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RBT exam
| Question | Answer |
|---|---|
| What is Shaping used for | - to teach new behaviors - generalize across different environments -reinforcing an approximation of the target behavior |
| What is chaining | Building a behavior connection to each continuous step |
| What are behavior chains | Steps that provide a cue to the next step of a target behavior |
| Which of the following requires that reinforcement be delivered throughout the process? shaping or chaining | shaping and steps are always moving forward |
| What are the steps used to shape behavior | 1 define the target behavior 2. reinforce successive approximations of the target behavior 3. monitor results |
| What are full physical prompts | using hand over hand assistance to get the person to perform the task |
| What is a positional prompt | placing the item target closer to the person to cue them to chose that item |
| What is gestural prompting | using pointing, glancing, or motions to indicate what the person should do |
| What is independent prompting | no prompting needed to perform skill |
| What is modeling | Performing the exact behavior that you want the person to do |
| What is stimulus fading | Reducing an exaggerated feature of a prompt to a subtler one |
| What is task analysis | target behaviors are broken down into steps |
| What is forward chaining | involves teaching the beginning steps first and reinforcing each subsequent |
| What is backward chaining | involves teaching the last step in the chain and teaching toward the first |
| What does shaping require in order to be effective? | 1. identify goal 4. reinforce approximations (each step they occur) 2. select behavior 5. reinforce target behavior 3. reinforce initial behavior or until occurs frequently 6. Determine tar |
| What are the 5 rules of chaining | 1. clearly define the target behavior or skill 2. break the behavior down into distinct steps to be taught 3. model or prompt the individual through the steps in the chain 4. reinforce attempts/ independence 5. monitor results |
| What is Maintenace | extent to which an individual continues to perform the target behavior after intervention has stopped |
| What are two things needed to be faded in order to maintain behavior | reinforcement and prompts |
| What are the three environments that where generalization can be learned | across people, circumstances, or settings/places |
| What is positive reinforcement | giving client something they admire or really want in exchange for something they did good, always strengthens and increses behaivor |
| What is negative reinforcement | A stimulus whose termination (or reduction/removal) functions as reinforcement. Usually the removal of an aversive stimulus to increase a behavior |
| What are the factors that makes a reinforcer more effective | 1. Should only be used when the client engages in behavior 2. reinforcer occurs immediately 3. reinforcer varies so client doesn't become satiated 4. no harmful reinforcers that could be a danger |
| What are reinforcement schedules | rules for when to deliver reinforcers following display of behavior, if reinforcer steps for previously reinforced behavior; the risk of behavior being extinguished or disappearing becomes high |
| What is ratio | involve reinforcement after a specific number of target behaviors are displayed ex: after sally completes 2 chores, she will earn time to play |
| What is interval | schedules involve a lapse of time to be emitted before a response is emitted ex: after Timmy completes 15 minutes of reading, he will have outside time |
| What is a fixed schedule of reinforcement | number of responses or amount of time between reinforcement is set and unchanging, predictable, |
| What is variable schedule of reinforcement | the number of responses or amount of time between reinforcement change randomly, unpredictable |
| What is fixed ratio | skill response! reinforce after specific # of responces |
| What is fixe time interval | Reinforcer provided after length of time |
| What is variable ratio | reinforced after average # of responses ex: turns pages in book, praises every 4-6 |
| What is variable time interval | reinforce provided after average amount of time |
| What are the primary reasons why intermittent schedules of reinforcement are used | 1. to maintain previously acquired behaviors 2. to help the individual progress to natural occurring reinforcers |
| When would be the best time to use ratio schedules | when you are trying to increase the number of times a person displays a behavior or uses a skill |
| When would you use reinforcement for interval scheduling | after the specific amount of time as elapsed |
| What does it mean for a fixed interval schedule of 5 (F15,V14) | they receive reinforcement every 5 minutes for engaging in behavior. VR; the high steady rates of the target behavior |
| What is continuous scheduling | Providing reinforcement on a routinely schedule each time they possess that specific behavior |
| What is the biggest benefit to using interval schedules | reinforce desired behaviors that are resistant to extinction |
| What is a limited hold? | when reinforcement is only available for a specific amount of time following the laps of fixed interval or variable interval reinforcement schedule; sometimes added to speed up target behavior |
| What is a thinning reinforcement? | Gradually reducing the frequency of reinforcers delivered after the target behavior is displayed |
| What is ratio strain ? | when reinforcement is thinned to quickly |
| What is progressive schedules? | require an increase in the targeted responces over successive opportunities for responding |
| What are compound schedules? | 2 or more schedules of reinforcement being used at the same time to increase 1 or more behaviors |
| What is the matching law? | 2 choices of reinforcement for a behavior, an individual will engage in the behavior that offers the best or most reinforcement |
| How can BTs increase the correct responding | changing the reinforcer from a fixed ratio to a variable ration |
| What is progressive interval schedule of reinforcement? | Reinforcing a behavior after it occurs 30sec, >45>1 minute |
| What is concurrent reinforcement scheduling? | 1 reinforcement while also completing another reinforcement activity at the same time |
| List the 4 variables that affect clients attendance. | 1. ilness 3. significant family disruption 2. unexpected behaviors 4. suspected maltreatment or abuse |
