RBT Exam Practice Part 1

Pertaining to right and wrong in conduct. Being in accordance with the rules or standards for right conduct or practice

Respond appropriately to feedback and maintain or improve performance. Take feedback and be a reflective practitioner.

Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.

Avoid dual relationships, conflicts of interest, social media contacts. Always take notes.

Be respectful and thoughtful about the client's needs and wants.
Never do or say anything to cause embarrassment to the client.
Do not do something in front of your client that you would not do if working with a typical developing child.

1. Read data from last session
2. Prepare material and programs for current session based on data from last session.
3. Determine what programs you plan to work on during the session.
4. Gather materials for those programs.
5. Set up the first set of programs so they are ready for the client when you begin your session.

Implement measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, and maintain professional conduct in the scope of the practice under the direct supervision of a BCBA or BCaBA.

The RBT can interview stakeholders, gather baseline data by observing the client's behaviors in his/her natural environment, or probe client by asking them to perform a task we are unsure they can perform without providing assistance.

The RBT should only communicate with stakeholders as authorized by the supervisor. Any specific questions should be deferred to the BCBA or BCaBA. If you do communicate you must be objective, use behavioral language, avoid speculation, stick to topic appropriate for an RBT.

RBT can assist with training stakeholders by giving them instruction, modeling, rehearsal, and feedback with regard to behavioral skills training.

illness, relocation or change in medication.

1. Identify, describe, create a goal for a behavior in observable terms.
2. Assess antecedent/consequence that may maintain behavior.
3. Identify hypothesis of function of behavior.
4. Identify possible replacement behaviors.
5. Select and implement antecedent/consequence based interventions.
6. Create crisis intervention plan.
7. Implementation, modification, generalization and maintenance procedures.

7 Components
1. Identify the skill deficit
2. Create a goal to address the deficit
3. Establish a data measurement system
4. Take baseline data (Assess current skill level)
5. Select and implement an acquisition procedure.
6. Collect data to assess effectiveness of the procedure.
7. Modify existing plan based on assessment data. (Modify, if necessary) to maintain/increase effectiveness)

1. Determine what occurred last session to decide where to start.
2. Select skill acquisition procedures to complete during session.
3. Prepare materials you will need for the skill acquisition (including data collection protocols).

1. Topography
2. Frequency
3. Latency
4. Duration
5. Amplitude/Intensity

The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.
The scientific study of principles of learning and behavior.

An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.

Specific instance of behavior.
4 types of Responses:
1. Correct
2. Incorrect
3. Non-Response
4. Prompted

Untaught or unconditioned responses. Reflex.

New stimuli can acquire the ability to elicit responses.
Occurs through pairing of two stimuli.
Stimulus - Stimulus Pairing (S - S)

A stimulus that elicits an unconditioned response.
i.e. Food is an unconditioned stimulus for a hungry animal and salivation is the unconditioned response.

A behavior that occurs naturally due to a given stimulus.
i.e. Dogs salivating in the presence of food; yelping upon being bitten by an insect.

A previously neutral stimulus that, after repeated association with an unconditioned stimulus, elicits the response produced by the unconditioned stimulus itself.

A behavior that does not come naturally, but must be learned by the individual by pairing a neutral stimulus with an unconditioned stimulus.

(AKA primary reinforcers) Stimuli that do not require learning. (i.e. food, water, warmth, sleep, sexual stimulation)

(AKA secondary reinforcers) Neutral stimuli that have been paired with unconditioned reinforcers, or other conditioned reinforcers and through repeated pairing become reinforcers themselves. (i.e. stickers, sound, people)

Stimuli that have been paired with a variety of unconditioned and conditioned reinforcers. (i.e. praise, attention, money, tokens)

Behavior that is controlled or influenced by consequences.
Behavior whose future frequency is determined by a history of consequences.

A type of learning where behavior is controlled by consequences.
Behavior followed by pleasant consequences tends to be repeated.
Behavior followed by unpleasant consequences tends not to be repeated.

(AKA request training) Training by asking for what you want.

Pleasant events that follow a behavior that make behavior more likely to occur in the future.
Reinforcers strengthen behavior.

