RBT Exam All Terms

treatment of behavior in Autism to improve clients’ life by increasing prosocial behaviors and decreasing maladaptive behaviors

• practices under BCBA

• direct implementation

• 5% of hours must be supervised by BCBA

Behavior Analyst Certification Board

1. BCBA

2. BCaBA

3. RBT

1. Measurement

2. Assessment

3. Skill Acquisition

4. Behavior Reduction

5. Documenting and Reporting

6. Professional Conduct and Scope of Practice

1. Applied - socially significant improvements

2. Behavioral - observable behavior targeted for change

3. Analytic - observable and repeatable methods, functional relationships

4. Technological - clear procedures that can be replicated

5. Conceptually Systematic - evidence based

6. Effective - positive change

7. Generality - last over time and applied to multiple social situations

the addition or removal of a stimulus following a behavior that increases the probability that the behavior will be repeated

the addition or removal of a stimulus following a behavior that decreases the probability of that behavior being repeated

environmental variable that alters the reinforcing or punishing aspect of a stimulus/object/event, or alters the frequency of all behavior reinforced or punished by that stimulus/object/behavior

a situation where the frequency/duration/severity of behavior is altered by the presence or absence of an antecedent stimulus

the basic principle of learning in which behavior is controlled by consequences (+/- reinforcement, +/- punishment)

rules specifying environmental arrangements and response conditions for reinforcement

1. continuous

2. intermittent

reinforcement after every correct response

not continuous

1. Fixed Ratio

2. Fixed Interval

3. Variable Ratio

4. Variable Interval

reinforcement after a constant number of correct responses

reinforcement given after a specific period of time

reinforcement varies but averages out at a specific number

time periods vary but average at a specific time interval

the process of applying quantitative labels to observed properties of events using a standard set of rules

the initial data on targets in which we test future successes of an intervention against

• 5 trial data sheets

• 1 initial probe data sheets

• behavior tracking forms (frequency and duration)

• ABC behavior charts

1. Repeatability/Countable - count, rate, acceleration/deceleration

2. Temporal Locus - when behavior occurs, latency

3. Temporal Extent - duration of behavior

combination of count and the observable time, making it stronger and more comprehensive form of measurement

measure of elapsed time between two successive responses

measures all responses over a given period of time

measures a specified time limit

1. Event Recording

2. Time Sampling

number of times a target behavior occurs and time period; for behaviors that are frequent enough to be recorded within a time period, but not too frequent that it is difficult to record accurately

recording behavior during intervals or specific moments; observation in intervals; presence and absence of behavior is recorded

1. Whole Interval

2. Partial Interval

3. Momentary

continuous behavior with longer durations

used at the end of an interval

captures whether behavior is occurring at the end of the interval

uses the effects of the environment to measure behavior

1. Observable

2. Individual

3. Continuous

4. Determined by functional relations with other events

5. Variability is extrinsic to the organism

When defining behavior, it should be done using and observational definition

stimulus that a person prefers, high vs. low, conditions

1. free operant observation

2. trial based methods

contrived vs. naturalistic

single, paired, and multiple stimuli

1. Interviews

2. Checklists

3. Direct Observation (ABC)

4. Tests

the foundation to creating a behavior plan:

1. hypothesize the relationship between behavior and environmental events

2. determine function of target behavior

3. identify reinforcers

4. provide framework for treatment

Steps: gather, interpret, test, develop intervention

interviewing about behavior and conducting surveys

BC continuous recording and ABC narrative

• reinforcement is most effective when used immediately after behavior

• reinforcement always makes a behavior INCREASE

a preferred stimulus is added and the behavior increases

ex. verbal praise, tangibles, access to preferred activities

an aversive stimulus is removed and the behavior increases

ex. requesting removal of something, using social skills against bullying

• a strategy to reduce maladaptive behaviors and increase prosocial behaviors

• it provides a framework and gives practitioners a common set of knowledge

1. description of the individual

2. goal of intervention

3. target behaviors

4. maintaining factors

programs used to increase specific skills and learning targets for a client

breaking a complex skill into smaller and teachable units

| ex. tying a shoe, writing, brushing teeth

a method of teaching in simplified and structured steps; the skill is broken down and built up using discrete trials

antecedent stimuli used to either begin or correct a target behavior in order to help behaviors reach their targeted form

1. full physical

2. partial physical

3. modeling

4. gesturing

5. verbal

6. independent

progressing from the highest form of prompting to a lesser form of prompting; eventually, only the original stimulus preceding an independent response would result in reinforcement

the situation in which a long history of prompting followed by reinforcement causes the learner to become dependent on assistance

the learner's performance of a target behavior in a setting or stimulus in which direct training has not been provided

the extent to which a learner continues to perform the target behavior after the intervention has been terminated

1. Sensory/Automatic Reinforcement

2. Social Attention

3. Tangibles/Access

4. Escape/Avoidance

selective reinforcement of one behavior from among others; used when a behavior already occurs and good form, but tends to get lost among other behavior

-DRO, DRA, DRI, DRL/DRH

differential of other behavior; reinforcement is delivered whenever the problem behavior does NOT occur

differential reinforcement of alternative behaviors; reinforcement is provided for a desired alternative behavior in order to decrease the target behavior

differential reinforcement of incompatible behaviors; reinforcement is provided to a behavior that cannot occur simultaneously with the behavior targeted for decrease

differential reinforcement of lower/higher rates; used when behaviors are needed to gradually increase (DRH) or decrease (DRL)

condition where reinforcement is stopped completely, resulting in the behavior's frequency decreasing

1. Prompt

2. Transfer

3. Distract

4. Check

using many different stimuli to teach a skill to promote generalization

demonstrates a change in conditions on a graph

1. teach in isolation

2. add distracters

3. mix in mastered items

anything that is paired with a primary reinforcer

things such as food and shelter that are inherently reinforcin

teaching behavioral skills beginning with the first step

teaching a behavioral skill beginning with the last step

a temporary increase in behavior that occurs at the beginning of an extinction procedure

a motivating operation that decreases the reinforcing effectiveness of a stimulus object

makes you want something less

a motivating operation that establishes the effectiveness of some stimulus, object, or event as a reinforcer

makes you want something more

Environmental event that occurs before the behavior

Actions and skills, both good and bad

Environmental event that occurs after the behavior

1. Objective

2. Clear

3. Complete