RBT Exam practice

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1. 1. Be honest Ways to show integrity? 10. Antecedent (AKA ABC data) A combination of
2. Follow Behavior information about what happens before,
through with Consequence during and after a behavior.
obligations Data A form of continuous measurement.
3. Disclose your
11. Applied The science in which tactics derived from
experience in
Behavior the principles of behavior are applied
specific areas.
Analysis systematically to improve socially
2. 1. Vary stimulus 3 General Techniques of Generalization significant behavior and experimentation is
conditions over 1. Have multiple teachers and styles / vary used to identify the variables responsible
time the stimuli & environment. for behavior change.
2. Make 2. In the beginning conditions might be The scientific study of principles of learning
conditions as artificial, make conditions as natural as and behavior.
natural as possible over time.
12. Assessment Presenting objects and activities
possible over 3. Use secondary/conditioned
Method systematically to the individual to reveal a
time. reinforcement. Thin the reinforcement
Preference hierarchy or ranking of preference.
3. Modify schedule for primary reinforcers.
Assessment 1. Single item/single stimulus
reinforcers
2. Forced choice
3. 3 Principles of 1. Reinforcement 3. Multiple choice
Behavior 2. Punishment - multiple choice with replacement
3. Extinction - multiple choice without replacement
4. 4 Functions of SEAT 13. Assist Training RBT can assist with training stakeholders by
Behavior 1. Sensory Stakeholders giving them instruction, modeling, rehearsal,
2. Escape/Avoidance and feedback with regard to behavioral
3. Attention skills training.
4. Tangible
14. Attention A function of behavior in which the
5. 4 - Part 1. MO - Motivating Operation Function individual is reinforced by receiving
Contingency of 2. Antecedent attention from others.
Operant 3. Behavior
15. Automatic (AKA self-stimming) The behavior itself is
Learning 4. Consequence
Reinforcement reinforcing and is not dependent on social
6. 5 Dimensions 1. Topography interaction or receiving a tangible item.
we can Shape 2. Frequency
16. Backward Training begins the link with the last
3. Latency
Chaining behavior in the sequence.
4. Duration
Trainer performs all but the last step until
5. Amplitude/Intensity
the learner masters the last step.
7. 7 Dimensions of 1. Applied Then trainer performs all but the lasts two
ABA 2. Behavioral steps until learner masters the last two
3. Analytic steps and so on.
4. Technological
17. Backward Follow same procedure as backward
5. Conceptual Systems
Chaining with chaining but not every step in the task
6. Effective
Leaps Ahead analysis is trained.
7. Generality
18. Baseline Data Data taken before an intervention takes
8. Anecdotal Data A method of descriptively recording the
place.
behavior emitted by the learner, the
Describes the existing level of performance.
response of others, and information about
the environment. 19. Behavior An activity of living organisms.
What an individual does (how they respond
9. Antecedent What occurs before a behavior that then
in the situation).
influences behavior.
It is observable and measurable.
An environment or a stimulus change
existing or occurring prior to a behavior of
interest.
20. Block Trials Repeatedly asking for an item for a 28. Conditioned A behavior that does not come naturally,
designated number of trials, and then Response but must be learned by the individual by
moving to another item for the same pairing a neutral stimulus with an
number of trials. unconditioned stimulus.
21. Caregiver Involves obtaining information from the 29. Conditioned A previously neutral stimulus that, after
Interview individual's parents, friends and teachers Stimulus repeated association with an unconditioned
Preference about what the individual likes/prefers. stimulus, elicits the response produced by
Assessment the unconditioned stimulus itself.
22. Chaining A specific sequence of discrete responses, 30. Consequence Events that follow behavior and may
each associated with a particular stimulus influence it including increasing or
condition. decreasing it in the future.
When components are linked together, they May be reinforcers or punishers.
form a chain that produces a terminal
31. Contingency Refers to and if_____, then_____ relationship
outcome.
between a behavior and a consequence.
23. Client Dignity Be respectful and thoughtful about the
32. Contingency A document that specifies a contingent
client's needs and wants.
Contract relationship between:
Never do or say anything to cause
- The completion of a specific behavior
embarrassment to the client.
