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RBT > RBT Vocabulary > Flashcards

RBT Vocabulary Flashcards

1
Q

ABC stands for

A

A: Antecedent
B: Behavior
C: Consequence

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2
Q

Abolishing operation

A

Can decrease reinforcer effectiveness. Usually associated with satiation.

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3
Q

Acquisition

A

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

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4
Q

Antecendent Interventions

A

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

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5
Q

Antecendent

A

Events that occur before a behavior

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6
Q

Backward Chaining

A

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.

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7
Q

Behavior Intervention Plan

A

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

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8
Q

Behavior Skills Training

A

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

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9
Q

Behavior

A

Anything a person does that can be observed and measured.

4 Functions:
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

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10
Q

Chaining

A

Used to teach multi-step skills in which 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.

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11
Q

Consequence

A

Something that follows a behavior.

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12
Q

Continuous Measurement

A

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

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13
Q

Continuous Reinforcement

A

The target behavior occurs and is reinforced after every occurrence

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14
Q

Deprivation

A

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

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15
Q

Differential Reinforcement

A

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

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16
Q

DRI (Differential Reinforcement of Incompatible behavior)

A

Reinforce behavior incompatible with an undesirable behavior.

Ex: Reinforce Johnny for writing his name appropriately rather than tapping his pencil

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17
Q

DRA (Differential Reinforcement of Alternative behavior)

A

Reinforce behavior that is an appropriate alternative (replacement) for the undesirable behavior.

Ex: Reinforce Annie when she asks for a break instead of yelling to get out of work

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18
Q

DRO (Differential Reinforcement of Other behavior)

A

Reinforce any other behavior other than the undesirable behavior.

Ex: Reinforce Luke with a gummy every 5 minutes he does not engage in crying

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19
Q

Discontinuous Measurement

A

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

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20
Q

Discrete Trial

A

Learning opportunity initiated and controlled by the teacher in which the correct response will be reinforced. This also is breaking a skill into small 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.

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21
Q

Discrimination Training

A

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.

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22
Q

Discriminative Stimulus (Sd)

A

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

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23
Q

Dual Relationship

A

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

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24
Q

Duration

A

The amount of time that someone engages in a behavior

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25
Q

Echoic

A

Verbal imitation; repeating the speaker

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26
Q

Error Correction

A

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.

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27
Q

Errorless Teaching

A

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

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28
Q

Establishing Operation

A

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

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29
Q

Ethics

A

Must follow the BACB’s code of ethics. Failure to follow the mandatory code of ethics can lead to loss of employment and certification.

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30
Q

Expressive Language

A

The ability to communicate. This is the ability to express one’s thought, 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.

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31
Q

Extinction

A

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

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32
Q

Extinction Burst

A

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

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33
Q

Fixed Interval (FI)

A

This schedule of reinforcement is used for a set amount of time

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34
Q

Fixed Ratio (FR)

A

This schedule of reinforcement is used for a set amount of responses

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35
Q

Forward Chaining

A

Teaching skills 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

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36
Q

Frequency

A

The amount of times, or count, a behavior or response happens

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37
Q

Functional Behavioral Assessment

A

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 that function

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38
Q

Functional Relationship

A

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

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39
Q

Functions of Behavior

A

Used when determining when an individual engages in certain behavior. ABA identifies 4 functions of a functions of a behavior: Escape, Access (Tangibles), Attention and Sensory (Automatic Reinforcement)

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40
Q

Generalization

A

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

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41
Q

HIPAA (Health Insurance Portability and Accountability Act)

A

HIPAA provides federal protection for individual health information, including the confidentiality, integrity, and availability of protected information

42
Q

Imitation

A

Copying someone’s motor movements

43
Q

Incidental Teaching

A

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

44
Q

Instructional Control

A

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

45
Q

Intermittent Reinforcement

A

Schedule of reinforcing some but not all desirable behavior

46
Q

Inter-Response Time

A

The time between two responses given

47
Q

Intraverbal

A

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 dod you do on your vacation?”

