RBT Competency Assessment Part 2

the use of sensory activities or exercises to calm certain sensory needs. Ex: activity schedule, replacement behavior that serves the same purpose

reinforcing an appropriate alternative to the problem behavior and extinguishing the problem behavior through extinction. Do not acknowledge attempts to gain (x) through undesirable behavior. Prompt, than immediately reinforce.

reinforces a behavior that is incompatible to the problem behavior and put the target problem behavior on extinction. The incompatible behavior is response blocked while correct behavior is reinforced

reinforcing the absence of the problem behavior for a specific amount of time. Always uses interval schedules, usually fixed. First take baseline data of the target behavior. Start with an interval that will ensure success. Every interval without the behavior is reinforced.

contingent on the target behavior, the individual must engage in a tedius task directly related to the problem.

the learner is required to repair the situation to its original state

the learner is required to practice the correct form of the behavior or a behavior that is incompatible as a result of the problem behavior

the withdrawal of the opportunity to receive positive reinforcement for a specific amount of time

a cue or an action to assist or encourage the desired response from an individual

physically manipulating the individual to practice the desired response, eventually the degree of touch can be lessened until the student performs it independantly

using vocalizations to indicate the desired response, can be an utterance such as a sound or part of a word, many words, or even as long as a paragraph.

the smallest contrastive unit in the sound system of a language, help shape articulation

a question that leads the child to the correct response

a visual clue or picture, can be any object or printed material that can be used to teach a new behavior

using a physical gesture to indicated the desired resposne

when the target is placed closer to the individual. As the response becomes more independant the target is moved farther away from them

physical display of the desired response

children who already readily imitate videos may benefit from specially made videos that demonstrate target behaviors. Used to teach social skills, daily living skills, language aquisition or play skills

when the student views videos of themselves as examples of behavior

transfers stimulus control to the natural stimulus by delaying the presentation of the prompt after that natural stimulus has been presented

to reduce assistance to a least intrusive prompt

highlighting a physical dimension of a stimulus to increase the likelihood of a correct response then the highlighted or exaggerated dimension is eventually faded out (ex: using traffic safety cones to mark a boundary to stay within and removing them slowly after the learner knows the boundaries)

usually used with teaching new behaviors because it provides little opportunity for errors

usually used for behaviors that have already been learned, but for some reason the student is not responding. Sometimes used for more complex behaviors like problem solving to allow students to independantly work through each step. It is also used when you are trying to avoid rote or memory induced responses

reinforcing successive approximations of a target behavior. can be used to improve articlation

involves breaking down a complex skill into smaller, teachable units, the products of which is a series of sequentially ordered steps or tasks

a specific sequence of responses with each sequence associated with a particular stimulus condition

the behaviors identified in the task are taught in their naturally occurring order. Only targets one step at a time from the beginning.

when all the behaviors that are identified in the task analysis are done by the teacher except for the final behavior (Ex: drawing a smiley face)

a variation of forward chaining in which the student is taught each of the steps in the task analysis at once. The student helps with every step. (ex: tying your shoes)

requires one response and two antecedant stimulus conditions. The response in the presence of one stimulus is reinforced while a response in the presence of the other is not. We are teaching them to make choices.

teaches the student to pair the stimulus with reinforcement. Once it is paired you mix it up with other stimuli (distractors).

mixing mastered SD's with target SD's to ensure discrimination

working one on one with a student, breaking tasks down into small steps until mastery.

ensures success, early immediate prompts, prompts faded over time, decreases frustration/increases motivation

data is collected after each trial on whether or not the response was correct, incorrect, or mastered

data is collected on the initial trial. Only checks the initial trial of each program or target item to see whether the teaching and prompting of the previous session was enough to maintain the target skill or item the following day

the reinforcer is always related to the item being taught. Behavior should be taught in the environment in which it is used, the learners items and activities of interest should set the occassion for teaching, teaching sessions should be across a variety of settings, materials, types of responses and verbal operants, teaching should focus on functional language and skills

when certain aspects of the environment impact our behaviors (ex: being quiet in a library).

teaching with many different examples of the same item or activity

when we re-present the original SD and then use a lesser prompt than the first

if a child begins to emit an incorrect response, do not allow them to finish if possible. You can prompt and show correct response as soon as you see them answering incorrectly. Than use your transfer trial to fade out the prompt, do a distractor trial and come back to the SD as a test to see if they got it.

used to record whether the student was able to independently provide the correct response upon the first presentation of the SD (3 consecutive yes probes = mastered skill)

useful when teaching play skills, start with items student has shown interest in, use two identical sets so that teacher + student have one, SD= non specific "do this"

imitation of body movements, no materials are necessary, SD= non specific "copy me"

imitation of detailed, precise movements, may use materials, SD= non specific "do this"

imitation of movement of the mouth, tongue, lips, face, head, often a prerequisite to verbal imitation and speech, helps to shape articulations, increase vocalizations, provides reinforcement for "pre-speech" behaviors, helps build momentum, SD= non specific

repeating what was heard, auditory SD/discriminative stimulus, the consequence is non specific reinforcement--anything that increases the behavior that is not the object being said

demand, command, asking or requesting. Asking for what one wants, then as a consequence getting it, acts as immediate reinforcement for using communication. The training directly benefits the learner

coming in contact with the environment through one of our senses. The antecedant is a nonverbal stimulus in the environment ex: saying "popcorn" when you see popcorn. Follow with nonspecific reinforcement

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

responding to the mands of another. This is receptive language, it is not verbal behavior. (ex looking at an item when it is named)

repeated pairing of a neutral stimulus with a reinforcing stimulus, neutral stimulus becomes conditioned as a reinforcer, increase in responding partially attributed to automatic reinforcement

to gain attention
to escape or avoid a task or situation
to gain an item or tangible
to gain automatic reinforcement