Final Quiz: RBT

A DRI (Differential Reinforcement of an Incompatible behavior) procedure might look like__________.

A child being asked to put his hands on his head to prevent him from poking others when waiting in line. Differential Reinforcement of INCOMPATIBLE behaviors (DRI)- DRI is actually a DRA procedure that uses a replacement behavior that cannot be performed at the same time as the target behavior. Example: A client has a habit of yelling out phrases from his favorite movies about 10 times per hour. An incompatible behavior might be to have the client whisper the movie phrases, act them out quietly, or hum the parts. Only the child with his hands on his head cannot poke other children at the same time.

An intermittent schedule of reinforcement would look like ___________.

A child being rewarded with a trip to the movies after 5 days of cleaning her room without being asked An intermittent schedule of reinforcement does not provide reinforcement for each instance of behavior.

Jenny tends to kick people as she walks down the hall. If Jenny makes it all the way down the hall without kicking anyone her one-on-one aide lets her select a prize from the prize box. This is an example of__________.

Differential Reinforcement of an Other Behavior Jenny is being reinforced for any other behavior than kicking. Therefore it is Differential Reinforcement of an Other Behavior. This would only be DRI if a specific, incompatible behavior were being reinforced.

Determining a client's preferences could be done in all of the following ways EXCEPT__________.

Discrete Trial Training (DTT) DTT is not used to identify preferences, but rather to train a skill via mass trials.

Sarah, an RBT, is tracking to see how long it takes from when she says, "Put your shoes on," to when her developmentally disabled adult client actually begins the process of putting on his shoes. Sarah is tracking__________.

Latency Latency measures the time between an antecedent stimuli (the prompt, can also be a cue or signal) and the response. IRT measures the time between the end of one response and the beginning of another. Duration is the time from the beginning of a response until it ends. Frequency is the number of times a behavior occurs.

Dain, an RBT working under a BCBA, is not seeing progress with a client's behavior goals. Dain meets with the client's caregivers after each training session. Dain should__________.

Let the parents know that he will discuss the lack of progress with his supervising BCBA and they will tweak the plan as needed When communicating to stakeholders, it is important to retain the understanding of your role as the behavioral services provider. Do not attempt to suggest changes to the intervention plan or discuss issues that should be referred to your supervisor. Again, your supervisor is the person who is ultimately responsible for ensuring that the services that you provide are true-to-plan and completed correctly.

Which of the following is the best example of maintaining client dignity?

Not restricting the client's basic right to food or privacy It is unethical to deprive clients of their basic human rights. Maintaining client dignity involves you advocating for the client. Maintaining confidentiality is also a way we ensure client dignity. Maintaining confidentiality can be summed up in sharing "need-to-know" information only with those who need to know. Unless consent has been given by a capable adult, their parents do not inherently have a right to their records or other information. F-05 Client dignity

Maintaining client dignity means all EXCEPT__________.

Not sharing intervention data with the client. Maintaining client dignity has much in common with communicating respect for the client and respect for confidentiality. Share client information only with clients, caregivers, and your supervisor unless requested to do so in compliance with legal or ethical obligations. Communicating respect for the client, in general, means that you treat clients as you would any respected member of the community, and maintain care and patience.

In addition to interviewing a client and the significant others in his/her life, one could assess a person's social skills repertoire by _________.

Observation Observing the way in which a client interacts with and reacts to others and the environment is an excellent way to assess social skills. A curriculum-based assessment or cognitive testing could give insight into a client's cognitive abilities or academic skills, but is not a reliable indicator of a social skills repertoire. An FBA would likely reveal function, not a social skills repertoire.

Chelsey, an RBT, is training a school-aged client with developmental disabilities to correctly identify objects that are red. She sets a blue ball and a red ball on the table and directs her client to "show me red." If Chelsey is using Discrete Trial Training, or DTT, how many opportunities does the client have to respond to the prompt?

One. A "discrete" trial is just what it sounds like. It is one opportunity, by itself, to produce a response. There may be multiple trial opportunities during an entire training session, but, as stated, each trial when using DTT is discrete.

Janelle, a BCBA, asks her client to go to the store and buy one loaf of bread, a stick of butter, and a quart of milk. When he returns she checks his shopping bag to make sure he purchased every item on the list. Janelle is using_________.

Permanent Product recording Permanent Product recording is an assessment used after the behavior has occurred to assess the outcome of a behavior. Other examples include number of items correct on a test, number of products assembled, number of shirts without food stains.

How long must client records be stored?

Seven years. According to the BACB's Ethical compliance code, records and data must be stored for seven years, and as otherwise indicated by law

Polly is a BCBA who just began working with and supervising Marley. Marley loves her behavioral services job and wants to impress Polly. Polly is an excellent BCBA, and Marley is really learning the ins and outs of behavioral therapy. One day Polly asks Marley to pick up her dry cleaning, Marley is happy to help Polly out. The next week Polly asks Marley to pick up a prescription. Marley loves her job and doesn't want to lose it, but is beginning to feel uncomfortable doing Polly's personal business. Marley should_________.

