RBT Exam Preparation: Concepts, Techniques, and Practice Questions, Exams of Behavioural Science

Download RBT Exam Preparation: Concepts, Techniques, and Practice Questions and more Exams Behavioural Science in PDF only on Docsity! RBT NEWEST EXAM ACTUAL EXAM QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) LATEST UPDATED VERSION 2024 ALREADY GRADED A+ BRAND NEW!! How can you prepare for data collection? 1. read data from last session. 2. Prepare data sheets and materials 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 the first set of programs so they are ready when you begin the session. continuous measurement records every possible behavior occurrence. Frequency count per observation Duration total amount of time in which behavior occurs. Latency elapsed time between onsets of a stimulus to the initiation of a response Inter- Response Time (IRT0 Elapsed time between two successive responses. Discontinuous measurement Records a sample of behavior during an observation partial did the behavior occur all during the intervention whole did the behavior occur during the whole intervention monetary time sampling is the behavior occurring at this point in time measuring behavior after it accorded by measuring tangible items on the effect a behavior has on a environment example; the number of windows broken, the number of homework problems completed, the number of test questions answered correctly. Data and Graphs are important because.... - determining effective interventions -collection of data taken during the session The item chosen remains in the array of options and all other items that were not selected are replaced by other items. Stimuli without Replacement the item chosen first is taken out of the array and the array diminishes in size on each selection. Second, third, and fourth (etc. choice are recorded in rank order Behavioral and Environmental Assessment conducting observations of a clients behavior in his/her natural environment. An RBT can provide observations of the client's behavior Preference Assessment determine what items are most preferred by a learner. An RBT can assist with conducting stimulus preference assessments or reinforcer assessments. Individualized Assessment curriculum-based, developmental, and/or social skills assessment conducted in interview format. Functional Assessment determining cause and effect relationship between environment and behavior. An RBT can assist during Experimental Analysis, collect data during descriptive assessments, or provide information regarding the client. Probing asking a learner to perform a task we are unsure they can perform without providing assistance. an RBT can assist by probing new programs to confirm data collected during earlier assessments. Functional Assessments determining cause and effect relationship between environment and behavior and altering either the antecedent or consequence or teaching a replacement behavior. Functional (Experimental) Analysis arranging antecedents and consequences so that their separate effect on a problem behavior can be observed and the function can be determined. Descriptive Assessment direct observation of behavior under naturally occurring conditions. Indirect Assessment using interviews, checklists, rating scales, and questionnaires to obtain information from people familiar with the learner. skill acquisition part 1 1. Identify skill deficit. 2. Create a goal to address deficit. 3. Identify measurement procedures. 4. Assess current skill level (baseline). 5. Select and implement skill acquisition procedure(s). 6. Take data of target behaviors to determine effectiveness. 7. Modify if necessary to maintain/increase effectiveness. skill acquisition part 2 .1. Determine what occurred last session to decide where to start. - similar to the random rotation, but you include several mastered choices and only one trial choice. You would rotate prompts with each trial. Maintenance/Generalization once a trial choice has been mastered, you would include it in the rotation of mastered choices during random rotation and expanded trials Task analysis breaking complex skills into smaller, teachable units creating sequential steps. nvolves breaking a complex skill into smaller, teachable units, the product of which is a series of sequentially ordered steps or tasks. Forward Chaining 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). . Backward Chaining Complete a task entirely except for the last step. Teach the learner to complete the last step. Once they have mastered the last step, complete the whole task until the second-to-last step, and then allow them to master that. Continue this process until the entire task is learned. Discrimination Training Procedure to teach between two targets.Trial training using phases.