RBT Exam Prep
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| What is the difference between continuous and discontinuous measurement procedures? | Continuous measurement procedures measure the whole behavior (or each instance); discontinuous measurement procedures do not
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| Name some continuous measurement procedures. | Frequency; Duration
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| Name some discontinuous measurement procedures. | Partial Interval Recording; Whole Interval Recording; Momentary Time Sampling
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| How do you collect data using partial interval recording? | 1. Decide on an interval time length 2. If the behavior happens at all during that time length, put a check in that box 3. If the behavior did not happen at all, do not put a check
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| How do you collect data using whole interval recording? | 1. Decide on an interval time length 2. If the behavior happens for the entire time length, put a check in that box 3. If the behavior did not happen for the entire time length, do not put a check
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| How do you collect data using momentary time sampling? | 1. Decide on an interval time length 2. At the end of the interval, look up and take data on whether or not the behavior(s) is happening at that moment or not
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| What are pros and cons of continuous measurement? | Continuous are more precise but take more time and resources
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| What are pros and cons of discontinuous measurement? | Discontinuous are less precise but are easier to implement
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| Permanent product recording | Collecting data by looking at the completed product after the fact rather than observing the behavior
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| Give an example of a task that can be measured using permanent product. | Number of words written; bed being made; number of dishes washed, etc.
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| What's the difference between direct and indirect procedures? | During direct procedures, the behavior is observed and data is recorded as the behavior occurs
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| Give an example of indirect assessment procedures. | Interviewing parents, interviewing teachers, behavior rating scale, surveys
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| Give an example of direct assessment procedures. | ABC data collection, ABLLs skills assessment, functional analysis
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| Frequency | Amount of time the behavior occurs
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| Duration | How long the behavior lasts
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| Latency | Time between the onset of a stimulus and the start of a response
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| Most commonly used graph in ABA | Line graph
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| Preference assessments | Free operant, multiple stimulus with replacement, multiple stimulus without replacement, paired choice, single stimulus
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| Free operant preference assessment | Allowing the individual to engage with items in the environment and recording what items the child approaches and/or engages
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| Paired choice | Hierarchy of items is determined by pairing stimuli together for the learner to select until all items have been presented against one another
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| Multiple stimulus with replacement (MSW) | 3 or more items are presented in an array, the learner selects an item, selected items are replaced into the array and the learner is allowed to select again
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| Multiple stimulus without replacement (MSWO) | 3 or more items are presented in an array, the learner selects an item, selected items are removed and the array is re-presented until all items have been selected
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| Single stimulus | Items are presented in isolation and data is recorded on whether or not the learner engages with the item. This is useful for learners who have a hard time choosing between items or have difficulty relinquishing preferred items
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