RBT Exam

Positive(+) Reinforcement

A stimulus that when added (+) to the person's environment immediately following a specific behavior... increases the future likelihood that that behavior will occur again. Shorthand: Sr+

Negative(-) Reinforcement

A stimulus that when subtracted (-) from the person's environment immediately following a specific behavior... will increase the future likelihood that that behavior will occur again. Shorthand: Sr-

Negative Punishment: Response Cost

A valued stimulus is taken away as a consequence for behavior in order to reduce the frequency of the behavior.

Graduated Guidance Define

A variation of Most to Least prompting Typically using a physical "controlling prompt" Fading the prompt within the routine as the learner begins to acquire the skill. "Shadow" the learner closely with your hands Gradually increase distance between your hands and learner as they demonstrate independence

Selecting Skills: How do we know what to teach?

ABA is the process of systematically applying interventions based upon the principles of learning theory... to improve socially significant behaviors to a meaningful degree and show that the interventions applied are responsible for the improvement in behavior

Direct Assessment Defined

ABC data collection (structured and anecdotal) Scatterplot Environmental Assessments, Positive Environmental Checklist (PEC) Preference Assessments

Summative Assessments: Social Skills Assessments

ASSP

Functions of Behavior- Tangible

Access preferred stimuli Request for item is denied or delayed, items are present but not accessible Obtains items or activities

Documentation Task List- E-2:

Actively seek clinical direction from supervisor in a timely manner

Response prompts

Adding a behavior from the instructor to increase the likelihood of a correct response (i.e. pointing to the correct answer)

Discrete Trial Training (DTT): Disadvantages

Trials are adult-initiated, which can reduce learner motivation Often uses arbitrary reinforcers (i.e. correctly identifying letter/ sticker) Stimulus control must be transferred to natural cues

Scatterplots Defined

Unconnected dots Patterns between points and a line on the plane OR clusters of points indicate certain relationships

Defining Target Behaviors

Use clear and descriptive language Describe the sequence of actions Explain exactly what the person says or does Make sure the behavior is observable and measureable

Identify splinter skills- define

ability to do a specific task that does not generalize to other tasks

These books may be transported between sites or left at the individual client's home or school/center. To safeguard individual client information...

all information in the program book uses the individual client's initials instead of full names. Birthdates, home address, or email addresses are not present in these books

Key Points for Construction: Smaller changes (other than baseline -> intervention or changes within the treatment plan) should be denoted by...

an arrow with a label to that specific data point

"Operant" Defined

an item of behavior that is initially spontaneous, but whose consequences may reinforce or inhibit recurrence of that behavior

PBS Corp. ensures that prior to providing records to others, including records not originated by PBS Corp...

any confidential information regarding another person, agency, or provider is blacked out or removed entirely.

The Discriminative Stimulus (SD) is only effective under...

appropriate motivating operations

(VBMAPP) Skill domain: verbal behavior: Reinforcing

appropriate verbal behavior ex. laughing

Crises should be managed using the least intrusive and safest strategies, using...

approved strategies listed in the behavior plan

Functional Analysis: Line Graphs

are used to detect differences between each condition relative to the control condition

Punishment can lead to escalation in behavior...

as the individual reacts aggressively to the procedures

Skill Acquisition: domain of Manding/ mand =

asking a verbal request an open hand a written note or a picture exchange card

Bar Graphs are also called

histograms

Graduated Guidance: If resistance occurs...

hold the hands in place rather than forcing movement Resume prompting movement when resistance subsides

Skill Acquisition Plan Section 1: Program name

how does the team refer to the program (requesting preferred items, imitation)

HIPAA- remember not to include ___________ information about the client when texting or emailing, ex. "Our friend"

identifying

Skill Acquisition: Incorrect trail

if the client doesn't say anything in 5 seconds & the approximation is not correct Grabbing at the item Staring at the item

Motivating Operations: Internal examples

illness, hunger, medication change, lack of sleep, pain, deprivation/satiation

When transporting any client documentation, all items and materials are to be kept...

in a secure bag or container, placed in a secure and/ or locked box in employee's trunk

Supervision must include at least 2 face-to-face, synchronous contacts per month via...

in-person, on-site, or via video chat

(VBMAPP) Skill domain: verbal behavior: Punishing/ extinguishing

inappropriate verbal behavior Gets reprimanded

Response Prompt Examples for Gestural

indicate with motion what is expected (e.g., pointing, touching materials)

At least 1 of the 2 supervision sessions must be...

individual

Backward/Forward Chaining: Things to consider

initial teaching segments are shorter than total task May take more time to learn the skill overall Typically less aversive Prompt dependence more likely, so fade prompts ASAP

Verbal behavior is any form of communicative behavior that is between a speaker and a listener... and allows the speaker to gain access to...

reinforcement and control their environment through the behavior of others (the listener)

Differential Reinforcement Types: DRH

reinforcement of High/Higher rates (of desired/replacement behaviors) Johnny is reinforced if he completes 10 or more homework problems but not less than 10

Differential Reinforcement Types: DRO

reinforcement of Other Behavior (nonoccurrence of target behavior) given when their are 0 occurrences of the problem behavior

Differential Reinforcement Types: DRA

reinforcement of alternative behavior Johnny is reinforced for biting his chewy necklace (an alternative to biting his fingers)

Differential Reinforcement Types: DRI

reinforcement of incompatible behavior Johnny is reinforced for putting his hands in his pocket (an incompatible behavior- he can't bite his fingers when they are in his pockets)

Differential Reinforcement Types: DRL

reinforcement of low/lower rates (typically of problem behaviors) Johnny is reinforced if he bites his fingers less than 3 times per day

Skill Acquisition: Correct trail

request/ word was complete

Documentation and the Law- HIPPA

requires providers to protect Personal Health Information (PHI) (i.e., demographic information, medical history, test results, insurance information, any other data that is collected to identify an individual

Positive Punishment: Simple Correction/Restitution

requiring the client to return the environment to the condition prior to the inappropriate behavior

When fading, beware of ratio strain...

responding goes down due to fading reinforcement too quickly or too much

Three response options for scoring a Positive Environment Checklist (PEC)

score each question: • YES • NO •UNCLEAR/ needs further analysis

Discriminative stimuli (SD) define

signals availability of reinforcement a stimulus whose presence results in an increase in a particular response, bc responding is reinforced in its presence, but not in its absence.

Goal definitions include: Change

specific behaviors to be taught in an objective, complete, and clear terms

Discrimination training results in...

stimulus control

Superimposition is paired with the previously discussed strategies of...

stimulus fading or stimulus shaping

5% of the hours spent providing applied behavior-analytic services per month must be...

supervised if you are a practicing RBT

Trial-Based: Paired Choice Preference Assessment: Advantages/ Disadvantages

Advantages: Very robust, and produces a hierarchy Disadvantages: Can be very time consuming. Watch out for issues such as side bias...and needing to run additional trials

What is meant by the term child abuse?

Child abuse means abandonment, abuse, harm, mental injury, neglect, physical injury, sexual abuse, of a child as defined in 39.01

Antecedents There are 2 types of antecedents that can trigger behavior:

Discriminative stimuli (SD) Motivating Operations and setting events

General Interval (time) Sampling Procedure

Divide intervals into small equal intervals (for example 10 seconds) When recording data, put a + if the behavior occurred at any time during the interval, (or Y/N). Put a - if the behavior did not occur,(or Y/N)

Ethics and Professionalism: How to Maintain Client Dignity

RBTs respect the autonomy of their clients, refer to client as ___with autism Keep session notes in back-pocket on phone/ only take out when necessary

RBT Ethical Code: 2.01

RBTs support the legal rights and preferences of clients.

RBT Ethical Code: 1.01

RBTs uphold and promote the values and core principles of behavior analysis.

DTT teaching: Random Rotation

Randomly presenting several different target SD trials

Premack- antecedent strategy

Sometimes referred to as "first/ then" or "if/ then" or "First (non-preferred), then (preferred)"

(VBMAPP) Skill domain: verbal behavior: Appropriateness of verbal behavior depends on:

Speaker characteristics, such as... age or developmental stage Audience characteristics (reading the room) Setting, bar vs. church Norms of culture

The Teaching Process: Behaviors

Specific skills Task sequence

Prompt dependency Defined

The learner will not initiate a behavior without a prompt. This is sometimes due to reinforcing aspects of prompt (i.e. interaction, physical contact, etc.)

Continuous reinforcement (CRF) define

reinforcement after every occurrence of the behavior used to reinforce NEW skills

The behavior analyst will have a plan for maintenance of skills

"Probe data" aka "First Trial Data" is often used for skills maintenance checks. Typically, you may start with more frequent maintenance checks (i.e., once a week), Then move to progressively less frequent checks (i.e. once a month, bimonthly, every 6 months)

Skill acquisition: Listener/Receptive Skills Ex.

"Showing a picture of a dog and a cat and saying where is the dog?" and the learner points to the dog- this is teaching our learners to discriminate

Training format for BST- Rationale for desired change

"We want to make sure we deliver quickly so no other behavior accidentally gets reinforced..." Provide instructions and demonstration on improvement:"Here, watch how I do this..."

You can combine a ____________ strategy with Most-to-least to improve efficiency

"time delay" ...before you provide the most intrusive prompt

Positive Environment Checklist (PEC) is Divided into 5 sections:

(1) Physical Setting (2) Social Setting (3) Activities and Instruction (4) Scheduling and Predictability 5) Communication

Intervention Strategy: Preventative

(AKA Antecedent/Proactive) Strategies Taking action before a problem behavior occurs to reduce its likelihood of occurring Change the environment and/or the manner in which others engage an individual in order to minimize the likelihood of challenging behavior and increase the likelihood of success

Intervention Strategy: Management

(AKA Consequence/Reactive) Strategies Taking action after a behavior occurs to increase likelihood of desired behavior and reduce likelihood of undesired behavior

Documents implementation of interventions

(e.g., how you worked on goals during your session)

Extinction will not be effective if the behavior is reinforced at all...