(i.e. phases 1 - 6 Mass Trials of target, Block Trials, and Random Rotation) Discrimination training is teaching a client how to tell the difference between two or more stimuli. Reinforcing occurrences of a behavior in the presence of one stimulus condition and not in the presence of another stimulus condition. Simultaneous -both stimuli are presented at once Successive only one stimulus condition is present. Stimulus control Stimulus control transfer procedures are techniques in which prompts are discontinued once the target behavior is being displayed in the presence of the discriminative stimulus (Sd). Prompt fading and prompt delay are used in stimulus control transfer procedures. example ;RBT: "Say cup" Learner: "Cup" RBT: Points to a picture of a cup Learner: "Cup" Prompt Fading there are two methods to fade a prompt. Most to least With this method you start the most intrusive prompts and gradually fade to less intrusive prompts. You might follow a prompting hierarchy such as: Full physical, partial physical,model, verbal, gestural, independent. Least to most The method involves starting with the least intrusive prompts and moving up in the prompting hierarchy. This can be beneficial because it gives students to the opportunity to be independent and you are only providing as much prompting as needed. This is a strategy we tend the method of shaping can be used in many different ways. Token Economey is a system of generalized conditioned reinforcers. The individual whom receives the generalized tokens can save them and exchange for a variety of backup reinforcers. Basically, an individual earns generalized reinforcers (stickers, points, tokens) which can be exchanged for an actual reward (i.e., break, game, toy, snack). Conditioned reinforce A stimulus that acquired its reinforcing value by being paired with other reinforcers. Conditioned reinforcers are also called secondary reinforcers or learned reinforcers and required pairing to understand their value and be positive for "me". Such as social, hugs, tickles, activities, etc. Backup reinforcer The reinforcer that is paired with a conditioned reinforcer or a generalized conditioned reinforcer. An example might be: Jamie loves to watch Barney videos She earns tokens on a board for staying seated on the carpet during story time After earning a predetermined number of tokens Behavior plan Is useful because it helps the behavior technician address behaviors effectively. Typically, the Behavior Analyst will develop the behavior plan and the RBT will implement it during ABA sessions what must a beahvior plan include 1. Operational definitions of target behaviors • 2. Antecedent modifications • Replacement behaviors • 3. Consequence modifications • 4.Persons responsible • 5. Emergency measures • 6. Function of behavior what are the four function behaviors ? -Attention • Example: A child whines to get his mom to come play with him. • - Access to Tangibles • Example: A child grabs a toy out of his classmates hand because he wanted it. • Escape •-Example: A child tears up a math worksheet so he will not have to complete it. • -Automatic Reinforcement • Example: Picking at scabs so much that they bleed, excessive rocking or noise-making Antecedents refer to things that occur before the identified behavior or skill. Modifying antecedents refers to making changes in the client's environment prior to the client working on a specific skill or displaying a specific behavior. For instance, when looking at behavior reduction, modifying antecedents would involve making Example: Sarah engages in shouting out behavior after her teacher poses a question to the class. Her teacher decides to use a DRA procedure in which Sarah is only reinforced (ex. called on) for raising her hand to answer a question. This behavior is an alternative to shouting out, but is not incompatible as both the problem behavior and the alternative can occur at the same time. However, raising her hand is a more socially acceptable alternative. DRO - Differential Reinforcement of Other Behavior This procedure entails delivering reinforcement whenever the problem behavior does not occur during a predetermined amount of time. Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use DRO in order to reinforce the absence of pulling her hair. Using this procedure, the teacher sets a timer for three minutes on Julie's desk. If Julie does not pull her hair for the entire three minutes then she is reinforced. If Julie does pull her hair, she is not reinforced and the timer is reset. DRL - Differential Reinforcement of Low Rates This procedure is used to reduce the frequency of a behavior but not eliminate it from the learners repertoire entirely. This is typically reserved for behaviors that are socially acceptable but may occur too often. Using this procedure, reinforcement is delivered if a behavior occurs below a predetermined criteria example Example: James uses socially appropriate behavior to greet peers but does so up to ten times in one class period. His teacher decides to use DRL to lower the rate of his behavior but she does not want to eliminate it completely. She decides to deliver reinforcement (ex. computer time) to James if he greets peers five or fewer times during the class period. If he greets peers more than five times, he does not receive reinforcemen Extinction Removal of reinforcement from a previously reinforced behavior. The ABA principle of no longer providing reinforcement to a previously reinforced behavior. Basically, when the reinforcement for a behavior stops, the behavior will likely stop, as well. Emefgency prosedures - The setting in which an RBT works will dictate what crisis or emergency procedures will be used in an ABA session -. However, there are some general