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RBT SAFMEDS
| Term | Definition |
|---|---|
| Behavioral Excess 1.1 | When a behavior occurs too often |
| Behavioral Deficit 1.2 | When a behavior does not happen often enough |
| Diagnostic Domains of Autism Spectrum Disorder (ASD) 1.3 | 1) Social Communication and Interaction 2) Restricted\, Repetitive Patterns of Behavior |
| Stereotypy 1.4 | Persistent repetition of a behavior; self-stimulatory behavior (e.g., rocking, hand flapping, jumping) |
| Self-Injurious Behavior (SIB) 1.5 | Engaging in behavior that deliberately harms one's own body. |
| Evidence Based Practice 1.6 | An intervention or practice that has been proven efficient by scientific research. |
| Operational Definitions 1.7 | The definition of a behavior that everyone will operate from, so there is no ambiguity; Contains observable and measurable characteristics of behavior. |
| Behavior 2.1 | Movement of an organism through space and time; Anything an individual does. |
| Dead Man's Test 2.2 | If a dead man can do it, it is not behavior. |
| Behavior is Lawful 2.3 | Behavior can be: Defined, Observed, Predicted, and Managed |
| Positive Reinforcement 2.4 | Addition of something to the environment that increases the future frequency of the behavior. |
| Negative Reinforcement 2.5 | Removal of something from the environment that increases the future frequency of the behavior. |
| Positive Punishment 2.6 | Addition of something to the environment that decreases the future frequency of the behavior. |
| Negative Punishment 2.7 | Removal of something from the environment that decreases the future frequency of the behavior. |
| Three-Term Contingency 2.8 | A → B → C Antecedent (Discriminative Stimulus) (SD) ⇓ Behavior (Response) ⇓ Consequence (Reinforcement/Punishment) |
| Discrete Trial Teaching 2.9 | A method of teaching specific skills by breaking them down into smaller, teachable parts, and then reinforcing correct responses. (SD ⇒ Response ⇒ Reinforcer/Punisher) |
| Natural Environment Teaching (NET) 2.10 | Teaching from the client's natural environment and mainly focuses on the client's immediate interests and activities as a guide for instruction. |
| Discriminative Stimulus (SD) 2.11 | Indicates the availability of reinforcement for a certain behavior. What you say or do that begins a discrete trial. (e.g., direction, request, or instruction) |
| Preference Assessment 2.12 | A tool to inform what will motivate an individual at a specific point in time. (Helps identify reinforcers) MSWO, MSW, Paired Stimulus, Single Stimulus, Free Operant |
| Multiple Stimulus without Replacement (MSWO) 2.13 | The therapist places an array of items in front of the child and allows them to select one. After the child plays with or consumes the item, it is removed from the array. |
| Multiple Stimulus with Replacement (MSW) 2.14 | The therapist places an array of items in front of the child and allows them to select one. After the child plays with or consumes the item, the therapist replaces the same item in the array, AND replaces the unselected items with new ones. |
| Paired Stimulus 2.15 | The therapist places two items in front of the child and allows them to select one. After the child plays with or consumes the item, the therapist presents another trial of two items until all items have been paired with one another. |
| Single Stimulus 2.16 | The therapist provides a single item to the child and records their behavioral response to each item, as well as the duration of engagement with each item. |
| Free Operant 2.17 | The child is observed for a time, and the items the child approaches and the amount of time they remain engaged are recorded. |
| Differential Reinforcement 2.18 | Reinforcing a specific behavior while withholding reinforcement for another behavior. |
| Premack Principle 2.19 | The premise that an individual will engage in a non-preferred activity in order to gain access to a preferred activity. |
| Shaping 2.20 | Differential reinforcement of successive approximations of a behavior. |
| Schedule of Reinforcement 2.21 | How often you reinforce a behavior, based on the number of responses or time. |
| Continuous Reinforcement (CFR) 2.22 | Provide reinforcement on each occurrence of the target behavior. |
| Fixed Ratio Schedule of Reinforcement 2.23 | Reinforcement is delivered after a predictable number of responses. |
| Variable Ratio Schedule of Reinforcement 2.24 | Reinforcement is delivered after an unpredictable number of responses. |
| Fixed Interval Schedule of Reinforcement 2.25 | Reinforcement is delivered at predictable time intervals. |
| Variable Interval Schedule of Reinforcement 2.26 | Reinforcement is delivered at unpredictable time intervals. |
| Frequency 3.1 | The number of times a student engages in a behavior. (Tallies) |
| Rate 3.2 | Frequency expressed in a ratio of time. Frequency/total observation time = RATE |
| Duration 3.3 | Measure of how long an individual engages in a behavior. (How long the behavior lasts) |
| Latency 3.4 | Length of time between instruction to perform the behavior and the occurrence of the behavior. |