(even just once during the training process). If a behavior is reinforced intermittently, it may actually make the behavior more resistant to extinction in the long run.

Sufficient density of a reinforcer

(i.e., don't give too much or too little)

Generalization Across Situations:

A skill is not really generalized if a learner can only respond to one particular instruction... when it is stated in exactly the same way if a learner understands what you have taught them... you should be able to say it in a couple different ways

How to report abuse/ neglect

1-800-96-ABUSE Complete an incident report form with your analyst

The Tactics of Scientific Research. Murray Sidman publishes an influential book of individual organism research methodology, a research design handbook for generations of operant conditioners in...

1961

In _______ the Journal of behavior analysis (JABA) 1 is published

1968

Developmentally disabled individuals can be victims of abuse. In Florida, in the ______, this is what happened. The abuses changed the course of history for behavior analysis and the treatment of people with disabilities

1970's

In ______ Florida Investigation/ Blue Ribbon Committee was created. They included a prohibition of bizarre punishment, abandon seclusion in favor of more positive approaches.

1972

In _____ a seminal article on Behavior Analysis (Functional Analysis) came out.

1987

Supervision Requirements

2 Face-to-face, real-time contacts per month Of the 2 supervision sessions per month, one MUST be individual One meeting can be small-group (2-10 RBTs) More than 1 observation is RECOMMENDED supervision is required for 5% of the hours spent providing behavior-analytic services/ month

Trial-Based: Paired Choice Preference Assessment

2 items are presented simultaneously and the item selected is recorded Each item is paired with every other item one time Example- If there were 5 items, there would be 10 trials A hierarchy is established based on the number of times an item is selected in direct comparison to the number of times it was available

Line Graphs should not track more than ___ behaviors per a graph. The behaviors tracked must be applicable to the same problem behavior or skill acquisition behavior

2 or 3

RBTs who are granted voluntary inactive status may remain inactive for up to...

2 years

Behavior modification was in full effect into the ___

70s

Skill acquisition plan- Define

A detailed description of what and how to teach your client Extension of the behavior support plan

This is when we can change locations for sessions, reduce demands, or even speak with the parents to postpone sessions... Some recent examples include:

A hurricane causes the daily and weekly schedule to be changed A brush fire causes electricity to be out, roads are closed School lockdown drill or event occurred, schedule changed, client not allowed to leave

Behavioral Skills Training- define

A method behavior analysts will utilize to teach you programs and skills. Also the method you will use to teach family members/ caregivers

Social Stories- antecedent strategy

A narrative of an everyday social situation written from the client's perspective This can be a helpful tool bc it provide the client with strategies on how to handle various social situations Rehearse and discuss with the client how to apply the strategies in real life situations

Health and Safety Variables Continued- Consider potential side effects of...

A new medication These variables can impact the effectiveness of items or activities the individual may be working for These variables can certainly disrupt a session, how data is collected and how the client responds during the session

Priming- antecedent strategy

A proactive strategy of preparing the client for upcoming events, transitions, and situations. This rehearsal reduces instances of challenging behavior and increases success

RBT as a mandated reporter...

A professional who is mandated by law to report child maltreatment. Individuals designated as mandatory reporters typically have frequent contact with children. Since a mandated reporter is identified by law, it is also required by law to report suspected child abuse. In most states it is a Felony. Fines, and possible jail time are also possible

Continuous Dimensions: Rate

A ratio of count per time (ie., per minute, per hour, etc)

Stimulus Control, Ex.

A red light is a stimulus that has control over your behavior: You stop!

Trial-Based: Single Stimulus Preference Assessment: Advantages/ Disadvantages

Advantages: Easy to implement Can accommodate a wide range of stimuli Disadvantages: May produce "false positives", meaning... the individual may simply grab anything placed in front of them even if not preferred

DTT- Use Transfer Trials:

After a prompted trial, present an un- prompted trial for an independent opportunity (or fade prompt of next trial)

Functional Skill Domain: Recreation and Leisure

Age-appropriate activities, exercise, music, gaming, collections or hobbies

Phases of Escalation

Agitation Acceleration Peak De-escalation

Ethical Standards in terms of measurement...

All individuals have rights to effective treatment and education Falsifying data collection only HURTS the client

Total task presentation

All steps in the task analysis are taught at the same time Useful when individual is already able to do many of the steps Typically results in more errors

Discrete Trial Training (DTT): Advantages

Allows for numerous training opportunities within short periods Distractions are reduced Effective at teaching discrete component skills

Why are Motivating Operations So Important to Document?

Allows the team to predict reinforcers for future sessions Allows the team to proactively set up the environment for success Documentation of motivating operations takes the "guess work" out of future sessions

Stimulus prompts

Altering the antecedent stimulus to increase the likelihood of a correct response (i.e. the correct answer is bigger than the incorrect answers)

DTT- Use Distractor Trials:

Alternate target SD with previously mastered SDs

Why Train Caregivers?

Although individuals can learn skills and discriminate expectations for a particular context (i.e. in session with you) Behavior is "maintained" within natural routines and interactions (i.e. at home with caregivers) Parents and other caregivers can either be our greatest allies or (inadvertently or deliberately) undermine our efforts

Management Strategies: Punishment Punishment stipulations (requirements)

Although punishment procedures can reduce challenging behavior, punishment also produces undesirable effects Due to the negative effects of punishment, these strategies are not typically utilized at PBS Use of punishment requires requires consent from all appropriate parties.

Continuous Dimensions: Duration

Amount of time that the behavior occurs for. Can be recorded as total duration or duration per occurrence.

ABC Data Collection

An assessment tool used to record situational factors surrounding a behavior Assessing the functions of undesired behaviors Reveal conditions correlated with desired behaviors

Training format for BST- Corrective feedback should include:

An empathy statement: "I can see how hard you're working...." Description of ineffective performance: "It looks like there might be a breakdown in the delivery of reinforcers...." Provide immediate feedback: "That was great! You Delivered that skittle right on time

Discrete Trial Training (DTT) define

An instructional method comprising a series of consecutive instructional trials with short inter-trial intervals Following the "3 term contingency" (Antecedent, Behavior, Consequence).

Teaching Strategies- Created by BF Skinner

Another method for reducing challenging behaviors is to teach the client Appropriate replacement behaviors Tolerance/Coping skills Fair Pair Rule

Functional Analysis Screening Tool, the (FAST), Defined

Answer either Yes, No, or N/A Calculate how many questions answered yes for each function Used when trying to identify a possible function of the problem behavior

ABC Data Collection Defined

Antecedent What was happening right before the behavior occurred? Behavior What did the behavior look like, sound like, how long did it last, how many/ frequency Consequence How did the environment change as a result of the behavior? Did Ct get what he wanted, or get "punished"?

Discrete Trial Training (DTT), Instructional trial: consists of:

Antecedent SD (i.e. instruction, question) Learner Behavior/Response (i.e. Correct, Incorrect, No response) Instructor-provided Consequence (i..e. reinforcement of correct responses, prompting, or error-correction)

Skill Acquisition: Monitoring Outcomes

Appropriate data collection procedures for tracking progress are established Data are collected and graphed consistently

Incidental Teaching: Using NET to teach functional communication skills

Arrange environment to increase motivation to communicate Wait for learner to initiate an interaction about an item/activity of interest Request more elaborate language or approximations of speech from the learner

Increasing Effectiveness of NET:

Arrange the environment to increase likelihood of target behavior Ex. Place preferred items visible but out of reach on high shelf Remove batteries from preferred toys Put preferred items inside closed containers

Reinforcer Sampling: Multiple Stimulus Without Replacement (MSWO)

Array of items is presented (chosen from survey) When an item is selected, it is not returned to the array Lowest score = more times picked/ more preferred

Reinforcer Sampling: Multiple Stimulus With Replacement (MSW)

Array of items is presented (chosen from survey) When an item is selected, that item is returned to the array Higher the score = (more times picked out of an array), more preferred

Social Skills Assessments- ASSP Autism Social Skills Profile

Assess how a child or young person interacts with others How to deal with social situations and how they perceive social situations. Assessing these areas help to understand where any challenging areas for an individual.

BCaBA® (Assistant Behavior Analyst)- bachelor's degree: Role in Therapy

Assist with assessments and development of behavior analytic intervention plans Assist with training and supervision

Behavior Modification In the 1970's

Aversive consequences were used with abandon in informal, impromptu, and spontaneous reactions to self-injurious behavior (SIB) and inappropriate behaviors

Functions of Behavior- Escape

Avoid non-preferred stimuli (demands) Task is presented, new activity begins, when engaged in undesirable activity, the setting is aversive Task/ activity/ stimuli is delayed, removed, or reduced, or the setting is exited

Components of a Behavior Plan

Background and medical information Target behaviors Antecedent-based strategies Teaching strategies for replacement behaviors Management Strategies Withholding of reinforcement for problem behaviors Skill acquisition goals Crisis management procedures Methods for evaluating progress

What is included in an FBA?

Background information: medical history previous interventions possible triggers identified reinforcers Future goals successful/ Problematic situations strengths/ weaknesses environmental assessments such as positive environmental checklist (PEC) current skills identification of behaviors for increase/ decrease Possible functions Possible/patterns behavioral definitions observations

Skill acquisition plan: Chaining (for task analyses)- a.k.a. (steps for completing a task)

Backward Forward Total task

Curricular Assessments: AFLS Assessment of functional living skills 6 different assessment categories

Basic Living Skills (i.e. dressing, toileting, grooming) Community Participation Skills (i.e. shopping, money, phone) Home Skills (i.e. dishes, laundry, leisure) School Skills (i.e. routines/expectation, social skills, applied academics) Independent Living Skills (i.e. organization, mechanics/repairs, transportation) Vocational Skills (i.e. interview, workplace safety, retail)

Components of Note Taking: Describe training you provided or received via the behavior analyst

Be specific about training that occurred. "BCBA introduced new data sheets and provided training on two new goals: motor imitation and echoic" "The BCBA provided training to the caregivers on..."

