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ABA Foundational
RBT Exam/Competency
| Term | Definition |
|---|---|
| Generalization | The ability of a learner to perform a skill under different conditions across settings, people, and materials |
| Example of Generalization | The learner demonstrates the same skill with the RBT at the dining table as with the mother in the backyard |
| Acquisition task | A current target being taught |
| Example Acquisition task | The RBT teaches Abby how to write the letter ‘A’ in her name |
| Antecedent | An environmental condition or stimulus change existing or occurring prior to a behavior of interest |
| Example Antecedent | Mother takes the iPad away from Henry |
| Applied Behavior Analysis (ABA) | A data-driven and evidence-based science of behavior |
| Assessment | A tool used to assist with an evaluation |
| Baseline Data | A measurement of an individual’s behavior or skill before intervention |
| Example Baseline Data | The RBT tracks Baseline data of the number of times a learner picks at his skin |
| ABC’s of Behavior is also referred as this | Three Term Contingency/Its a tool used to determine the function of any behavior. |
| What do the acronym of ABC stand for and what do they mean? | The A stands for antecedent, the B is the actual behavior, and C is the consequence. |
| Acquisition task | A target that is in the process of being taught. This behavior is not yet a known skill. |
| Antecedent | In behavior analytic terms, an antecedent is simply what happened right before the behavior |
| Example of Antecedent | The door ringing was an Antecedent to the dog barking |
| Applied Behavior Analysis (ABA) | A science in which strategies acquired from the principles of behavior are applied to improve socially significant behavior |
| What is included in a skill acquisition plan? | A skill acquisition plan includes a description of the target skill being taught, materials needed for teaching, strategies to be used, the consequences for correct or incorrect responding, mastery criteria, reinforcement strategies, and a plan for genera |
| A well-written skill acquisition plan includes PART1 | 1. A definition of the skill to be acquired. 2. A baseline for skill: acquisition determined prior to target implementation. 3. A clear goal that indicates skill acquisition. |
| A well-written skill acquisition plan includes PART2 | 4. A detailed description of the procedures. - Presentation: teaching strategy - SD: instruction - R: desired response - SR +/-: reinforcement and reinforcement schedule - EC: error correction |
| A well-written skill acquisition plan includes PART3 | 5. Reactive strategies to employ when undesired behavior occurs or the skill is not immediately demonstrated. Skill acquisition targets should always include an error correction. |
| A well-written skill acquisition plan includes PART4 | 6. Data collection and display methods that are used to measure effectiveness. 7. Frequent review of data and circumstances. |
| A well-written skill acquisition plan includes PART5 | 8. A plan for skill maintenance and termination of services. A well-developed plan will include a fade plan. |
| What is a FADE PLAN | A fade plan indicates how to appropriately begin reducing the hours of services without compromising clinical gains. This generally occurs when a patient is mastering their skill targets and behavior is reduced to near-zero levels. |
| Component s acquisition plan PART1 | Mastery criteria Plan for generalization and maintenance Procedural Description Title: Brief description of the skill being taught Presentation: How the skill will be taught Details: Additional information pertinent to the skill being taught. |
| Component s acquisition plan PART2 | SD: Instruction or signal that reinforcement is available. Can include prompts. Response: What the correct response looks like (topography) |
| Component s acquisition plan PART3 | Reinforcement: How to reinforce and how often to reinforce correct responses Error Correction: What to do if the response is incorrect |
| What is Mastery Criteria | Mastery criteria is an objective goal determining a patient’s Completion of a skill or behavior target, measured by their performance |
| The Mastery Criteria includes: PART1 | * Date of anticipated Mastery * Objective and measurable goal * Maintenance/Generalization plan |
