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RBT EXAM 2026
RBT EXAM 2026 -
| Question | Answer |
|---|---|
| Continuous Measurement (Defintion) | Record every instance of the behavior during observation. Often used when required to capture all occurrences. |
| What does Continuous Measurement do? | It gives a complete picture of how often, how long, or how quick behaviors happen. |
| What are the (5) Common Types of Continuous Measurement? | (1) Frequency, (2) Rate, (3) Duration, (4) Latency, and (5) Inter-response Time (IRT) |
| (1) Frequency Defintion | Counting how many times a behavior occurs. |
| (1A) Frequency Example | You can tally each time Jordan says "hi" during circle (7 times). |
| (2) Rate Defintion | Frequency divided by time (e.g., responses per hour). (Frequency ÷ Time) |
| (2A) Rate Example | Emma raises her hand 12 times in 60 minutes. Her hand raising rate is 12/hour (0.2 hand raises/min). |
| (3) Duration Definition | Measuring how long a behavior lasts |
| (3A) Duration Example | Maya reads a book for 18 minutes without a break. |
| (4) Latency Definition | Time between instruction (SD) and response. |
| (4A) Latency Example | Sam takes 12 seconds to line up after hearing the command "Line up." The latency is 12 seconds. |
| (5) Inter-response Time (IRT) Defintion | Time between two responses. Tells you how long it takes for one response to end and the next one to start. |
| (5A) Inter-response Time (IRT) Example | A student finishes one math problem and waits 30 seconds before starting the next one. The inter-response time is 30 seconds. |
| What does the BCBA determines? (Continuous Measurement) | The BCBA determine which measurement to use based on the client, the behavior, and the environment. |
| What happens if Continuous Measurement is not feasible? | Discontinuous procedures may be used instead, if Continuous Measurement is not feasible. |
| What are the common pitfalls for Continuous Measurement? | - Forgetting to define the behavior precisely. - Letting conversation or transitions interrupt timing. |
| Difference among core Continuous Methods Frequency | Focuses on count, so the tool used can be a clicker/tally app. |
| Difference among core Continuous Methods Duration, Latency, and Inter-response Time (IRT) | Focuses on time, so the tool used can be a timer. |
| Difference among core Continuous Methods Rate | (count ÷ time) Requires both count and time. |
| What is Continuous Measurement designed to do? | To capture every moment. |
| what happens if you miss too many instances and captures them all is not feasible (Continuous Measurement)? | The measurement would be considered a discontinuous method. |
| When is Discontinuous Measurement used? | When recording every instance of a behavior is not practical. |
| What does Discontinuous Measurement do instead? | Behavior is sampled during specific intervals or moments. |
| When is Discontinuous Measurement used (Exmaple)? | This method can be employed (i.e., when being a busy setting or when a client is exhibiting high-rate behaviors) or when the sample is sufficient for the measurement goal. |
| What are the (3) types of Discontinuous Measurement? | (1) Partial Interval Recording, (2) Whole Interval Recording, and (3) Momentary Time Sampling (MTS). |
| (1) Partial Interval Recording (Definition) | Mark if the behavior occurred at any point during the interval. |
| (1A) Partial Interval Recording (Example) | Score "YES," if a client flaps their hand at any point during 10 second period. |
| (1B) Partial Interval Recording, what can occur? | Overestimate occurrence |
| (2) Whole Interval Recording (Definition) | Mark only if the behavior occurred for the entire interval. |
| (2A) Whole Interval Recording (Example for Yes) | To receive a mark, on-task behavior must continue for the entire 30 seconds during the 30-second intervals. |
| (2B) Whole Interval Recording (Example for No) | To not receive a mark, if it last last than 30 seconds during a the 30-second intervals. |
| (2C) Whole Interval Recording, what can occur? | Underestimates behavior occurrences. |
| (3) Momentary Time Sampling (MTS) (Definition) | Record whether the behavior is occurring at a specific moment. You're to check only at the end of the interval. |
| (3A) Momentary Time Sampling (MTS) (Example) | You look up once every minute to see if the client is on task at the instant. If so, you mark, "yes." |
