RBT Exam Practice Part 2

Where a response is rewarded after an unpredictable (variable) amount of time has elapsed.

Presentation of an unpleasant or aversive stimulus immediately following behavior that results in a decrease of that behavior in the future.

The termination or removal of a stimulus immediately following behavior that results in a decrease of that behavior in the future.
(i.e. taking away a toy when a child talks back; time out from positive reinforcement for yelling)

A type of punishment also known as Negative Reinforcement.
Loss of a specific amount of reinforcement.

The withdrawal of the opportunity to earn positive reinforcement, or the loss of access to positive reinforcers for a specific amount of time.
A form of Negative Punishment

Perform a response that is not topographically related to the problem behavior.
(i.e. touch toes 20 times contingent on biting self)

Effortful behavior that is directly or logically related to the problem behavior.

Brief removal of all social positive reinforcement.

A function-based approach to eliminate challenging behaviors and replace them with socially appropriate behaviors.
- Focus on positive behaviors
- Alter the ecology
- Teach new skills
- Reinforce the absence of behavior

Interventions to reduce or eliminate the need for reactive strategies and gain quicker control over behavior.
- High density of reinforcing events
- Non-contingent delivery of reinforcing events
- Eliminate antecedents that cue challenging behavior

Individual behaves in one way in the presence of a given stimulus and another in its absence.
A type of Focused Support Strategy

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

Reinforcement systems in which tokens are earned for a variety of behaviors and are used to purchase or exchange for a variety of backup reinforcers such as food, activities, trips, toys.

Reinforcing one response class and withholding reinforcement from another response class.
Behavior receiving reinforcement should increase while the behavior for which reinforcement is being withheld should decrease.

DRO - Providing a reinforcer after a particular time frame without the target behavior.
For example engaging in any other behavior except the target behavior.
(i.e. every 5 minutes without hitting, individual receives a sticker)

Entails reinforcing for reductions in the frequency of the undesired behavior.
Often used when individual is engaging in a behavior too frequently.

DRA - Focus on increasing a desirable alternative behavior that directly or indirectly interferes with the performance of the undesired target behavior.
(i.e. reinforce knitting or giving a self manicure instead of biting nails; reinforce appropriate language instead of punishing swearing at others)

DRI - Similar to DRA but you choose and alternative behavior to reinforce that, if performed, would be incompatible with the undesired target behavior.
(i.e. playing nicely vs. fighting; on task behavior vs. off task behavior; in seat vs. out of seat; deep breathing vs. yelling)

DTT - Structured instructional methodology used to teach new behaviors
Designed to maximize a learner's potential by presenting information in a three-part teaching unit.
Based on Antecedent - Behavior - Consequence format.
A - B - C (Stimulus - Response - Consequence)
Main objective is to teach children how to learn from their natural environment and make learning reinforcing.

Teaching procedures that are designed in such a way that the learning does not have to - and does not - make mistakes as she or he learns new information or procedures.
DTT is Errorless Learning.
Skinnner: "Errors are not necessary for learning to occur."

Used in DTT: Environmental cue or instruction that signals that reinforcement is available for a target behavior.

Used in DTT: The behavior in which an individual engages. 4 types of response:
1. Correct
2. Incorrect
3. Non-Response
4. Prompted

Used in DTT: The consequence following the individual's response that changes the future likelihood with which the behavior will recur.
Reinforcement should be given for a correct response.
Should be delivered immediately (0 - 5 seconds is ideal).

The time interval between presentation of the consequence for one trial and the presentation of the SD for the next trial.

The so called "pyramid" of the various levels of prompting.
We need to establish a hierarchy of prompts from the least to most or most to least intrusive for each instructional task.

Process by which prompts are removed once the target behavior is occurring in the presence of the SD.

The gradual elimination of a stimulus prompt as the behavior continues to occur in the presence of the SD.

Exaggerate some physical dimension of the relevant stimulus to help the individual respond correctly.
Prompt is within the stimulus itself.
Can be used for color or size determination.

Procedure to teach between two targets.
Trial training using phases.
(i.e. phases 1 - 6 Mass Trials of target, Block Trials, and Random Rotation)

A process by which one systematically and differentially reinforces successive approximations to a terminal behavior.

A specific sequence of discrete responses, each associated with a particular stimulus condition.
When components are linked together, they form a chain that produces a terminal outcome.

Involves breaking a complex skill into smaller, teachable units, the product of which is a series of sequentially ordered steps or tasks.

Training begins the link with the first behavior in the sequence.
Training only occurs on the steps currently mastered and current step (no training on steps after that).

Training begins the link with the last behavior in the sequence.
Trainer performs all but the last step until the learner masters the last step.
Then trainer performs all but the lasts two steps until learner masters the last two steps and so on.

Follow same procedure as backward chaining but not every step in the task analysis is trained.

Is loosely structured, and uses or contrives a leaner's motivation and activities and not an exclusively teacher-selected set of materials, as the basis for the lesson.
Often used to teach child to mand or request.

Behavior that is reinforced through the mediation of another person's behavior.
Involves a social interaction between speakers and listeners.
Listener reinforces the speaker.

