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RBT Competency Assessment
1. Indirect Measurement: interviews, rating scales, questions, surveys
2. Direct Measurement: observation of the behavior and recording it as it occurs
3. Behavioral Definitions: operational, includes verbs describing behavior, objective + unambiguous, does
not rely on internal states (happy, sad), does not use labels (bad or good)
4. Operational: describes what the behavior looks like so two independent observers can recognize + record the same behavior
5. Indirect Outcome Recording: measures results that produces an observable product in the environ- ment. main advantage is that it's easy to use
6. Direct Outcome Recording: instead of relying on memory data is gathered immediately as the behavior occurs or as it produces results
7. Event Recording: 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?
8. Frequency Recording: used for behaviors that have a clear beginning and end, tally the number of times
the behavior occurs
9. Intensity: magnitude or force of response (only record if this is the aspect of the behavior you are trying to change)
10. Duration: how long a behavior persists, should be used if you are trying to decrease how long a behavior lasts
11. Latency: 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
12. Partial Interval Recording: involves checking ott 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.
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13. Whole Interval Recording: involves checking ott the interval if the behavior occurs throughout the
WHOLE interval. Use when it is diflcult to tell when the behavior begins or ends, when it occurs at such a high rate it is diflcult to keep count. An under-exaggeration of behavior, you use this method to increase behavior.
14. Momentary Time Sampling Recording: 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 ott every minute for a 30 minute interval, only checking for behavior and marking it down as the timer goes ott.
15. Reinforcement: follows a behavior that increases that behavior
16. Punishment: follows a behavior that decreases that behavior
17. Positive Reinforcement: addition of a pleasant stimulus
18. Negative Reinforcement: removal of an aversive stimulus
19. Positive Punishment: addition of an aversive stimulus
20. Negative Punishment: removal of a pleasant stimulus
21. Motivating Operations: Variables in the environment that alter the relative value of a particular reinforcer
at a particular time.
22. Deprivation: when a person hasn't had access to a particular reinforcer for a significant period of time, makes it more potent
23. Immediacy: the time between the occurrence of the behavior and the delivery of the reinforcer. The more immediate, the more ettective
24. Size: the magnitude of the reinforcer changes the ettectiveness. You want to not give too much or the reinforcer will lose its value, but too little will not be
motivating enough.
25. Contingency: when the reinforcer is delivered only for the target behavior it is more ettective
26. Schedules of Reinforcement: specifies how often particular behaviors receive reinforcement
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40. Means to an end visual: 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
41. Functional Communication training: 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.
42. Social Stories: a tool to teach children with autism how to act in social situations
43. Systematic Desensitization: treatment that practices engaging in successive approximations toward
the target behavior. This treatment is often paired with anxiety reduction exercises and positive reinforcement.
44. Demand Fading: incrementally increase demands you place on the student across several sessions
45. Non-Contingent Reinforcement: reinforcing the child without any specific demands in place. This
causes you to be associated with reinforcement and become a reinforcer.
46. Pairing: when the child has associated you with reinforcement, or good things.
47. Pace: increasing pace of instruction decreases escape behaviors
48. Interspersing: mixing up easy and more diflcult tasks
49. Wait program: 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.
50. Transition program: teaches student to easily transition by reinforcing systematic steps. First, you contrive transition by situations such as moving from
one chair to another.
51. Sensory diet: the use of sensory activities or exercises to calm certain sensory needs. Ex: activity schedule, replacement behavior that serves the same
purpose
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52. Differential Reinforcement of Alternate Behaviors (DRA): reinforcing an appropriate alternative to the problem behavior and
extinguishing the problem behavior through extinction. Do not acknowledge attempts to gain (x) through undesirable behavior. Prompt, than immediately reinforce.
53. Differential Reinforcement of Incompatible Reinforcers (DRI): reinforces a behavior
that is incompatible to the problem behavior and put the target problem behavior on extinction. The incompatible behavior is response blocked while correct behavior is reinforced
54. Differential Reinforcement of Other Behaviors (DRO): reinforcing the absence of the
problem behavior for a specific amount of time. Always uses interval schedules, usually fixed. First take baseline data of the target behavior. Start with an interval that will ensure success. Every interval without the behavior is reinforced.