| Topography 3.5 | The physical form or shape of a behavior; The description of what the behavior looks like. |
| Partial Interval Recording 3.6 | Data collection period is divided into equal time intervals. If the behavior occurs at all during the interval a (+) is recorded. |
| Whole Interval Recording 3.7 | Data collection period is divided into equal time intervals. If the behavior occurs for the Whole interval, a (+) is recorded. |
| Time Sampling 3.8 | Data collection period is divided into equal time intervals. Behavior is recorded at the end of the time interval only. |
| Baseline Data 3.9 | Present level of performance of behavior before intervention. Allows for comparison once program/intervention is implemented. |
| Horizontal (X) Axis 3.10 | Represents time |
| Vertical (Y) Axis 3.11 | Behavior of interest |
| Graphing 3.12 | Important because it allows us to visually summarize, interpret, and make programming decisions. |
| Inter Response Time 3.13 | The amount of time that elapses between two consecutive instances of a behavior. IRT is measured from the end of the first response to the beginning of the second response... and so forth if there are two or more responses. |
| Permanent Product 3.14 | Real or concrete object or outcomes that result from a behavior. (e.g., completed worksheet or art assignment) |
| Stimulus 4.1 | Something that has an impact or an effect on an organism so that its behavior is modified in a detectable way. |
| Stimulus Control 4.2 | The increased probability of a behavior on the presence of a stimulus of we modify the environment in predictable ways. |
| Prompt 4.3 | A prompt is an artificial stimulus that currently controls the behavior. It can be referred to as providing assistance or cues to encourage the use of a specific skill. |
| Most to Least Prompting 4.4 | Prompting level refers to how invasive a prompt is. The prompting level begins with the most invasive prompt possible. |
| Least to Most Prompting 4.5 | Prompting level refers to how invasive a prompt is. The prompting level begins with the least invasive prompt possible. |
| Prompt Fading 4.6 | Gradual removal of the prompt; transfer of stimulus control from the artificial stimulus (prompt) to the natural stimulus. |
| Time Delay 4.7 | Where you start with an immediate prompt right after you deliver the SD/direction. After the client is reliably repeating or following the prompt to give you the correct response, you add 3-5 sec of wait time after the SD and before the prompt. |
| Response Weakening 4.8 | When a prompt is faded too quickly, the client provides the response less consistently. |
| Visual Prompt 4.9 | Picture or cue given to client which provides information about the correct answer. |
| Verbal Prompt 4.10 | Directions like: Telling a client what to do, giving the beginning sound of a word. |
| Gestural Prompt 4.11 | Gesturing (pointing, nodding, looking) in order to provide information about the correct answer. |
| Modeling 4.12 | Demonstrating an action you want the client to do. |
| Partial Physical Prompt 4.13 | Some assistance provided such as touching client's elbow to get him to begin responding. |
| Full Physical Prompt 4.14 | "Hand over hand to fully guide client in a response. |
| Generalization 5.1 | Learned target skill of behavior that continues to be demonstrated under various conditions - across settings, people, and behaviors. |
| Maintenance 5.2 | Learned, or "mastered", behaviors that continue to be performed independently even after direct teaching has stopped over time. |
| Verbal Operants 5.3 | Verbal behavior consists of many operants including: mand, tact, echoic, and intraverbal. |
| Verbal Behavior 5.4 | Developed by BF Skinner, a method of teaching language that focuses on the idea that a meaning of words is found in their function. |
| Mand 5.5 | A request or demand to get access to a desired item, activity, person, etc. |
| Echoic 5.7 | Repetition of or imitation of the words or sounds spoken by another person. (ex. "say cookie" and client says "cookie.") |
| Intraverbal 5.8 | Responding to another speaker conversationally. |
| Mastery Criteria 6.1 | Mastery criteria typically range from 80% - 100% correct across multiple providers and across 2-3 days. |
| Errorless Teaching 6.2 | Teaching procedure in which the child is prompted to make the correct response immediately after the SD is delivered. |
| Trial and Error Teaching 6.3 | Trial and error teaching involves presenting stimuli and prompting only when the child responds incorrectly.( |
| Mass Trials 6.4 | Solely working on one target until it is learned in isolation. |
| Interspersed Trials 6.5 | Practicing more than one skill at a time such as mixing difficult tasks with easy tasks or mixing in previously learned skills. |
| Natural Environment Teaching (NET)/Incidental Teaching 6.6 | Type of teaching that follows similar learning principles as DTT occurs in a natural environment and the learning opportunity is initiated by the child's interest in an object or activity. |
| Role-Play 6.7 | Client rehearses performance of the target skill in pretend scenarios. |