| other then changes to interventions or response , list 6 types of information that must be documented | changes in behavior, client ilness, change in schedule/location for intervention, parent request regarding intervention and scheduling, complaints, fraud, incidences that interrupt services, other events that could impact sessions |
| What is frequency? | How many times an event occured |
| What is duration | How long a behvior lasts |
| What is interval data collection? | used to record whether a behavior occurs during a particular interval |
| What is ABC data recording | Writing down an antecdant(before), behavior that resulted of it, and consequence( after behavior displayed) |
| What is anecdotial recording? | writing down everything that happened |
| What are the 4 new types of behavior that should be documented | 1. new self-injurious behavior 2. new aggressive behaviors 3. behaviors that indicate a loss of skills 4. behaviors that indicate the client seeing or hearing things that are not present ALWAYS: summary of techniques, client response, progress, cli |
| What is at risk of RBT fails to document | your license, ethics, supervisors license, organization, if its not put down it didn't happen |
| What is PHI | protected Healthcare Information that can be used to identify a patient or client |
| List the 9 types of information that can be considered PHI | clients name, dob & treatment date, address/contact number/ email, SSN/driver's license/medical account, photos/fingerprints, current diagnoses, past or future diagnoses, intervention, payment |
| What is E-phi | protected health informiaotn in an electronic form |
| According to the minimum necessary rule, how much information is shared | the miminimum necessary rules is sharing info only related on a need to know basis and what is happening, only to hte extent that it accomplishes the goal |
| What 5 types of PHI and EPHI RBTs have access to | 1. clients name/other demographic. 2. client intervention program 3. data collection forms 4. session not5. information about clients communicated verbally |
| What does the ethic code say about social media | any information may not be shared through social media accounts |
| List the 8 examples of HIPPA breach that could occur in an ABA settings | Sending emails not PHI encrypted, Disclosing PHI in common areas, not shredding documents, transporting in unsealed folders, transporting documents offsite . wearing company logo in client community, using telehthy not HIPPA compliant texting PHi |
| What is a data breach for EPHI | digital copies of assessment reports/treatment plans, data collection on phones, email corresponded about clients on personal, electron claims of payment |
| What variables affect clients | Noticeable changes or issues with clients that affect treatment and need to be reported |
| What is observable language | seen and measures what can be seen, heard or felt/counted |
| Why should BTs be vague but use subjected words in notes | bc they are used, and there is high risk of vital information not being conveyed |
| What 8 items need to be included in session notes; | date and time, demographics, relevant intervention goals or objects, description of the client's behavior, interventions used, types of dated used to record responces on trials, RBT observation, information to communicate for next session |
| How should you approach DTT | Having the Goal of accomplishing the most amount of trials with the least amount of issues. It's about giving and attending to the needs and quality content to have successsful table time |
| What are three things to do before working with a client? | 1. make sure you know hat is on the clients program and know how to implement it 2. make sure the client has a few distraction as possible(move things off the table, reinforcer insight) 3. make sure all materaisl, reinforcers, and data collection tools |
| What are 6 tips to maintain session momentum | begin and end each trial as quickly as possible, after you deliver and SD, prompt within 3sec, deliver reinforcer immediately after correct response , use minimal language when deliver for SD, keep inter-trial interval short as possible, no downtime |
| what is prompt fading | reducing or removing prompts given with an SD to allow the client to respond correctly and indepentely |
| What is least to most prompting | a system that gradually increases the intrusiveness of prompts necessary to get a client to give a correct response |
| What is errorless learning | an instructor prompts a correct response from a learner BEFORE they have a chance to selectin and INCORRECT one and then provide reinforcement |
| What are the four conditions that make reinforcement effective when used in discrete trials | 1. deprivation state for the reinforcer exists 2. the reinforcer is delivered immediately after the trial 3. the reinforcer delivered after a trial or group of trials is small or brief 4. the reinforcer is only delivered when response is correct |
| What type of preference assessment involves asking caregivers what the client likes | caregiver interview |
| What type of preference assessment involves producing a rank ordered list of reinforcers by removing reinforcers the client selects as they choose them | Multiple stimulus without replacement MSWO |
| What type of preference assessment involves producing a rank ordered list of reinforcers by and replacing them in the array from where they were selected | Multiple stimulus with replacement MSWR |
| What is a paired stimulus | appropriate for people from an array of 2; high preferred item next to less item pref and let client choose |
| What is a single stimulus | used for clients who cannot choose between two items or for those who have challenging behaviors when preferred reinforcers are moved |
| What is DTT | discrete trial instruction aka skill acquisition plan (bip) |
| What are the 8 essential components of writing skill acquisition plan | goals, teaching procedures, materials, instructions, target response, consequence/reinforcement procedures, data collection procedures, mastery criterion |
| What is a mass trial | presenting the same target over and over again |
| what verbal operant is a request | mand |
| What verbal operant involved repeating a verbal stimulus | echoic |
| what verbal operant is a label or comment | tact |
| What is fluency | The combination of accuracy plus speed |
| Why would we want to generalize the stimulus | altering materials of SDs to help learners generalize skills in different contexts or settings |
| What is stimulus fading | decreasing the need for a prompt to elicit a response |
| What is the purpose of Naturalists teaching invention | teach the client to use the skills they learn in structured DTI and apply to own routine, asking for skills when around other |
