RBT Competency Assessment A+ solution Guide 2022

RBT Competency Assessment A+ solution Guide 2022/ RBT Competency Assessment A+ solution Guide 2022 1. Indirect Measurement: interviews, rating scales, questions, surveys 2. Direct Measurement: observation of the behavior and recording it as it occurs 3. Behavioral Definitions: operational, includes verbs describing behavior, objec- tive + unambiguous, does not rely on internal states (happy, sad), does not use labels (bad or good) 4. Operational: describes what the behavior looks like so two independent ob- servers can recognize + record the same behavior 5. Indirect Outcome Recording: measures results that produces an observable product in the environment. main advantage is that it's easy to use 6. Direct Outcome Recording: instead of relying on memory data is gathered immediately as the behavior occurs or as it produces results 7. Event Recording: behavior is observed continuously throughout the observa- tion period, and each instance of the behavior is recorded immediately as it occurs. Must meet two criteria: Does the behavior look the same every time? Does the behavior have a clear beginning and end? 8. Frequency Recording: used for behaviors that have a clear beginning and end, tally the number of times the behavior occurs 9. Intensity: magnitude or force of response (only record if this is the aspect of the behavior you are trying to change) 10. Duration: how long a behavior persists, should be used if you are trying to decrease how long a behavior lasts 11. Latency: time that occurs between the SD and the response (ex. how long to respond to a peer's question). You record this when the goal is to decrease the time between SD and response 12. Partial Interval Recording: involves checking off an interval if the behavior occurs at ANY point within the interval - even if it only occured for 1 second. You can use this for selfstimulatory behaviors or behaviors that don't look the same every time. An overexaggeration of the behavior, you use this method to decrease behavior. 13. Whole Interval Recording: involves checking off the interval if the behavior occurs throughout the WHOLE interval. Use when it is difficult to tell when the behavior begins or ends, when it occurs at such a high rate it is difficult to keep count. An under-exaggeration of behavior, you use this method to increase behavior. 14. Momentary Time Sampling Recording: data is less representative than in- tervals, looking for a behavior's occurrence during a specific part of the interval and recording if it is occurring at that precise moment. Ex: setting a timer to go off every minute for a 30 minute interval, only checking for behavior and marking it down as the timer goes off. 15. Reinforcement: follows a behavior that increases that behavior 16. Punishment: follows a behavior that decreases that behavior 17. Positive Reinforcement: addition of a pleasant stimulus 18. Negative Reinforcement: removal of an aversive stimulus 19. Positive Punishment: addition of an aversive stimulus 20. Negative Punishment: removal of a pleasant stimulus 21. Motivating Operations: Variables in the environment that alter the relative value of a particular reinforcer at a particular time. 22. Deprivation: when a person hasn't had access to a particular reinforcer for a significant period of time, makes it more potent 23. Immediacy: the time between the occurrence of the behavior and the delivery of the reinforcer. The more immediate, the more effective 24. Size: the magnitude of the reinforcer changes the effectiveness.You want to not give too much or the reinforcer will lose its value, but too little will not be motivating enough. 25. Contingency: when the reinforcer is delivered only for the target behavior it is more effective 26. Schedules of Reinforcement: specifies how often particular behaviors re- ceive reinforcement 27. Continuous schedule: used for learning new behaviors, the behavior is rein- forced every time 28. Intermittent Schedule: used to maintain behavior once a skill is acquired. Behavior is only reinforced some of the time. They generate high response rates and prevent behavior from stopping. 29. Fixed Ratio Schedule: a schedule of reinforcement after a fixed level of responses. Ex: reinforce after every 5th correct response. 30. Variable Ratio Schedule: An average number of responses must be made before delivery of reinforcement. Ex: slot machine 31. Fixed Interval Schedule: it doesn't matter how many times the behavior occurred, the person only gets the reinforcer once the response is given after a fixed amount of time. Ex: receiving a paycheck. 32. Variable Interval Schedule: the reinforcer is delivered for the first response that occurs after an unpredictable amount of time has passed. Ex: checking your email - you probably do this periodically throughout the day without a set schedule 33. Extinction: when the response no longer produces reinforcement. 34. Extinction burst: when the behavior is no longer reinforced, it will briefly increase in frequency, intensity and duration. This is because the learner wants to see if performing the behavior more intensely will produce reinforcement. 35. Response Cost: taking away a reinforcer as a result of behavior (ex: taking car keys away after missing curfew) 36. Behavior Intervention Plan: plans developed to guide parents, teachers and other paraprofessionals on how to decrease inappropriate behvaiors and teach or increase replacement behaviors in all settings. Everyone who interacts with the individual should follow the plan 37. Functional Behavior Assessment: a collection of different procedures of gathering information on antecedants, behaviors, and consequences in order to determine the factors that lead to maintaining problem behavior. 38. Antecedant: an environmental condition existing or occurring immediately before the behavior of interest (ex: the setting, people they are around, the actions of people around them) 39. Visual Schedules: a set of pictures that communicate a series of activities or steps of a specific schedule. Gives a sense of control, predictability and choice over their schedule 40. Means to an end visual: shows the individual when they are finished or when something new is going to happen, like a transition. Ex: timer, token board, first/then board. More likely to stay on task if they can see when they get a break 41. Functional Communication training: the use of appropriate communicative behavior to replace the inappropriate behavior. If we make it easier to communicate through words, sign, or pictures than the problem behavior, it is more likely they will use they functional behavior instead. 42. Social Stories: a tool to teach children with autism how to act in social situations 43. Systematic Desensitization: treatment that practices engaging in successive approximations toward the target behavior. This treatment is often paired with anxiety reduction exercises and positive reinforcement. 