| Why would (3) methods ((1) Partial Interval Recording, (2) Whole Interval Recording, and (3) Momentary Time Sampling (MTS)) of Discontinuous Measurement be useful? | These methods are useful for behaviors that occur frequently, last a long time, or when the RBT is responsible for multiple clients. |
| What are the common pitfalls for Discontinuous Measurement? | Changing interval lengths mid-session. Watching continuously during MTS (it's a spot check, not continuous observation). |
| Difference among core Discontinuous Measurement Partial | Behav8iors occur at any time in the interval |
| Difference among core Discontinuous Measurement Whole | Behaviors occurs the entire interval |
| Difference among core Discontinuous Measurement Momentary Time Sample | Present at the moment the interval ends, like taking a photo |
| Bias & Set-Ups for Discontinuous Measurement | Intervals should be equal and consistent. Predefine exactly what counts as behavior before the measurement starts. |
| (1) Permanent Product Recording (Definition) | Measures behavior by examining the outcome of behavior rather than observing the behavior itself. |
| (1A) Permanent Product Recording, when is useful? | When the outcome is measurable and durable. |
| (1B) Permanent Product Recording (Examples, Duration) | When taking measurement of routine chores, mark "yes" if the bed is made or the trash is taken out. No need to record the duration of the chore. |
| (1C) Permanent Product Recording (Examples, Observation) | When taking measurements for homework completion, count the number of correctly completed worksheets. You don't need to observe how the homework was done. |
| (1D) Permanent Product Recording , what does this method allow? | This method allows data collection even when the RBT is not present during the behavior. |
| What are the common pitfalls for Permanent Product Recording? | Assuming the learner produced the product without verifying (e.g., a sibling did the chore). Ignoring quality/accuracy criteria when the goal specified correctness, not just completion. |
| When should Permanent Product Recording be used? | When the result persists after the behavior and can be measured without live observation. |
| What should happen when accuracy matters for Permanent Product Recording? | Define quality criteria (e.g., 9/10 problems correct). |
| Why should you record opportunities for Permanent Product Recording? | So you can calculate percentages/accuracy, if required, and ensure the product could only come from the target behavior. |
| Enter Data and Update Graphs When to Enter Data? | After each session, you would need to enter the data promptly and accurately. |
| Enter Data and Update Graphs What does Graphs offer insight on? | Allow the team to "see" behavior change (or behavior trends) over time, make data-based decisions. |
| Enter Data and Update Graphs What must you always do? | (1)Record data immediately after the session, (2) double-check for accuracy, (3) label graphs clearly and consistently, and (4) use consistent scales to identify trends. |
| What graph is the most typical approach to show behavior? | Line Graph |
| Line Graph | Most typical approach to show behavior data when you only want to make a simple graph. |
| Line Graph (Example) | The chart records a client's biting behavior. In this sample, the measurement was taken over one week (M-F) and captured as five session on X-axis. The behavior was observed and recoded in rate (bite/hour) on the Y-axis. |
| Line Graph (Example, X-Axis) The chart records a client's biting behavior. In this sample, the measurement was taken over one week (M-F) and captured as five session on X-axis. The behavior was observed and recoded in rate (bite/hour) on the Y-axis. | Used to record time, such as date or session. |
| Line Graph (Example, Y-Axis) The chart records a client's biting behavior. In this sample, the measurement was taken over one week (M-F) and captured as five session on X-axis. The behavior was observed and recoded in rate (bite/hour) on the Y-axis. | Used to record various measures, including frequency, rate, duration, and percentage. |
| Line Graph, what happens once you plot a point for each session? | Link them all to make a line. |
| Line Graph, how does it help you visually? | Helps consistently track the client's behavior, especially if there are unusual spikes or dips. |
