40 Hour RBT Training (11-20) Exam With Complete
Solutions A+ Graded
Augmentative |and |Alternative |Communication |- |ANSWER |Ways |of |communicating |that ||do
||not ||rely ||on ||speaking.
Sign |Language |- |ANSWER |A |system |of |communication |that |uses |signs |of |the |hands |and
||other ||body ||language ||such ||as ||facial ||expression ||and ||posture ||to ||convey ||meaning
formal ||sign ||language ||- ||ANSWER ||has ||vocabulary, ||grammar, ||and ||syntax
-Generally ||used ||by ||people ||who ||are ||culturally ||deaf ||(have ||never ||heard ||spoken ||words).
|| Examples: ||American ||Sign ||Language, ||British ||Sign ||Language, ||etc
Pidgin |sign ||langauges |- ||ANSWER |-Blends ||sign ||form |formal |sign ||language |with ||regional
||spoken ||language
-Usually |used |by |people ||who ||have |lost |their |hearing |(native ||spoken ||language |users).
idiosyncratic ||signing ||- ||ANSWER ||-Usually |not |a ||fully |formed |language ||- |no
||grammar/syntax
-Signs ||may ||or ||may ||not |come ||from |formal ||signing |lexicons
-most ||used ||by ||individuals ||with ||language ||disorders, ||unrelated ||to ||hearing ||loss
Behavior ||analytic ||teaching ||of ||signs ||- ||ANSWER ||-manding
-tacting
-intraverables
,American ||Sign ||Language ||is ||a ||word-for-word ||translation ||of ||American |English. ||- ||ANSWER
||false
Which ||form ||of ||sign ||language ||is ||used ||frequently ||by ||native ||oral ||speakers ||who ||later
||become ||deaf ||and ||study ||ASL? ||- ||ANSWER ||pidgin ||sign
It ||is ||not ||common ||that ||the ||clients ||RBTs ||work ||with ||utilize ||idiosyncratic ||signs. ||- ||ANSWER
||false
Sign ||language ||learning ||detracts ||from ||an ||individual's ||ability ||to ||learn ||to ||speak. ||- ||ANSWER.
||False
What ||form ||of ||language ||training ||requires ||the ||most ||sign ||language ||fluency ||on ||the ||part ||of
||the ||RBT? ||- ||ANSWER. ||Intraverbals
picture |based |communication |system: |populations |served ||- |ANSWER |-Non-speaking
||individuals
-individuals ||who ||can ||benefits ||from ||environmental ||cues ||for ||correct ||responding
-people ||who ||have ||difficulty ||understanding ||spoken ||directions
picture |communication |symbols |- |ANSWER |-understood |by |others |with |ease
-no ||speaking ||on ||the ||part ||of ||the ||partner
-very ||little ||fine ||motor ||skill ||required ||on ||the ||part ||of ||the ||partner
-easily |added |to
Picture ||communication ||is ||easily ||understood ||by ||naive ||communication ||partners. ||-
||ANSWER ||true
Individuals ||using ||picture ||communication ||may || or ||
,the |pictures. |- |ANSWER |point |to |; |exchange
Picture |communication |is |only |used |by |individuals |who |do ||not |have |speech. ||- ||ANSWER
||false
a ||type ||of ||picture ||communication ||used ||to ||demonstrate ||contingency ||- ||SPEAK ||first ||-
then ||do ||something
PECS | | is | | mainly | | used | | to | | -SAY | | -mandoing
Speech ||Generating ||devices ||ANSWER- ||for ||who ||: ||people ||with ||disabilities, ||their ||disability
||affects ||their ||ability ||to ||effectively ||communicate.
- ||What |type ||speech ||genrating |decives ||With ||A |KEYBOARD
The ||individual ||has ||some ||ability ||to ||talk ||unsupported ||he ||or ||she ||must ||have ||one ||of ||these
||Speech ||Generating ||Devices. ||-ANSWER- ||false
Some ||devices ||will ||allow ||a ||person ||to ||say ||any ||word ||they ||can ||think ||of, ||even ||if ||it ||was
||not ||pre-programmed. |- |ANSWER |True
A ||person ||with ||a ||complex ||vocabulary ||and ||multiple ||motor ||impairments ||would ||probably
||prefer ||- ||ANSWER ||a ||stand ||along ||speech ||generating ||device
Only ||persons ||who ||have ||the ||ability ||to ||touch ||a ||screen ||or ||keyboard ||accurately ||can ||use
||a ||speech-generating ||device ||- ||ANSWER ||false
In ||order ||to ||utilize ||a ||larger ||array ||of ||vocabulary ||words ||on ||an ||SGD, ||a ||user ||need ||to ||have
skills. | | - | | ANSWER | | match | | to | | sample
Who | | conducts | | an | | AAC | | assessment? | | - | | ANSWER | | SLP's
Verbal ||imitation ||skills ||- ||ANSWER ||-Low ||verbal ||imitation ||skills ||are ||an ||indicator ||that ||AAC
||should ||be ||tried.
