of reinforcement
55
Delivery of reinforcement after the target response is given after an unknown and changing amount of time has passed
Variable Interval
56
Delivery of reinforcement after an unknown and changing number of responses are given
Variable Ratio
57
Delivery of reinforcement after an unknown and changing amount of time has passed, regardless of behavior
Variable time/noncontingent
58
Ratio Schedules used for
teaching skills
59
Interval schedules used for
shaping effort or speed
60
Stimulus change that occurs after a behavior and decreases future occurrences of the behavior.
Punisher
61
Presentation of an undesired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior.
Positive Punishment
62
Removal of a desired stimulus following a behavior. This leads to a decrease in the future frequency of that behavior.
Negative Punishment
63
Changes in consequence delivery in one context that cause behavioral changes leads to opposite changes in behavior in other contexts.
Behavioral Contrast
64
Repeated punishment in the absence of reinforcement for alternative behaviors leads to a cessation of all actions
Learned Helplessness
65
A decrease in an individual's response to stimuli after the stimuli are repeated
Habituation
66
Physically blocking the completion of a problem behavior
Response Blocking
67
Repetition of non-purposeful movement or sounds
Self-Stimulatory Behavior
68
Purposeful ingestion of inedible materials
Pica
69
A requirement to perform effortful behavior that is functionally or logically related to the problem behavior as consequence for the problem behavior.
Overcorrection
70
Contingent loss of access to positive reinforcement for a specified period of time, while remaining in the originating environment.
Non Exclusion Time-Out
71
Contingent removal from reinforcing environments for a specified period of time
Exclusion Time-Out
72
Contingent removal of a specified amount of reinforcement (e.g., time, tokens, money)
Response Cost
73
A unit of verbal behavior that responds to motivating operations and/or discriminative stimuli and functions to obtain reinforcement from the environment.
Verbal Operant
74
Form of echoics training, develops before verbal imitation. Contributes to the reinforcement contingency for duplicating the acts and sounds of others. Prepares for augmentative communication
Motor Imitation
75
The stimulus and response products match in entirety; that is, the response is an exact duplication of the stimulus
Point-to-Point Correspondence
76
approximating the sound, and duplicating the sound
echoics
77
A request for something wanted or needed, or a request to end something undesirable. Allow caretakers to pair with reinforcement, only verbal operant that directly serves the speaker, allows control of the environment without resorting to negative behavior
Mand
78
speaker sees, hears, smells, tastes something and then comments about it
Tact
79
A form of verbal behavior where the speaker responds to another's verbal behavior (like a converstation)
Intraverbal
80
Forms of communication that do not require speaking.
Augmentative and alternative Communication
81
A mode of communication that employs signs made with the hands and other movements, including facial expressions and postures of the body, to communicate messages
Sign Language
82
Stand alone speech generating devices are recommended for
people who have more complex vocabularies than an app can accommodate
people whose motor skills require accommodation
people who can benefit from some of the built-in language training features that some devices have
people who require greater durability from their devices
83
Communication apps are usually used for
people who have less complex vocabularies
people whose fine motor skills allow direct interface with the device
people who desire to integrate their communication supports into everyday technology
people for whom simplicity and ease of accessibility are more important than durability
84
Teaches Children whose verbal behavior has developed abnormally to get needs met through communication instead of misbehavior.
Functional communication training
85
A supplemental antecedent stimulus that is used when a stimulus does not reliably control a target response.
Prompt
86
Prompt Contingency
stimulus- prompt- behavior- reinforcement
87
Least to most prompting
1. Begin with level of prompt determined by baseline assessment
2. If correct response is given to first prompt, provide reinforcement.
3. If incorrect response is given, increase prompt level but do not deliver reinforcement
88
Most to Least Prompting
1. Being with an errorless learning prompt- reinforce after correct responding
2. Deliver for predetermined number of correct responses
3. Decrease to slightly less intrusive prompt- if incorrect response occurs, increase to previous level prompt, decrease again after predetermined number of correct responses
89
Gradually reducing prompting procedures.