Unpleasant events that follow a behavior and decrease the likelihood that a behavior will happen again in the future.

1. MO - Motivating Operation
2. Antecedent
3. Behavior
4. Consequence

(AKA setting event) Contextual factors or conditions that influence behavior.
Influence how an individual is going to react. (i.e. Being deprived of food and water)

What occurs before a behavior that then influences behavior.
An environment or a stimulus change existing or occurring prior to a behavior of interest.

Specific antecedent that directly facilitates performance of behavior.
Assistance provided to engage in desired behavior or response.

Events that follow behavior and may influence it including increasing or decreasing it in the future.
May be reinforcers or punishers.

1. Applied
2. Behavioral
3. Analytic
4. Technological
5. Conceptual Systems
6. Effective
7. Generality

(AKA Event Recording) A form of continuous measurement.
Data in which you tally each time the behavior occurs.
Typically used for behaviors with discrete beginning and ending points.
Typically used for behaviors with discrete beginning and ending points. (i.e. throwing items, going to the gym, taking medicine, hitting another person)
Most frequently used type of data collection.

Data that is a calculation of the amount of time a behavior occurs.
The amount of time a response is performed.
Track from onset to offset.
Typically used for behaviors that last too long or too short. (i.e. on task behavior, social interactions, engaging in stereotypy)

(AKA ABC data) A combination of information about what happens before, during and after a behavior.
A form of continuous measurement.

A form of discontinuous measurement.
Used for estimating duration of a behavior in which observers periodically look at client at predetermined intervals and record whether or not a behavior is occurring.

Did the behavior occur at least once during the short observation interval?
Overestimates the behavior.
Example: presence or absence of thumb-sucking within a series of time intervals.

Did the behavior occur for the whole interval that you are looking for it?
Underestimates the behavior.
Example: the total time devoted to remaining on task.

Look up at the client immediately at pre-designated points and record whether the behavior occurred at that precise moment.
Example: presence or absence of client's stereotypic behavior (stimming).

The amount of time after a specific stimulus has been given before the target behavior occurs.

A type of measurement used when the behavior you are assessing results in a lasting product or outcome.
Example: number of written assignments completed;

A method of descriptively recording the behavior emitted by the learner, the response of others, and information about the environment.

For each trial record target and whether response was:
- Correct
- Incorrect
- Non-Response
- Prompted

Graphing is a method of representing data in a visual way so that we can se patterns and direction over time.
- Line Graph (most common) shows patterns, trends
- Bar Graph shows portions of a whole
- Pie Chart shows portions of a whole

That the data taken is reliable and people who take the data agree on the occurrence of the behavior.
Individuals who take the data agree on the occurrence of the target behavior.
Looking for 85% agreed upon when doing reliability checks.

The extent to which the individuals who observe a target behavior agree on the occurrence of the behavior.

The extent to which an intervention plan is implemented as planned and prescribed.

The physical form or shape of a behavior.

The purpose or meaning of a behavior.

What does the behavior look like, what happens exactly, what does it sound like?

SEAT
1. Sensory
2. Escape/Avoidance
3. Attention
4. Tangible

One of the four functions of behavior in which an individual tries to gain sensory output.
Individuals behave a certain way because it feels good to them.

(AKA self-stimming) The behavior itself is reinforcing and is not dependent on social interaction or receiving a tangible item.

A function of behavior to escape or avoid having to do something.

A function of behavior in which the individual is reinforced by receiving attention from others.

A function of behavior in which the individual wants to obtain a tangible item.
The individual wants a preferred item or activity.

Data taken before an intervention takes place.
Describes the existing level of performance.

Done by an individual with specific training and under very controlled situations.
The qualified practitioner manipulates situations (antecedents/consequences) and takes data on behavior during those situations to test hypotheses about suspected maintaining variables.

(AKA FBA) Putting one or more Functional Analysis together.
Can consist of:
- Direct observation
- Interview
- Functional analysis (experimental)
- File Review
In an FBA behavior plans must include replacement skills.

Something appropriate that the client can do instead of the inappropriate behavior, that will serve the same purpose.
Should be included in Behavior Plans.

