RBT Exam 2024 study guide

RBT Exam 2024 study guide 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.