| What are 5 things DTI and NET have in common | Skills to be broken down into small steps, teaching steps until mastery within the environmental context happens, repetition, prompting, procedures, positive reinforcement |
| What is random rotation trials | mixed of DTT mixins with previously mastered trials along with new ones |
| What is stimulus generalization | when a response that was previously conditioned by one stimulus can be evoked by a different stimulus |
| When does stimulus control occur | when an individual behaves one way in the presence of a stimulus and another way in its absense |
| what is stim control | if the behavior of the individual occurs as a result of the stimuls presented, it can be said that stimulus control exists between the stimulus and the behavior |
| What are primary reinforcers | biological, food and nourishment, water or fluids, shelter or warmth |
| What are secondary reinforcers | individuals must learn that they are valuable for the to be reinforcing; grades, stickers, affirmations |
| What are unique behaviors to look out for | screaming phrases, sameness in routine, rigity, testures, feeling items, zippers and buttons no |
| How do you address sesory issues | avoid sensory stimuli reinforce amount of time learning to deal with issue |
| How to adddress self-injury? | response blocking, physical//mechanical restrainsts, different reinforcement schedules, aversing, changing the how demands are delivered, medical, extinsion |
| How to address pica? | Prevent access, noncontinguent delivery of edibles to replace nonfood substances, response blocking, enaging schedults to direct attention away, verbal repriamnds to redirct |
| What the B in ABC data | behavior: occurs as a result of a antecdeent or priour experience with consequence |
| What is the C in ABC data | consequence occur after a behavior is exhibited that results in an increase or decrease in future displays |
| What is the A in ABC data | occurs before the behaivor and are responsible for stimulus control |
| What is an SD | discrimitive stimulus that is delivered to provoke an individual to engate in a prticular behavior |
| How are connections made between SDs and reinforcers? | immediate reinforcement after the behavior the SD is provoking is displayed |
| What is the differnece between a naturally occuring SD and planned | natural is something that happends at an onset like a sign or cue. a planned sd is somehting that is controlled ex: timers, lists, schedules |
| What are motivating operations MO | alter the value of a reinforcer or punisher, they affect the display of a behaivor because of their effects on reinforcers and punishers |
| What is stimulus discrimation training | Teaching someone to respond in a specifc way to a specific cue |
| What is a stim class | Set of stimuli that share a common attribute |
| What is stimulus equivalence | when a response is correctly displayed in the presence of a stimulus that has not been trained or reinforced |
| What is transivity | occurs as a result of training 2 other stimulus relations A=C(untrained) A=B, B=C (trained) |
| What is reflexivity | A=A the stimulus is matched to the target response with a distractor |
| What is symmetry | A=B (trained), B=A (untrained) the stimulus can be reversed |
| What are prompts | extra stimuli to accompany an SD so that a learner will display the correct behavior |
| How does stimulus control transfer occur? | when prompts are faded and not needed for the learner to perform the behavior, quick enough the client does not become dependecy but slow to ensure correct responding |
| What is graduated guidance | physical prompts are gradually faded |
| What is time delay | Prompts are initially immediate then delivered 1 to 5secs later |
| what is a intraverbal | involve the client responding to hte verbal behavior of others, be in the form of fill in place, lister responding/reciprocal onversation |
| What is a token economy | individual earns token by competing tasks or displaying desired behaviros. The tokens are then exchanged for something valuable to client |
| What are the 6 essentials of token economy | identify target, when behavior is displayed a token is delivered w/ behavior phrase, continue until token board is complete, do not ever remove earned token, reinforce for what they worked for, reward for 3-5 minutes |
| What is the error correct procedure | SD(correct or incorrect) C> reinforcement I>correction>transfer trial>correct/incorrect response(repeat if incorrect)>disstracter> represent(correct reinforce) incorrect>correction |
| What are 3 things does professional behavior involve? | 1. perform the needed skills at a high level 2. consistently engageing in ethical behaivor 3. communicating effectively with clients, families, colleaques, and supervisors |
| What does effective professional communicaiton include? | 1. use clear language and be concise 2. preparing ahead of time, if possible 3. being aware of body language 4. watching your tone 5. listening |
| Why are RBTs in the position of being the primary person to keep comunication flowing between families and ABA supervisors | they have more time to do so, spend more time with clients/families, answer questions, more knowledgeable than their supervisors |
| If conflict occurs too much in an RBTs relationship with a family, what is likely to happen | it can damage the relationship you have with the clients family |
| When you deliver high quality services, what are you showing families? | the potential for their child's future through ABA intervention, interacting with compassion |
| What are 4 compassionate behaviors you should always display when working with families | listening, speaking with compassion, being flexible, being reinforcing presence |
| What are 4 self-monitoring strategies to use: | 1. think of emotionally charge situations and plan how you would respond 2. practice pausing and taking deep breath before giving responses to any situation 3. role-play situations and helpful responses with colleagues 4. identify reinforcers |
| What are 4 red flags for potential boundary violations | spending a lot of time with parent after sesh over, accepting gifts over limit, talking about personal life or client beyond polite exchanges, physical contact that goes beyond handshake |
| What is a multiple relationship | multiple relationships happened when two or more relationships are mixed such as a friend and a clients family member |