- Access to a specific reinforcer
Do not do something in front of your client
Same as a behavioral contract.
that you would not do if working with a
This document should serve to hold both
typical developing child.
parties accountable (student & teacher).
24. Communication Communication with stakeholders as
33. Contingent Perform a response that is not
authorized.
Exercise topographically related to the problem
Follow protocol of how to communicate.
behavior.
Communicate effectively with all team
(i.e. touch toes 20 times contingent on
members.
biting self)
25. Components 1. Identify, describe, create a goal for a
34. Continuous Providing reinforcement each time the
of a Written behavior in observable terms.
Reinforcement behavior/response occurs.
Behavior Plan 2. Assess antecedent/consequence that
Schedule
may maintain behavior.
3. Identify hypothesis of function of 35. Dealing with The RBT should only communicate with
behavior. Stakeholders stakeholders as authorized by the
4. Identify possible replacement behaviors. supervisor. Any specific questions should
5. Select and implement be deferred to the BCBA or BCaBA. If you
antecedent/consequence based do communicate you must be objective,
interventions. use behavioral language, avoid speculation,
6. Create crisis intervention plan. stick to topic appropriate for an RBT.
7. Implementation, modification, 36. Differential Reinforcing one response class and
generalization and maintenance Reinforcement withholding reinforcement from another
procedures. response class.
26. Conditioned Stimuli or events that function as punishers Behavior receiving reinforcement should
Punisher only after being paired with unconditioned increase while the behavior for which
punishers. reinforcement is being withheld should
Form of positive punishment in which every decrease.
time an undesired behavior occurs the 37. Differential DRA - Focus on increasing a desirable
actor loses a reinforcer. Reinforcement alternative behavior that directly or
27. Conditioned (AKA secondary reinforcers) Neutral stimuli of Alternative indirectly interferes with the performance of
Reinforcers that have been paired with unconditioned Behaviors the undesired target behavior.
reinforcers, or other conditioned reinforcers (i.e. reinforce knitting or giving a self
and through repeated pairing become manicure instead of biting nails; reinforce
reinforcers themselves. (i.e. stickers, sound, appropriate language instead of punishing
people) swearing at others)
38. Differential DRI - Similar to DRA but you choose and 47. Duration Data Data that is a calculation of the amount
Reinforcement alternative behavior to reinforce that, if of time a behavior occurs.
of Incompatible performed, would be incompatible with The amount of time a response is
Behaviors the undesired target behavior. performed.
(i.e. playing nicely vs. fighting; on task Track from onset to offset.
behavior vs. off task behavior; in seat vs. Typically used for behaviors that last
out of seat; deep breathing vs. yelling) too long or too short. (i.e. on task
behavior, social interactions, engaging in
39. Differential Entails reinforcing for reductions in the
stereotypy)
Reinforcement frequency of the undesired behavior.
of Low Rates of Often used when individual is engaging in 48. Echoic A type of verbal operant that occurs
Responding a behavior too frequently. when a speaker repeats the verbal
behavior of another speaker.
40. Differential DRO - Providing a reinforcer after a
Occurs in response to other verbal
Reinforcement particular time frame without the target
behavior.
of Other behavior.
Listener is "echoing" what they hear.
Behaviors For example engaging in any other
behavior except the target behavior. 49. Errorless Learning Teaching procedures that are designed
(i.e. every 5 minutes without hitting, in such a way that the learning does not
individual receives a sticker) have to - and does not - make mistakes
as she or he learns new information or
41. Direct Identify what is motivating the individual.
procedures.
Observation The more time spent with an item, the
DTT is Errorless Learning.
Preference stronger the presumed preference.
Skinnner: "Errors are not necessary for
Assessment
learning to occur."
42. Discrete Trial DTT - Structured instructional
50. Escape/Avoidance A function of behavior to escape or
Training methodology used to teach new behaviors
Function avoid having to do something.
Designed to maximize a learner's potential
by presenting information in a three-part 51. Ethical Pertaining to right and wrong in
teaching unit. conduct. Being in accordance with the
Based on Antecedent - Behavior - rules or standards for right conduct or
Consequence format. practice
A - B - C (Stimulus - Response -
52. Extinction Removal of reinforcement from a
Consequence)
previously reinforced behavior.