procedures that should be considered. Docuemntatipn and Reporting -Engaging in regular communication with your clinical team • -Taking an active role in effectively communicating all aspects of your daily interactions with your clients and caregivers • -Understanding boundaries in relation to your supervisor's time and responsibilities (knowing when it is appropriate to talk with your supervisor and when you should allow your supervisor time to observe, analyze data, or complete Applied Behavior Analysis 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. How could you assist in training stakeholders? RBT can assist with training stakeholders by giving them instruction, modeling, rehearsal, and feedback with regard to behavioral skills training. Attention Function A function of behavior in which the individual is reinforced by receiving attention from others. Automatic Reinforcement (AKA self-stimming) The behavior itself is reinforcing and is not dependent on social interaction or receiving a tangible item. Backward chaining raining 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. Basline data Data taken before an intervention takes place. Describes the existing level of performance. Chaining 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. Components of a Written Behavior Plan 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. Conditioned Response A behavior that does not come naturally, but must be learned by the individual by pairing a neutral stimulus with an unconditioned stimulus. Conditioned Stimulus A previously neutral stimulus that, after repeated association with an unconditioned stimulus, elicits the response produced by the unconditioned stimulus itself. Consequence Events that follow behavior and may influence it including increasing or decreasing it in the future.May be reinforcers or punishers. Contingency Refers to and if_____, then_____ relationship between a behavior and a consequence. Continuous Reinforcement Schedule Providing reinforcement each time the behavior/response occurs. Differential Reinforcement Reinforcing one response class and withholding reinforcement from another response class.Behavior receiving reinforcement should increase while the Prior to the behavior decreasing you will see a temporary increase in behavior. Immediate increase in frequency in responding. Fixed Interval Reinforcement Schedule The first correct response is rewarded only after a specified amount of time has elapsed. Fixed Ratio Reinforcement Schedule Reinforcement should be delivered after a constant or "fixed" number of responses. Frequency Data 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. Function The purpose or meaning behind a behavior. Functional Behavior Assessment (FBA) Putting one or more Functional Analysis together. Can consist of:- Direct observation- Interview - Functional analysis (experimental)- File ReviewIn an FBA behavior plans must include replacement skills. Gerelization 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. Generalized Conditioned Reinforcers Stimuli that have been paired with a variety of unconditioned and conditioned reinforcers. (i.e. praise, attention, money, tokens) Graphing 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 How to Prepare for Data Collection 1. Read data from last session2. 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. Intermittent Reinforcement Schedule Reinforcement is delivered after only SOME of the desired responses occur. Mand 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. Momentary Time Sampling 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). Multiple Stimuli Without Replacement Preference Assessment Positive Reinforcement 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. Preference Assessment Aims to identify an individual's favorite things so that they can be used as rewards or potential "reinforcers" for desired behavior. How to Prepare for Skill Acquisition Plan 1. Determinewhatoccurredlastsession 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). Professional Boundaries Avoid dual relationships, conflicts of interest, social media contacts. Always take notes. Prompt Specific antecedent that directly facilitates performance of behavior.Assistance provided to engage in desired behavior or response. Prompt Hierarchy 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. Reinforcement Occurs when stimulus change immediately follows a response and INCREASES the future frequency of that type of behavior in similar conditions. Reinforcers Pleasant events that follow a behavior that make behavior more likely to occur in the future. Reinforcers strengthen behavior. Stimulus fading 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. Stimulus Generalization Generalization or transfer of a response to situations other than those in which the training takes place. 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" Tact 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. Tangible Function A function of behavior in which the individual wants to obtain a tangible item.The individual wants a preferred item or activity. Transfer of Stimulus Control Process by which prompts are removed once the target behavior is occurring in the presence of the SD. Unconditioned Response