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RBT Skill Acq.
RBT Exam Prep
| Question | Answer |
|---|---|
| What are the essential components of a skill acquisition plan? | target behavior; functional definition of behavior; procedures; materials; data collection; mastery criteria |
| What are some differences between NET and DTT? | NET is learner led while DTT is pre-arranged by staff; NET capitalizes on the learner's current interests and incorporates learning opportunities; reinforcement is naturalistic during NET and contrived during DTT |
| Task analysis | Taking a complex task and breaking it into smaller and more specific steps |
| Backward chaining | Staff completes the first steps and allows the learner to complete the last.. Once the last step is mastered, they are are required to complete the next step to mastery. This is continued until all steps are completed. |
| Forward chaining | The learner completes the first step in the chain and instructor completes the rest. Once the first step is mastered, they are are required to complete the next step to mastery. This is continued until all steps are completed. |
| Total task chaining | The learner practices each step with prompting and reinforcement provided when necessary. |
| When is total task chaining used? | When the learner can complete some of the steps independently prior to teaching |
| SD | (Discriminative stimulus )Stimulus that has a history of signaling the availability of reinforcement |
| What is the difference between an SD and instruction? | An instruction is delivered with anticipation that it will be come an SD. It doe snot necessarily evoke the response |
| Prompt | Stimulus change that is added to the instruction that evokes the correct response |
| Name a typical most to least prompt hierarchy. | Full physical, partial physical, verbal, gestural , independent |
| Shaping | Reinforcement of successful approximations towards the target behavior (coloring within 1" of the lines, coloring within 1/2" inch of the lines, coloring within 3/4" of the lines, coloring within the lines) |
| Discrimination training | Teaching relevant features to differentiate between stimuli |
| Stimulus transfer control | Prompt fading until the learner completes the task independently |
| What is generalization? | Transfer of skills across people, settings, and responses |
| Maintenance | Demonstration of previously acquired skills over time with reduced (if any) reinforcement provided |
| Response generalization | (AKA response induction) emergence of a functionally equivalent and untrained form of a trained response. (frequently occurs when other behaviors are placed on extinction - shaping) |
| Stimulus generalization | Multiple stimulus evoke one response (AKA stimulus changes) |
| Response generalization | One stimuli evokes multiple responses (AKA response changes) |
| Name an example of response generalization. | In the presence of a picture of a dog, the learner accurately tacts: animal, black dog, black Labrador |
| Give an example of stimulus generalization. | In the presence of multiple breeds of dogs, the learner tacts: dog |
| Stimulus discrimination | Different responding in the presence of one stimulus versus another due to different consequences for those behaviors |
Created by:
autismcoe
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