RBT Exam 2023 study guide (Graded A)

Continuous Measurement - Answer- Measuring each and every instance of behavior within the entire observation period. What are the 5 types of continuous measurement? - Answer- Frequency, Rate, Duration, Inter Rate Response (IRR), and Latency. Frequency - Answer- A simple count of the instances of a behavior, represented by a tally. Example; how many times did John hit another student? You would tally every time John hit another student and present the count as a number. John hit another student five times. Rate - Answer- A frequency count with a time element. This type of continuous measurement is an important measurement when looking at behaviors which are frequent and short, like hitting, raising hands, flapping hands, disrupting another student, yelling. Example; if you are measuring how many times John hit another student, you would report this as John hits at the rate of five times per hour. Duration - Answer- How long a Behavior occurs. To take this type of data you start a stopwatch when the behavior begins and end the stopwatch when the behavior stops. This data is often reported as an average over time, and is for behaviors that are long lasting like tantrums, social play, how long it takes a child to get dressed. Inter Rate Response (IRT) - Answer- This is the observed time between responses. To take this type of data you start the stopwatch when the behavior ends and stop the stopwatch when the behavior begins again. This type of data is typically reported as an average. Example; The time between doing math problems, the time between prosocial behaviors. Latency - Answer- This is the time from prompt to the start of the behavior. To take this type of data start the stopwatch when the prompt is given and stop the stopwatch when the behavior starts. You might want to take this type of data when there is a delay between the prompts and when the behavior occurs. Example; The time from a prompt to get dressed to a person getting dressed, the time from the instruction to begin a math problem to the response. Discontinuous Measurement - Answer- These measurement procedures are classified as samples of the target behavior, but they do not measure every instance of a behavior within the entire observation period. These types of measurement procedures are used when it is too time-consuming to take continuous measurement data. What are the 3 types of Discontinuous Measurement? - Answer- Partial interval, whole interval, and momentary time sampling. Partial Interval - Answer- A type of discontinuous measurement that records the presence or absence of a behavior during a brief interval of time. Intervals are marked as positive if the target behavior occurred at any time during the interval, and negative if the target behavior did not occur during the entire interval. Example; take an interval of 30 seconds and look for hand flapping behavior. You would mark a positive if the hand flapping behavior occurred at any point during the 30 second intervals, and a negative if it did not. Whole interval - Answer- A discontinuous measurement procedure that records the presence or absence of a behavior during the whole interval. Intervals are marked as a positive if the target behavior occurred during the entire interval, and a negative if the target behavior stopped at any time during the interval. Example; if you are doing a 30 second intervals and measuring hand flapping behavior, you would mark it positive if the hand flapping behavior occurred during the entire 30 seconds, or negative if the hand flapping behavior stopped at any point in time during those 30 seconds. Momentary Time Sampling - Answer- A discontinuous measurement procedure that records the presence or absence of a behavior at the very end of an interval. Intervals are marked as a positive if the target behavior occurred at the end of the interval, or a negative when the target behavior does not occur at the end of the interval. This procedure is best to do for many clients at the same time. Example; if a teacher is trying to measure task engagement for a group of students during a 30 second interval, if the teacher looked up at the students at the 28 second mark she would mark a positive for those students who are engaged in their tasks at that point in time and a negative for those students who were not engaged in their task when she looked up. Regardless of if they were the entire time. Permanent Product procedures - Answer- This type of recording is not recording behaviors, but recording the products that the behavior produces. Example; you could record how many questions a student answered on a worksheet by simply looking at the worksheet after and counting the problems completed. Similarly, you could see a clean room as a result of the child cleaning their room and you would record their behavior as a positive because the end result is a clean room. Provide examples of permanent product recordings? - Answer- 1) How many items were placed on a shelf 2) how much homework was completed 3) how many bracelets were constructed 4) how many dishes were clean 5) how many scratches a person has. *this is valid because these are all an after product of a behavior occurring. How would summarize different types of data? (Frequency, duration, IRT, latency, and interval data) - Answer- 1) frequency is summarized as rate over sessions. 