RBT EXAM

duration

(n.) the length of time that something continues or lasts

positive reinforcement

Increasing behaviors by presenting positive stimuli, such as food. A positive reinforcer is any stimulus that, when presented after a response, strengthens the response.

negative reinforcement

Increasing behaviors by stopping or reducing negative stimuli, such as shock. A negative reinforcer is any stimulus that, when removed after a response, strengthens the response. (Note: negative reinforcement is not punishment.)

Temporal Extent

the duration of the behavior can be measured from the onset (start) to the offset (offset)

4 Functions of Behavior

1) attention 2) sensory/automatic 3) to access a tangible/edible item and 4) to escape a particular person, place or activity.

Abolishing operation

A motivating operation that decreases the reinforcing effectiveness of a stimulus, object, or event.

Multiple Stimulus without Replacement

All stimuli presented on 1st trial, selected stimuli removed on subsequent trials

multiple stimulus with replacement

All stimuli presented on every trial

Seven Dimensions of ABA

Applied: Applied interventions deal with problems of demonstrated social importance. Behavioral: Applied interventions deal with measurable behavior (or reports if they can be validated). Analytic: Applied interventions require an objective demonstration that the procedures caused the effect. Technological: Applied interventions are described well enough that they can be implemented by anyone with training and resources. Conceptual Systems: Applied interventions arise from a specific and identifiable theoretical base rather than being a set of packages or tricks. Effective: Applied interventions produce strong, socially important effects. Generality: Applied interventions are designed from the outset to operate in new environments and continue after the formal treatments have ended.

developmental assessment

Assess skills based both on the individual's chronological age (how old they actually are) versus how old they are in terms of the skills they have learned in contrast to the skills typically learned by that age. This is referred to as their "developmental age." The goal for clinicians using a developmental assessment is to calculate the difference between the client's chronological age and their developmental age, attempting to "close the gap" as quickly and efficiently as possible.

DRH

Differential reinforcement of high rates

DRO

Differential reinforcement of other behavior,DRO involves rewarding the child when the inappropriate behavior does not occur during a specific amount of time. An example of this type of differential reinforcement would be a child who repeatedly leaves his seat during dinnertime. The parent would set a timer for ten minutes. If the child does not leave his seat during this time, he is rewarded with television time following dinner.

There are two types of motivating operations:

Establishing Operations and Abolishing Operations.

Mass Trials

Repeatedly presenting the same SD (discriminative stimulus) and R (response) pair for several trials in a row.

Whole Interval Recording

Recording data (YES or NO) if the behavior occurs for the ENTIRETY of an observation interval. For example, if the behavior occurs for 59 seconds out of a 60 second observation interval, you would not score that interval! That seems pretty arbitrary, but it has it's benefits - imagine a scenario where you are attempting to take data on many learners who are supposed to be working on independent work. These same learners must raise their hand if they'd like to get up from their table work. You could easily task a single teacher with taking WIR data on 5 or even 10 kids, and if you're interested in seeing an increase in their in-seat, on-task behavior, this would be a conservative measure of those behaviors -- a graph with a score of 100% would truly represent mastery, as even a single second of out-of-seat behavior would cost them an entire interval's score!

continuous measurement

Recording data on all instances of specified behavior, such as through frequency and duration, data collection refers to data that is taken on each and every instance of behavior.

discontinuous measurement

Recording data on some instances of behavior, such as through whole-interval, partial-interval and momentary time sampling. Refers to data that is taken of some sample of the behavior, not each and every instance of the behavior of interest.

DRA

Reinforce the appropriate behavior ,Differential reinforcement of alternative behavior Example: would be a child who demands food from his parents. Each time the child makes a demand, his parents would ignore him. Only when the child asks politely do the parents turn, acknowledge him, and satisfy his request.

task analysis

The process of breaking a complex skill or series of behaviors into smaller, teachable units; also refers to the results of this process.

Latency

The time delay between the moment something is initiated and the moment it becomes detectable

Mand

Verbal behavior where a speaker asks for something that he or she wants.