Talk to Polly about the situation What Polly is doing could be considered exploitative (section 1.07). Marley's first step would be communicating with Polly directly. If the situation is not resolved, Marley could consider discussing this with Polly's supervisor. It is uncomfortable, but it would be unethical not to address it.

The Professional and Ethical Compliance Code for Behavior Analysts devotes an entire section to Behavior Analyst's Responsibility to Clients. Below are the ways we can maintain client dignity. All are appropriate EXCEPT_________.

Talk to parents or caregivers; not the client. If the client is in the room when their behavioral intervention plan is being discussed, and if they have the capacity to participate, they should be part of the conversation. Talking about a client, as if they weren't present, is not respecting the client's dignity

Your supervising BCBA asks you to take data on a preschooler's hair-twirling behavior. She operationally defines the behavior for you, and asks you to use partial interval recording with 30-second intervals. You mark the behavior as having occurred if__________.

The child twirls hair for any part of the 30 seconds. The first option is an example of partial interval recording (the behavior occurs for any part of the 30 second interval). The next option describes whole interval recording; the third describes momentary time sampling (MST); and the last describes inter-response time.

You have been asked to determine the IRT of a behavior. You record__________.

The time from the end of one response to the beginning of the next

When communicating with stakeholders, you should___________.

Use language that lay people can understand. In an effort to make sure all stakeholders have a similar understanding of the intervention and behavioral goals, using language that everyone understands is imperative to plan success.

An example of a dual relationship would be__________.

Your client's mother being your best friend.

A behavior reinforced on a continuous schedule would look like________.

A child being given a sticker for each time he raises his hand instead of blurting Continuous reinforcement (Fixed Rate 1) is provided for each instance of desired behavior.

Which is not a form of functional assessment?

Forced Choice Forced choice is a way of determining what items or activities a person may find reinforcing, but it does not give us an idea as to WHY someone may be engaging in a certain behavior, which is the point of functional assessment.

An RBT's primary concern when working with clients is his/her responsibility TO clients. The best way to demonstrate responsibility to a client is to do all of the following EXCEPT_________.

Aalways remember the parents are actually the client Know the code! Maintaining client dignity, ensuring confidentiality, and knowing the rights of the client are all very important considerations in Applied Behavior Analysis. The parent may be a client, but the client is the ultimate beneficiary of service

In order for RBTs to track data, they must have an operational definition of the behavior they are observing and knowledge of the dimension of the behavior they are recording (rate, frequency, latency, IRT, duration etc.). An operational definition should be all of the following EXCEPT__________.

A board-approved behavioral definition. An operational definition in ABA is clear, concise, complete, and objective. Examples and non-examples help clarify what exactly the behavior looks like (topography). Operational definitions help ensure everyone is tracking the same behavior. Example: Operational Definition of Nail Biting: Bringing a finger to touch the lip or teeth. Removal of the finger from contact terminates one behavior/response. The operation definition is client and behavior specific, therefore the board would not provide a generic definition.

Discrimination training involves reinforcement being available for one response and not for another. An example of discrimination training might be_________. *Got this incorrect, not sure which one is right answer!*

A child being praised when selecting a pink crayon from a box when asked to do so. Discrimination takes two or more separate stimuli and allows one to produce reinforcement and the other(s) will not receive reinforcement. For example, given a red crayon, a blue crayon, and a green crayon, if a child is asked "Which one is green?"; only selecting the green crayon will be correct and will produce reinforcement. If the blue or red crayon are selected, no reinforcement is available. The child had to discriminate the green crayon from the blue or the red

A written skills acquisition plan should include all of the following, and____________. A definition of the skill to be acquired A baseline measurement of the skill or the behavior it is replacing A clear goal that indicates skill acquisition A detailed description of the procedures that will be used to implement the plan Reactive strategies to employ when undesired behavior occurs or the skill is not immediately acquired Data collection and display methods that are to be used Frequent review of data and circumstances in order to make minor adjustments to the plan

A plan for maintenance and termination of service An FBA might help identify a skill that is lacking in a client's repertoire, but it is not part of a skills acquisition plan. As stated in the title, a skills acquisition plan is about acquiring skills, not decreasing a skill, though target behaviors may decrease because a subject learns a replacement behavior/ skill through a skills acquisition plan. Skills acquisition plans are typical for individuals, not necessarily groups; ABA tends to focus on the individual. All good skills acquisition plans should incorporate contingencies for maintenance and a plan for termination of services.

Stimulus fading could look like___________.