Main objective is to teach children how to
learn from their natural environment and 53. Extinction Burst Prior to the behavior decreasing you
make learning reinforcing. will see a temporary increase in
behavior.
43. Discrimination Procedure to teach between two targets.
Immediate increase in frequency in
Training Trial training using phases.
responding.
(i.e. phases 1 - 6 Mass Trials of target,
Block Trials, and Random Rotation) 54. Feedback and Respond appropriately to feedback and
Reflection maintain or improve performance. Take
44. Discriminative Used in DTT: Environmental cue or
feedback and be a reflective
Stimulus (SD) instruction that signals that reinforcement is
practitioner.
available for a target behavior.
55. Fixed Interval The first correct response is rewarded
45. Documentation Records and data collected by BCBAs and
Reinforcement only after a specified amount of time
and Reporting RBTs must be retained for at least _____
Schedule has elapsed.
years and as otherwise required by law.
56. Fixed Ratio Reinforcement should be delivered after
46. Drawbacks to Mis-used or Over-used: May lead to
Reinforcement a constant or "fixed" number of
Punishment negative reinforcement of the punisher.
Schedule responses.
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.
57. Focused Interventions to reduce or eliminate the 65. Generalized Stimuli that have been paired with a variety
Support need for reactive strategies and gain quicker Conditioned of unconditioned and conditioned
Strategies control over behavior. Reinforcers reinforcers. (i.e. praise, attention, money,
- High density of reinforcing events tokens)
- Non-contingent delivery of reinforcing
66. Graphing Graphing is a method of representing data
events
in a visual way so that we can se patterns
- Eliminate antecedents that cue challenging
and direction over time.
behavior
- Line Graph (most common) shows
58. Forced Choice Simultaneous presentation of two items or patterns, trends
Preference activities and individual is asked to choose - Bar Graph shows portions of a whole
Assessment one. - Pie Chart shows portions of a whole
Most frequently selected item will likely be
67. How to 1. Read data from last session
the most potent reinforcer.
Prepare for 2. Prepare material and programs for
59. Forward Training begins the link with the first Data current session based on data from last
Chaining behavior in the sequence. Collection session.
Training only occurs on the steps currently 3. Determine what programs you plan to
mastered and current step (no training on work on during the session.
steps after that). 4. Gather materials for those programs.
5. Set up the first set of programs so they
60. Frequency (AKA Event Recording) A form of
are ready for the client when you begin
Data continuous measurement.
your session.
Data in which you tally each time the
behavior occurs. 68. Implement Start by slowly fading prompts and using
Typically used for behaviors with discrete Generalization natural reinforcement contingencies; use
beginning and ending points. and multiple settings, people and stimuli; train
Typically used for behaviors with discrete Maintenance loosely and use random rotation; use
beginning and ending points. (i.e. throwing Procedures variable reinforcement schedules; teach self
items, going to the gym, taking medicine, management and reinforce generally when
hitting another person) it happens.
Most frequently used type of data
69. Incidental Involves creating an environment in which
collection.
Teaching students' interests are easily fostered and
61. Function The purpose or meaning of a behavior. nurtured, and one in which students can be
most successfully motivated. Also known
62. Functional Done by an individual with specific training
as Natural Environment Training
Analysis and under very controlled situations.
The qualified practitioner manipulates 70. Intermittent Reinforcement is delivered after only SOME
situations (antecedents/consequences) and Reinforcement of the desired responses occur.
takes data on behavior during those Schedule
situations to test hypotheses about
71. Inter-observer The extent to which the individuals who
suspected maintaining variables.
Reliability observe a target behavior agree on the
63. Functional (AKA FBA) Putting one or more Functional occurrence of the behavior.
Behavior Analysis together.
72. Inter-Trial The time interval between presentation of
Assessment Can consist of:
Interval the consequence for one trial and the
- Direct observation
presentation of the SD for the next trial.
- Interview
- Functional analysis (experimental) 73. Interval A form of discontinuous measurement.
- File Review Recording Used for estimating duration of a behavior
In an FBA behavior plans must include in which observers periodically look at
replacement skills. client at predetermined intervals and record
whether or not a behavior is occurring.