-Voice-output |devices |may |lead |to ||speech |development |due |to |modeling |effects
, -Sign ||language ||has ||been ||shown ||to ||facilitate ||the ||development ||of ||oral ||speech ||better ||than
||picture ||communication
fine ||motor ||skills ||- ||ANSWER ||Sign ||language ||develops ||better ||for ||learners ||who ||have ||better
||fine ||motor ||skills
Executive |Functioning |Skills |- |ANSWER |Fluent |sign |language |requires |good |executive
||functioning ||skills
Visual |Acuity |- |ANSWER |Visual |systems |require |adequate |vision |to |see |the |icons ||Braille
|| symbols ||could ||be ||used ||if ||the ||person ||reads ||Braille
Social ||Approach ||Behaviors ||- ||ANSWER ||Picture ||symbols ||require ||more ||willingness ||to
||approach ||others, ||especially ||if ||using ||picture ||exchange.
Practical |Considerations |- |ANSWER |Cost |- |high |tech |devices |can |be |expensive.
Responsible ||use ||- ||high ||tech ||devices ||reduce ||the ||ability ||to ||communicate ||when ||out ||for
||repairs
Motivation ||to ||use ||- ||child ||preference ||should ||be ||considered
Community ||support ||- ||impractical ||to ||train ||the ||child ||if ||her ||community ||will ||not ||learn ||to
||communicate ||with ||her
Complexity ||- ||All ||modes ||range ||from ||simple ||to ||complex; ||must ||shape ||with ||the ||child's ||ability
AAC ||training ||- ||ANSWER ||-BCBA ||collaboration ||with ||SLP
-verbal ||behavior ||methods
-functional ||communication ||training
mand ||trainng ||in ||FCT ||- |ANSWER ||FUNCTIONAL ||COMMUNICATION |TRAINING
Teaches ||children ||whose ||verbal ||behavior ||has ||developed ||abnormally ||to ||get ||needs ||met
||through ||communication ||instead ||of ||misbehavior. ||Immediate ||gratification ||behavior ||is
Solutions A+ Graded
Augmentative |and |Alternative |Communication |- |ANSWER |Ways |of |communicating |that ||do
||not ||rely ||on ||speaking.
Sign |Language |- |ANSWER |A |system |of |communication |that |uses |signs |of |the |hands |and
||other ||body ||language ||such ||as ||facial ||expression ||and ||posture ||to ||convey ||meaning
formal ||sign ||language ||- ||ANSWER ||has ||vocabulary, ||grammar, ||and ||syntax
-Generally ||used ||by ||people ||who ||are ||culturally ||deaf ||(have ||never ||heard ||spoken ||words).
|| Examples: ||American ||Sign ||Language, ||British ||Sign ||Language, ||etc
Pidgin |sign ||langauges |- ||ANSWER |-Blends ||sign ||form |formal |sign ||language |with ||regional
||spoken ||language
-Usually |used |by |people ||who ||have |lost |their |hearing |(native ||spoken ||language |users).
idiosyncratic ||signing ||- ||ANSWER ||-Usually |not |a ||fully |formed |language ||- |no
||grammar/syntax
-Signs ||may ||or ||may ||not |come ||from |formal ||signing |lexicons
-most ||used ||by ||individuals ||with ||language ||disorders, ||unrelated ||to ||hearing ||loss
Behavior ||analytic ||teaching ||of ||signs ||- ||ANSWER ||-manding
-tacting
-intraverables
,American ||Sign ||Language ||is ||a ||word-for-word ||translation ||of ||American |English. ||- ||ANSWER
||false
Which ||form ||of ||sign ||language ||is ||used ||frequently ||by ||native ||oral ||speakers ||who ||later
||become ||deaf ||and ||study ||ASL? ||- ||ANSWER ||pidgin ||sign
It ||is ||not ||common ||that ||the ||clients ||RBTs ||work ||with ||utilize ||idiosyncratic ||signs. ||- ||ANSWER
||false
Sign ||language ||learning ||detracts ||from ||an ||individual's ||ability ||to ||learn ||to ||speak. ||- ||ANSWER.