Redirection Cautions

Because redirection has the potential to reinforce behavior (i.e. due to attention): Redirect the behavior as early in the chain as possible (e.g., during whining/resistance vs. aggression) Ensure the challenging behavior has ceased (e.g., for 3-5 seconds) and the client is engaged in alternative behavior/activity before providing praise or other appropriate reinforcers

Graduated Guidance Steps

Before a teaching trial, do an assessment/probe to determine the amount of physical guidance that is required During a teaching trial, make moment-to-moment modifications of the controlling prompt level to reduce intrusiveness Across successive trials, fade out the prompts as quickly as possible from most-to-least.

Intermittent reinforcement can be delivered for...

Behavior emitted a certain... NUMBER of times: RATIO Behavior emitted after TIME... INTERVAL schedule (i.e. after 5 minutes)

What is a Crisis?

Behavior that endangers an individual or the people around him or her. It poses an imminent and ongoing threat

Generalized stimulus/ Response generalization define

Behaviors occur that are different than originally trained but functionally equivalent Johnny waves when mom says"hello" ("hello" is an untrained stimulus)

Selecting Skills: What are "socially significant behaviors"?

Behaviors that have immediate importance to the individual and their caregivers. They are typically functional in nature.

When to Provide Feedback

Build rapport first then corrective feedback will be much more effective Ask how the learner prefers to receive feedback Be descriptive with your praise Be concise with your corrective feedback

Questions About Behavior Function (QABF) Defined

Can help to identify possible functions of behavior: attention, escape, tangible (access to prefered stimuli) non-social/ sensory stimulation (i.e automatic, sensory seeking), physical (i.e. pain attenuation/ value) Using a parent or caregiver to answer a series of questions

12 Guidelines for Using Reinforcement Effectively

Choose reinforcers relevant to current/possible motivations. Maintain the circumstances that are reinforcing Use sufficient density for reinforcers Set an appropriately achieved initial criterion for reinforcement Provide prompts Deliver the reinforcer immediately Reinforce each occurrence of the behavior Use direct reinforcement Gradually increase the delay in receiving the reinforcer Use varied reinforcers Use contingent praise paired with the reinforcer. Shift from contrived to naturally occurring reinforcers

Phases of Escalation: Acceleration (defensiveness)

Clarify parameters and establish limits (if, then) Get assistance or make a plan

Functional Skill Domain: Domestic Living

Clothing care, housekeeping, property maintenance, food preparation and cooking, planning and budgeting for shopping, using electronic devices

Permanent product data collection

Collects data after the behavior has occurred because of changes in the environment. Ex. counting "EVIDENCE" that occurs FROM/ AFTER the behavior has occurred.

What determines ethical procedures?

Community Standards Laws (IDEA 1975; 2004) Prevailing philosophies Individual freedoms Clients' attitude and feelings Social validity(consumer satisfaction)

Functional Skill Domain: Employment Skills

Completing applications, interviewing skills, following workplace expectations, functional academics (e.g. money management)

BCBA® /BCBA-D™ (Behavior Analyst- doctorate): Role in Therapy

Conduct behavior analytic assessments, determine needs, write treatment goals Design behavior analytic intervention plans Train others to implement ethical, behavior analytic interventions that are based on research Provide ongoing clinical oversight and supervision for treatment team Monitor treatment fidelity

Data Path Define

Connects data points Allow for interpretation of levels and trends in data Does not connect to ALL data points

Least to Most Advantages

Considered to be "self fading," because the instructor uses less assistance as the learner begins to respond. Allows the learner a chance to respond with the least intrusive prompt possible The learner may acquire the skill faster

Behavior Analysis Define

Considers functions of behavior and attempts to find replacement behaviors Care is given to pair primary reinforces with social praise and other secondary reinforcers Positive first...before exploration of punishment procedures are allowed.

Skill Acquisition: Generalization & Maintenance

Contexts (settings, routines, people) in which skills are needed Opportunities for practice across domains/ circumstances Natural cues and contingencies are maximized

Extinction: Define Guided Compliance

Contingent on a problem behavior that occurs following a request, physically guiding the client to comply with the request The intention of this strategy is typically extinction (preventing reinforcement of escape)

Error Correction Define

Correcting errors after occurrence through prompting With or without feedback (i.e. "no", "try again") Typically used once the learner is demonstrating independence Involves extinction schedules

According to HIPPA- session notes...

Could be read aloud in court (keep the notes to what actually happened not your opinion)

Features of a Well Designed Data Sheet:

Date Client and observer initials Context or conditions under which observations occurred Definitions of behaviors (both problem behaviors to decrease and skills acquisition to increase) Legends Parameters for recording anecdotal information Instructions for data collection and criteria for mastery

Health and Safety Variables Continued- Some common side effects for psychotropic medications include...

Decreased appetite, dry mouth, photosensitivity, tiredness, frequent urination, constipation, nausea, difficulty falling asleep along with many others

Behavior Plan

Define change behaviors A behavior plan describes what we will do differently, including managing contingencies and rearranging the environment. Promote consistency of strategies/ intervention, instruction, and data collection across stakeholders and settings

How to improve the effectiveness of training:

Define specific skills to be developed Address situational variables (e.g., routines, physical organization) Rearrange context and contingencies Use effective teaching to build skill repertoire Modeling and observation of practice Feedback - positive and constructive

Functional Behavior Assessment Defined

Description of the problem behavior Identification of events, times, and circumstances that are regularly associated with the occurrence and non-occurrence of the problem behavior. Identification of the consequences that maintain the behavior

Supervision Activities can include (but are not limited to):

Development of performance expectations Observation, behavioral skills training (BST), and delivery of performance feedback Modeling technical, professional, and ethical behavior Guiding the development of problem solving and ethical decision making Review of written materials (e.g. daily progress notes, data sheets) Oversight/ evaluation of the effects of behavior-analytic service delivery

Functional Analysis is Particularly Used When...

Direct assessment doesn't yield clear info about maintaining variables of behavior Interventions based on direct assessment are not effective Investment in treatment delivery (many staff, etc.)

Continuous Dimensions: Intensity

Force in which the behavior is expressed

Importance of Session Notes

Documents implementation of intervention Keeps track of progress or regression of client behaviors and environmental concerns Allows supervisor to review events during a session If data sheets are lost, session notes can provide relevant information.

Skill Acquisition Plans, Common information in skill acquisition plans

Domain name Goal/ program name Long term and short term objectives Define skills operationally Discriminative Stimulus (SD) Teaching procedures Error correction Prompting procedures Reinforcement strategies Mastery criterion Generalization Data Collection Method

Advantages of Time Delay

Ease of implementation, low error rate Small amount of time to design instructional programs

Verbal behavior: Echoic

Echoing a word/ sound that someone else says A strong echoice repertoire is critical for teaching other verbal behavior and for shaping articulation

Documentation Task List- E-1:

Effectively communicate with a supervisor in an ongoing manner

Components of Note Taking: Describe the appearance and/or affect of the client...

Ensure you are describing what you SAW and NOT what you interpret

How Can We Involve Caregivers?

Ensuring open communication Promoting shared responsibility Minimizing barriers (keep it simple) Reinforcing participation in plan Building skills and confidence

Line Graphs: What does the independent variable represent?

Environmental Conditions such as: time and treatment

Motivating Operations define

Environmental variables that momentarily change the value of a consequence (reinforcer or punisher) Changes the probability that behaviors will occur for the related function. You may see these variables referred to by the older term of "setting events",

Developing Behavior Plans: Process

Establish a behavioral support team Gather background information Identify behaviors of concern and goals of intervention Conduct a functional behavioral assessment Design behavior support strategies Develop systems for monitoring and evaluating outcomes Create an action plan for implementation

There are 2 types of motivating operations:

Establishing operations Abolishing operations

Record reviews include looking at the following...

Evaluations/assessment, diagnosis Support Plans: IEP Activity/class schedule Treatment plans Progress notes Incident/ "Disciplinary" reports Correspondence/e-mail

Intermittent Ratio and Interval reinforcement can be provided on a either...

FIXED schedule: Does NOT VARY (predictable delivery) or VARIABLE schedules: (unpredictable delivery)

How to program for Maintenance

Fade prompts Shift to intermittent schedules of reinforcement Shift to natural cues/reinforcement Teach self-management strategies Do maintenance checks, and reintroduce if needed

Graduated Guidance: Disadvantage

Fading relies on a series of subjective judgements about the level of prompting required

Constant Time Delay

Fixed amount of time delay

Components of Note Taking: Activities reported in the session notes...