Momentary Time Sampling

a measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals

S^D

a stimulus in the presence of which a behavior will be reinforced

Curriculum-based assessments

are assessments organized in a progressive manner, with suggestions and guides for progressing from one skill to the next as part of a coordinated curriculum. They give you examples of what to teach and in what order, and may also include teaching materials (such as worksheets, manipulative, sight word decks, etc.).

repeatedly

behavior can be counted (once defined)

temporal locus

behavior occurs at a POINT (locus) of time

Norm-referenced assessments

calculate a quotient score, which can be compared against a standard of deviation to determine where the user performs compared to other persons using the assessment. For example, a score of 100 is "average" and reflective of typical performance on that assessment by typical members of the population the assessment is designed for (i.e., school kids in the first grade, or children at the age of 5). A score of 120 would be above average, and a score of 80 would be below average.

Response definitions

clear and consise

DRI

differential reinforcement of incompatible behavior, Reinforce something that cannot be done at the same time Ex. chewing gum if they are eating off the floor

DRL

differential reinforcement of low rates, DRL involves encouraging the child to reduce the frequency of a behavior. The behavior itself is not inappropriate, but the frequency in which the child engages in it is inappropriate. A good example of this type of differential reinforcement is a child who repeatedly washes his hands before lunch. In this case, the teacher wants the child to wash his hands, but not more than once before lunch. Using DRL, the teacher would reward the child by allowing him to be first in line to lunch if he avoids washing his hands more than once

Social skills assessments

directly target social behaviors and often require the presence of one or more (or even groups) of similarly skilled peers. This is one of the inherent limitations of a social skills program - if the client does not have access to an environment with similar peers from whom social behaviors can contact reinforcement, no social skills program will be effective. Social skills curricula typical emphasize skills such as verbal behavior, understanding body language, defining and interpreting emotions of yourself and others, and other similar behaviors that typically produce socially mediated reinforcers. This can also include some "a-social" skills, such as brushing your teeth or wearing deodorant, as these skills impact your relationships with others (being "stinky" might repel others).

Cumulative Records

display a "running total" of behaviors that have occurred over a certain time period. A special thing to note about cumulative records is that they never decrease (slope downward) because they each point on the graph is always one more (+1) than the previous.

variable-ratio schedule

in operant conditioning, a reinforcement schedule that reinforces a response after an unpredictable number of responses

variable-interval schedule

in operant conditioning, a reinforcement schedule that reinforces a response at unpredictable time intervals

fixed-interval schedule

in operant conditioning, a reinforcement schedule that reinforces a response only after a specified time has elapsed

fixed-ratio schedule

in operant conditioning, a schedule of reinforcement that reinforces a response only after a specified number of responses

Establishing Operations

increase the effectiveness of a consequence

Criterion-based assessments

involve presenting skills with specific criteria (an objective performance measure) that need to be mastered before the skill is considered mastered. These skills are typically organized into long-term goals, short-term goals, and instructional goals (from broader to narrow focus) for the convenience of the professional using the assessment.

differential reinforcement

is the provision of reinforcement only the appropriate response (or behavior you wish to increase) and applying extinction to all other responses.

Tacts

labels things in the environment

Permanent Product

measuring behavior after it has occurred by measuring the effects the behavior produced on the environment

Partial Interval Recording

recording data (YES or NO) if the behavior occurs for any part of a given interval. For example, if the behavior occurs for 1 second or for the entire interval, you would still score it as a single "yes" for that interval. As a result, this type of recording tends to over-estimate behavior, which may be a good thing, depending on what you're trying to measure. For example, if you're teaching someone not to bite their teachers, even 1 second of biting could be pretty painful and disruptive. Therefore, you'd be happy with overestimation as it would help guide treatment decisions in the right direction.

Satiation

refers to the abolishing operation on the value of a specific stimulus created by over-exposure to that stimulus. Ex. A meal is not a motivator when you are full

Intraverbal

responding to conversation, or a question, the antecedant is verbal stimulus, and the consequence is nonspecific reinforcement

Variable Ratio

schedule of reinforcement requiring a varying number of responses for reinforcement

SD

short for discriminative stimulus, and SD signals the availability of a reinforcer

MO

short for motivating operation, the MO alters the value of a consequence from moment to moment.

negative punishment

the removal of a stimulus to decrease the probability of a behavior's recurring

Echoic

verbal operant that is present when a person verbally repeats what another person says