| What are 5 communication expectations addressed in ethics cod | performing with integrity, being honest w/ clients, interacting in a way free of bias and discrimation towards specific group, discouraging multiple relationships, communication about client you don't know |
| What are 5 tips for active listening | conversation in minimally distracting environment, focus on message, delay judgement until speaker made point, ask questions after speaker done, don't judge |
| How should you always describe a clients progress | observable and measurable |
| What does compassionate care mean | recognizing and understanding that families of individuals w/autsm have concerns/emotions related to their love one |
| What is self-awareness | Being able to identify and understand your individual preferences, What is adverse for you and how you show feelings? It is also being aware of own emotions |
| What is conflict of interest | When a personal interest interact w/professional judgement |
| How do you define active listenting? | being accepting or open to what the person is saying and given them 100% attention |
| Why do problem behavior occur | people engage in behaviors whether they are considered problematic or not. bc they work for them to get what they want, We can only confirm behavior by observation unless kid can comm |
| How do you identify the need to decrease behavior | problem behaviors those in need to Decrease, not Bad. Proplematic when it interferes with safety and learning |
| What does gain item mean | engage in behavior to get someone to give item, gain attention or reinforcer |
| What is gain attention: | misbehave to get adult/ peers attention and engage in problem behavior bc it works in getting what they want |
| What is an escape function | behavior that results in the individuals getting out of having to engage in nonpref activity |
| What is sensory stimulation | Engage in behavior bc it feels good or alleviates pain |
| What is a motivating operation MO | A variable that makes reinforcer more or less effective |
| How does differential reinforcement | works by reinforcing only behavior that should be increased and removing reinforement for behaviors should be decreases, decrease behavior |
| What is DRI | differential reinforcement of incompatible behavior/ Giving a sticker to bob when he walks instead of run |
| What is DRH | Differential reinforcement of High rates of behavior/ giving frank time with a toy if he accepted a bite of food within 10secs of its presentation |
| What is DRA | differential reinforcment of alternative behavior/Giving a point every time sally raises her hand instead of blurting out |
| What is DRO | giving jon a bit of food for heavers like playing with toys or watching a video 30seconds app long as he doesn't scream |
| What is Extinction burst and how does it work | when a problem being addressed using extinction increases before it starts to decrease and works by abruptly stopping reinforcement for a behavior |
| What is escape extinction | it works by allowing the individuals problem behavior to get them out of doing whatever triggered the behavior |
| What is blocking | behaviors maintained by automatic reinforcement can be addressed by extinction by stopping opportunity for the person to engage with and used when high risk/high maladaptive occur |
| What is spontaneous recovery | When a previously extinguished behavior seemingly randomly occurs again |
| How does extinction work in response to decreasing behavior | pused to reduce problem behavior w/ reinforcement to increase apropriate replacement behavior and response blocking when high rales of maladaptive behavior sib |
| Type 1 punishment vs type 2 | type 1: positive punishment and you add a condition to reduce behavior type 2: negative punishment you take away a condition to reduce a behavior(loosing recess, speeding ticket) |
| What is restitution over correction: | when an individual disrupts the physical environment by making a big mess, throwing objects |
| What is response cost | stars/rewards taken away or added that increases the behavior or being controlled |
| What are the 6 categories often target for increasing on skill acquisition program | 1. adaptive and self care skills(toilet, hand wash) 2. attending and social reinforcing (head to sound, return greeting)3. cognitive functionin (puzzle,repeat motor function)4. language and communication 5. play and leisure 6. social skills |
| What are examples of language/ communication, play/leasure and social skills for increasing behavior | L/c. following request, clearly verbal request Play: running, jungle gym Social: greetings, joint activity |
| What is a antecedents | They set the stage of success for intervention by creasing conditions that allow stimuli to evoke a behavior that will result in reinforcement |
| How is the discrimpipte stimuli delivered w/ antecedent | Directly and only for the purpose of evoking a behavior and MO make it more effective |
| What conditions set the stage for the display of desirable behavior | consistency and routine, teaching expectations, supervision, acknowledgment for engaging n desired behavior and/or reinforcement |
| What are the two main functions of a behavior | escape and gain |
| What replacement behaviors | functionally equivalent acceptable behaviors designed to replace appropriate behaviors the person is displaying |
| What is functional communication training FCT | addressing challenging behaviors by teaching the individual to replace those behavior w/ communicioan. Taking tasks and breaking down , shaping behavior ex: thank you for using your words, that's amazing how you built that high of a tower w/ tiny blocks |
| What is a mand | making a request or a demand |
| What is a intraverbal | Social exchange and conversations |
| What is a tact | labeling objects, actions or states of being |
| What are pivotal skills | Skills an individual displays that make it possible for them to learn other skills |
| What are 4 pivotal skills | responding to reinforcers/motivation, responding to multiple cues in the environment, initiating interactions, managing ones own behavior |
| What is joint attention | When two individuals share focus on the same stimulus at one time |
| What is behavior shaping | Used to increase desirable behaviors one small step at a time ex: client wanting red bag in bathroom to stim but now just points |
| What is operant conditioning | process where individuals learn to behave in ways to get reinforced and avoid punishment, Relias on consequences to impact display of behavior and reinforcer to either increase or decrease behavior, |
