RBT Competency Assessment Part 1

interviews, rating scales, questions, surveys

observation of the behavior and recording it as it occurs

operational, includes verbs describing behavior, objective + unambiguous, does not rely on internal states (happy, sad), does not use labels (bad or good)

describes what the behavior looks like so two independent observers can recognize + record the same behavior

measures results that produces an observable product in the environment. main advantage is that it's easy to use

instead of relying on memory data is gathered immediately as the behavior occurs or as it produces results

behavior is observed continuously throughout the observation 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?

used for behaviors that have a clear beginning and end, tally the number of times the behavior occurs

magnitude or force of response (only record if this is the aspect of the behavior you are trying to change)

how long a behavior persists, should be used if you are trying to decrease how long a behavior lasts

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

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 self-stimulatory behaviors or behaviors that don't look the same every time. An overexaggeration of the behavior, you use this method to decrease behavior.

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.

data is less representative than intervals, 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.

follows a behavior that increases that behavior

follows a behavior that decreases that behavior

addition of a pleasant stimulus

removal of an aversive stimulus

addition of an aversive stimulus

removal of a pleasant stimulus

Variables in the environment that alter the relative value of a particular reinforcer at a particular time.

when a person hasn't had access to a particular reinforcer for a significant period of time, makes it more potent

the time between the occurrence of the behavior and the delivery of the reinforcer. The more immediate, the more effective

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.

when the reinforcer is delivered only for the target behavior it is more effective

specifies how often particular behaviors receive reinforcement

used for learning new behaviors, the behavior is reinforced every time

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.

a schedule of reinforcement after a fixed level of responses. Ex: reinforce after every 5th correct response.

An average number of responses must be made before delivery of reinforcement. Ex: slot machine

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.

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

when the response no longer produces reinforcement.

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.

taking away a reinforcer as a result of behavior (ex: taking car keys away after missing curfew)

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

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.

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)

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

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

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.

a tool to teach children with autism how to act in social situations

treatment that practices engaging in successive approximations toward the target behavior. This treatment is often paired with anxiety reduction exercises and positive reinforcement.

incrementally increase demands you place on the student across several sessions

reinforcing the child without any specific demands in place. This causes you to be associated with reinforcement and become a reinforcer.

when the child has associated you with reinforcement, or good things.

increasing pace of instruction decreases escape behaviors

mixing up easy and more difficult tasks

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.

teaches student to easily transition by reinforcing systematic steps. First, you contrive transition by situations such as moving from one chair to another.