2) duration is summarized as total duration over one session. 3) IRT is summarized as an average. 4)Latency is summarized as a average latency to response 5) interval data is summarized as percent intervals with occurrence List some rules for graphing data? (5?) - Answer- 1) label the horizontal axis (x) with sessions or days 2) label the vertical axis (y) with the type of measurement you are using 3) graph one data point for every session 4) draw vertical phase line to separate phases of treatment 5) use a legend or written names with arrows to label the different behaviors if more than one behavior is depicted on the same graph How should you describe behaviors? - Answer- You should always describe behavior in observable and measurable terms. This should be thorough enough and complete that any person could read it and understand what the behavior is and begin collecting data on the behavior even if they weren't there to see it happen. Example; instead of saying a child was aggressive or angry, you could say the client was hitting and pinching. Preference assessment - Answer- A set of procedures used to determine if one or more stimuli may function to increase the rate of a specific behavior or behaviors when delivered following the occurrence of that behavior. Trying to determine which reinforcers are the most effective. Free Operant Preference Assessment - Answer- This type of preference assessment is a simple observation procedure with no manipulation that allows the client to freely choose which items they play with or use. The therapist observes which items the client interacts with, records the time spent with each item, and ranks the items by the amount of time the client spent with them. Single Item Preference Assessment - Answer- The therapist will present one item at a time to the client and record whether they consume/interact with the item, makes no response to it, or avoids it. The therapist should present three items total, and tally the number of time each item was consumed/interacted with. Paired/Forced Choice Preference Assessment - Answer- The therapist presents two items to the client for about 30 seconds and records which item the client chooses. Multiple stimulus preference assessment with replacement (MSW) - Answer- Present multiple items at a time to a client for 30 seconds, allow the client to pick an item then selected items are returned to the array, and this is done repeatedly. Multiple stimulus preference assessment without replacement (MSWO) - Answer- The therapist presents multiple items at the same time to the client for 30 seconds and records which item the client chooses to interact with. Instead of returning the item back to the choices, the item is then set to the side. How will an RBT help their supervisor? - Answer- RBTs will help their supervisor assess where their clients ability and social skills, language skills, academics, self help skills, daily living skills, job skills, coping skills etc. Baseline - Answer- Baselining is finding out where a clients skills or behaviors are before beginning therapy. Example; Present a prompt and record the learners response. Typically three baseline data points will be sufficient. Skill assessments - Answer- These assessments determine where a clients skills are. The most commonly used of this type of assessment in ABA is; verbal behavior milestones assessment and placement program (VB-MAPP), assessment of basic language and learning skills - revised (ABLLS-R). Curriculum-Based Assessment - Answer- This type of assessment or measurement is the repeated, direct assessment of targeted skills in basic areas such as math, reading, writing, spelling. Example; measuring how many words a client could read in a minute. Define social skills - Answer- These types of skills are used to communicate and interact with people. They can include both verbal and nonverbal communication and personal appearance. Define Daily living skills - Answer- These skills are those that people use every day to function. Example; personal hygiene and grooming, dressing, toileting, laundry, meal preparation and eating, safety skills. Functional Behavior Assessment (FBA) - Answer- This type of assessment is a set of procedures used to determine why someone is engaging in maladaptive behavior. They are typically done prior to beginning ABA therapy and are usually done by BCBAs. Indirect functional behavior assessment (FBA) procedures - Answer- Part of an FBA may include record reviews, interviews, and rating scales. Direct Functional behavior assessment (FBA) procedures - Answer- Part of an SBA will include direct observations and skill assessments. These procedures involve observing the client and recording what is seen. Analog or functional analysis assessment - Answer- This assessment is when a behavior analyst manipulates the environment to determine the function of the behavior. *This is not a job for RBT's but they could be asked to help. Antecedent Behavior Consequence (ABC) data collection - Answer- This type of data collection records what happened before the behavior occurred (antecedent), records what the behavior looked like in observable and measurable terms (behavior), and records what happened immediately after the behavior (consequence). Behavior intervention plan (BIP)/behavior reduction plan (BRP) - Answer- This type of plan is a set of procedures used to reduce maladaptive behaviors. Skill Acquisition Plan - Answer- This type of plan is a set of procedures used to increase the skills of a client and will outline the terminal goals of the client. What are the 7 components to a skills plan? - Answer- 1) terminal goals for clients 2) instrumental goals for clients (the steps to reach the terminal goals) 3) what type of technique should be used to teach the skill 4) what type of prompting should be used 5) what is mastery of the goal/how many times does a client need to perform the scale without prompting to determine mastery 6) what type of reinforcement strategies will be used 7) a plan for generalization and maintenance Preparing for a Session - Answer- 1) review notes from previous session. 