| Chaining 6.8 | Breaking down complex skills into short, manageable steps (e.g., a task analysis) |
| Task Analysis 6.9 | Breaks complex skills down into small units of behavior in the order they occur. Tasks within the sequence are prompted and reinforced as individual behaviors in a behavior chain. |
| Forward Chaining 6.10 | Teaching the steps in a chain of behaviors in the order that they are performed. |
| Backward Chaining 6.11 | Teaching the last step of a chain of behaviors first. |
| Total Task Chaining 6.12 | Teach all of the steps in the chain together, prompting only the steps in the chain that need prompting, regardless of sequence. |
| Shaping 6.13 | Differential reinforcement of successive approximations of a target behavior. |
| Discrimination Training 6.14 | Reinforcing a behavior in the presence of a certain stimulus (SD), and not the presence of others. Uses reinforcement and extinction to produce differential responding to two or more stimuli. |
| Error Correction 6.15 | A procedure when the instructor corrects an incorrect response. (Ex. In a receptive label program the error correction would be the instructor pointing to the correct picture. |
| Setting Events 7.1 | Complex events or stimuli that occur prior to the behavior of interest and may increase the probability of problem behavior in the presence of a particular antecedent (SD) or instruction (e.g., fatigue, allergies, sickness, mom traveling) |
| Motivating Operations 7.2 | Complex events or stimuli that occur prior to the behavior of interest by changing the value of reinforcers and punishers in a client's life. (Two types: Establishing operations and abolishing operations.) |
| Establishing Operation 7.3 | Increases the current effectiveness of some stimulus, or event as a reinforcer (deprivation). |
| Abolishing Operation 7.4 | Decreases the current effectiveness of some stimulus, object, or event as reinforcement (satiation). |
| Behavioral Momentum 7.5 | Asking a child to engage in a number of high-probability behaviors before asking the child to engage in a low-probability behavior. |
| Pre-correct 7.6 | Reminder provided to a client of behavioral expectations before opportunity to engage in problem behavior occurs. |
| Non-Contingent Reinforcement (NCR) 7.7 | Non-contingent reinforcement is the use of positive reinforcement that is not related to the occurrence of a target behavior. In other words, it's free reinforcement, not earned. It's not "contingent" on a certain behavior. |
| Differential Reinforcement of Other Behavior (DRO) 7.8 | Reinforcement is provided for not engaging in the target/inappropriate behavior for a designated period of time. |
| Differential Reinforcement of Incompatible Behavior (DRI) 7.9 | Reinforcement is provided for engaging in behaviors that are incompatible with the problem/target behavior. |
| Differential Reinforcement of Alternative Behavior (DRA) 7.10 | Reinforcing a behavior that is an alternative to the targeted behavior (dissimilar but not incompatible) |
| Differential Reinforcement of Low Rates of Behavior (DRL) 7.11 | Reinforcing a behavior when it occurs at a lower rate than usual. This approach is often used to reduce the frequency of a behavior that is not necessarily undesirable but needs to occur less frequently. |
| Differential Reinforcement of High Rates of Behavior (DRH) 7.12 | Reinforces a behavior when it occurs at a higher rate than usual. It is used when an individual needs to increase the frequency of a particular behavior. |
| Functional Behavior Assessment (FBA) 8.1 | Includes multiple ways to gather information about a target behavior including indirect methods (interviews/questionnaires, etc.), direct/descriptive analysis (observe behavior in natural setting), and functional analysis (experimental testing). |
| Function of Behavior 8.2 | Contingencies that are maintaining the behavior, the reason the behavior is occurring. |
| Four Primary Functions of Behavior 8.3 | Attention, Escape, Tangible, Sensory. |
| Escape or Avoidance (Function of Behavior) 8.4 | Clients engage in behavior to evade or delay tasks or situations they find undesirable. |
| Attention (Function of Behavior) 8.5 | Refers to the focus, acknowledgment, or interaction that an individual seeks from others, including peers, siblings, or adults. |
| Tangible (Function of Behavior) 8.6 | Access to tangible items refers to the occurrence of behavior when an individual seeks to obtain or interact with a preferred object, item, or activity. |
| Sensory or Automatic (Function of Behavior) 8.7 | A client participates in a particular behavior because it provides a sense of satisfaction. |
| ABC Data 8.8 | Antecedent-Behavior-Consequence. A structured way to connect behaviors to what is happening in the environment nad allows us to create hypotheses for why the behavior is occuring. |
| Antecedent 8.9 | What happens right before the behavior occurs. |
| Consequence 8.10 | What happens right after the behavior occurs. |
| Scatter Plot 8.11 | Visual representation of a behavior by the time of day in which it occurs. |