Focus on teaching of skills targeted in the behavior plan Record any new goals that were added Activity Examples... "Client engaged in two tantrums during the session. The first tantrum lasted 6 minutes and the second tantrum lasted 2 minutes"

Curricular Assessments: VB-MAPP

Focuses on Verbal Behavior Examines developmental milestones: Level 1: 0-18 months Level 2: 18-30 months Level 3: 30-48 months

Curricular Assessments: ABLLS-R Assessment of basic language and learning skills revised

Focuses on Verbal Behavior Targets skills that children learn before entering kindergarten Breaks down the categories into operants Starts with simple and grows more complex

Curricular Assessments: PEAK Promoting Emergence of Advanced Knowledge Relational Training System by Dr. Mark Dixon

Focuses on Verbal Behavior and relations between symbols in their environment (relational responding) Attempts to teach the learner derived responding Includes the verbal operants however goes beyond it to further develop language

Curricular Assessments: AFLS Assessment of functional living skills

Focuses on daily living skills to help the client become independent Typically used for higher functioning individuals

Developmental Assessment: HELP Hawaii Early Learning Profile

For infants and toddlers (0-3 years) Used to create developmentally-appropriate interventions Categories: Cognitive Communication Gross Motor Fine Motor Social-emotional Adaptive/self-help

Increasing effectiveness of DTT

Gain learner attention before delivering SD SD should be clear and concise Inter-trial intervals should be 2 seconds or less Always deliver a consequence before re-presenting SD Use stimuli that are present in natural setting Use Distractor Trials:

Records Reviews Defined

Gather information on current and past behavior Environmental factors Medical history

Documentation Task list item E-04:

Generate objective session notes for service verification by describing what occurred during sessions, in accordance with applicable level, regulatory, and workplace requirements

Choice Making

Giving a client a choice gives them "shared control" a balance of control between instructor and client:

Abuse Indicators:

Has been harmed or is believed to be threatened with harm from a person responsible for the care of the child Unexplained injuries Injuries that don't match the given explanation Untreated medical or dental problems

RBT wishes to reinstate their credential, they will need to...

Have a RBT supervisor or RBT Requirements Coordinator Complete an updated Competency Assessment no more than 45 days before requesting reactivation Submit a request for "Return from Inactive Status"

RBT Role during an Assessment

Help probe skills Collect data on behaviors for increase and decrease Act as another person to test for generalization

Preference Assessments Defined

Helps us identify preferred items and activities Gives us guidance in how to reward appropriate behaviors Allows us to enrich environments and promote more rapid learning Beware- Just bc the individual prefers something, do not mean that item will function as a reinforcer

When to use Discontinuous Measurement?

High rates of behavior/ frequency No clear start and stop (-e.g. vocal behaviors) Rapid occurrence of behaviors- (e.g. hand flapping) Attention/effort of the data- (e.g. teacher with classroom of 30 students, OR student has 5+ behaviors to record in a session)

DTT Features

Highly structured, in a controlled environment 1:1 instruction; typically at a table, seated across from learner Instructional trials are discrete (have a clear beginning and end)

What do we need to know about caregivers/ family?

Historical perspective (e.g., onset and development of behavioral concerns, previous interventions) Medical and psychiatric/contextual influences (e.g., resources, daily routines, setting considerations) Characteristics, preferences, and needs of individual and family Stakeholders who should be engaged

Management & Reactive Strategies: The intention of the person delivering the consequence is not important...

How the recipient responds to the consequence determines whether it is a reinforcer or punisher.

Time Out Cautions

Identify the function first! Time out is typically most effective for attention function. Ensure the client is not trying to avoid a more unpleasant stimuli through timeout In order for time-out to be effective the time-in setting must be reinforcing Specifically define the behaviors that lead to time-out

RBT Ethical Code: 3.08

If RBTs are involved in the delivery of non-behavior-analytic interventions, they do not make reference to, display, or otherwise use their RBT credential in that practice.

RBT Ethical Code: 2.02

If RBTs become aware that a client's legal rights are being violated, or if there is risk of harm, RBTs must take the necessary action to protect the client. This includes but is not limited to: (1) contacting relevant authorities; (2) following organizational policies; (3) consulting with their supervisor; and (4) documenting their efforts to address the matter.

RBT Ethical Code: 1.05

If RBTs' ethical responsibilities conflict with employer policies... RBTs must bring the conflict to their supervisor's attention, document that they did so, and document the resolution.

Task analysis ex.

If it's a chain, break the complex skill down into small, discrete (separate), specific steps.

Management Strategy: Ex. Access/tangible function:

If the tangible is available, redirect to appropriate request If the tangible is unavailable, redirect to request choice of available items or redirect to another activity

Documentation Task list item E-03: Report other variables that might affect the client in a timely manner SUCH AS...

Illness or injury Medication change Change in guardianship Relocation of client Public disruptions Other crisis situations

Training format for BST- Overview

In person In-vivo observations and practice- plan for a time where feedback can be provided Immediately is best for behavior and correction Visual Media- Computer, video, web-based technology

Behavioral Skills Training Formats

In person- role play skills with stakeholders In-vivo- live observations and practice (plan for a time where feedback can be provided) Visual Media computer, video, web-based technology

Curriculum modifications- Antecedent strategy

Includes modifications of content and/or instructional methods

Selecting Skills: Functional Skills:

Increase a person's quality of life Helps the individual to be self-reliant Increases the individual's dignity Minimizes stress of the caregivers Maximizes an individual's safety Increases the individual's ability to contact reinforcement in the environment

Pivotal Response Training (PRT): Examples

Increasing motivation (provide choice, provide natural rewards) Initiations (e.g. "What's that?") Responding to multiple cues (i.e. various SDs/stimuli) Empathy (e.g. "Are you ok?") Self-management (i.e. identifying if own behavior met reward criteria)

Condition Change Lines

Indicate points in time when changes in the independent variable (treatment) occurred

Cumulative Record Defined

Indicates the total number of responses recorded since the beginning of time (aka the start of data collection) Slope indicates whether responses have been made or not Slope of 0 = no responses Steeper the slope = the higher the response rate

Legal Considerations- What is IDEA?

Individuals with Disabilities Education Act became law in 1975; and was amended in 2004 US federal law that governs how states and public agencies provide early intervention, special education, and related services to children with disabilities. The IDEA law addresses the educational needs of children with disabilities from birth to the eve of their 22nd birthday

Total Task: Things to consider

Initial teaching segments are longer May take less time to learn the skill overall May be more aversive Prompt dependence less likely

Stimulus shaping defined

Initially presenting stimuli that are known to the learner, so that correct responding begins immediately Gradually changing the initial stimuli over successive trials Until there is a complete physical transformation into the final criterion stimulus

Time Delay definition

Initially presenting the response prompt simultaneously with the SD Then putting a time delay between the SD and the response prompt (this strategy is usually used for discrete behaviors). This prompting strategy attempts to prevent errors

Time Delay Steps

Initially, the time delay is 0, meaning that the presentation of the SD and the prompt are simultaneous. After meeting a criterion for correctly responding an amount of time is added between the presentation of the SD and the prompt. If the learner does not respond within the time delay (or responds incorrectly), a prompt is delivered.

Discontinuous Measurement Define

Interval-based measurement is a sampling/estimation of possible occurrences of behavior

Components of Note Taking: Address responses to behavior in accordance with behavior plan

Interventions during session must follow what's written in the behavior intervention plan "Assistant recorded duration data during tantrum and ensured clients did not access preferred items. Once client was calm for 30 seconds, assistant redirected to a neutral activity"

Indirect Preference Assessments- Information Based

Interview- just simply asking caregivers/ or the individual what the individual prefers

Indirect Assessment Includes...

Interviews such as FAI Questionnaires such as the FAST, MAS, QABF Records reviews

Naturalistic Observation Preference Assessment

Involves directly observing the individual The assessor notes what items/ activities an individual may frequently engage in or ask for The assessor can observe the number of times the individual may approach a particular item/activity OR how long the individual engages with that activity

The SD (discriminative stimulus) definition

Is a part of the goal itself. It must be clear, and distinguishable from other stimuli in the environment It occurs as the antecedent and elicits the behavior based on previous conditioning

What makes behavior analysis unique?

It is an "evidence-based treatment" Behavior analysts, and behavior technicians are called in when the behavior is quite severe and complex

AbolishingOperation Example- Ipad

Johnny has been playing on his iPad all day (satiation), which decreases the value of gaining access to iPad, and thus decreases the likelihood that he will engage in behaviors (appropriate or challenging) to access the iPad

Establishing Operation Example- Ipad

Johnny has not had access to his iPad all day (deprivation), which increases the value of gaining access to iPad, and thus increases the likelihood that he will engage in behaviors (appropriate or challenging) to access the iPad

Factors affecting motivation

Johnny will be more motivated for the iPad if he hasn't had it all day (deprivation), he earns sufficient access time of 30 minutes (magnitude) and he receives it immediately after the behavior Delays in reinforcement can also allow other behaviors to intervene (reinforce different behaviors )

Rationale for Documentation and Reporting Definition

Keeps track of progress or regression of client behaviors and/or environmental concerns (i.e., continuity of care across providers).

Superimposition Defined

Known stimuli are paired with unknown stimuli To increase the likelihood of a correct response. After correct responding begins in the presence of the unknown stimuli, the known stimuli are gradually faded out

Verbal behavior: Tact

Labeling something in the environment that is being contact with the senses (seeing, hearing, tasting, smelling, touching) Benefits the listener

Graphs: Variability Definition

Lack of stability in data Might suggest that the intervention is not implemented consistently

Advantages of Natural Environment Training (NET)

Learning can happen anytime/anywhere Integrates caregivers in instruction More easily generalizable than DTT Can be used for both discrete and chained behaviors

Response Prompt Types/ Ex.

Least-to-most prompting (aka system of least prompt) Most-to-Least prompting Graduated Guidance (variation of Most to Least) Modeling Time Delay

Health and Safety Variables Continued- Other Potential Variables

Many individuals including adults may not tolerate change very well Examples... A child may be removed from a parent or placed into care with relatives Job loss my cause a family to be forced into a new home An elderly family member moves into the home Death in the family

Skill acquisition: Social Skills

Many of our clients have social skill deficits. These programs focus on improving social skills (especially w/ peers) Practice theory of mind- imagine what others may be thinking Figure out the first steps of dating

4 DTT teaching Phases:

Mass trials Block trials Expanded trials Random rotation

The Task List is organized into the following primary content areas:

Measurement Assessment Skill Acquisition Behavior reduction Documentation and Reporting Professional Conduct and Scope of practice

Ensure that data collected is valid...

Measuring socially significant target behaviors Measuring a dimension of the target behavior relevant to a question/concern about the behavior Representative of the behavior's occurrence under conditions and times most relevant

Components of Note Taking: Describe any medical or safety concerns and how they were resolved...

