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RBT COMPETENCY ASSES

Skill Acquisition and Behavior Reduction

QuestionAnswer
Discrete-Trial Teaching: Implement discrete-trial teaching procedures. breaks down complex skills into small steps, teaching them one by one repetitively ex: 1. deliver SD (discriminative stimulus) 2. client responds 3. either reinforce or correct w/prompt 4. repeat SD
Naturalistic Teaching: Implement naturalistic teaching procedures (e.g., incidental teaching). looking for opportunities to reinforce in a contrived and in client's natural environment ex: client asks for cookie or is trying to ask for something, you reinforce their asking by giving the wanted item to them
Chaining: Implement task analyzed chaining procedures. begin by breaking down task into smaller steps (ex wash hands) types: forward: teach first step then 2nd and 3rd... backward: teach last step then 2nd to last and 3rd to last total: allow client to do all the steps they know then teach missing ste
Shaping: Implement shaping procedures. reinforcing parts of a whole behavior ex: the word bubble - reinforce if they say "b" then "bu" then bubble only reinforce after approximations grow, not if they keep saying the same single part you do not only reinforce when task is perfect
Discrimination Training: Implement discrimination training. learning the difference between things (ex: difference between dog and cat?) how to discriminate: - touch "dog" - client touches cat, say no that's cat and point to dog - client touches dog, you reinforce SD, prompt, reinforce or extinction
Stimulus Control Transfer: Implement stimulus control transfer procedures. having a behavior occur during the presence of a different instruction or SD by fading the prompt ex 1. ask "what is 2+2?" then prompt saying "2+2=4" 2. ask SD, prompt by saying just 4 3. ask SD, prompt just by holding up 4 4. just ask question
Prompting: Implement prompt and prompt fading procedures. types: most to least or least to most, verbal, physical, full physical, gesture, mode; ex verbal ask client "what is your name, Alex?" client says "Alex" most-to-least: - model to gesture to verbal least-to-most: - verbal to gesture to model
Token Systems: Implement token systems. ex using Fixed ratio 2 (every 2 correct responses you give token) target beh: touch eyes if wrong do not reinforce, ask again correct 2 times give token correct 3 times client exchanges tokens for reinforcer
Crisis/Emergency: Implement crisis/emergency procedures according to protocol. helping someone is in danger based on what is ethically correct and company protocol...how do you react?
Antecedent Interventions: Implement interventions based on modification of antecedents such as motivating/establishing operations and discriminative stimuli. change environment or events before challenging behavior happens, to prevent it by making it less likely to occur MO: Making someone hungry increases the value of food SD: picture of toothbrush signals that brushing (behavior) leads to clean mouth
Differential Reinforcement: (e.g., DRA, Dif reinf = decrease unwanted behaviors by increasing desired ones Dif Reinf of Alt Beh - replacement behavior - child screams for attention You teach them to ask for attention (alternative behavior). When they ask, they get attention (DRA).
DRO Differential Reinforcement of Other Behavior Reinforcing the non-occurrence of the target behavior for a specific interval. A child hits. You wait 5 minutes. If they don't hit, they get a reward (DRO). If they hit at minute 3, the timer resets.
Extinction: Implement extinction procedures. decrease unwanted behaviors by removing reinforcement that previously maintained them child tantrums for a toy, extinction=not giving them the toy during the tantrum, thus removing the reinforcement (the toy) that was maintaining the behavior
extinction burst expected increase in behavior when you put a behavior on extinction
Created by: maya03p
 

 



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