A trainer initially putting the correct item in an array close to the client then moving it farther with each successive correct identification. Only answer one operates on the stimulus, not the response. Stimulus prompts operate on the stimulus or stimuli in order to cue the correct response. These are usually considered to be positioning, movement, or pairing dimensions of the correct response with the stimulus. Positioning: Putting the stimulus closer to the client in order to make it more obvious to choose. Movement: Looking at the correct response, tapping close to it or on it or otherwise calling attention to the correct answer by movement of the stimulus or external movement. Pairing: Making the stimulus and the correct answer the same color or shape, or some other similarity.

The Behavior Analyst Certification Board's task list discusses that one of the roles of an RBT is to assist with individualized assessment procedures. Which of the following is an example of this?

An RBT communicated with stakeholders regarding client progress. Only the third answer is an assessment procedure. The RBT is assessing how often the client initiates a conversation. This is assisting with an individual social skills assessment. RBTs might also assist with curriculum-based measures or developmental assessment.

Miles, a developmentally-disabled teen, often engages in self-injurious behavior (SIB) when others in his group home are watching television. Miles says he gets very frustrated when he feels others are ignoring him. A possible function for the SIB is_____________.

Attention. Since the scenario says that Miles feels frustrated when others ignore him, engaging in SIB (Self-Injurious Behavior) is likely a way for him to gain attention from others.

A private behavioral services firm has posted a job opening for an RBT. The posting mentions integrity as a desired qualification a number of times. An RBT applying for the job could best demonstrate integrity in the application process by_________.

Being honest about their educational background and work experience Integrity is best demonstrated by being honest and promoting truthfulness in others. A potential employer may very well (and should) check references, and with luck those references have integrity and can give an honest assessment of the potential employee. A potential employee should check for scheduling conflicts before agreeing to an interview date and time as to not have to reschedule. A potential employer may find seeing the type of behavior plans you have worked on helpful, but of these answers, this is not the best way to demonstrate integrity.

Motivating operations could be defined as a condition or state that increases or decreases the value of a consequence (reinforcement or punishment). From the following, which BEST illustrates a motivating operation (MO)?

Depriving a child of video game time, then offering it as a reinforcer. Only the first example talks about a state or condition of deprivation or satiation that makes a reinforcer or punisher more or less valuable. The second option describes DRI (Differential Reinforcement of Incompatible behaviors). The third is a way to check to see that a client retains a newly acquired skill after training is complete. Lastly, the fourth describes discontinuous measurement by Momentary Time Sampling (MTS).

Your supervising BCBA makes sexual comments that have, at times, made you uncomfortable. You don't want to jeopardize your position; you love your job. In the past you have simply ignored it, but recently his inappropriate comments have increased. You should__________.

Discuss your discomfort with him. It is important to always begin by discussing your issue with your supervisor. Likely it will be resolved between the two of you, but if it is not resolved to your satisfaction you may need to take further action.

Continuous measurement procedures include: frequency (how many times a behavior occurs), rate (how many times a behavior occurs per period of time i.e. tantrums per hour), and_________.

Duration (how long a behavior lasts) Permanent product, MST, and Whole Interval recording are all discontinuous measurement procedures. Discontinuous measurement does not record every instance of a behavior.

RBTs using continuous measurement procedures might use_________.

Duration. Only duration recording could be continuous recording. Momentary Time Sampling, Whole Interval recording, and Partial Interval recording are time sampling procedures that do not necessarily record every instance of a behavior.

Stimulus and response prompts should mainly be used__________.

During the acquisition phase of instruction Stimulus and response prompts are used to supplement antecedent stimuli only during the acquisition phase of instruction (i.e. when a client is first learning a skill). This helps transfer stimulus control to natural stimuli, while minimizing incorrect responses. Stimulus and response prompts can be used on anyone in both contrived and natural settings. The skills acquisition plan developed by the BCBA would instruct the RBT how to use prompts and prompt fading.

A high-quality behavioral definition describes the behavior and environment in observable and measurable terms. Which is the BEST behavioral definition?

Entangling fingers of the right hand in one's own hair by twisting and then pulling the hand away from the scalp (topographical) when given verbal instruction to begin academic tasks (antecedent-based), which has sometimes been reinforced by escape from these tasks (functional). Definition number four contains a clear, concise, complete, and objective definition of what the behavior looks like, when it occurs, and why it happens.

Interventions based on antecedent manipulations act upon the client's__________.

Environment before they emit a response. Antecedent manipulations deal with changing the client's environment, or states of deprivation and satiation, to evoke or prevent certain behaviors.

Whenever Henry, a 10-year-old, receives an assignment in math class, he becomes very angry and starts throwing his personal belongings on the floor. The usual consequence is being escorted to the principal's office where he has to write an essay about his bad behavior rather than doing his math work. A likely function of his behavior might be_________.

