RBT Competency Assessment (RBT Competency final exam) questions and answers 100% correct

RBT Competency Assessment Describe how to Prepare for Data Assessment ans: Get a pencil and appropriate data sheets [ABC Data, Manding, & NET] ready. Have all learning material ready and make sure the table is paired with reinforcers Continuous Measurement Procedures ans: Frequency and Duration Frequency Data ans: Continuous Data. Collecting Manding data because we collect it on every opportunity. Duration Data ans: Continuous data. Recording how long a tantrum occurred. Discontinuous Measurement Procedures ans: Skill Acquisition data because it's only collected on the first response of the session; this is also called Cold Probe Data. Other types include partial interval recording, whole interval recording, and momentary time sampling. Partial Interval Recording ans: Discontinuous Data. This is used if a behavior occurred at least once in a specified time interval. Whole Interval Recording ans: Discontinuous Data. This is used if a behavior occurred during the entire duration of the timed interval. Momentary Time Sampling ans: Discontinuous Data. This would be when you record data only every X amount of minutes. Permanent Product Recording Procedures ans: A 'card system' is often used. These are permanent products because they're tangible things that can be counted and measured to record progress, or to get the percentage of correct responding with target and maintenance responses. Behavior and the environment in observable and measurable terms ans: Ask, what does it look like? Hitting is a behavior. Things you can see are behaviors. Frustration would not be a behavior because you cannot see frustration. Behavior should be described in __________ and __________ terms. ans: Observable and Measurable Preference Assessments ans: Formal ways to determine potential reinforcers. In some ABA programs, clients fill out a potential reinforcer survey. Otherwise, the therapist observes the child's motivation and takes note in what they are engaging with to determine reinforcers. Assist with individuals assessment procedures ans: RBT's role is to assist the BCBA by paring, collecting ABC data if necessary and collecting assessment data based on the learner's profile (manding, listener skills, motor imitation, etc). Assist with functional assessment procedures ans: RBT's role is to asst BCBA; while the BCBA is doing a Functional Assessment Interview with the caregiver, the RBT collects ABC data and implement antecedent manipulations (pairing). RBT will share data with the BCBA to be analyzed and a treatment plan developed. Essential components of a written Skill Acquisition Plan ans: Baseline; Where the child is at so skills aren't retaught Observable/Measureable goals; for example: Emma will spell her name with 100% accuracy Criterion for Mastery; The task will be performed a certain number of times. This is determined on the client. Some children may master the skill in 3 days others in 5 days. How to prepare for a session as required by the skill acquisition plan ans: Have all data sheets ready. Have the table paired with preferred items. Have all learning materials ready and available. Have all teach, target, and maintenance cards ready on the table in piles. Different contingencies of reinforcement ans: Continuous Reinforcement. Intermittent Reinforcement. Continuous Reinforcement ans: Used for teaching new skills. It is when reinforcement is provided after every correct response. Intermittent/Variable Reinforcement ans: Recommended once you can fade out prompts effectively. For example, you would provide reinforcement, on average, every 5-7 times. Discrete Trial Training (DTT) Procedures ans: A method of teaching simplified and structured steps. Instead of teaching an entire skill all at once, the skill is broken down into teachable units and built up using discrete trials that teach each step one at a time. Naturalistic Teaching Procedures (NET) ans: When the activity itself is reinforcing to the learner. The therapist then sets up manding opportunities while teaching across the operants related to the item/activity. Incidental Teaching is also a naturalistic teaching procedure and is often recorded on the same data sheet as NET. Incidental Teaching ans: Similar to NET because you're not running trials at a table. May not be motivational based however, you teach in the moment. For example, you're at the grocery store and you say "Go find a yellow fruit", they find a banana, you ask "What's it called" and they tact "Banana". Task analyzed chaining procedures [Task Analysis] ans: Commonly used to teach daily living skills like hand washing, tooth brushing, etc. Each step in the task analysis is a 'chain' to teach the entire skill. Discrimination training ans: Conditional discriminations are when you teach two concepts at the same time so the learner knows how to discriminate. For example teaching hot and cold at the same time. Stimulus control transfer procedures ans: A process in which prompts are removed once the target behavior is occurring int he presence of the discriminative stimulus (SD). Prompt fading and prompt delay are procedures used to transfer stimulus control from the prompt to the SD. Stimulus Fading procedures ans: Gradually fading a stimulus (prompt) to obtain independent responses Prompt and prompt fading procedures ans: This is Errorless teaching procedures along with Error Correct Procedure How to implement generalization procedures ans: Varying the SD or changing therapists so that the student responds to more than one instructor. Teaching at the table and in Natural Environment. For example saying "Do what I do" instead of always saying "Do this" or teaching a student how to answer "What is your age" after they've mastered "How old are you?" How to implement maintenance procedures ans: Have they retained the skill? Mastery criteria is generally 3 consecutive 'yes's'. It's important to mix in maintenance tasks with teach tasks to ensure that all learned skills continue to be maintained. Assisting with the training of Stakeholders ans: You need to be able to model the procedures and then explain why. It's important to maintain a professional relationship and pair yourself with others so that they will want to learn from you. An example would be to say "We need to do this in order for ______ behavior to decrease". Stakeholders ans: Family, Caregivers, Babysitters and other professionals that have a personal stake in the child's life Essential components of a written behavior reduction Plan ans: Must have target behavior definitions. Must include any baseline data/graphs. Must list all antecedent manipulations [this includes teaching the replacement behavior]. Consequence strategies that are listed in step by step procedures. Must contain a signature from caregiver, agreeing to the procedures. Functions of behavior ans: Escape Attention Tangibles Sensory/Automatic Interventions based on modification of antecedents such as motivating/establishing operations and discrimintive stimuli ans: To control for escape: Pairing ourselves as a conditioned reinforcer; pairing the table; gradually fading in demands; mixing easy with hard; starting with continuous reinforcement schedule; using the promise reward, etc. Different reinforcement procedures ans: Differential Reinforcement of Alternative Behavior [DRA] Differential Reinforcement of Other Behavior [DRO] Differential Reinforcement of Alternative Behavior [DRA] ans: AKA: Differential Reinforcement of Appropriate Behavior. Example would be teaching a child to say "Open" to replace the behavior of crying when the child wants to have things opened. Differential Reinforcement of Other Behavior [DRO] ans: Reinforcing the absence of behavior. For example, providing a child skittles for staying in his seat during circle time. Extinction Procedures ans: Procedure where you withhold reinforcement contingent upon problem behavior. Extinction occurs when reinforcement of a previously reinforced behavior is discontinued.