Medical concerns may include a common cold, or be specific to the client's medical issues (seizures, low blood sugar, etc.) Be sure to include what changes were made due to any medical or safety concerns. These may include terminating the session early, reducing demands (the specific changes are outlined in the behavior plan)

Different assessments within VB-MAPP

Milestones Barriers Transition Task Analysis and Skills Tracking Placement and IEP Goals Breaks down the categories into operants

Stimulus prompts defined

Modification of the antecedent stimulus that increases the likelihood of a correct response

Stimulus Fading defined

Modifying an element of the target stimulus (i.e. different color, size, shape, position, intensity) or adding an element to the target stimulus ( i.e. labels, pictures) Then gradually fading out the modification/addition.

Transferring stimulus control define

Modifying the antecedent stimuli So that the same response occurs in the presence of new/different antecedent stimuli (SDs)

Why Graph?

Monitor tends Make data-based decisions Adjust intervention as needed Decide if criteria has been met

Non-Practicing RBTs

Monthly supervision is NOT required Annual renewals are still a requirement to maintain Consider applying for voluntary Inactive Status for extended periods of non-practice

Disadvantages of of Natural Environment Training (NET)

More logistical difficulties for instructor (data collection, materials, recognizing and capitalizing on teachable moments) Increased distractions and unpredictable settings

Skill acquisition plan: Prompting Strategies

Most to least (learner already has the skill in their repertoire) Least to most- allow the client to be independent, but if they need the prompt then provide it Time delay Graduated guidance Stimulus fading

The Teaching Process: Antecedents

Motivating operations Discriminative stimuli (SD) Prompting

ABC Data Collection: RULES FOR EVALUATION

Must be conducted in more than one setting Must be completed by more than one person Must be collected accurately

Functional Communication Training (FCT)

Must first correctly identify the function of the problem behavior Teaches an alternative communication that produces the same reinforcer as the problem behavior (i.e. same function). The communication to be taught can be a word, vocalization, sign, use of a communication board, gesture, picture/PECS, or an AC device

Intermittent Reinforcement is provided on a: Ratio schedule

NUMBER of responses/ behaviors emitted Produces higher rates of responding than interval schedule More resistant to extinction (harder to eliminate) than interval

"Incidental teaching" and "Pivotal Response Training" are types of...

Natural Environment Training (NET)

Prompt hierarchy: Categorization of prompts based on their intrusiveness

Natural cue Gesture Verbal Visual / picture Modeling - a type of response prompt Physical (partial, full) Full physical

Secondary/ learned/ conditioned reinforcers

Neutral stimuli that begin to function as reinforcers... only after being paired with other reinforcers

Pivotal Response Training (PRT): Using NET to teach pivotal behaviors/ areas such as...

Social skills, communication, academic skills, and reducing problem behaviors

Naturalistic Observation Preference Assessment- Access is not contingent (subject to change) on any type of response meaning...

No tasks or other requirements are presented to the individual

Neglect Indicators:

Noncompliance (non-adherence) with health-care recommendations Delay or failure in seeking health care Inadequate food or failure to restrict food intake Drug-exposed neonates and older children Inadequate protection from environmental hazards Inadequate supervision, or abandonment Inadequate affection, nurturance, or love Unmet educational needs Inadequate hygiene Inadequate clothing

Functional Skill Domain: Social Skills

Nonverbal communication, taking turns, appropriate physical contact, conversational skills, maintaining friendships, resolving conflicts

Most-to-least: Disadvantages

Not a "self fading" prompting strategy Has a higher risk of prompt dependency Use regular assessment probes to guide fading decisions Provide higher level reinforcement for more independent responses Can also lead to prompt dependency if not careful

The 2nd Edition RBT Task List in effect

November 2019

Continuous Dimensions: Percentage

Number of responses correct over total number of response opportunities

The Change: Definition of the skill:

Objective- observable and measurable! Action or observable product Clear- everyone that reads the definition will know what the definition means Complete- includes examples of what the behavior does and does not look like

Task Analysis: In order to teach a complex/chained behavior, we must first:

Observe the task Create a Task Analysis: break down the task into observable, discrete steps Teach the skill step by step Check with parents if the list matches their lifestyle

Management & Reactive Strategies

Once a behavior is emitted, the consequence that follows can either increase or decrease the likelihood of the behavior occurring again in the future Reinforcement: the behavior continues Extinction/ Punishment: the behavior decreases

Intermittent reinforcement and token economies

One method for moving from continuous reinforcement to intermittent reinforcement Rather than earning a reinforcer immediately after a target behavior, the client must first earn a specific number of tokens to exchange for a reinforcer.

Graduated Guidance: Advantage

Only as much guidance is provided as necessary, so the learner is allowed to be as independent as possible on each trial

Functions of Behavior- Attention

Others' attention is withdrawn or directed elsewhere (client typically looks at caregiver during behavior) Gains or regains attention (comments, eye contact, expressions, interactions)

Developmental Assessment: VABS Vineland Adaptive Behaviors Scales

Parent and Expanded Domains such as: Communications Daily living skills Socializations Motor skills Maladaptive behavior

These are 3 of many types of Discontinuous Measurements:

Partial Interval Whole Interval Momentary Time Sampling

Skill acquisition plan: Goals & Data collection

Percentage Frequency Rate Duration Latency IRT Partial Int Whole Int

RBT Ethical Code: 1.11

RBTs provide a current and accurate set of credentials (e.g., degrees, certifications) to clients, employers, and supervisors upon request. Changes to certification status must be immediately reported to employers and supervisors.

There are 2 categories of reinforcement:

Positive & Negative reinforcement

Preferences vs. Reinforcement

Preferences are an individual's attitudes towards items, activities, or actions. Preferences may not function as reinforcers

DTT teaching: Block trials

Present 1 target SD for several trials, provide a break Then present a different target SD for several trials Gradually reduce the number of trials per block, as well as the break time Until there is no break between the blocks

How do you know with which prompt level to start?- Probe method

Present the trial/SD one time use a least to most prompting hierarchy to determine the least intrusive prompt Record and use that prompt for the session

There are 3 categories of intervention strategies to reduce challenging behaviors:

Preventative Teaching Strategies Management

Response Prevention Defined

Preventing a learner response that would result in an error. This is another example of "errorless learning"

Errorless learning Define

Preventing errors through prompting Typically used when teaching new skills

There are 2 categories of reinforcers:

Primary/unlearned/unconditioned reinforcers Secondary/learned/ conditioned reinforcers

Skill Acquisition: Instructional Strategies

Procedures contain a step-by-step implementation process Materials needed are clearly delineated Reinforcement procedures defined Error correction for incorrect responses

The (FAST) Pros and Cons

Pros: Gives you a quick view of the possible functions Quick to fill out Cons: Can be _subjective Includes some general questions not related to the problem behavior Does not separate attention vs. tangible

Questions About Behavior Function (QABF) Pros and Cons

Pros: Mixes up the questions so they are not grouped by function Easy to understand questions Cons: Can be subjective Limited answers

RBT Role: in the Tiered Service

Proven effective by peer reviewed literature Common practice in ABA Cost-effective for families/ insurers Improves accessibility to behavior analysts who are then able to manage more cases Geographic challenges can be triaged

Response Prompt Examples for Full Physical Assistance

Provide Hand Over Hand guidance to complete task

Steps of Behavioral Skills Training

Provide Rationale for why skills are selected for training Provide a written description (Instructions) for the target skill Provide a vocal description of target skill Demonstrate (Model) each targeted skill Have trainee practice (Rehearse) each target skill Provide positive feedback regarding skills that are improved or maintained Provide corrective feedback regarding skills that need improvement

Steps for Behavioral Skills Training

Provide Rationale for why skills are selected for training Provide a written description/ instructions for the target skill Provide a vocal description of target skill Demonstrate/ model each targeted skill Have trainee practice/ rehearse each target skill Provide positive feedback regarding skills that are improved or maintained Provide corrective feedback regarding skills that need improvement Repeat the steps until trainee performs target skills correctly Assess how skills apply, generalize, and the appropriateness of skill

Corrective Feedback- Does not have to be aversive

Provide an empathy statement, "I can see how hard you're working...." Description of ineffective performance, "It looks like there might be a breakdown in the delivery of reinforcers when...."

Response Prompt Examples for Partial Physical Assistance

Provide minimal supported guidance (e.g. nudge learner's elbow)

Non-contingent Reinforcement (aka Time-based schedules)

Provide regular access to reinforcement (e.g. attention (no demands/ use neutral statements), escape, access, sensory) NOT contingent upon any behavior A schedule for frequency of delivery can be determined through baseline probes Regular access (satiation) reduces the need to engage in the inappropriate behavior

BF Skinner described "verbal behavior" in his 1957 book

Provided behavior analytic explanation of language Asserted that verbal behavior is subject to the same principles as any other behavior (strengthened by reinforcement and weakened by punishment) Divided verbal behavior into "operants" (categories) Not originally written specifically for individuals with autism

Figure Caption Define

Provides the reader of the graph with sufficient information to identify IV and DV. Explains any symbols that may appear in the graph. Explains condition change lines.

Addressing Motivating Operations/Setting Events Using abolishing Operations

Providing access to particular reinforcers (satiation) to decrease the likelihood that client is motivated to engage in problem behaviors for those reinforcers Ensure that contextual stimuli associated with increased problem behaviors are addressed

Skill acquisition: Prompt- Define

Provision of additional stimuli that increases the likelihood of correct responses

These events may all impact service delivery

Public Disruptions, Natural disasters, Crisis situations, while rare, can impact your individuals when they occur.

When to Communicate with a Supervisor...