| What is positive vs negative punishment | positive: delivery of stimuli to increase the likelihood a behavior will occur again and happens immediate after giving SD or action negative: removal of stimulus to increase the likelihood of behavior will occur again |
| What are primary reinforcers | pothole that are biological while the value of secondary reinforcers must learned-aka basic needs food, water, shelter |
| What differential reinforcement | strategy mostly used for decreasing problem behavior. However certain types of differential reinforcment work to increase desirable behavior |
| What is Variable Interval | VI reinforcement after behavior is displayed an average length of time ex: reinforce after 2-4 minutes |
| What is fixed interval | FI reinforce behavior after fixed amount of time has passed:ex: give item after 5 minutes and after 11 minutes of studying |
| What is a continuous | Reinforcement occurs each time a behaivor is displayed ex: toileting, gets sticker each time she responds to questions correctly, copying friends |
| How is the brain more malleable during the first 3 years | creating new neuroplapssticity, new sights, sounds, smells are easily translated in learning. |
| What are physical signs that children with autism have | making eye contact, responding to name, being interested in other people/sharing interests, pointing to show something, using gestures notice of others are hurt, engage in pretend play/funcitonally w/toys, learned language |
| What is DTT and what are 3 things in consists of | highly structured and uses specific format it has a distinct beginning and an end. 1. short intro 2. response from learner 3. feedback, reinforcer or consiquence tied to the repose from instructor |
| Who developed early intensive behavior interventions EIBI | lvar lovas; program consists of dptt and other abab strategies delivered |
| What is inter-trial interval and what are 6 steps in which you can refer to it | the time between the end of one trial and beginning of next; directions, instruction, cue, say this or do this, discrimitue stimulus SD |
| What are the 3 possibilities for responses to DTT | learner provides correct response, learner attempts to provide response and fails to do so, learner makes no attempt to response to SD |
| Why is the SD so important in DTT | phelps make the connection between direction and action they take after receiving it. Verbal Sd are effect when delivered quickly with the least amount of words possible |
| What are the 4 responses that clients do not respond to verbal information | problems processing even minimal verbal informations being expose to too many verbal instructions w/out follow through, not receive reinforcement for responding in past, negative history w DTT |
| What is prompting in DTT | anything that is done to increase the chances that the learner will make a correct reponce pointing, moving hand over hand |
| What are 5 ways a DTT can be delivered successfully | concise language, visual information such as materials to support verbal SD, make sure you know how to prompt and if prompt needs to go w/ SD, natural language as the learner is able to respond to less prompt, non-verbal prompts when clients do not respon |
| What should you do if a learner makes no response to SD | wait for leaner to attend and provide non-visual prompts for attendance and compliance |
| What are 3 different ways reinforcer delivery varies in DTT | smaller reinforcers are delivered when responses are prompted, larger reinforcer are delivered when responses are performed independently, tangible reinforcers can be delivered after completion of several DTT |
| What does paring yourself as a reinforcer mean | spending time with individual and interacting and reinforcercing items in a non-demanding situation |
| What are 2 things that should happen during intertribal intervals | Client should be interacting w/ reinforcers RBT entering data on previous trial |
| What are 5 things you should before DTT session | become familiar w/ tasks and prompt levels on dtt program, make sure materials are set, reviewer last reinforcer assessment and make sure its available, arrange materials to be accessed quickly, data collection is ready and available |
| What can you do to contract for reinforcment | have client choose between two items they are working for to be able to have more motivation |
| The RBT code is divided in 3 sections what are they? | 1. general responsibilities: professionalism, competence 2. Responsibilites pain providing BT services: supporting families/clients directly 3. responsibilities to BACB and BACB senior lead: compliance |
| What does in say about Honesty in the RBT code handbook | 1. RBTs are honest, work to support honestly and truthful behavior in others and in corse of work 2. avoiding false, misleading or exaggerated statements about qpualifactions/services, sure they are giving employers/supiversors accuracy and relevant creds |
| What does it say about integrity in RBT code handbook | provide services after supervisor conforms they have demonstrated competence |
| What should you do if you have to stop working with a client | if you must stop working with a client for any reason, you and your supervisor must work to make sure services continue |
| If a family asks you to implant non-behavior anatlyisc services, What are three reasons you cannot perform them | 1. the services are non behavior analytic, 2 you are not qualified to implant them 3. the time it takes to implant them takes time from delivering ABA services |
| What is purpose of giving feedback in aba and what should you do if you are not receiving feedback that advances your skills | the purpose in super vision is to teach and improve the kills you need to deliver affective aba, and ask for advice if not receiving it |
| What does the rbt code say about interacting with others | self-evaluate to determine if their opinions and past experiences could negativity impact professional behavior, RBTs do not arrest or discriminate against clients, coworkers, family members and treat other equitable and inclusive |
| What does the RBT code include about safety | 1. do not harm and support best interest of client, understand comply w/ mandatory reporting2. not use interventions you don't know how to use. provide services that are unfamiliar and arnt trained,3 implent restrictive in plan only and after sup approves |
| How does regulating services help protect clients | regulating servies helps protect clients and the profession as a whole |
| Whihc document can help you decide if you need to self report | considerations for self reporting |