6 Elementary Verbal Operants

Short for demand, command or reprimand.
A type of verbal operant in which a speaker asks for (or states, demands, implies, etc.) what he needs or wants.
Only type of verbal operant that directly benefits the speaker b/c the mand allows the speaker to receive reinforcers.

Short for contact.
A type of verbal operant in which speaker names things and actions that the speaker had direct contact with through any of the sense modes.

A type of verbal operant that occurs when a speaker repeats the verbal behavior of another speaker.
Occurs in response to other verbal behavior.
Listener is "echoing" what they hear.

A type of verbal operant in which a speaker differentially responds to the verbal behavior of others.
- Conversation
- Answering questions
- Filling in the blank

Reading written words.
(i.e. A child says shoe because the word "shoe" is written)

Writing and spelling words that are spoken.
(i.e. A child writes "shoe" because they hear the word "shoe")

When the effort of reinforcement is extended beyond the conditions in which the training has taken place or to behaviors other than those included in training.

Generalization or transfer of a response to situations other than those in which the training takes place.
It has taken place if a response reinforced in one stimulus setting also increases in other stimulus settings.
Across people: The learner's ability to respond to people other than those involved in the original teaching
Across environments: The learner's ability to respond in different locations other than the "table and chair"
(i.e. responds to different SD's for same behavior like "sit here", "sit down", "have a seat")

The changes in behaviors or responses other than those that have been trained or developed.
(i.e. you teach a child to put away toys following the SD "clean up" and the child also begins to throw away garbage and put books on the shelf)

Refers to maintaining responses over time.
So something leaned at time 1 would also be evident at times 2, 3 and 4.

Start by slowly fading prompts and using natural reinforcement contingencies; use multiple settings, people and stimuli; train loosely and use random rotation; use variable reinforcement schedules; teach self management and reinforce generally when it happens.

A document that specifies a contingent relationship between:
- The completion of a specific behavior
- Access to a specific reinforcer
Same as a behavioral contract.
This document should serve to hold both parties accountable (student & teacher).

A behavior change system with the following components:
- Specific behaviors to reinforce
- Tokens or points for emitting those behaviors
- A back-up reinforcer for cash in of tokens/points
Tokens themselves are not desirable...the back-up should be!

A form of Positive Punishment
Contingent on an occurrence of the target behavior the learner is required to repeat a correct form of the behavior, or a behavior incompatible with the problem, a specified number of times.

Social reinforcers - usually attention, physical contact or verbal interaction - are removed for a brief period.

Refers to the extent to which target behaviors are appropriate, intervention procedures are acceptable, and important significant changes in target and collateral behaviors are produced.

Used in calculating data. Frequency with the addition of a time component. Also a form of Event Recording.

A paraprofessional who practices under the close, ongoing supervision of a BCBA or a BCaBA.
The RBT is primarily responsible for the direct implementation of skill-acquisition and behavior-reduction plans developed by the supervisor.
The RBT may also collect data and conduct certain types of assessments (i.e. stimulus preference assessments)
The RBT does not design intervention or assessment plans. It is the responsibility of the designated RBT supervisor to determine which tasks an RBT may perform as a function of his or her training, experience, and competence.

The chaining procedure which teaches each step of the chain during each training session.

- Maintaining confidentiality
- Maintaining records
- Documentation of professional work and research
- Records and Data
- Behavior analytic assessment
- Conforming with laws and regulations
- Accuracy and use of data

Records and data collected by BCBAs and RBTs must be retained for at least _____ years and as otherwise required by law.

Refers to and if_____, then_____ relationship between a behavior and a consequence.

RBT's assist BCBAs in making treatment plan modifications based on:
1. Record
2. Visual analysis of graphed data
3. Science
Parent requests are NOT a major factor in determining the current success of a plan or analyzing data to determine next steps.

1. Be honest
2. Follow through with obligations
3. Disclose your experience in specific areas.

Involves creating an environment in which students' interests are easily fostered and nurtured, and one in which students can be most successfully motivated. Also known as Natural Environment Training

3 General Techniques of Generalization
1. Have multiple teachers and styles / vary the stimuli & environment.
2. In the beginning conditions might be artificial, make conditions as natural as possible over time.
3. Use secondary/conditioned reinforcement. Thin the reinforcement schedule for primary reinforcers.

Mis-used or Over-used: May lead to negative reinforcement of the punisher.
Lack of generalization: May lead to decrease in behavior only in the presence of the punisher.
May increase or escalate the behavior (provoke aggression).
Not always effective in the long term.

Strategies designed to manage the behavior at the time it occurs (in the moment).

These strategies are managed situationally to provide safety and prevent the escalation of the behaviors.
NOT meant to change behavior over time.
- Facilitative Strategies (help solve the problem)
- Redirect to a competing activity (give an instruction or a "help me" instruction
i.e. crisis intervention strategies

Strategies designed to produce changes over time.
Strategies designed to provide a better mesh between client's needs and the environments in which he/she behaves.
- Token economies (Focused Support Strategy)
- Differential reinforcement (Focused Support Strategy)
- Discrete trial training