Escape/ avoidance Given the information above it seems much more likely that Henry is trying to escape the demands of math rather than gain access to the principal's attention or access to the activity of writing an essay. There is no indication of a sensory function.

An important part of a well-written behavior plan is setting forth a protocol for what to do if the unwanted behavior occurs. This may also be called all of the following EXCEPT_________.

Exigency Plan While the word "exigency" means "urgent need or demand," it is NOT what that specific part of a behavior plan is called. Typically this part of a behavior reduction plan is called a reaction strategy, crisis procedure, or emergency protocol. The purpose of this part of a behavior plan is inform all stakeholders with what to do if the unwanted behavior occurs. This also leads to consistent reactions to unwanted behavior.

When Sally used to tantrum in the grocery store, her mother would buy her a sweet treat to get Sally to stop tantrumming. Her parents decided this might not be the best course of action, so now when Sally starts throwing a tantrum in the grocery store, she is completely ignored no matter how big of a fit she throws or which parent is present. Her parents are using a(n) __________ procedure.

Extinction Giving a previously reinforced behavior zero reinforcement is an extinction procedure.

Mrs. Simon, a 4th grade teacher, has a perfect class, except Natalie. Natalie is a lovely child, but is very talkative and often off task. She tends to blurt out instead of raising her hand. Mrs. Simon consults with the district school psychologist, and decides to start ignoring Natalie when she blurts without being called upon. The school psychologist expands on this plan by encouraging Mrs. Simon to shower Natalie with praise when she is on task, no matter what the activity, both in the classroom and out. The school psychologist is suggesting Mrs. Simon use_________.

Extinction and positive reinforcement Mrs. Simon is using extinction by ignoring the behavior, and the school psychologist is suggesting coupling that with positive reinforcement for Natalie when she is on task. Differential Reinforcement of INCOMPATIBLE behaviors (DRI)- DRI is actually a DRA procedure that uses a replacement behavior that cannot be performed at the same time as the target behavior. Example: A client has a habit of yelling out phrases from his favorite movies about 10 times per hour. An incompatible behavior might be to have the client whisper the movie phrases, act them out quietly, or hum the parts. NCR is non-contingent reinforcement. NCR involves giving the student access to a reinforcer without the reinforcement being contingent on a certain behavior. This way they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer. Mrs. Simon is not using NCR since the reinforcement in contingent on Natalie being on-task. Generalization is applying newly acquired skills to situations and setting other than the training environment. If Natalie was more likely to not blurt out and raise her hand in other classes as a result of the work in Mrs. Simon's class, we could say the behavior was generalized.

A BCBA is asking a student the following questions: "Would you rather have a sticker or extra recess?" "Would you prefer a potato chip or a jelly bean?" "Would you rather have the teacher tell you 'great job!' or have free reading time?" "Would you rather have extra recess or free reading time?" The BCBA is conducting_________.

Forced choice preference assessment A forced choice preference assessment requires the client make a choice between two items either verbally or physically.

Rachel, an RBT, and Jenna, her supervising BCBA, want to find out the function of an adult client's SIB. Primary assessments might include all EXCEPT_________.

Functional Behavioral Analysis A Functional Behavior ANALYSIS involves manipulating conditions and determining a behavioral function through experimentation. Functional Analysis could be considered the highest level and most reliable method for determining the function of a behavior. Functional Assessment is a time-consuming and complex process, and is often only conducted when other assessments have not revealed a clear function.

Important components of a behavior reduction plan include a functionally equivalent replacement behavior, goals, a system for measuring incidents of behavior, and strategies for__________.

Generalization and maintenance of the behavior Identification of the problem, indirect assessment, and collecting ABC data are all very important procedures in ABA, but they are precursors to a behavior reduction plan. Finding ways help a client use functionally equivalent replacement behaviors in new settings and situations (generalization) and maintaining the newly acquired behaviors (maintenance) are components that need to be considered from the onset of a behavior reduction plan and planned for accordingly.

All of the following are ways to collect data EXCEPT______.

Graphs There are many different ways to collect data. Most common data collection methods involve hand-marking (tally marks, Xs and Os for occurrence and nonoccurrence of behavior, etc.) and digital tracking via computer or phone apps. It is important to differentiate between recording data and updating graphs. BCBAs and RBTs 1) select the data they want to track, 2) collect data, 3) update graphs, and 4) interpret data using visual analysis.

Backward chaining actually follows the steps of a chain forward, but with the behavior analyst or parent completing all except the last step. This method allows the entire chain to be observed and reinforcement to be delivered upon completion of the last step. After a client has mastered the last step, the behavior analyst completes all but the final two steps, and so on. An appropriate task item with which to use backward training is__________.

Having the child pull the bow of their tied shoe laces to tighten the laces. Pulling the bow to tighten is the last step of shoe-tying and is fairly simple. It would provide an opportunity for reinforcement and would be an appropriate for a backward chaining procedure.

