RBT Competency Exam latest 2022

RBT Competency Exam latest 2022/ RBT Competency Exam latest 2022 1. A-01: Describe how to prepare for data collection: Have all data sheets, materials, look at previous data, targets, SD, response criteria. 2. A-02: Implement continuous measurement procedures (e.g., frequency, duration): Continuous: Frequency: How many times Duration: How long did behavior occur Rate: Frequency/Duration 3. A-03: Implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling): Discontinuous: Partial Interval recording: Have a time period (1 min) broken down within 6 parts (10 seconds). Put a check if behavior happens AT ALL during interval. Whole interval recording: Behavior has to happen for THE FULL 10 seconds. Momentary time sampling: Only on the LAST SECOND- it can happen for 9 seconds, but if stops on 10, does not count. 4. A-04: Implement permanent product recording procedures: Permanent product: Behavior's permanent effect on the environment (ex: seeing a hole punched in the wall- you don't have to see the person do it but you know they did it). 5. A-05: Enter data and update graphs.: Make a graph. Label everything. Example: Duration of minutes of on task behavior over days. 6. B-01: Define and provide examples of behavior and the environment in observable and measurable terms.: Behavior: Topography, Frequency, Duration, Function, Magnitude Environment: Time of day, Stimuli, Who is present, Where, Activity. 7. B-02: Conduct preference assessments.: Forced Choice: Showing items and making them pick one Free choice: Frequency of item picked, duration. Preference assessment shows hierarchy of reinforcement. 8. B-03: Describe how you would assist with individualized assessment pro- cedures (eg., curriculum-based, developmental, social skills): Essentially do what you are told to... run programs, take data, etc. 9. B-04: Assist with functional assessment procedures.: Functional assess- ment: finding out what the function of behavior is (ABC Data- antecedent, behavior, consequence) 10. C-01: Identify the essential components of a written skill acquisition plan.: Workshop reports 11. C-02: Describe how to prepare for the session as required by the skill acquisition plan.: Read the report and implement changes 12. C-03: Use contingencies of reinforcement (e.g., conditioned/uncon- ditioned reinforcement, continuous/intermittent schedules).: Unconditioned: You are born knowing this is reinforcing (food, water, warmth, sex, etc). Conditioned: Something you have learned is reinforcing (money, token, toys). Stimulus becomes conditioned reinforcement when paired with an unconditioned reinforcement (eg- money provides food.) {Ratio: Fixed FR1 (continuous)- gets reinforcement every single time FR3 (intermittent)- gets reinforcement every 3 times Variable VR10 (Reinforce at 15, at 5, divided equals 10) } {Interval: Fixed FI1min (reinforce every 1 min of appropriate behavior Variable VI10 min (reinforcing at 15th min, 5th min, etc} 13. C-04: Implement discrete trial training procedures.: Sd-R-Sr 14. C-05: Implement naturalistic teaching procedures (e.g., incidental teach- ing): Capitalizing on opportunities that arise in natural environment 15. C-06: Implement task analyzed chaining procedures.: Backwards chain: Remove one thing from all of the things (Put all toys away and remove one, make them put the last one away) Forward chain: Have to put all the toys away Total task: Showing all the individual steps and prompt all the way through 16. C-07: Implement discrimination training.: Block Trials Red P P P P C C C C C C Blue P P P P C C C C C Switch [Red P C Blue C] Independent switch 17. C-08: Implement stimulus control transfer procedures.: Prompt fading and prompt delay are procedures used to transfer stimulus control from the prompt to the SD. 18. C-09: Implement stimulus fading procedures.: The gradual elimination of a stimulus prompt as the behavior continues to occur in the presence of the discriminative stimulus. 19. C-10: Implement prompt and prompt fading procedures.: Know when to prompt and how often, fading prompt, etc. 20. C-11: Describe how to implement generalization and maintenance proce- dures.: Run gen programs so they are maintained, around half of sessions 21. C-12: Explain how to assist with the training of stakeholders (eg., family, caregivers, other professionals).: Explaining programs to parents, listening to their suggestions, etc- but must have consent, etc. 22. D-01: Identify the essential components of a written behavior reduction plan.: Define target behavior, function of behavior, setting, proactive strategies, reactive strategies, data, setting event, strategies to modify the environment 23. D-02: Describe common functions of behavior.: Get/Get out (avoid (slow down to not get a ticket) escape (sweet talk out of ticket) 24. D-03: Implement interventions based on modification of antecedents such as motivation/establishing operations and discriminative stimuli.: Mo- tivating Operations: Establishing Operation (EO) works on DEPRIVATION Gas Light (EO) makes the gas station (SD) really reinforcing Abolishing Operations Tank Full (AO) Gas Stations (S Delta) AO makes the gas station non-reinforcing 25. D-04: Implement differential reinforcement procedures (e.g., DRA, DRO).- : DRI- Differential reinforcement of INCOMPATIBLE (eg cant flap hands if holding ball) DRA Differential reinforcement of ALTERNATIVE behavior- must have same func- tion (teach kid to ask for longer break instead of flipping table) DRO Differntial reinforcement of OTHER behavior Reinforcement for any behavior other than problem behavior 26. D-05: Implement extinction procedures.: Extinction burst graft 27. D-06: Implement crisis/emergency procedures according to protocol.: - Restraint and incident report 28. E-01: Report other variables that might affect the client (e.g., illness, relocation, medication): Keep notes etc 29. E-02: Generate objective session notes by describing what occurred during sessions.: No emotion, objective, etc. 30. E-03: Identify methods to effectively communicate with supervisor.: Text, email, call, etc- follow up voice with written 31. E-04: Describe applicable legal, regulatory, and workplace reporting re- quirements (e.g., mandatory abuse and neglect reporting).: Mandating re- porter... if you see anything that suggests abuse or neglect, contact supervisor 32. E-05: Describe applicable legal, regulator, and workplace requirements for data collection, storage, and transportation.: Don't share data or personal information, all data is stored for up to 6 years, keep all data under double lock and key 33. F-01: Describe the role of the RBT in the service delivery system.: Do what they tell you to do: take data, implement written skills acquisition plan, behavior plan, assist in teaching, etc- aren't allowed to introduce new things without talking to supervisor 34. F-02: Respond appropriately to feedback and maintain or improve perfor- mance accordingly.: check your ego at the door, accept criticism, etc 35. F-03: Explain how to communicate with stakeholders as authorized.: Ob- jective communication, need inform consent to discuss things 36. F-04: Identify methods to maintain professional boundaries: avoid dual relationships, conflicts of interest, social media contracts, etc 37. F-05 Identify methods to maintain client dignity.: our kids are people first, don't talk about deficits in front of them, don't make fun of them, they deserve respect, etc.