Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Competency Assessmen
| Term | Definition |
|---|---|
| Continuous Measurement | I take data on all behaviors |
| How would you take frequency data? | I would count how many times the behavior occurs |
| How do you take duration data? | I would record how long the behavior last (cause duration) |
| Latency data | the time between in me giving the instruction and the behavior starting |
| IRT | the time between two responses |
| Discontinuous Measurement | I only take data for 20 mins |
| Partial Interval | the behavior is recorded or counts as an occurrence |
| Whole interval | if the behaviors occurs during the entire interval , it counts as an occurrence |
| Momentary Time Sampling | if the behavior occurs at the end of the interval, it counts as an occurrence |
| Bar & Graph | most common graph is line graph, and we should take data every session |
| Preference Assessment | staying up on what our clients enjoy (forced choice= most common) |
| ABC Data: A(Antecedent) | What happened before the behavior? ("I'm drinking water") |
| ABC Data: B(Behavior) | What is the behavior? (drinking the water) |
| ABC Data: C(Consequence) | What happens right after the behavior? (put the cap back on) |
| DRO: | we're reinforcing when a behavior isn't happening |
| DRA: | we're reinforcing when the proper behavior and putting other behavior on extinction |
| 4 Functions of Behaviors: | Escape, Attention, Tangible, Sensory |
| Naturalistic Teaching(NET): | looking for opportunities to reinforce the client in their natural typical environment |
| Discrete Trial Training (DTT): | SD->Behavior: Either reinforce the behavior or give praise to the behavior |
| Chaining: | great way to teach a new task; breaks tasks into steps |
| Forward chaining: | you teach the first step of the task , and gradually add subsequent steps |
| Backward chaining | you teach the last step first and work backward |
| Shaping: | the process of reinforcing each small step |
| Discrimination Training: | learning the difference |
| Client Dignity: | -not withholding food & water -treat client how you would treat anyone else |
| Professional Boundaries: | NO Dual Relationships |
| Supervision Requirements: How much supervision do you need? | I need 5% of the hours I work in a month. |
| Clinical Direction: When would you seek clinical direction ? | -When a behavior occurs I haven’t seen before -When I feel abuse is going on |
| Crisis Emergency | when somebody’s in danger |
| Stimulus Control Transfer: | the process of shifting control of a behavior from one stimulus to another |
| Prompting: | Verbal prompt, physical prompt, full physical prompt |
| Verbal Prompt: | The RBT says "turn on the faucet", "Get some soap" or 'rub your hands together" |
| Physical Prompt: | The RBT guides the child's hand to the faucet |
| Full Physical Prompt: ( hand over hand) | The RBT physically guides the child through each step of task |
| Gestural Prompt: | The RBT points to the faucet or the soap to indicate what the child should do next |
| Modeling: | RBT says "watch me", then washed their own hands while the child observes ,with expectation that the child will imitate |
| Example of Frequency Data: | Take frequency data on Steven touching his nose |
| Duration Data Ex: | How long did Steven hold his finger on his nose? 4 secs |
| Latency Ex: | RBT would say" Steven touch your nose"*COUNT* then record data |
| IRT Ex: | The time in between the client touching his nose |
| What goes on the X-axis? | Time |
| What goes on the Y-axis? | Behavior |
| DRA EX: | a student calling out answers in class, where the CA ignores the shouting but gives praise only when the student raises their hand |
| DRI EX: | To stop a child from hitting, reward them for keeping their hands in their pockets or folded in their lap. You cannot hit someone while your hands are in your pockets |
| DRO EX: | If the child does not hit the table for the full 3 minutes, they get a sticker or praise. |
| DRL EX: | The teacher sets a goal that the student gets a sticker if they raise their hand 10 times or fewer during the whole class period |
| DRL: | aims to reduce, but not eliminate a behavior |
| DRI: | used to decrease unwanted behavior by rewarding a different behavior that cannot happen at the same time |
Created by:
sherainareid