Questions about the behavior plan Any confusion or question about any aspect of the plan Clarification about a procesdure or protocol Confusion about how to record data Questions about crisis procedures and who to contact Something new is observed during session

RBT Ethical Code: 3.05

RBTs provide behavior technician services only within defined roles. We work within our role (do not offer advice/ diagnosing individuals)

RBT Ethical Code: 1.04

RBTs act in a way that conforms to the legal and ethical codes of the professional and social communities where they are members. They do not lead others to engage in fraudulent, illegal, or unethical conduct.

RBT Ethical Code: 1.03

RBTs are truthful and honest and create an environment that promotes truthful and honest behavior in others. They promote an ethical culture in their work environments and make others aware of this code.

RBT Ethical Code: 1.13

RBTs attempt to resolve issues informally when possible, without violating confidentiality, by first bringing the issue to the attention of their supervisor and then the individual involved. RBTs document their efforts to address any of these issues. If the matter meets the reporting requirements of the BACB, RBTs must submit a formal complaint to the BACB.

RBT Ethical Code: 1.06

RBTs avoid mutilple relationships with clients and supervisors. If they find that a multiple relationship has developed due to unforeseen circumstances, they inform their supervisor and work to resolve it. If the multiple relationship involves their supervisor, the RBT should report it to the person to whom their supervisor reports to.

RBT Ethical Code: 3.07

RBTs collect and display data in a way that allows for decisions and recommendations to be made for program development.

RBT Ethical Code: 2.10

RBTs create, maintain, distribute, store, retain, and dispose of records and data relating to their services (1) in accordance with applicable laws, regulations, and policies; (2) in a way that complies with the requirements of this code; and (3) in a manner that allows for appropriate transition of service at any given time.

RBT Ethical Code: 2.04

RBTs do not accept gifts from or give gifts to clients.

RBT Ethical Code: 1.07

RBTs do not engage in sexual relationships with clients or supervisors. RBTs refrain from sexual relationships with former clients or supervisors for at least two (2) years following the date the working relationship ended.

RBT Ethical Code: 1.10

RBTs do not make false, deceptive, misleading, exaggerated, or fraudulent public statements about their work or qualifications.

RBT Ethical Code: 3.02

RBTs follow the direction of their supervisors. RBTs inform supervisors when they are asked to do something that goes beyond the scope of their certification.

RBT Ethical Code: 1.09

RBTs follow through on obligations and contractual commitments with high quality work. RBTs do not make commitments they cannot keep.

RBT Ethical Code: 1.02

RBTs have an obligation to remain familiar with this code. Lack of knowledge or understanding of this code does not excuse unethical conduct.

RBT Ethical Code: 3.04

RBTs may not practice with new clients or populations without proper training and oversight.

RBT Ethical Code: 2.05

RBTs may not share identifying information about clients on social media. They must avoid creating situations where such information could be shared by others, including, but not limited to, written information, photos, or videos.

RBT Ethical Code: 2.06

RBTs must always obtain permission written consent from the client/ legal guardian to use... both audio and video recording of a session from clients and staff to record interviews and service delivery sessions. Consent must be specifically and separately obtained from each individual.

RBT Ethical Code: 3.03

RBTs must be competent in the areas in which they provide behavior technician services.

RBT Ethical Code: 2.09

RBTs never disclose confidential information without consent from the client. Exceptions are made as required by law, or where allowed by law for a valid reason. This includes, but is not limited to: (1) providing needed services; (2) obtaining appropriate consultations; and (3) protecting the client or others from harm.

RBT Ethical Code: 1.12

RBTs obtain permission to use trademarked or copyrighted materials as required by law. RBTs provide citations that recognize the intellectual property of others, including trademark and copyright symbols.

RBT Ethical Code: 2.08

RBTs only discuss confidential information with those who need to know that information. They share information for job-related purposes only. Confidential information includes, but is not limited to: (1) information about anyone with whom the RBT works; or (2) information about anyone to whom the RBT provides services. RBTs maintain confidentiality when handling records under their control. This includes records that are written, electronic, or in any other format. Access, transfer, or disposal.

RBT Ethical Code: 3.01

RBTs only practice under the close, ongoing supervision of a qualified supervisor.

RBT Ethical Code: 2.07

RBTs protect the confidentiality and privacy of their clients. RBTs only use relevant identifying information in their job-related communications (e.g., consultation, emails, reports). Confidentiality and privacy requirements may be established by law or by an organization's policies.

RBT Ethical Code: 1.08

RBTs recognize that their personal problems and conflicts with others may impact their ability to perform their duties. RBTs must refrain from providing services when this is the case.

Corrective Feedback Steps

Rationale for desired change, "We want to make sure we deliver quickly so no other behavior accidentally gets reinforced..." Provide instructions and demonstration on improvement, "Here, watch how I do this..." Provide opportunities to practice, "Alright, now you go ahead..."

Narrative Recording

Record__ everything you see: • Time • ABC data collection • How others react_to the client's behaviors • How others prompt (or don't prompt) the client Dimension of the previously identified behaviors

Management Strategy: Escape Function

Redirect back to the task at hand Redirect to request escape appropriately (i.e. break, all done, help, no thanks, later, etc)

Management Strategy: Sensory Function Ex.

Redirect to appropriate alternative behavior using least-to-most prompting Example: Child is throwing blocks for visual stimulation- Redirect to use blocks to build or redirect to a safe activity that provides visual stimulation.

Management Strategy: Ex. Attention function

Redirect to appropriate response to gain attention (limit number of redirections!)

Phases of Escalation: Agitation (anxiety)

Reduce triggers Prompt communication Prompt coping strategies Redirect as necessary

RBT Supervisor: Formerly...

Refers to Individual BCBA/ BCDA-D or BCaBA Publicly listed on BACB.com Does not have to be same person who does the competency assessment An individual licensed in another behavioral health profession that has applied behavior analysis in it's legislative scope of practice Have completed the 8-hour Supervision Training as determined by the BACB

Graphs: Trend Definition

Reflect the direction in which data is progressing (i.e., increasing, decreasing, or remaining stable)

Discrimination Training Define

Reinforcing a response in the presence of a stimulus, (but not in the absence of that stimulus) The learner discriminates which responses will be reinforced Teaches the learner "X is this, not that"

The Teaching Process: Consequences

Reinforcing behavior Error Correction

Graphs: Level Definition

Relates to the "position" of the data set compared to the Y-axis How high or low the position of the points are on the graph The average or mean of the set of data

Phases of Escalation: Peak (acting out, aggression)

Remove individual or others Block damage Use approved management procedures

DTT teaching: Mass trials

Repeating the same the instructional trial consecutively (i.e. same SD) Used primarily when teaching new acquisition skills Particularly for younger or lower-functioning learners.

Functions of Behavior- Sensory stimulation

Request for items is denied or delayed, items are present but not accessible Reinforces in itself/ is non social, (involves items or activities), find a way to redirect it

Verbal behavior: Mand

Request for something Directly benefits the speaker via reinforcer Occurs under conditions of establishing operation (i.e. words saying you want to void an aversive stimulus) Generally first verbal operant acquired

RIR (Response Interruption Redirection)

Response blocking should be combined with redirection (ideally to appropriate replacement behaviors).

Role of an RBT in Therapy

Responsible for implementation of skill-acquisition and behavior-reduction plans Charged with collecting data and conducting assessment probes Viewed as a "complement" to the supervisor Communicates programmatic needs to BCBAs/BCaBAs Communicates problems AND successes during therapy to the supervisors and family members Involves caregivers and relevant stakeholders in therapy sessions by teaching/ empower them to implement programs accurately and consistently

Least to Most Disadvantages

Results in more errors initially Initial teaching segments are longer

Documentation Task list item - E-05

Review components necessary to comply with applicable legal, regulatory and workplace requirements for data collection, storage, and transportation

Phases of Escalation:

Review incident and problem-solve for the future Re-establish normal routines and rapport

Selecting Skills: Functional Skill Domains:

Self-care Domestic living Recreation and leisure Community Skills Employment skills Social skills

How do you fade prompts?

Set a predetermined mastery criteria for the controlling prompt When the first prompt criteria is met, fade to a less intrusive prompt Continue to fade prompts as each level meets criteria. However, If the learner is unsuccessful with a less intrusive prompt , increase intrusiveness Then fade back to current target prompt for the next trial.

Skill Assessment Defined

Set up the learning situation for probe Assess current level by using neutral responses and no prompting Record all responses (correct or incorrect e.g., no response and errors) Conducting probes to evaluate skills Collect permanent products Examine existing data

Response Prompt Examples for Modeling

Show the learner what the expectations are (e.g., acting out the step)

Trial-Based: Single Stimulus Preference Assessment

Single item is presented for a set amount of time If the individual engages with the item, it is considered preferred Considered appropriate for individuals who may have challenges scanning an array OR individuals with significant disabilities

Skill Acquisition- Defining Skills

Skills are defined objectively, clearly, and completely including a condition, change (behavior), and... criterion/criteria for mastery/level of proficiency is established

DTT vs. NET

Skills learned through DTT do not generalize as easily as NET Typically more challenging behaviors occur during DTT trials than NET

Some clients seek negative behavior consequences

So know your client, and know what type of attention they are seeking Make sure you only give them attention that reinforces appropriate behaviors

Behavioral_ momentum- aka "High Probability Requests"

Start with easy/maintenance tasks before difficult/novel/acquisition tasks. Use a series of high-probability requests (high likelihood of success) to increase compliance with lower-probability requests (low likelihood of success)

Primary/unlearned/unconditioned reinforcers

Stimuli that does not require any learning history to become reinforcers (i.e. a newborn would be reinforced by these)

Stimulus prompt Types/ Ex.