| Functional Analysis 8.12 | Scientific way of testing how certain changes in the environment will impact the occurrence of the target behavior. |
| Challenges to Functional Analysis 8.13 | 1) Time consuming. 2) Setting constraints. 3) High-risk behaviors can make it difficult/dangerous. |
| Direct Observation 8.14 | A method for collecting information on the behavior and the environment in which it occurs by watching and recording data. |
| Behavior Intervention Plan (BIP) 8.15 | A written improvement plan created for a client based on the outcome of the functional behavior assessment (FBA). |
| 7 Steps for Creating a Behavior Intervention Plan (BIP) 8.16 | 1) Conduct a Functional Behavior Assessment. 2) Create an operational definition of the behavior. 3) Outline instructional strategies. 4) Outline consequent strategies. 5) Outline emergency intervention. 6) Evaluations. 7) Approval. |
| Response cost 9.1 | Loss of a reinforcer after an inappropriate behavior. |
| When Using Response Cost Always 9.2 | Reinforce alternative appropriate behavior. |
| Overcorrection 9.3 | Involves having the learner engage in repetitive behavior as a penalty for having engaged in inappropriate behavior. (Ex. Slamming a door and then opening/closing door quietly 20 times.) |
| Restitutional Overcorrection 9.4 | A form of positive punishment where a child is required to repair the damage caused by their behavior or return the environment to its original state and then have the child do more to make the environment "better" than it was before the behavior. |
| Positive Practice 9.5 | Following problem behavior, the child is required to repeatedly practice the appropriate behavior. |
| Extinction 9.6 | When a behavior that his a history of being reinforced is no longer reinforced. |
| Extinction Burst 9.7 | A sudden and dramatic increase in behavior when reinforcement for that behavior has been removed. It is a temporary response pattern and will diminish and then stop as the reinforcement for the behavior is not provided. |
| Spontaneous Recovery 9.8 | The sudden reappearance of a behavior put on extinction. |
| Escape Extinction 9.9 | Extinction of a behavior maintained by negative reinforcement. |
| Access Extinction 9.10 | Extinction of a behavior maintained by positive reinforcement. |
| Replacement Behavior 9.11 | An alternative, desirable behavior serving the same function as the problem behavior to be decreased. |
| Imitation 10.1 | Mimicking another person's behavior. Examples of imitation are motor imitation and verbal imitation. |
| Receptive Language 10.2 | Language that we hear/see and understand. It is the ability to respond to other's language (e.g. following instructions). |
| Expressive Language 10.3 | The use of words, sentences, and gestures to communicate with others. |
| Motor Skills 10.4 | Specific movements of the body's muscles to perform a certain task. Gross motor involves large muscles (throwing, catching). Fine motor involves small muscles (tying shoes, coloring). |
| Academic Skills 10.5 | Includes counting, reading, spelling, writing, etc. |
| Social Skills 10.6 | Skills that facilitate communication such as taking turns, conversation, sharing, joining a group, working with others towards a common goal, understanding facial expressions, tone of voice, etc. |
| Play Skills 10.7 | Skills gained through playing at different stages of development. |
| Daily Living Skills 10.8 | Self-care tasks used across home, school, work and community settings such as eating, toileting, washing hands, and bathing. |
| Ethics 11.1 | Are a set of moral principles that govern a person's behavior. RBTs follow the RBT Ethics Code created by the BACB. |
| Professionalism 11.2 | The competence or skill expected of a professional. The RBT Ethics Code created by the BACB outlines specific professional behaviors expected of RBTs. |
| RBTs need to be 11.3 | Honest, Professional, and Responsible. |
| Competency Assessment 11.4 | After you complete the required 40-hour training, you must demonstrate that you can competently perform the tasks outlined on the RBT Initial Competency Assessment. This is required for your RBT certification application. |
| Supervisor 11.5 | RBTs deliver behavior analysis services under the supervision of a qualified supervisor, a BCaBA or BCBA. |
| Culturally Responsive 11.6 | Being respectful of culture, age, language, class, race, ability, etc. that may differ from your own. |
| Multiple/Dual Relationships 11.7 | Occur when there is a mixing of two or more relationships (e.g., friend, family member, employee/employer) that may result in conflicts of interest and risk of harm to the client. |
| Confidentiality 11.8 | Keeping client information private. |
| % Hours Required for Supervision 11.9 | MINIMUM of 5% of hours providing behavior analytic services. |
| Supervision Contacts per Month 11.10 | At least 2 face-to-face contacts per month. One must be observation of a session with you and your clients. |
| Pairing 11.11 | Process where you establish yourself as a reinforcer to the child in order to build a positive relationship. |
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