| what should an RBT do if they become aware they have submitted inaccurate or false information to the BCBA | contact BCBA to correct the issue |
| What is classical conditioning | Paired stimulus and a cue attached to be able to have the indivudal do a desired behavior. Pavlov expeirment with food and dogs, latch and key crows, |
| What does generality mean | intervention designed to operate in the new environments and continue after formal treatment ends. EX; brushing teeth in clinic for 5 wks and at home for next |
| What does analytic | can be objectively demonstrated that the intervention caused the change in behavior ex; tact picture to recieve car then find car spontaneously and give to adult and wait for recept of toy car |
| What does behavioral mean | respulting behavior change can be observed and measured, and thus be validated; ex; child used to gesture for adult and now can request for it |
| What does technological mean | described well enough that it can be replicated by others and produce the same results. ex; written protocal for teaching handwashing to specific client that is followed my multiple trainers |
| What does effective mean | produces robust and important effects. ex:p teaching a child who engages in biting their hands behavior to bite a rubber chew stick instead |
| What does conceptual mean | specific theory and not from a random collection of dissassociated activities. Ex; child recognizing various shapes, forms, colors, and positons of objects , which is called visual discrimination |
| What does applied mean | deals with problem of social importance. Ex: using reinforcement to increase number of times a child responded to request "come here" in busy parking lot |
| What is important about behavior in ABA | neither good or bad its neurtral and every living thing a organism does is called a behavior |
| What does it mean that you can see and count an action | That behavior is observed and measurable |
| What does the 3term contingency consists of | 1. antecedents 2. behavior 3. consequeses |
| What is a discriminative stimuli | type of antecedent that triggers a behavior that has a history of being reinforced |
| What is behavior function | Idea that behavior occurs for a reason, excape and gain motivation |
| What subfields have been working in improve performance management in ABA | organization behavior management to increase safe practices in manufactoring enviirnments, improve worker safety and effeciency, and reduce the spread of infections in hopsitials |
| What is the rationale for data collection | foundaiton for creating behavioral interventions, quanitfiable dimension of a behavior, target behavior is a behavior of interest, operational definitions help to futher illustrate a behavior |
| What are ways in which you can collect data | force; strength of behaivor (banged head so hard there was blood) toppography: way the behavior looks( throw toys) locus; where the behavior occured Duraition: how long the behavior lasts Rate: many times a behavior occurs within a given amount of time |
| What does latency mean | used in data collection; amount of time it takes form when a stimulus is delivered una response behaivor begins, clear beginning and end ; took child 4 minutes to set started after giving instructions |
| What is continuous data recording | Data recording involves recording all instances of the behavior that occur during a given observation period |
| What data recording techniques involves taking detailed notes on behavior | anecdotala recording; detailed notes, noise levels, distraction item or factor, locaition time, what happened |
| What is the diferrence between duration and rate | duration:Has a clear beginning and ending and how long it lasts is important to know rate: how long a behivor occurs within a given amount of time |
| What does topography mean | The way a behavior looks, throwing toys, hiting ect |
| What does frequency mean | clear beginning and end; the number of times it happens |
| What is discontinuous data | not all instances of behaviors will be recoreded |
| What is the difference between whole and partal interval data | whole: behavior occurs throughout the entire session partial: behavior occurs at any time during the interval |
| What is time sampling | recorded if the behavior occurs at the end on an interval, |
| What does permanent product recording | recording durable products of a behavior |
| Why is the effectiveness of data collection mean: | data collection during the corse of interventions designed to increase skills necessary to monitor progress and determine overall value of data |
| What is trial by trial data collection | Collecting during the intertrial interval during the break or after the session |
| True or False probe data collection on the first to third trials | true |
| What are the four variables that need to be reflected in data collection | target behavior is displayed(persons present), Prompt level that was needed for the target beheavior (age, diagnoses), Acivitiy, routine and/or materials used ot address the target behavior the data and number of times the target behavior was addressed |
| What are some key points about graphing data | primary method evaluation data is thorugh visual inspection, common on line graph, data is plotted according to the number of times of instances of the behavior across time |
| What does bar graphs show in aba data collection | showing the variability, plotting discontinuous data like interval recoring, comparing prompt levels needed to perform a skills |
| What is cumulative data graphps | cumulative data graphs reflect data that has been added to the previous data point, used to progress toward predetermined number of behaviors should be demonstrated |
| How are trends and overall dependence on prompts | trends are the overall direction of data path. They are reviewed to determine if the same conditions stay in place, then the havior can be predicted to follow same path |
| How is the use of prompts monitored | monitored because of the dependence on prompts is a concern in skill acquistion programs for certain individuals |
| What is a crises | a behavior crisis happends when a persons behavior is dangerous and out of control |
| What is aggression | engaging in behavior that can cause harm,physical, or verbal |
| What does elopment | runners, leaving designated area w/out permision |
| What are the stages of a crises situation | calm, triggers, agitation, accerlation, peak, deescalution, recovery |
| What does it meean when a person is calm in crisis and intervention | coorperaptive, respond to phrase intervention: reinforcing, expectations are clear |