2) minimize distractions in the area. 3) gather reinforcers and materials needed 4) read the scale plan as a reminder of the goals and techniques required * An RBT should take about 15 minutes at the beginning of a session or before a session to prepare. Reinforcer - Answer- Any consequence that increases a behavior Example; if your client is screaming I want a cookie and you give them a cookie, the client is more likely to scream in the future to receive a cookie. Punisher/punishment - Answer- Any consequence that decreases a behavior. Example; if you reprimand a client for jumping on the couch, the client is less likely to jump on the couch in the future. Unconditioned reinforcement - Answer- The effectiveness of the reinforcer IS NOT dependent on the learning history. Also known as primary reinforcers. Example; food, water, warmth, pleasure, air. Conditioned reinforcers - Answer- The effectiveness of the reinforcer IS dependent on the learning history. Also known as secondary reinforcers. Example; electronics, money, toys, music. Positive reinforcement - Answer- Adding something to the environment to increase the future probability of the behavior occurring. Example; giving a client a cookie for cleaning up toys is adding a cookie and increases the probability that the client will clean up toys in the future in hopes of receiving a cookie. As well as giving a client a hug for saying thank you, or giving a client screen time for doing math work. Negative reinforcement - Answer- Removing something from the environment to increase the future probability of the behavior occurring. Examples; putting on your seatbelt in the car to stop the seatbelt warning noise in your car OR when a client cries when he sees math homework so the homework is removed and the crying stops, but in the future the crying continues when the client sees homework. Positive punishment - Answer- Introducing something that will increase the future probability that the behavior will decrease. Example; you touch a hot pot and your hand gets burned so in the future you are less likely to touch a hot pot. Negative punishment - Answer- Taking something away that will increase the future probability that the behavior will decrease. Example; A student yells out in class and the teacher takes away a token therefore the student is less likely to yell in the future. continuous reinforcement - Answer- Is a schedule in which the therapist reinforces every correct response of the target behavior Example; if the target behavior is having the client say hello, then every single time they say hello they will receive a reinforcement. intermittent reinforcement - Answer- All other schedules when reinforcement does not occur after every response. There are four types of intermittent reinforcement. Example; giving reinforcement every third response or giving reinforcement about every five responses. Fixed ratio (FR) Schedule - Answer- Providing reinforcement on a fixed response ratio. Example; If you were providing reinforcement on FR2, every two times the client correctly responds they would be provided with reinforcement. Fixed interval (FI) schedule - Answer- Providing reinforcement on an interval/average time ratio. You provide reinforcement on the first correct after an interval of time. Example; If you were using FI3, you would provide reinforcement on the first correct response after 3 minutes had passed. If you were using FI5, you would provide reinforcement on the first correct response after 5 minutes had passed. Variable Ratio (VR) Schedule - Answer- Providing reinforcement on a variable response ratio. Examples; If you were providing reinforcement on VR2, on the average of 2 correct responses the client correctly responses they would be provided reinforcement. So you take the average of the correct responses to find your VR schedule. Variable Interval (VI) Schedule - Answer- Providing reinforcement on a variable/average time ratio. You provide reinforcement on the first correct after an average interval of time. Example; if you were using VI three, you would provide reinforcement on the first correct response after an average of three minutes had passed. The schedules might look like this: reinforce first correct response after one minute, three minutes, five minutes. The average of one, three, and five is three, so it is a VI3. Discrete Trial Training (DTT) - Answer- A teaching method in which learning trials are presented in quick succession, with a clear beginning and clear into each trial. Immediately after the first trial a new trial begins. Components of a discrete trial - Answer- 1.) The instruction is delivered by the