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