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RBT Competency
RBT Competency Assessment
| Term | Definition |
|---|---|
| #1 Frequency | Counting how many times a behavior happens |
| #1 Duration | How long the behavior lasts |
| #1 Rate | Frequency of behavior over specific amount of time such as per minute, per hour, etc. |
| #1 Latency | Onset of a stimulus to start of a response (give command sit down, takes client 20 seconds to sit down; alarm clock goes off and ten seconds to get out of bed) |
| #1 IRT or Inter-response time | Time between end of one response to start of another response. Screaming ends, 30 minutes in-between, screaming starts again. IRT thus = 30 minute |
| #2 Partial Interval | Take data in intervals – hitting within a certain amount of an interval (Aggression from 4:00 – 4:15) |
| #2 Whole Interval | Behavior lasts over entire interval time, such as on-task behavior or cooperation throughout an interval |
| #2 Momentary Time Sampling | Measuring if presence or absence of a behavior is happening on a particular schedule. Look at child every 3 minutes and note if on-task or not on-task. |
| #4 Free Operant | Let the child play in natural environment and observe, keep track of what engaging in and what child is going to |
| #4 Forced Choice | Two items, make child choose item. Replace with something else, choose again. |
| #4 Multiple Stimulus w/ Replacement | Three or more items in array, child picks item, you take other two items away, replace those and have original item again and two new items |
| #4 Multiple Stimulus w/o Replacement | Three or more items in array, child picks item, you take that items away, don’t replace it |
| #5 ABC data (Antecedent, Behavior, Consequence) | Antecedent – Told child to build blocks, presented SD Behavior – Child flopped to floor Consequence – Told to stand up and sit back in chair |
| #6 Discrete-Trial Teaching or DTT: Implement teaching procedures | a. Used to teach new behaviors, presenting a learning opportunity where students correct response will be reinforced b. Antecedent or SD -> Behavior Response or R -> Consequence or SR c. “Look at me”, response was student looking, consequence is praise |
| #7 Naturalistic Teaching | a. Capturing learning opportunity in environment b. Using reinforcers or tokens to shape behavior naturally 1. Arrange setting with child-preferred materials 2. Wait for child to initiate interaction 3. No verbal prompting; hold item in eyesight and r |
| #8 Chaining | Turn on water, get soap on hands, rub hands under water, turn off water, dry hands, reinforce |
| #9 Shaping | a. Target = Ball b. Mastered approximation “say b”, reinforce until mastered c. Mastered approximation “say ba”, reinforce until mastered d. Reinforce target response “say ball” |
| #11 Stimulus Control Transfer Procedures | a. Say cup – saying cup is now under control of SD b. Transfer – present picture of cup and say what is this c. OG SD has been faded d. When client sees picture of cup they say “cup” e. Saying cup is now under control of picture and not the verbal pro |
| #12 Prompting: Implement prompt and prompt fading procedure | a. Prompt: cue to assist or encourage desired response from an individual: “Come here” b. Most to least prompting: Used with teaching new behaviors, provides little opportunity for errors c. Prompt Fading: Reduce assistance to a least intrusive prompt |
| #13 Token Systems | a. Tokens given after a response b. Tokens exchanged for a backup reinforcer c. Tokens are symbol d. Must be motivated to receive tokens for them effective e. Preferred reinforcers cost more f. Reinforcers only used in token economy |
| #15 DRI or Differential Reinforcement of Incompatible Behavior | Reinforcing one behavior that is incompatible with another behavior – reinforcing when child is sitting in chair, not reinforcing when child is walking from chair (QUIET HANDS WHEN KNOCKING) |
| #17 Client Dignity | - Client safety a priority -Never cause embarrassment to client. -service that is considerate and respectful of spiritual needs, beliefs, or values -service without discrimination - HIPAA and confidentiality |
| #18 Professional Boundaries (Provide examples of how to maintain professional boundaries) | a. No accepting or giving gifts b. No social media posts or photos c. Don’t get together outside of work or maintain a friendship |
| #19 Supervision Requirements (Describe BACB Supervision Standards) | a. Ongoing supervision for minimum of 5% of hours spent providing services/mth b. Supervision includes 2 face-to-face, synchronous contacts a month, during this supervisor observes the RBT providing services. In-person, on-site observation is preferred |
| #20 Clinical Direction (Describe at least one situation where you’d seek clinical direction from supervisor) | a. Reach out to BCBA in regard to a new adverse behavior developing b. Problems understanding central reach |
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