All of the following EXCEPT__________ are ways a BCBA or RBT can show integrity.

Implementing questionable contingencies Any contingencies that could harm a client, are fraudulent, illegal or unethical should not be considered. Integrity is about being honest and making a personal commitment to the Ethical Compliance Code for Behavior Analysts. F-04 Maintain professional boundaries.

Erin, a head-start preschool teacher, attempts to teach communication skills to her students by manipulating the environment. She evokes tacts and mands by placing items within the children's sight, but out of reach. This process can be referred to as__________.

Incidental Teaching Incidental teaching is a form of naturalistic teaching that utilizes natural, unplanned, teaching opportunities. An example might be an RBT blocking a child's access to a preferred item until the child names that item instead of grunting and reaching for it.

Schedules of reinforcement can be both continuous (reinforcement is received after each appropriate response, sometimes called a Fixed Rate 1-FR1) or it is intermittent (reinforcement varies from one opportunity to the next). Behavior on ___________ schedules of reinforcement is the most difficult behavior to extinguish.

Intermittent Basic schedules of reinforcement include fixed ratio (based on a fixed number of responses), fixed interval (based on a fixed amount of time), variable ratio (based on an average number of responses) and variable interval (based on an average amount of time. A schedule of reinforcement is intermittent if it doesn't occur with every response. Intermittent schedules of reinforcement are more resistant to extinction. Fixed schedules are less resistant while variable schedules are even more resistant to extinction. The schedules that are the most resistant to extinction are variable schedules that receive reinforcement with less frequency. For example, a slot machine operates on a variable ratio, and is very difficult to extinguish (the behavior of pushing buttons). That is, the slot machine may pay out a little here and a little there, but reinforcement cannot be reliably predicted when you push the button. In contrast, think of a machine that gave you $.98 every time you bet a dollar and pushed a button. Lights could go off and bells could ring, but you know what will happen each time that you push the button.

Which schedules are the most resistant to extinction?

Intermittent schedules Intermittent schedules, like variable ratio or variable interval schedules, are more resistant to extinction. A person does not know when reinforcement is scheduled to occur, and therefore tends to continue to work for reinforcement until it comes. A great example of an intermittent schedule of reinforcement is the payoff from a slot machine. You may hit it big on your first quarter, or not get a jackpot even after hundreds of quarters.

Your session notes are separate from the data collection that is part of the intervention package. These notes describe what procedures you implemented, with whom and how long, but also more subtle changes that may not be indicated by the data collection that the plan requires. A couple of examples are a positive change in the participation of parents in program maintenance, or a change for the better in the client's intensity of behavior. Which of the following might be a line from well-written session notes?

It seems Jenny continues to mention the idea of video game time as a reward instead of free music choice. We may want to consider adding that as a selection. Answer one is not objective. Answer three is data, as is answer four. Answer two is a line you might see in session notes.

Heidi is an RBT working under a supervising BCBA-D. When they sit down for their supervision meetings and to discuss Heidi's evaluation, Heidi is very nervous. Her supervisor says a few things that she doesn't completely understand. After the meeting Heidi is still unsure what he meant. Heidi should__________.

Jot down a couple of notes for herself and make an appointment to meet with him again and clarify his comments. It is very important that there is clear communication not only regarding client concerns, but also regarding RBT performance. Heidi should clarify his comments with him - no one else knows exactly what he was trying to communicate. By asking for clarification, Heidi is demonstrating integrity.

Which prompt fading procedure does the following scenario describe? Emily, a developmentally disabled adult, is trying to learn to tie her shoes. Her behavioral therapist watches as Emily performs the task. When Emily gets to making the first loop she gets stuck, when she doesn't progress after 3 seconds her trainer says, "Now make a loop." After another 3 seconds when Emily fails to make a loop, the trainer physically makes the loop for her.

Least to Most Prompt The procedure describes a least-to-most prompt. The trainer uses the least prompting and adds more depending on the client's needs. Most to least prompts would be the opposite, beginning with the trainer doing the entire task for the client then backing off once mastery is demonstrated. Graduated guidance describes the trainer providing hand over hand guidance, then gradually moving her hands farther and farther away from the client's hands. A time delay is increasing the time before the prompt is delivered in order to help the client gain independence. For instance, if Emily was struggling and the trainer was using time delay, the first time she might offer the prompt right away, the next time she may wait five seconds before providing a prompt. This increase in time encourages the client to respond and fades the prompt

Hayden, a BCBA, has been working with a client for quite some time on acquiring the skill of being able to order food at a fast food restaurant. The client can successfully order food in the training setting. To ensure generalization and maintenance, the BCBA should_________.