||False
What ||form ||of ||language ||training ||requires ||the ||most ||sign ||language ||fluency ||on ||the ||part ||of
||the ||RBT? ||- ||ANSWER. ||Intraverbals
picture |based |communication |system: |populations |served ||- |ANSWER |-Non-speaking
||individuals
-individuals ||who ||can ||benefits ||from ||environmental ||cues ||for ||correct ||responding
-people ||who ||have ||difficulty ||understanding ||spoken ||directions
picture |communication |symbols |- |ANSWER |-understood |by |others |with |ease
-no ||speaking ||on ||the ||part ||of ||the ||partner
-very ||little ||fine ||motor ||skill ||required ||on ||the ||part ||of ||the ||partner
-easily |added |to
Picture ||communication ||is ||easily ||understood ||by ||naive ||communication ||partners. ||-
||ANSWER ||true
Individuals ||using ||picture ||communication ||may || or ||
,the |pictures. |- |ANSWER |point |to |; |exchange
Picture |communication |is |only |used |by |individuals |who |do ||not |have |speech. ||- ||ANSWER
||false
a ||type ||of ||picture ||communication ||used ||to ||demonstrate ||contingency ||- ||SPEAK ||first ||-
then ||do ||something
PECS | | is | | mainly | | used | | to | | -SAY | | -mandoing
Speech ||Generating ||devices ||ANSWER- ||for ||who ||: ||people ||with ||disabilities, ||their ||disability
||affects ||their ||ability ||to ||effectively ||communicate.
- ||What |type ||speech ||genrating |decives ||With ||A |KEYBOARD
The ||individual ||has ||some ||ability ||to ||talk ||unsupported ||he ||or ||she ||must ||have ||one ||of ||these
||Speech ||Generating ||Devices. ||-ANSWER- ||false
Some ||devices ||will ||allow ||a ||person ||to ||say ||any ||word ||they ||can ||think ||of, ||even ||if ||it ||was
||not ||pre-programmed. |- |ANSWER |True
A ||person ||with ||a ||complex ||vocabulary ||and ||multiple ||motor ||impairments ||would ||probably
||prefer ||- ||ANSWER ||a ||stand ||along ||speech ||generating ||device
Only ||persons ||who ||have ||the ||ability ||to ||touch ||a ||screen ||or ||keyboard ||accurately ||can ||use
||a ||speech-generating ||device ||- ||ANSWER ||false
In ||order ||to ||utilize ||a ||larger ||array ||of ||vocabulary ||words ||on ||an ||SGD, ||a ||user ||need ||to ||have
skills. | | - | | ANSWER | | match | | to | | sample
Who | | conducts | | an | | AAC | | assessment? | | - | | ANSWER | | SLP's
Verbal ||imitation ||skills ||- ||ANSWER ||-Low ||verbal ||imitation ||skills ||are ||an ||indicator ||that ||AAC
||should ||be ||tried.
-Voice-output |devices |may |lead |to ||speech |development |due |to |modeling |effects
, -Sign ||language ||has ||been ||shown ||to ||facilitate ||the ||development ||of ||oral ||speech ||better ||than
||picture ||communication
fine ||motor ||skills ||- ||ANSWER ||Sign ||language ||develops ||better ||for ||learners ||who ||have ||better
||fine ||motor ||skills
Executive |Functioning |Skills |- |ANSWER |Fluent |sign |language |requires |good |executive
||functioning ||skills
Visual |Acuity |- |ANSWER |Visual |systems |require |adequate |vision |to |see |the |icons ||Braille
|| symbols ||could ||be ||used ||if ||the ||person ||reads ||Braille
Social ||Approach ||Behaviors ||- ||ANSWER ||Picture ||symbols ||require ||more ||willingness ||to
||approach ||others, ||especially ||if ||using ||picture ||exchange.
Practical |Considerations |- |ANSWER |Cost |- |high |tech |devices |can |be |expensive.
Responsible ||use ||- ||high ||tech ||devices ||reduce ||the ||ability ||to ||communicate ||when ||out ||for
||repairs
Motivation ||to ||use ||- ||child ||preference ||should ||be ||considered
Community ||support ||- ||impractical ||to ||train ||the ||child ||if ||her ||community ||will ||not ||learn ||to
||communicate ||with ||her
Complexity ||- ||All ||modes ||range ||from ||simple ||to ||complex; ||must ||shape ||with ||the ||child's ||ability
AAC ||training ||- ||ANSWER ||-BCBA ||collaboration ||with ||SLP
-verbal ||behavior ||methods
-functional ||communication ||training
mand ||trainng ||in ||FCT ||- |ANSWER ||FUNCTIONAL ||COMMUNICATION |TRAINING
Teaches ||children ||whose ||verbal ||behavior ||has ||developed ||abnormally ||to ||get ||needs ||met
||through ||communication ||instead ||of ||misbehavior. ||Immediate ||gratification ||behavior ||is