48
Q

Latency

A

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

49
Q

Listener Responding

A

Following a direction given. Receptive language goal.

50
Q

Listener Responding Feature Function Class (LRFFC)

A

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

51
Q

Magnitude

A

The force or intensity with which a response is emitted

52
Q

Maintenance

A

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

53
Q

Mand

A

Asking for something; a request that has motivation

54
Q

Measurement

A

Collecting data on various skills or behafviors

55
Q

Momentary Time Sample

A

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.

56
Q

Motivating Operation

A

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

57
Q

Natural Environment Teaching

A

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

58
Q

Negative Reinforcement

A

Removing a stimulus to increase/strength a behavior

59
Q

Operational Definition

A

Definitions of behavior that are measurable, objective and observable

60
Q

Pairing

A

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

61
Q

Partial Interval Recording

A

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.

62
Q

Permanent Product

A

Tangible product or environmental outcome that proves a skill

63
Q

Positive Reinforcement

A

Adding a stimulus to strength/increase behavior

64
Q

Preference Assessment

A

Assessment to determine what a child is motivated by

65
Q

Primary Reinforcer (Unconditioned)

A

Items or activities that are naturally reinforcing

66
Q

Deprivation

A

The witholding of a stimulus (The more deprived an individual is of a reinforcer, the more effective it will be.

67
Q

Immediacy

A

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)

68
Q

Contingency

A

The reinforcement should ONLY be delivered when a desired behavior occurs

69
Q

Prompt

A

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.

70
Q

Prompt Hierarchy

A

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

71
Q

Prompt Fading

A

Gradually removing prompt levels needed or fading out the intrusiveness

72
Q

Punishment

A

Anything that is added or removed after a behavior that decreases it, makes it less likely to happen again

73
Q

Positive Punishment

A

A stimulus presented after a behavior occurs which decreases the behavior

74
Q

Negative Punishment

A

A stimulus removed after a behavior occurs which decreases the behavior

75
Q

Rate

A

Ratio of count per observation time (how many times a behavior occurs in a set amount of time

76
Q

Reactive Strategies

A

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

77
Q

Receptive Language

A

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

78
Q

Reinforcement

A

Anything that is added or removed after a behavior that decreases it, makes it less likely to happen again

79
Q

Positive Reinforcement

A

A stimulus presented after a behavior occurs which increases the behavior

80
Q

Negative Reinforcement

A

A stimulus removed after a behavior occurs which increases the behavior

81
Q

Replacement Behavior

A

A behavior you want to replace an unwanted target behavior

82
Q

Response Prompt

A

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

83
Q

Role of the RBT

A

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

84
Q

Satiation

A

When a reinforcer loses its effectiveness due to overuse

85
Q

Secondary Reinforcer (Conditioned)

A

Items or activities that acquire reinforcing properties when paired with primary reinforcers

86
Q

Setting Events

A

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

87
Q

Shaping

A

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

88
Q

Skill Acquisition

A

Developing of new skills, habits, and quality

89
Q

Spontaneous Recovery

A

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

90
Q

Stimulus

A

Anything that elicits a response followed by consequence

91
Q

Stimulus Control

A

Precedes the behavior but affects the outcome; has influence over behavior

92
Q

Stimulus Control Transfer

A

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

93
Q

Stimulus Prompt

A

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

94
Q

Tact

A

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

95
Q

Task Analysis

A

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

96
Q

Token Economy

A

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

97
Q

Topography

A

The physical form or shape of a behavior

98
Q

Total Task Chaining

A

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

99
Q

Variable Interval

A

This schedule of reinforcement is used for a variable amount of time

100
Q

Variable Ratio

A

This schedule of reinforcement is used for a variable amounts of responses

101
Q

Whole Interval Recording

A

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

RBT (2 decks)

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