Make sure the client will receive reinforcement in the natural environment In order to program for maintenance, behavior professionals should plan to bring as many stimuli from the real world into the training setting as possible, make sure the client will be reinforced in the real world, i.e., the natural setting; for example if a client can order fast food, the reinforcement will be receiving the fast food. Lastly a responsible behavioral professional will periodically probe for maintenance. This means they will check in and make sure the client still possesses the required skills, is emitting appropriate behaviors, and is receiving reinforcement. A BCBA can terminate services after there is evidence the skill has been maintained for a certain amount of time, or at an agreed upon time between stakeholders.

RBTs will often be charged with helping clients increase their current repertoire of skills. Skills acquisition plans are aimed to do just that. Components of a successful plan include: identifying the deficit, create a goal to address the deficit, establish a data measurement system, take baseline data, select and implement an acquisition procedure, then collect data to assess effectiveness of the procedure. The final step would likely be________.

Modify existing plan based on assessment data. Skill acquisition plans often have to be "tweaked" or modified to identify the most effective and efficient acquisition procedure. You must use data and its interpretation to make these changes. Reinforcing client's progress is great and should be incorporated. Identifying the components of a skills acquisition plan is a requirement of RBT certification.

An example of a conditioned reinforcer (a result of a learning history) is a_________.

Money We are not reinforced with money per se, but rather with what the money buys. Therefore, money is a reinforcer because of a learning history.

Avery, an RBT, works with a private behavioral services firm. He is working with the daughter of a young single mother. Both the mother and daughter adore him. The daughter has been making significant progress in acquiring new skills. Avery senses the mother is attracted to him; he is attracted to her. He has informed his supervisor of these feeling. He decides to ask her out; she accepts. This is considered___________.

Multiple Relationship This is a multiple relationship and has the potential to impact the effectiveness of treatment. Avery did the right thing by informing his supervisor. The supervisor should have advised Avery that according to section 1.06 of the board's Ethical Compliance Code "Due to the potentially harmful effects of multiple relationships, behavior analysts avoid multiple relationships."

John, an RBT working in a preschool program, uses the teaching method of keeping highly engaging items in the children's sight, but out of their reach as a way to evoke verbal engagement about the items and to cause children to have to ask him for the items. This strategy is called________.

Naturalistic or Incidental teaching Naturalistic or Incidental teaching uses motivating operations to facilitate behavior. It is often associated with communication. What clients seem to want, as evidenced by reaching for or otherwise attempting to access, is given contingent upon a desired behavior. The items/activities may simply be what someone asks for or wants in any given moment, or a behavior analyst may introduce items/activities into the environment to try and elicit responses

Forward chaining is beginning with successful completion of the first step in a chain (prompted or unprompted) to access reinforcement. After the first step is mastered, the next steps are introduced in successive order, always beginning with the first step; step 1, steps 1-2, steps 1-2-3, steps 1-2-3-4, etc. The reinforcement for completion of one step is the introduction of the next step, and reinforcement is also given at the completion of the last step. Forward chaining would be best utilized when the initial steps are easier to complete, but the entire task is unlikely to be mastered without some repetition. Forward chaining may not be appropriate for tasks that need to be completed in the moment (everyone is hungry and you want to teach your son to make dinner, e.g.), as this method takes some patience and time. A task that would be appropriate to begin with when using forward chaining is_________.

Opening the dishwasher to begin unloading. All except "opening the dishwasher to begin unloading" occur at the end or middle of a chain of behaviors. With forward chaining, the goal is for the client to independently complete the first step.

Applied Behavior Analysis professionals are obligated to continually stay abreast of current scientific and professional research. Ways in which behavior professionals can maintain competency include all of the following EXCEPT__________.

Reading ASD parent forum Coursework, conferences, workshops, and subscribing to professional journals are all reliable ways to maintain competency. Reading ASD parent forums may be insightful, but it is not a suggested method of gaining knowledge of scientifically proven research.

Your client, Juniper, is very sluggish during her training session today. At the end of the session, her mother mentions that Juniper's doctor put her on a new allergy medication. What should you as the RBT working with Juniper do?

Report these variables to your supervisor and record them in your session notes. The RBT task list E-01 states "Report other variables that might affect the client" (e.g., illness, relocation, medication). This means to report to your supervisor, along with data collected and notes taken, any other factors that may be important in how the client is responding to treatment(s). If a client, for example, is very sluggish because of medication side-effects, this should be reflected in your notes and reported to your supervisor.

As an RBT if you suspect neglect or abuse of a vulnerable client you are required by law to__________.

Report your suspicions to the appropriate governmental agency. As an RBT you are a mandatory reporter, meaning if you suspect neglect or abuse, you are required by law to report it. Discussing your suspicions with your BCBA may be a precursor to filing a report, but you must still comply with your state's time frame for reporting.

When Ellie, a preschooler, sees the BCBA she works with, she says "Hi, Miss Ronda." Other times Ellie says, "Hi, Teacher," or "Hi, Mrs." This is an example of__________.