Stimulus shaping Stimulus fading

Intervention: Teaching Strategies

Strategies Teaching skills to replace the problem behavior Teaching tolerance/ coping skills

Functional Skill Domain: Community Skills

Street crossing, shopping, using public transportation, following directions, recognizing safety risks

Bar Graphs Defined

Summarizes data Easy comparisons of performance ABA: displays and compares discrete trails/ sets of data

Functional Analysis Definition

Systematic manipulation of environmental factors to identify functional relations Typically using a multi-element experimental design Needed for assessing and designing and creating effective interventions... but does not tell us WHICH intervention to select

DTT teaching: Expanded trials

Systematically adding in distractor trials between target SD trials Distractor trials: Presenting a previously mastered SD This increases amount of time between SD trials... which enhances memory retention

Progressive Time Delay

Systematically and gradually increasing the time delay, often in 1 sec intervals

Differential Reinforcement

Systematically providing reinforcement for particular behaviors (i.e. desired/replacement behaviors) that meet a specified criterion while withholding reinforcement in their absence (extinction)

Natural Environment Training (NET) definition

Takes advantage of "teachable moments" and "learning through play" When the learner displays interests in a stimulus/activity, capitalizing on that interest to target related skills Learner-initiated trials/activities Trials are distributed across day

Verbal behavior: Intracerebral

Talking about things and activities that are not present acquired by age 2

Continuous Dimensions: Count/ frequency

Tally of the number of occurrences

Functions of Behavior- 4 of them, (SEAT)

Tangible Escape Attention Sensory

Token economies should specify the following:

Target behaviors reinforced Type of tokens being used Backup reinforcers (ipad, board game, edible, break) Ratio of exchange, (Ex. after 5 tokens, after 10 tokens) Procedure for earning tokens

Skill acquisition: Cooperative/ Social and Parallel Play

Teach play skills that incorporate other children or other play partners

Curricular Assessments: PEAK Promoting Emergence of Advanced Knowledge Direct Instruction

Teacher signals when the client responds Examples: Language for learning Reading Mastery Connecting Math Concepts

Coping Skills Define

Teaching a client to tolerate non-preferred stimuli without challenging behaviors Ideally taught first without the presence of triggers Model a variety of this for your client in order to determine which strategies work best for him/her You can use a visual choice board of strategies for your client to choose from

Skill Acquisition: Shaping- Define

Teaching a new behavior by reinforcing successive approximations Used when the target behavior doesn't meet the desired criteria Initially reinforce the current closest approximation to the target behavior

Other Common Names of a skill acquisition plan:

Teaching plan Program protocol Teaching protocol

Response Prompt Examples for Direct Verbal

Tell the learner what to do or say (e.g. "turn on the water", "say 'ball'")

Forward chaining

The 1st step is taught and the remaining steps are prompted or completed for the individual The 2nd step is taught and the remaining steps are prompted or completed for the individual Useful when individual is not able to do any steps or only a few steps

Positive Punishment: Positive Practice Overcorrection

The client must repeatedly practice the replacement for their problem behavior

Positive Punishment: Restitution Overcorrection

The client must return the environment to the previous condition before the display of the problem behavior AND make it even better.

Skill acquisition: Visual perceptual and Matching-to-Sample

The goal is academic and linguistic Matching is a prerequisite to many academic skills Language is enhanced when learners can associate words with objects/ to written words

Backward chaining

The last step is taught and the previous steps are prompted or completed for the individual The next to last step is taught, and the previous steps are prompted or completed for the individual Useful when individual is not able to do any steps or only a few steps

Skill Acquisition: The criteria for mastery typically includes:

The level of proficiency desired (i.e. 80% of opportunities, for 5 minutes, 3 times per day) Demonstration of proficiency across time (i.e. across 3 consecutive sessions) Across how many targets can the skill be completed reliably

Maintenance Define

The long-term ability of a learner to demonstrate previously acquired skills over time the reinforcement has been thinned below the level at which the skill was taught aka durability of treatment

Skill Acquisition: Generalization criteria

The skill can be performed across... people, settings (places or situations), time, responses/ differentiating stimuli

Skill acquisition: Motor Imitation

The ultimate goal of these programs is social. So that learners will learn to imitate peers in the natural environment Usually, accompanied with "do this" or "do what I'm doing"

Crises often indicate that...

There has been a breakdown in the current plan The client has been exposed to new conditions that need to be addressed within the plan

Tolerance/Systematic Desensitization

These skills can be taught in order to reduce related challenging behavior Breaking the ______ goal down into smaller components can increase client success

What's the function? (WTF)

This is the question you should always ask before intervening with a problem behavior! One way to assess the function of an individual's behavior is to take data on the patterns of their behavior Behavior patterns include what happens right before the behavior (the antecedents) AND what happens right after the behavior (the consequences/ results)

Generalization: "train loosely"

This means varying non-critical aspects of instruction such as using a different tone of voice when delivering instructions, using different words, training during different times of day, sitting in different seats, using different facial expressions

Environmental Arrangements

This strategy involves altering the physical environment to reduce the likelihood of challenging behavior and increase the instructor's ability to develop and maintain stimulus control.

Interspersal

This strategy involves alternating requests of easy or maintenance tasks and more difficult tasks/ new tasks. Interspersal can also include preferred and non-preferred tasks. The goal of this strategy is to maintain behavioral momentum that allows for client completion of more difficult tasks

Continuous Dimensions: Latency

Time elapsed between antecedent and response

Continuous Dimensions: IRT

Time elapsed between two responses.

General Definition of Time Sampling (interval data)

Time samplings, although helpful, PRODUCE DIFFERENT OUTCOMES. See the data collected in different ways, but with the same sample

Functional Skill Domain: Self-care

Toileting, dressing, eating, maintaining personal hygiene, addressing medical needs, and grooming

Data collected during sessions (5-6 sentences)...

Training that occurred during session Behaviors to increase (skill acquisition data)- Occurrence of target behaviors Behaviors to decrease (problem behavior data) Possibly- Caregiver fidelity (support/ willingness) Possibly an incident report- Medical and safety concerns Client affect (mood and why you think they are in that mood) When the next session will occur A billing note is required with each time entry

How do you know with which prompt level to start?

Use the previous session's data sheet to determine which prompt level Conduct a "probe" at the beginning of each teaching session. If it is the first time targeting the skill it may lead to problem behaviors....start with the most intrusive prompt

Whole Interval Define

Used to determine whether or not a behavior occurred for an ongoing amount of time. Use if the goal is to increase behavior. This method typically underestimates behavior. Say if it happened the entire time. E.x you can not count what happened before or after the set time period

Partial Interval Define

Used to determine whether or not a behavior occurred within a certain time period. Use if the goal is to decease a behavior. If the behaviors at all. This method typically overestimates behavior.

Management Strategy: Redirection Define

Using a prompt to direct a client's behavior to a more appropriate behavior. Can be a verbal instruction/question, a gesture, a modeled response, or a physical prompt Always minimize attention (i.e. eye contact, talking, touch) when redirecting

Developmental Assessments

VABS HELP

Summative Assessments: Curricular Assessments

VB-MAPP ABLLS AFLS PEAK

Skill acquisition assessment tool: (VBMAPP)

Verbal Behavior Milestones Assessment and Placement Program Skill domain: verbal behavior

Planning Supervision

Verify WHO is your RBT Supervisor via the BACB (must be current) Ask your supervising BCBA if they have a contract to use Utilize spreadsheets/tracking sheets/time logs Schedule using software that allows for confirmation of meetings and document cancellation

Visual Supports- antecedent strategy

Visual supports help the client understand and predict upcoming events, activities, rules, and instructions by utilizing visual cues This strategy can greatly enhance learning for clients who are stronger visual learners than auditory learners

When we are establishing discriminative stimuli (SD) we look at...

What will signal and initiate the skill naturally? Although skills may require a prompt in the SD antecedent initially, we want to always try to include the natural SD

RBT Ethical Code: 3.06

When RBTs provide services, they communicate with clients in a simple and easy-to-understand way.

Extinction Caution: Extinction burst define

When extinction procedures are implemented, it is typical for the behavior to get worse before it gets better (more occurrences of problem behavior)

RBT Ethical Code: 2.03

When providing services, RBTs do not discriminate against, demean, or harass individuals or groups on the basis of age, gender, race, culture, ethnicity, national origin, religion, sexual orientation, disability, language, socioeconomic status, or any other basis forbidden by law. RBTs recognize their own limitations and obtain the proper training, consultation, or supervision when providing behavior technician services to protected individuals or groups.

Stimulus Control define

When the presentation of a stimulus produces behaviors (can be desired or undesired behaviors), that stimulus is said to have "stimulus control" over that behavior

Contextual fit of interventions- define

When the values, needs, skills, and resources of stakeholders match the interventions Stakeholders identify the intervention as acceptable, doable, effective, and sustainable

Storage of Documents...

Whenever possible, keep all records within a caregiver's home All records must be kept for 7 years If records are to be kept in provider's office or home, they must be kept in a secure and locked cabinet with the key location or combination hidden

Session notes must be objective, meaning...

a clear and unbiased account of what occurred during a session with a employee and client

Contingency Define

a future event or circumstance which is possible but cannot be predicted with certainty

Controlling variables are revealed when...

a given condition produces rates that are consistently higher than the control condition

Incident reports define

a major event, emergency, a client was injured, hospitalized, or the police were involved.

A Motivating Operation/Setting Event can affect the likelihood that

a particular antecedent discriminative stimuli (SD) will trigger a behavior

A token economy reinforces desirable behaviors by providing...

a symbolic token that is exchanged with a backup reinforcer when criteria is met

Prompt fading

gradually removing prompts so that the behavior comes under control of the criterion stimulus... in the absence of prompts

Intermittent Reinforcement is provided on a: Interval schedule

behavior emitted after passage of TIME

Skill Acquisition: We used BST to train caregivers

behavior skill training

Motivating Operations: External examples

changes in schedule prior, family conflict prior, environment characteristics (e.g. novel, noisy, bright, hot/cold)

Goal definitions include: Condition

circumstances in which the skill is used, how we will make the behavior happen naturally How the learner will know when to respond If they will interact with the reinforcement or not (DS) The SD means that the response has been reinforced in the past

Keeps an ongoing record of medical, health, or safety concerns necessary for understanding...

client background (part of a medical record).