55. Overcorrection: contingent on the target behavior, the individual must engage in a tedius task directly
related to the problem.
56. Restitutional overcorrection: the learner is required to repair the situation to its original state
57. Positive practice overcorrection: the learner is required to practice the correct form of the behavior
or a behavior that is incompatible as a result of the problem behavior
58. Time out: the withdrawal of the opportunity to receive positive reinforcement for a specific amount of time
59. Prompting: a cue or an action to assist or encourage the desired response from an individual
60. Physical Prompt: physically manipulating the individual to practice the desired response, eventually the
degree of touch can be lessened until the student performs it independantly
61. Verbal prompt: using vocalizations to indicate the desired response, can be an utterance such as a sound or part of a word, many words, or even as
long as a paragraph.
62. Phoneme: the smallest contrastive unit in the sound system of a language, help shape articulation
63. Intraverbal prompt: a question that leads the child to the correct response
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76. Task analysis: involves breaking down a complex skill into smaller, teachable units, the products of which is
a series of sequentially ordered steps or tasks
77. Chaining: a specific sequence of responses with each sequence associated with a particular stimulus condition
78. Forward chaining: the behaviors identified in the task are taught in their naturally occurring order. Only
targets one step at a time from the beginning.
79. Backward chaining: when all the behaviors that are identified in the task analysis are done by the teacher except for the final behavior (Ex: drawing a
smiley face)
80. Total task presentation: a variation of forward chaining in which the student is taught each of the steps in the task analysis at once. The student helps
with every step. (ex: tying your shoes)
81. Discrimination training: requires one response and two antecedant stimulus conditions. The response in the presence of one stimulus is reinforced
while a response in the presence of the other is not. We are teaching them to make choices.
82. Isolation: teaches the student to pair the stimulus with reinforcement. Once it is paired you mix it up with other
stimuli (distractors).
83. Mixed trials: mixing mastered SD's with target SD's to ensure discrimination
84. Discrete trial instruction: working one on one with a student, breaking tasks down into small steps until
mastery.
85. Errorless learning: ensures success, early immediate prompts, prompts faded over time, decreases frustration/increases motivation
86. Trial by trial data: data is collected after each trial on whether or not the response was correct, incorrect, or mastered
87. Probe data: data is collected on the initial trial. Only checks the initial trial of each program or target item to see whether the teaching and prompting of the
previous session was enough to maintain the target skill or item the following day
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88. Naturalistic teaching: the reinforcer is always related to the item being taught. Behavior should be taught
in the environment in which it is used, the learners items and activities of interest should set the occassion for teaching, teaching sessions should be across a variety of settings, materials, types of responses and verbal operants, teaching should focus on functional language and skills
89. Stimulus control: when certain aspects of the environment impact our behaviors (ex: being quiet in a
library).
90. Multiple exemplar training: teaching with many ditterent examples of the same item or activity
91. Transfer trial: when we re-present the original SD and then use a lesser prompt than the first
92. Error correction: if a child begins to emit an incorrect response, do not allow them to finish if possible. You
can prompt and show correct response as soon as you see them answering incorrectly. Than use your transfer trial to fade out the prompt, do a distractor trial and come back to the SD as a test to see if they got it.
93. Cold Probe: used to record whether the student was able to independently provide the correct response upon
the first presentation of the SD (3 consecutive yes probes = mastered skill)
94. Toy Imitation: useful when teaching play skills, start with items student has shown interest in, use two identical sets so that teacher + student have
one, SD= non specific "do this"
95. Gross motor imitation: imitation of body movements, no materials are necessary, SD= non specific "copy me"
96. Fine motor imitation: imitation of detailed, precise movements, may use materials, SD= non specific "do this"
97. Oral motor imitation: imitation of movement of the mouth, tongue, lips, face, head, often a prereq- uisite to verbal imitation and speech, helps to
shape articulations, increase vocalizations, provides reinforcement for "pre-speech" behaviors, helps build momentum, SD= non specific
98. Echoic: repeating what was heard, auditory SD/discriminative stimulus, the consequence is non specific rein-
forcement--anything that increases the behavior that is not the object being said
99. Mand: demand, command, asking or requesting. Asking for what one wants, then as a consequence getting it, acts as immediate reinforcement for using