Response Generalization Calling the BCBA a variety of functionally equivalent titles is response generalization. Response generalization: Once you are taught to respond in one way, you may respond differently to a similar situation. Using the above example, you might be initially corrected by your peers if you said, "Hi Teacher," and learn to greet them with, "What's up?" or "Hey!" rather than what you were taught. The response changes, but still meets generally the same function. A behavior analyst would know this and plan the intervention to include a variety of responses that could be used to greet others. C-11

RBTs are likely to be the ABA professionals who are implementing skills acquisition plans. In order to prepare and plan for a session, RBTs should always_______, before collecting their materials, including data tracking forms.

Review notes from the previous session, and decide how to proceed with the current session Planning for skills acquisition training sessions involves reviewing the current plan, particularly what was done/achieved during the last session. It is critical for the RBT to decide how to proceed with the current session, and RBTs would be responsible for gathering all materials needed for the day's session, including data tracking forms. C-02 Prepare for the skills acquisition session.

If you have questions regarding your ethical and legal responsibilities, in addition to discussing your questions with your supervisor, you may__________.

Review the Professional and Ethical Compliance Code for Behavior Analysts The Professional and Ethical Compliance Code for Behavior Analysts is a very important document that RBTs should be aware of. The sections pertaining to RBTs are clearly marked

You are an RBT working with a client on a chaining procedure to load and run a dishwasher. Your client is successful with all of the steps except pushing the "start" button to start the dishwasher after putting the soap in it. The client tells you that there are too many buttons. You decided to place an arrow sticker on the dishwasher that points to the start button. After a week of successful starts you remove the arrow sticker, and place a little pink dot on the start button. After another successful week you remove the dot. You are using a ___________.

Stimulus Fading Procedure You are fading the stimulus prompt from an arrow, to a little pink dot, to nothing in order to have the start button alone gain stimulus control. A response prompt (and therefore the fading of a response prompt) would involve physical guidance, modeling, or verbal prompting. The scenario mentions you used a chaining procedure, but it doesn't indicate what kind, and more importantly, that is not what the question is asking.

All of the following are acceptable prompt fading procedures, EXCEPT___________.

Stimulus Fading. Stimulus fading works on the stimulus NOT the response. Most-to-least: The greatest amount of prompting necessary to assist the client in achieving mastery is used in the first trial and prompts are systematically faded until little to no prompting is necessary to elicit a correct response. This type of prompt fading is often associated with errorless learning and ensures a high degree of successful completion of the desired response throughout trials. Least-to-most: This is used with a fixed time interval before prompts are offered. If a correct response is emitted within this time period, reinforcement is offered. If there is an incorrect response, or no response, the trial is a "do over", that is, the stimulus is presented and the least intrusive prompt, such as a verbal prompt, is added. If a correct response does not occur, then the trial is begun again with more prompting, such as a verbal and modeled prompt, until a correct response is given. Remember this fading procedure as the "do over" method. Graduated guidance: This fading method is used with physical prompts. The idea is to start with physical prompting and immediately fade to closely following and not touching the client. A common example with this method is to physically prompt a client's hand, moving to the forearm, elbow, shoulder, and then no touching at all. Being closely available and able to correct responses easily is what this fading procedure is about. Time delay: This procedure increases the delay from a stimulus presentation to the response prompt. For example, a picture of a car is presented and a child is asked to name the item. At first, the stimulus is presented at the same time as the vocalization of the answer by the behavior analyst. That is, a 0-second trial. A 1-second delay in the prompt is then initiated so that the picture of a car is presented and one second passes before a verbal prompt of "k..." (the initial sound of the word "car") is given. Another second is allowed before prompting with the answer "car".When a client correctly answers, reinforcement is offered. Incorrect responses are usually corrected, and a trial is repeated with the previous level of delay before prompting. Using this procedure gives a client an increasing amount of time to correctly respond. That is, it removes the prompt further from the stimulus presentation.

A BCBA wants to teach a child how to wash her hands. The BCBA has an RBT who works for the company demonstrate washing hands, and the BCBA meticulously takes notes as to each step of the hand-washing procedure. For example: 1) push up sleeves; 2) turn on both faucets; 3) adjust water temperature; 4) check water temperature; 5) readjust temperature if needed; etc. The BCBA is using a _________ procedure.

Task Analysis

What is the end game in terms of reinforcement?

That the client will receive reinforcement from the natural setting (the activities, people and environment) Our goal in using contrived reinforcement is that someday the environment will provide all the reinforcement necessary, in order to maintain learned behavior. For example, if we are working on a skills acquisition plan for a student and he is currently being reinforced with a sticker every time he raises his hand instead of interrupting each time, the eventual goal would be that praise, self-pride and rule governed behavior would be enough to maintain hand-raising. Thus, the contrived reinforcer of stickers was replaced by naturalistic reinforcers (praise and pride).