In order to increase caregiver (and client) buy in, follow through and collaboration, it is vital to...

consult with them regarding the "contextual fit" of interventions and goals

There are 2 types of direct measurement:

continuous discontinuous

Reinforcement Schedules are either...

continuous or intermittent

Maintain confidentiality when...

creating, storing, accessing, transferring, and disposing of records

Extinction should not be utilized if the escalating behaviors (during extinction burst) could become...

dangerous to the child or others in the environment.

Skill Acquisition Plan Section 1: Goal

definition of the skill (objective, observable, measurable) and the criterion for mastery

Positive Environment Checklist (PEC) Defined

designed for use in evaluating whether the settings in which persons with severe disabilities live, work, and go to school... is structured in a manner that promotes and maintains positive, adaptive behaviors

What are the multiple ways an RBT can measure behavior?

direct measurement continuous measurement discontinuous measurement indirect measurement

Positive Environment Checklist (PEC) responses should be based on...

direct observation of the environment, on review of written program documents and records, or on responses obtained from questioning individuals: (family, teachers) involved in supporting the focus person

PBS and the BCBA require: That data be taken...

during all shifts, for all clients, across all environments, for all goals & that data is reviewed with a BCBA/BCaBA/ Program Manager at least once a month

Quality measurement allows for...

evidence and confidence in recommendations for education and treatment Accuracy- generates accurate data produces Reliability- reliable outcomes

Intermittent reinforcement strengthens behavior's resistance to...

extinction (harder to eliminate) because it is harder to discriminate when reinforcement will occur and satiation is not experienced often

Superimposition is an ___________

extra-stimulus prompt

Modifications are called within-stimulus prompts... while additions are called

extra-stimulus prompts

Both response prompts and stimulus prompts need to be...

faded

Least-to-most: define

fading in prompts, starting with the least intrusive prompt needed to obtain a correct response (i.e. performing the behavior with only the SD/natural cue) and gradually increasing intrusiveness of prompts as needed.

Most-to-least: Define

fading out prompts, starting with most intrusive prompt needed to obtain a correct response Called using the "controlling prompt", then systematically fade to a less intrusive prompt

Condition Change Lines: Solid

for major changes a.k.a. a change from baseline -> intervention

Condition Change Lines: Dashed

for minor changes a.k.a. minor changes within the intervention/ treatment

Reinforcement should be faded over time from continuous to intermittent in order to...

generalize and maintain behavior, because intermittent reinforcement is what they will typically receive... in the natural environment

Errorless format- Distractor

give distractor SD (i.e. mastered target material) mild reinforcement of correct response

Errorless format- Promoted trail

give target SD with prompt (no delay) mild reinforcement of correct response

Errorless format- Transfer trail / or Check

give target SD without prompt strong reinforcement of correct response

Management Strategy: Response Blocking/interruption

interrupting the client as he/she begins to engage in a challenging behavior to prevent completion of the behavior. Typically used for sensory function. Response blocking should be combined with redirection (ideally to appropriate replacement behaviors).

Guided Compliance: for many learners, the physical guidance is also an aversive stimulus, which is why...

it can be categorized as positive punishment. On the flip side, for some learners the physical touch can be reinforcing.

Prompt Fading is necessary In order to ensure that a skill will be...

maintained in the natural environment with the natural cues

Graduated Guidance: Providing physical prompts from behind the individual often allows for...

more natural movements to be taught.

Skill Acquisition: The client should be __________ during a trial if they are not___________d the trail doesn't count

motivated

Some health and safety variables can function as...

motivating operations which in turn can affect behaviors and service delivery Examples: sickness, medication change, no sleep, deprivation/satiation, environmental variables

Components of Note Taking: Include that the session occurred at a..

mutually agreed upon time, the location of the session, and mention who was present

Continuous reinforcement schedules are more often used when teaching...

new behaviors

Management Strategies: Define Extinction

not providing or allowing access to reinforcement for the behavior that is targeted for reduction; blocking contact with the maintaining contingencies results in the behavior being reduced or eliminated. Extinction should always be combined with differential reinforcement (i.e. redirecting to appropriately gain the desired function)

What do RBTs measure?

observable behavior both challenging and skill acquisition behaviors

Skill Acquisition: A "trail" is one...

opportunity for the behavior/ skill to be demonstrated

The Registered Behavior TechnicianTM (RBT®) is a...

paraprofessional who practices under the close, ongoing supervision of a behavior analyst certification board (BACB) member such as... Board Certified Behavior Analyst (BCBA) Board Certified assistant Behavior Analyst (BCaBA) Florida-Certified Behavior Analyst (FL-CBA)

Motivating Operations is the reason why...

people sometimes respond differently when presented with the same antecedent/ discriminative stimuli (SD)?

Transferring control can include many other types of stimuli besides prompts, including...

people, settings and materials

Measurement allows for...

precise descriptions of observations and responses to changes in an organisms' environment

Reinforcement is also provided on a: Fixed schedule

predictable delivery least resistant to extinction

Intermittent reinforcement schedules are used to maintain...

previously learned behaviors this is what is called fading

Premack and visual supports also fall under the umbrella term of...

priming

Skill acquisition assessments will be conducted across interventions and you may be requested to...

probe some of these skills to complete the assessment every 6 months or so after treatment initiation.

Avoid offering highly reinforcing item/activities following

problem behavior

Goal definitions include: Criteria

proficiency (competency) of targeted skill across a time period that demonstrates mastery

Each active individual client has a ______________________, which contains his or her therapeutic goals, program sheets, and data sheets

program book

Individuals with autism and other developmental delays tend to have a difficult time with generalization, so we must...

program for this and monitor it systematically

Reinforcement Schedules: Continuous Reinforcement

providing reinforcement after every occurrence of the behavior is always a fixed ratio schedule

Intermittent reinforcement define

providing reinforcement after only some occurrences of the behavior (i.e. after 2 times, after 5 minutes) used to generalize and maintain previously learned skills on a reinforcement schedule of the natural environment

Reinforcement Schedules: Intermittent reinforcement

providing reinforcement after some occurrences of the behavior but never after each occurrence

Be prepared for spontaneous recovery

re-emergence of a previously extinguished behavior. The behavior will be extinguished again if not reinforced.

Direct Measurement Define

recording behavior as it occurs

Continuous Measurement Define

records ALL instances of behavior

Punishment Concerns: The client may learn to inhibit the punished behavior only during...

surveillance The degree of surveillance requires constantly monitoring behavior so that every occurrence is punished is extremely rare possible. The undesired behavior is, therefore, intermittently reinforced when it is not punished, and the behavior continues.

Positive (+) Punishment

the addition(+) of a stimulus immediately following a behavior that will decrease the future likelihood that the behavior will occur again. Shorthand: SP+

Stimulus generalization define

the behavior occurs with stimuli different than originally trained (e.g. different settings, people, materials, instructions).

PBS Corp will only share confidential information with parties to whom...

the client has given consent except as permitted by law (i.e. to protect the client or others from harm, to provide needed services or to obtain payment for services)

Negative Punishment: Time Out Non-exclusion vs. exclusion

the client is not physically removed from the setting vs. the client is at least partially removed from the instructional environment

Extinction should not be utilized if...

the escalating behaviors (during extinction burst) could become dangerous to the child or others in the environment.

Punishment Concerns: May become overused because it causes...

the immediate cessation of the behavior, so it is reinforcing to the person delivering punishment Produces changes that are short-lived and situation-specific Simply diminishes behavior and does not teach individuals what to do instead The behavior may increase for settings/people without punishment ("behavior contrast")

Prompt fading transfers stimulus control from the prompt to....

the natural cue

The BACB's Registered Behavior Technician Task List includes...

the primary tasks that are likely to be performed by behavior technicians with some, but not necessarily all, clients.

Negative (-) Punishment

the removal (-) of a stimulus immediately following a behavior that will decrease the future likelihood that the behavior will occur again. Shorthand: SP-

Maintenance probes happen after...

the skill has been acquired and generalized

Verbal behavior is any form of communicative behavior between a speaker and a listener that allows...

the speaker to gain access to a reinforcement and control their environment through the behavior of the listener

Line Graphs: What does the dependent variable represent?

the target behavior

Analyzing data: When the data is plotted, there are 3 properties that are used to identify what is "going on" with the data

the variability, the level, the trend

All confidential material should be placed in an individual client file...

uniquely marked and placed separately in a clearly marked folder

Reinforcement is also provided on a: Variable schedule

unpredictable delivery More resistant to extinction (harder to eliminate)

Momentary Time Sampling Define

used to determine whether or not a behavior occurred at a certain point in time. Many behaviors will be missed, however... Use if the goal is to increase or decrease a behavior

Management Strategy: Response Blocking/interruption Use the least amount of physical contact or...

verbal prompt to stop challenging behavior.

Temple Grandin spoke about how beneficial it was that her mother pushed her outside of her comfort zone...

we must do this with our clients too (encourage autonomy as well)

Skill Acquisition Plan Section 1: Domain

what developmental area will the program focus on? (language, motor development, quality of life domains)

Stimulus control define

when a behavior occurs more often in the presence of one stimulus... than it does in the presence of another stimulus

Fair Pair Rule Define

when targeting a behavior for decrease we must teach a behavior to replace its function 1:1 ratio

Several response prompting strategies, including "Most to Least" and "Least to Most" determine...

which prompt to use based on a hierarchy

Additions are called extra-stimulus prompts... while modifications are called...

within-stimulus prompts

Tolerance/Coping skills Define

your client may be missing a skill or the current skill does not work