44. Demand Fading: incrementally increase demands you place on the student across several sessions 45. Non-Contingent Reinforcement: reinforcing the child without any specific demands in place. This causes you to be associated with reinforcement and become a reinforcer. 46. Pairing: when the child has associated you with reinforcement, or good things. 47. Pace: increasing pace of instruction decreases escape behaviors 48. Interspersing: mixing up easy and more difficult tasks 49. Wait program: teaches a student to accept the denied request and wait for access to the item. It does this by using visuals and timers. The student is taught to wait for items or an activity for incremental periods of time. 50. Transition program: teaches student to easily transition by reinforcing sys- tematic steps. First, you contrive transition by situations such as moving from one chair to another. 51. Sensory diet: the use of sensory activities or exercises to calm certain sensory needs. Ex: activity schedule, replacement behavior that serves the same purpose 52. Differential Reinforcement of Alternate Behaviors (DRA): 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. 53. Differential Reinforcement of Incompatible Reinforcers (DRI): 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 cor- rect behavior is reinforced 54. Differential Reinforcement of Other Behaviors (DRO): reinforcing the ab- sence 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. 55. Overcorrection: contingent on the target behavior, the individual must engage in a tedius task directly related to the problem. 56. Restitutional overcorrection: the learner is required to repair the situation to its original state 57. Positive practice overcorrection: the learner is required to practice the cor- rect form of the behavior or a behavior that is incompatible as a result of the problem behavior 58. Time out: the withdrawal of the opportunity to receive positive reinforcement for a specific amount of time 59. Prompting: a cue or an action to assist or encourage the desired response from an individual 60. Physical Prompt: physically manipulating the individual to practice the desired response, eventually the degree of touch can be lessened until the student per- forms it independantly 61. Verbal prompt: 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. 62. Phoneme: the smallest contrastive unit in the sound system of a language, help shape articulation 63. Intraverbal prompt: a question that leads the child to the correct response 64. Visual prompt: a visual clue or picture, can be any object or printed material that can be used to teach a new behavior 65. Gestural prompt: using a physical gesture to indicated the desired resposne 66. Positional prompt: when the target is placed closer to the individual. As the response becomes more independant the target is moved farther away from them 67. Modeling: physical display of the desired response 68. Video modeling: 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 69. Video self modeling: when the student views videos of themselves as exam- ples of behavior 70. Time delay: transfers stimulus control to the natural stimulus by delaying the presentation of the prompt after that natural stimulus has been presented 71. Prompt fading: to reduce assistance to a least intrusive prompt 72. Stimulus fading: 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) 73. Most to least prompting: usually used with teaching new behaviors because it provides little opportunity for errors 74. Least to most prompting: 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 75. Shaping: reinforcing successive approximations of a target behavior. can be used to improve articlation 76. Task analysis: involves breaking down a complex skill into smaller, teachable units, the products of which is a series of sequentially ordered steps or tasks 77. Chaining: a specific sequence of responses with each sequence associated with a particular stimulus condition 78. Forward chaining: the behaviors identified in the task are taught in their naturally occurring order. Only targets one step at a time from the beginning. 79. Backward chaining: 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) 80. Total task presentation: 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) 81. Discrimination training: 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. 82. Isolation: teaches the student to pair the stimulus with reinforcement. Once it is paired you mix it up with other stimuli (distractors). 83. Mixed trials: mixing mastered SD's with target SD's to ensure discrimination 84. Discrete trial instruction: working one on one with a student, breaking tasks down into small steps until mastery. 85. Errorless learning: ensures success, early immediate prompts, prompts fad- ed over time, decreases frustration/increases motivation 86. Trial by trial data: data is collected after each trial on whether or not the response was correct, incorrect, or mastered 87. Probe data: 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 88. Naturalistic teaching: 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 89. Stimulus control: when certain aspects of the environment impact our behav- iors (ex: being quiet in a library). 90. Multiple exemplar training: teaching with many different examples of the same item or activity 91. Transfer trial: when we re-present the original SD and then use a lesser prompt than the first 92. Error correction: 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. 93. Cold Probe: 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) 94. Toy Imitation: 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" 95. Gross motor imitation: imitation of body movements, no materials are nec- essary, SD= non specific "copy me" 96. Fine motor imitation: imitation of detailed, precise movements, may use materials, SD= non specific "do this" 97. Oral motor imitation: imitation of movement of the mouth, tongue, lips, face, head, often a prerequisite to verbal imitation and speech, helps to shape articula- tions, increase vocalizations, provides reinforcement for "pre-speech" behaviors, helps build momentum, SD= non specific 98. Echoic: 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 99. Mand: 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 100. Tact: 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 101. Intraverbal: responding to conversation, or a question, the antecedant is verbal stimulus, and the consequence is nonspecific reinforcement 102. Listener responding: responding to the mands of another. This is receptive language, it is not verbal behavior. (ex looking at an item when it is named) 103. Stimulus Stimulus pairing: repeated pairing of a neutral stimulus with a re- inforcing stimulus, neutral stimulus becomes conditioned as a reinforcer, increase in responding partially attributed to automatic reinforcement 104. 4 Functions of Behavior: to gain attention to escape or avoid a task or situation to gain an item or tangible to gain automatic reinforcement