Prompt Fading
90
The amount of ease or difficulty with which a person can complete a task. This influences the frequency with which the task will be performed.
Response Effort
91
Continued reliance on a prompt to initiate the performance of a mastered behavior.
Prompt Dependence
92
Purpose of prompt fading
- to increase learner independence
- to achieve stimulus control over the behavioral response
- to avoid prompt dependence
93
Behavioral response occurs in the presence of a particular stimulus, but not in its absence.
Stimulus Control
94
Systematic reduction of prompts and reinforcement to achieve the final goal of stimulus control.
Stimulus Control Transfer
95
Methods of Stimulus Control transfer
prompt fading, prompt delay, stimulus fading
96
A stimulus control transfer procedure in which the trainer inserts a pause between the discriminative stimulus and the supplemental prompt in order to give the learner time to respond without depending on the prompt. Delays may be constant (always the same amount of time) or progressive (the pauses are gradually increased).
Prompt Delay
97
Gradually decreasing the saliency of a stimulus prompt
Stimulus Fading
98
Degree to which an object or characteristic is noticeable
Salience
99
Breaking a skill down into a sequence of smaller, more manageable components or steps.
Task Analysis
100
A teaching procedure in which reinforcement is given for completing the steps in a task analysis.
Chaining
101
A teaching process in which the learner is reinforced for completing the first step in a task analysis, then for combining the first and second steps, and so on until responsibility for the entire chain is required.
Forward Chaining
102
A teaching process in which the learner is reinforced for completing the last step in a task analysis, then for combining the last two steps, and so on until responsibility for the entire chain is required.
Backward Chaining
103
A teaching process in which the learner is reinforced for completing every step in a task analysis, and prompts are faded at each step as the skill is acquired.
Total Task Chaining
104
Using a series of high-probability requests to increase compliance with low-probability requests.
Behavioral Momentum
105
Presenting a task or step without prompts to test learning.
Probe Data
106
Using task analysis as a checklist to conduct observations
Performance Monitoring
107
Using the TA as a checklist of steps in a process .
Self Monitoring
108
The integration of best available research with clinical expertise while taking into account client characteristics.
Evidence Based Practice
109
Treatments that are presented as if they have a scientific basis, but have not or cannot be supported scientifically.
Pseudoscience
110
Discontinuous Data Types
Partial Interval
Whole Interval
Momentary Time Sample
Planned Activity Check
111
The degree to which data is replicable
Reliability
112
Percent agreement between data collected simultaneously by two independent observers recording the same observation.
Interobserver Agreement
113
The degree to which data accurately reflect the phenomenon they are reported to describe
Validity
114
The number of times a behavior occurs. Also called 'count.'
Frequency
115
Number of times a behavior occurs in a given time frame. Expressed "n occurrences per x time period"
Rate
116
Data that reports the amount of time that passed between the beginning and ending of a behavioral occurrence.
Duration
117
Amount of time that passes between a stimulus and initiation of the behavioral response.
Latency
118
The amount of time that elapses between iterations of a behavior.
Inter-Response Time
119
Method of discontinuous data collection in which behavior is marked as occurring or not occurring at any point during the interval, regardless of duration or frequency.
Partial Interval Recording
120
Method of discontinuous data collection in which the interval is marked if the behavior occurs throughout the interval.
Whole Interval Recording
121
Method of discontinuous data collection in which the interval is marked if the behavior occurs at a designated point within the interval (usually the beginning of the interval).
momentary time sampling
122
Discontinuous data collection method which applies momentary time sampling methodology to groups. The number of people engaged in the target behavior at the designated time is recorded.
Planned Activity Check (PLA-CHECK)
123
Recording the outcome of a behavior instead of the behavior itself
Permanent Product Recording
124
A count of the number of trials required to achieve a predetermined level of performance
Trials to Criterion