Which could be measured by permanent product recording?

The number of correctly spelled words on a spelling test The number of correctly spelled words on a spelling test can be measured after the test has been taken, which is permanent product recording. The second answer would be duration; the third describes percentage of occurrence; and the last is part of a momentary time sampling procedure.

Which is an example of stimulus generalization?

Two-year-old Sam thinking all men with beards are scary since his uncle has a beard, and the uncle yelled at Sam. Only Sam is using stimulus generalization. Shaley is an example of stimulus discrimination. Joel is an example of response generalization, and Max is again, stimulus discrimination. Stimulus generalization: Once you are taught to respond to one stimulus, you might respond in the same way given a different stimulus with some similar features (at least to you). For example, if you are taught to say, "Pleased to make your acquaintance" when introduced to an adult, you might meet a fellow child on the playground and say "pleased to meet your acquaintance". In this example, the behavior analyst would have thought about the fact that certain conditions may be appropriate for the response, "pleased to make your acquaintance," but not others, such as meeting peers. Intervention could include different stimulus conditions such as meeting peers, formal occasions, casual occasions, and the like. A behavior analyst could, instead, encourage a more generalized or useful response for greeting others.

1.) Total task presentation uses prompting, as necessary, to complete all of the steps in a chain on every trial. This has the advantage, like backward chaining, of completing the chain. This is really a prompt-fading procedure. As you guide/prompt a client through all steps, you gradually fade these prompts to allow the client to demonstrate the skill without them. Once the client has completed all steps without prompting, the task has been mastered. A good skill to train using total task training would be_________.

Washing one's hair. Only washing one's hair would be an appropriate answer. It is a task which would, for practical reasons, be trained in full each training session. Putting the final piece in a jigsaw puzzle might be part of a backward training procedure, crossing shoelaces might be the first step in teaching how to tie one's shoes using forward chaining, and putting soap into and starting the dishwasher might be the last two steps in a chaining procedure, but that answer does not communicate the total task to be trained.

Which would be the most conservative direct, discontinuous measurement to track a child's engagement during a class lesson?

Whole Interval. The most appropriate discontinuous measurement would be whole interval recording. It would give the most accurate information because it is used with behaviors that last longer. In whole interval recording, the behavior has to occur for an entire interval to be marked as an occurrence.

Extinction refers to:

Withholding all reinforcement. Extinction refers to the diminishing rates of a target behavior with the goal of completely extinguishing the behavior by discontinuing reinforcement. For example, if whining always or often gets Addison what she wants, her mother could withhold attention until Addison asked for something without whining. Addison would eventually cease to whine because it would not get her what she wanted. Withholding some reinforcement may actually be worse than intervening at all, because you may be intermittently reinforcing the behavior (whining). Adding aversives would be punishment, not extinction. Fading reinforcement might be another alternative, but does not describe extinction

Samantha, an RBT working for a private behavioral services company, has been working with her supervising BCBA and assisting with Functional Behavior Assessments. One day when Samantha is working with an 18-year-old male with developmental disabilities, she sees evidence that leads her to believe the FBA they conducted resulted in inaccurate findings. Samantha decides to conduct a new FBA. Samantha is__________.

Working outside of her boundaries of competence If Samantha feels the FBA's results are invalid, she should first and foremost discuss her concerns with her supervising BCBA. The board's Ethical Compliance Code explicitly discusses in section 1.02 the ethical obligation ABA professionals have to work within their boundaries of competence. Side note: If you have not reviewed the board's code, it is available here http://bacb.com/wp-content/uploads/2016/03/160321-compliance-code-english.pdf Even though Samantha may have her client's best interests at heart, she needs to work with in her boundary of competence. She is not engaging in multiple relationships, and although she may be using best practices in ABA, she is not going about it in the appropriate manner.

An RBT is tracking nose-picking behavior of a preschool child in order to gather baseline data. In a 45-minute interval, the RBT uses event recording and records 108 instances of nose-picking according to the operational definition. The supervising BCBA asked the RBT to convert the frequency data to a rate per minute. What is the correct approximate calculation for rate?

about 2.5 per minute To convert frequency data to a rate you would take the total count and divide it by the number of minutes in the interval. 108 (instances)/ 45 (minutes) reveals a rate of 2.4, which would likely be rounded to 2.5 per minute.

An RBT implementing a skills acquisition plan should plan for a training session by_________.

reviewing the plan, asking clarifying questions, and gathering all necessary materials An RBT's supervising BCBA is likely the one to create a skills acquisition plan, including creating the operational definition of the skill targeted for acquisition and deciding which reinforcers will be built into the plan. The RBT would be responsible for UNDERSTANDING the plan and how to implement it, and often is the person responsible for implementation. The Board Certifying Behavior Analysts does not approve or deny behavior acquisition plans.