Name two important reasons for determining function of behavior.

1. Reinforcement
2. Punishment
3. Extinction

Occurs when stimulus change immediately follows a response and INCREASES the future frequency of that type of behavior in similar conditions.

Occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior.

Removal of reinforcement from a previously reinforced behavior.

Prior to the behavior decreasing you will see a temporary increase in behavior.
Immediate increase in frequency in responding.

After a period of time the behavior may come back temporarily during extinction.

Something that we THINK will might act as a reinforcer.
Rewards are the THING, reinforcement is the ACTION.
(i.e. If giving a child a cooke after they clean their room does not increase the chances of them cleaning their room again in the future then the cookie was just a reward and NOT a reinforcer)

Pleasant or favorable event that follows a behavior - it is ADDED to the situation and increases the likelihood or probability that the behavior will occur in the future.

REMOVAl of an aversive event that follows a behavior ("relief") and increases the likelihood that the behavior will continue in the future.
(i.e. cleaning your room and your mom stops nagging; hitting snooze on an alarm and the beeping stops; putting on your seatbelt and the dinging stops)

(AKA Conditioned Reinforcement) Occurs when neutral stimuli have been paired with unconditioned reinforcers or other conditioned reinforcers repeatedly thus making the neutral stimuli become conditioned reinforcers.

Stimuli or events that function as punishers only after being paired with unconditioned punishers.
Form of positive punishment in which every time an undesired behavior occurs the actor loses a reinforcer.

A stimulus change that can decrease the future frequency of any behavior that precedes it without prior pairing with any other form of punishment.
(i.e. shock, physical pain, loud noises, painful stimulation that can cause tissue damage, light, sound, temperature)

Aims to identify an individual's favorite things so that they can be used as rewards or potential "reinforcers" for desired behavior. CSDA
1. Caregiver interview
2. Surveys
3. Direct Observation
4. Assessment Method

Involves obtaining information from the individual's parents, friends and teachers about what the individual likes/prefers.

Surveys obtain information about potential reinforcers and also rank potential reinforcers in order of preference.

Identify what is motivating the individual.
The more time spent with an item, the stronger the presumed preference.

Presenting objects and activities systematically to the individual to reveal a hierarchy or ranking of preference.
1. Single item/single stimulus
2. Forced choice
3. Multiple choice
- multiple choice with replacement
- multiple choice without replacement

Single Item/Single Stimulus
Objects and activities are presented to the individual one by one.
Data are recorded on how long the person engages with each item or activity.

Simultaneous presentation of two items or activities and individual is asked to choose one.
Most frequently selected item will likely be the most potent reinforcer.

Item chosen by the learner remains in the array and all other items that were not selected are replaced with new ones.

Chosen item is removed from the array, the order or replacement of the remaining items is rearranged, and the next trial begins with a reduced number of items in the array.

Make access to a high probability behavior contingent on performing a low probability behavior.
The opportunity to engage in more probable behaviors (or activities) will reinforce less probable behavior.
Grandma's Rule: If you want to go out to play, you have to eat your vegetables first.

Repeatedly presenting a stimulus for the purpose of reducing its attractiveness by reaching a satiation level.

Behavior either verbal or nonverbal under the control of verbal antecedents.
(i.e. "If I study 2 hours every day, I will get an A on the exam next month")

The source of reinforcement is blocked. A procedure in which the therapist physically intervenes as soon as the learning begins to emit a problem behavior to prevent the completion of the target behavior.

The random presentation of mastered items, free from pattern (as if flipping a coin repeatedly).

Repeatedly asking for an item for a designated number of trials, and then moving to another item for the same number of trials.

Repeatedly presenting the same SD (discriminative stimulus) and R (response) pair for several trials in a row.

Providing reinforcement each time the behavior/response occurs.

Reinforcement is delivered after only SOME of the desired responses occur.

Reinforcement should be delivered after a constant or "fixed" number of responses.

Reinforcement is provided after an unpredictable (variable) number of responses.
This schedule is the most resistant to extinction.

The first correct response is rewarded only after a specified amount of time has elapsed.