| What are some common pitfalls for Entering Data and Update Graphs? | Entering data days later or forgetting to mark the phase change. Mixing different measures on the same axis (e.g., some points are rate/hour, others are frequency) without clear labels. |
| Understanding Conditions (phases) on the graph. | Baseline & Intervention |
| When is Baseline collected? | Data is collected before any treatment is introduced. |
| Why is Baseline important? | To show how the behavior naturally occurs without any intervention. |
| When is Intervention collected? | Data is collected during/after the treatment is introduced. |
| Why is Intervention important? | To show how the behavior looks under the intervention. |
| When is Intervention important, especially to BCBAs? | To assess how effective the treatment is. |
| Describe Behavior and Environment in Observable and Measurable Terms | Behavior descriptions must be objective and based on what can be seen or heard -- not opinions interpretations. Use clear and objective language to improve liability. |
| What is observable behavior? | Client hit the table three times. |
| What is not observable behavior? | Client was upset. |
| What are common pitfalls for Describe Behavior and Environment in Observable and Measurable Terms? | Writing interpretations ("didn't want to listen") instead of actions. |
| What should you do for Operational Definition for Describe Behavior and Environment in Observable and Measurable Terms? | Always describe topography, context, and clearly start/stop criteria in observable terms when recording. Ensure to record true behaviors that passed the "dead man's test." |
| Example of using Dead Man's Test | Using the target being quiet, a better target behavior is "raising a hand before speaking in class." |
| Calculate and Summarize Data | Collected Information starts as raw data such as individual counts, time, or yes/no scores. |
| How to make raw data useful? | Convert the observations into summaries the team can easily interpret. |
| Why are summarized data important? | In a comparable format across session does it become valuable for the reports and assessment. |
| Why are summarized data important, especially for BCBAs? | To quickly evaluate progress and adjust intervention plans. |
| What are the (3) calculations to use to summarize data? | (1) Rate, (2) Mean Duration, and (3) Percentage |
| Rate (Equation) | Frequency ÷ Time |
| Mean Duration (Equation) | Total duration ÷ Occurrences |
| Percentage (Equation) | (Correct ÷ Total) x 100 |
| what are common pitfalls for Calculate and Summarize Data? | Leaving out context. |
| Example of leaving out context for Calculate and Summarize Data? | Reporting a count without a time frame, so rate can't be properly calculated; reporting numbers correctly without opportunities, so percentages can't be calculated. |
| Identify Trends in Graphed Data What should RBT's do when noticing a pattern? | RBTs do not diagnose or change programs, but you should notice and report patterns to your BCBA. |
| What are (3) key visual features to consider when interpreting graphs? | (1) Trend, (2) Level, and (3) Variability. |
| Trends (Definition) | The overall direction of behavior over time and help determine whether an intervention is effective. |
| Trends (Describe) | Increasing, decreasing, or flat. |
| Levels (Definition) | Represents the overall height of the data graph. |
| Levels (Describe) | Mostly high, mostly low, or moderate. |
| Variable (Definition) | How spread out the points are. |
| Describe the Graph The line moves steadily upward across sessions. | This indicates an Increasing Trend. |
| Describe the Graph The line drops after intervention begins. | This indicates a decreasing trend accompanied by a level change at the phase transition. |
| Describe the Graph The points jump around with no clear direction. | This pattern is an example of high variability. |
| What are the common pitfalls for Identify Trends in Graphed Data? | Overinterpreting a single usual data point (an outliner). |
| Identify Trends in Graphed Data Changes in context | When interpreting graphs, always check for any context changes (e.g., illness, schedule shifts). |
| Identify Trends in Graphed Data Phase change occurring | Describe whether the effect is immediate or gradual when a new condition starts, and explain what you see in clear and plain language. |
Created by:
evillamac