| What does mean to trigger a behavior in a crisis situaiton and intervention | move person from one state to another, escaluate quickly or slowly intervention: if can remove trigger, reduce size of task |
| What does it mean when an individual is agitated during crisis and intervention | individuals display unfocused behaviors, anxious, angry, exerting any emoition as a result of not needs met intervention: use few words, visuals to communicate, opportunity to cool down and respond |
| What does in mean to accerlate behvavior in a crisis and intervention | person behavior becomes more focused , less following, blame others intervention:pause few words offer oportunity to cool down and prepapre enviornment |
| What does mean when a behavior is peaking in crisis and intervention | most dangerous stages, physical aggression intervention call for help, remove others from situaiton avoid verbal language, minimize direct eye contaact |
| What is the descualtion stage in a crisis and intervention | person with drawls, confused or deny what happened and blame others, intervention: allow time to cool down, take deep breaths and monitor vitals, check calm by asking simple questions |
| What does recovery mean in a crisis and intervention | perosn is visually quiet or wants ot be alone, doing easy tasks or make amends and pick up toys |
| What the 4 parts of behaiovor reduction plan | prevention straegites and modifications to the enviornment>strageties for addressing the problem behavior>reinforcment strageties for desired behavior>strageties for teaching replacement behavior |
| What are some example triggers and prevention stragetions | waiting for preffered item:p non-contiguent reinforcement, visual showing, short taks demands Noise: quieter eniorment, heahphones, ambient music Change in routine: visual schedule w/ icons Difficuluty w/directions: visual schedule, check contingencies |
| Why would you use punishment as last resort in a crisis/prevention strgaties | create more of a crisis, punishment that involves period of isolation or application of discomfort,pain is controversal and needs to be approved |
| What are important things to note about a Behavior reduction plan | how the enironment triggers the behavior and how to implent emergency prodecures keep professional, no laughing, keep mute/neutral voice and Validate Validate Validate |
| What are the 4 categories of maltreatment | sexual abuse, physical abuse, emotional response, physial neglect, children with autism who also have experience w/abuse were more likely to have disruptive behaviors such as hyperactiviy,, agression, and temper tantrums |
| What are the 6 factors associated with child abuse | family members who have experience it themselves, substance use disorders, poverty and unemployed, food insecurity, single parenthood, violence in the home, signs of abuse and neglect may be vague or unclear |
| Mandated reporters must report which 4 things | child abuse and neglect, abuse and neglect toward older adult, intimate partner violence, abuse and neglect toward adutls w/disabilities |
| What is the name of the federal law that requires states to have laws and programs related to child abuse and neglect | federal child abuse prevention and treatment act or CAPTA |
| list the 4 parts of the RBT ethics code related to maltreatment | RBTs must do no harm, must work to support the best interest of their clients must know about and comply wth mandated-reporting requirements, must voice their concerns that they or others have about thier services to their supervisors |
| List the 5 issues associated with experiencing trauma | new or increased repitive behavior, increased sensitivity to sensory input, struggles w/ social interactions, sleep difficulities, loss of communication skills |
| What are the 4 R'sp of trauma-informed approach | Relize;importance of trauma impact on people and behaivor Recognize; recognize symptoms of trauma in clients & peoples roles Respond:respond to those affected and interacting Resist re-traumatization: interact to resist re-traumatization, |
| What is one way you could avoid retraumtization | dislikes and aversions, the more they spend time with you the less likely they are going to feel retraumtized during an intervention session |
| What does maltreatment mean | abuse, neglect, or explotiation of an individual |
| What does mandated reporter mean | a person often a human services worker who is required and duty to report suspected maltreatments |
| What does trauma-informed care mean | approach acknowledges the impact of trauma on individuals and provides guidance for those working w/ them |
| What is human diginity | moral principle related to human rights, all individuals have the right to be treated with dignity, people with disiabilites have not always been treated with dignity or even humanely |
| What is behavior change | process of increasing or decreasing a behaviors occurance, behavior change happens by reinforcing desirable behavior, using reduction strageties such as differential reinforcement, extinction or humanely delivered punishment are paused to reduce behave |
| What is ethical treatment | occurs when an individual recieve treatment that is safe and ensures their dignity, can be delivered by competent professionals, taking necessary actions to protect client, confidentially and privacy |
| What makes it difficult for people with dissiablities to advocate for themselves | often than not they don't have the skills to advocate for themselves, communication to supervisors and create a plans, RBTS spend most time with kids |
| What are 3 reasons why the risks to safety and dignity for clients with disabilites are high | limited ability to advocate for themselves, limited communication skills so reporting problems is difficult, some have behaviors that place them at risk for harming themselves or others, you are the deliver an must be senesitive to the impact it can be |
| What does EATS mean with common foundations of behaivor | E. escape A:attention T: tangible: access to item/activity S: sensory or self stimulatory, increase stim, relief from pain or discomfort |
| What is stumulus-stimulus pairing SSP | repeated pairing of neurtral stimulus w/neutral stimulus sounds>sound beccomes reinforcer vocalizaiton>hug, smilie |
| What does anticipatory games | reinforcer way of learners to imitate vocal sounds |
| What are intraverbals | using an SD to prompt response to be able to conversate fill in>basic information,functions features and categories of objects w/out object present, who and where, questions after story, using songs/ rhymes person may know |