| The Mastery Criteria includes: PART2 | Mastery Criteria includes: baseline data: based off the results of assessments or probe done in a session Mastery Criteria lives within the long-term objective (LTO) goal in the program book |
| Central Reach the Mastery Criteria EXAMPLE: | March 2020 New Goal: By December 2020, Aaron will cut across paper with scissors, for 90% of opportunities, across 3 consecutive sessions with 2 or more people across multiple environments. |
| Central Reach the Mastery Criteria EXAMPLE: continued | March 2020 Baseline: Aaron snips with scissors but requires physical prompting to hold the scissors correctly or to cut more than a small snip on the edge of the paper. |
| Central Reach the Mastery Criteria EXAMPLE: continued | Aaron also has a history of engaging in maladaptive behavior when asked to complete tasks in at least 50% or more of opportunities. |
| Procedural Description: | ABS uses a standard prescriptive language to describe the procedure that should be utilized to implement skill targets: |
| Procedural Description includes: | Presentation: Teaching Strategy SD: Instruction R: Desired Response SR+/-: Reinforcement & Reinforcement Schedule EC: Error Correction Never modify a target or run it differently than written. |
| What is a PROMPT | An added antecedent stimulus that brings about a specific behavior. Prompts can be thought of as “hints”. |
| A form of assistance or cue given to help the learner compete a task and to increase accurate responding. | PROMPT |
| An antecedent strategy to evoke a correct response from a learner | PROMPT |
| A type of assistance or a cue given to help the learner complete a task. It also helps to increase accurate responding. | Prompt: |
| "Response prompts operate directly on the response" meaning that no additional physical object needs to be manipulated during the prompt | Response Prompts |
| Response Prompts Technical Definition | The actions of another person provided before or after the presentation of the cue to increase the likelihood of the target behavior occurring. |
| Example of a Prompt | |
| What are the 3 Response Prompts? | Physical (full & partial ), Verbal ,Model |
| Physical (full & partial ), Verbal ,Model | MVP of Response Prompts |
| Hand over Hand (HOH), leading a child by the hand, or physically moving a child | Physical Prompt |
| Example Physical Prompt (HOH) | |
| Discrete Trial Teaching (DTT) | Structured Teaching technique based on principles of ABA Break Down into small teachable parts, each part is taught independently |
| Goal of DTT | The goal when using a DTT approach is to break down the skill as much as is necessary for the child |
| Teaching Trial: For the DTT method, | the DTT method, the following teaching trial is used: Present materials, give SD, prompt incorrect response or reinforce correct response, clear materials |
| Discriminative Stimulus | |
| Mass Trial Teaching | Simply means you are asking the target multiple times in a repetitive manner |
| “Trial 1: Touch dog…Trial 2: Touch dog…..Trial 3: Touch dog” | Mass Trial Example |
| Mass Trial teaching typical teach who? | typically used to teach very young children, children new to ABA, or lower functioning children |
| Mass Trial Teaching Components | No Distractors - FS1 or one neutral distractor FS2 Errorless Teaching Short inter-trial intervals, 3 seconds between demands Continuous Reinforcement (CRF) |
| EXAMPLE OF A REINFORCEMENT | Treat yourself with a movie after studying for an exam |
| 4 TYPES OF REINFORCEMENT | 1. Unconditioned Reinforcement 2. Conditioned Reinforcement 3. Continuous Reinforcement 4. Intermittent Reinforcement |
| CONDITIONED REINFORCEMENT | Function as reinforcers due to your past learning Over time, you learned to love these things |
| UNCONDITIONED REINFORCEMENT | Function as reinforcers due to heredity/evolution. They do not require any learning history to become reinforcers; from the moment you were born, you loved these things! |
| Food, water, oxygen, warmth, human touch, | EXAMPLE OF UNCONDITIONED REINFORCEMENT |
| EXAMPLE OF CONDITIONED REINFORCEMENT | Someone saying "good job", money, going to the movies, etc |
| Providing a preferred consequence each time the behavior occurs. This is usually done to train a new behavior/skill | CONTINUOUS REINFORCEMENT |
| Teaching your dog a new trick using kibble | EXAMPLE OF CONTINUOUS REINFORCEMENT |
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