| What are intraverbal fill ins | starting a sentance and having learner complete; use of questions and dialogue what is your name, a cat says, learner can continue dialoge once it started |
| What does funciton, feature and category intraverbals mean | addressed preceptively and expressively, serve as prompts for intraverbal responce learners, answering questions verablly or by cards |
| What are who or where intraverbals | relevant targets, choice more concrete terms than those are familar and gradually expand these questions to more complex and abstract ones |
| What are past intraverbals | used prompts to recall events what did you eat for lunch, how was the park |
| What is a rate intraverbal | memorizing sometimes in a rountine or reptiiton, why generalziation trainings is great as it aplies to real world, ensuring provider they know it, change tone in voice makes it sound more intersting |
| What are echoics | verbal prompts parents tht merly repeat the sounds produced by speaker imprtant target to gain speech skills for a client w/ development disabilites SD ball resonce "ball" recieves reinforcer |
| What are the interventions of pechoics | imitation training, high reinforcement, if no repeat on the first 2 trials, recieve reinforcement on third |
| How can echoics be chose by a child with autism | words child may already know, develop easy sounds m,b vs I, th, sounds words associated with reinforcers, relevant to activites and interests |
| What is the difference bewteen beginner, intermediate, and advanced level sounds | beginner, easy vowels, easy constants to most difficult intermediate: blends, constants w/vowels, multisyllablic, 2 word phrases and advanced: multipword 3-8 words |
| What is tacts | occurs when a nonvperbal stimulus evokes an expressive label from a speaker, seeing red says thats red |
| In the first 12mo what words can a individual say | 1 word noun or names, later on move complex verbs, prepposotions, adjectives or adverbs |
| By time a child gets to 3-4 what should they already know | 3-should not be developed until them th/thing, th/th r-ing tact using 200 or verbs combined to form 2 word tact 4- complete sentances, prepostions, pronouns and adjectives |
| What is tact training | performing echoics training sessions before tact session, provide SD (who is it, what is it), provide echoic prompt reinforce correct response. |
| What are some things to remember when tacting | Teaching examples of the tact using different forms of tact, vary vocal SDs, teaching conditons, teach multiple tacs around same item ex: block-push, pull slide, bounce |
| How would you teach expressive langauage to birth to 3mo | react to sounds, calms when spoken to, makes pleasure sounds, cries differently according to needs cooing |
| How to teach expressive language from 4-6mo | follows sounds with eyes, responds to change in tone of voice, babbles and laughs, notices objects that make sounds |
| How to teach expressive language 7mo-1year | plays peek a boo, looks in direction of sound, responding to come here, uses longer babbing, imitates speech sounds, says 1-2 words by first bday |
| How to teach expressive language to 1-2 year old | points to pictures/body parts, use two-word questions, new words constantely, beginning constant words, responds to no and one step demands "sit down" |
| How to teach expressive language to 2-3 year olds | 2-3 word phrases, names and objects for direct attention, speaks in way to family understand, word for anything, points to most things, repeats part of conversation |
| How to teach expressive language to 3-4year olds | hears name when called to other room, answers who/what/when/ where and why 4 or more word sentances , days activites |
| How to teach expressive language to 4-5year olds | detailed sentances, adult grammer, rhymping words, understan words around them, questions about short story,retell story, poems,identify objects w/ relative attributes |
| What are effective manding behaivors | no motivation, free access, scrolling through until correct is given, problem behaiovr, not paying attention, history of punishment for manding |
| What are some important things about manding | first verbal communication, manding is critical skill. Those who do not mand effectively need to be directly and systematically, before using words, children will often eye gaze, crying or pointing |
| How to use NET to teach mands | an assessment to careful evaluate existing mands, set goals, reinforcers, target behaviors, eniroment should be set up for motivationp. Prompt verbal response by pausing or model, deliver reinforcer, prompt fading for mands |
| How to expand for the use of mands | reliabel choice betweeen 2 reinforcers, mands items that are not present, mands across different environment and people |
| What are the core domains for quality of life | different for each person, reflect persons pov, best understood in a persons daily life, change with time, connect overlap others: personal growth, self determination, relationships, rights, emotional well being, social inclusion |
| What are types of supports | natural; family, friends. Teaching, material supports (med devices, customed devices), apdaptations, technology, professional services |
| What is listener responding | is defined as responding verbally and nonverbally to the verbal stimulit of others, focuses on the responces of the lister only |
| What is listener objects | nonverbally dentifying objects actions, personals |
| What are nonverbal identify objects | based on their functions, features or categorical class |
| What is recaptiving | performing actions upon request jump, clap, ringing |
| What are nonverbal identifers | relational terms sounds, prespositions and pronouns |
| What is a visual perceptual skill | matching to sample, taks, involve placing on item/picture with its identical match from field of distractors |
| What is difference between motor action and motor imitation | ma: skill becomes motor action, learned at early ages ares expected to perform dffern types of action w/only verbal cue mi: impitation motor action paired with sd ex clap hands, touch red |
| What is the difference between early, beginning and intermediate responding | early; place small toy in cup, imitation wave hands, beg: look at speaker , choose "bicycle" out of other similar pictures inter: choose a picture pof array of 10, pointing to mouse in book |
| What the different types of verbal prompts | verbal,gestural: pointing, reaching other direction, help responding correctly Modeling: showing the person how to perform requested task Proxmity: moving correct responce closer to person |
Created by:
annabreuer