64. Generalization When the effort of reinforcement is
extended beyond the conditions in which 74. Intraverbal A type of verbal operant in which a speaker
the training has taken place or to behaviors differentially responds to the verbal
other than those included in training. behavior of others.
- Conversation
- Answering questions
- Filling in the blank
75. Maintenance Refers to maintaining responses over time. 86. Negative REMOVAl of an aversive event that follows
So something leaned at time 1 would also be Reinforcement a behavior ("relief") and increases the
evident at times 2, 3 and 4. likelihood that the behavior will continue in
the future.
76. Mand Short for demand, command or reprimand.
(i.e. cleaning your room and your mom
A type of verbal operant in which a speaker
stops nagging; hitting snooze on an alarm
asks for (or states, demands, implies, etc.)
and the beeping stops; putting on your
what he needs or wants.
seatbelt and the dinging stops)
Only type of verbal operant that directly
benefits the speaker b/c the mand allows the 87. Operant Behavior that is controlled or influenced by
speaker to receive reinforcers. Behavior consequences.
Behavior whose future frequency is
77. Mand, Tact, 6 Elementary Verbal Operants
determined by a history of consequences.
Echoic,
Intraverbal, 88. Operant A type of learning where behavior is
Textual, Conditioning controlled by consequences.
Transcription Behavior followed by pleasant
consequences tends to be repeated.
78. Mand (AKA request training) Training by asking for
Behavior followed by unpleasant
Training what you want.
consequences tends not to be repeated.
79. Mass Trials Repeatedly presenting the same SD
89. Operational What does the behavior look like, what
(discriminative stimulus) and R (response)
Definition happens exactly, what does it sound like?
pair for several trials in a row.
90. Overcorrection Effortful behavior that is directly or
80. Momentary Look up at the client immediately at pre-
logically related to the problem behavior.
Time designated points and record whether the
Sampling behavior occurred at that precise moment. 91. Partial Interval Did the behavior occur at least once
Example: presence or absence of client's Recording during the short observation interval?
stereotypic behavior (stimming). Overestimates the behavior.
Example: presence or absence of thumb-
81. Motivating (AKA setting event) Contextual factors or
sucking within a series of time intervals.
Operation conditions that influence behavior.
Influence how an individual is going to react. 92. Permanent A type of measurement used when the
(i.e. Being deprived of food and water) Product behavior you are assessing results in a
Recording lasting product or outcome.
82. Multiple Chosen item is removed from the array, the
Procedures Example: number of written assignments
Stimuli order or replacement of the remaining items
completed;
Without is rearranged, and the next trial begins with a
Replacement reduced number of items in the array. 93. Planned Social reinforcers - usually attention,
Ignoring physical contact or verbal interaction - are
83. Multiple Item chosen by the learner remains in the
removed for a brief period.
Stimuli With array and all other items that were not
Replacement selected are replaced with new ones. 94. Positive A function-based approach to eliminate
Behavior challenging behaviors and replace them
84. Natural Is loosely structured, and uses or contrives a
Support with socially appropriate behaviors.
Environment leaner's motivation and activities and not an
- Focus on positive behaviors
Training exclusively teacher-selected set of materials,
- Alter the ecology
(NET) as the basis for the lesson.
- Teach new skills
Often used to teach child to mand or request.
- Reinforce the absence of behavior
85. Negative The termination or removal of a stimulus
95. Positive A form of Positive Punishment
Punishment immediately following behavior that results
Practice Contingent on an occurrence of the target
in a decrease of that behavior in the future.
behavior the learner is required to repeat a
(i.e. taking away a toy when a child talks
correct form of the behavior, or a behavior
back; time out from positive reinforcement for
incompatible with the problem, a specified
yelling)
number of times.
96. Positive Presentation of an unpleasant or aversive
Punishment stimulus immediately following behavior
that results in a decrease of that behavior in
the future.
97. Positive Pleasant or favorable event that follows a 105. Prompt The gradual elimination of a stimulus prompt
Reinforcement behavior - it is ADDED to the situation and Fading as the behavior continues to occur in the
increases the likelihood or probability that presence of the SD.
the behavior will occur in the future.
106. Prompt The so called "pyramid" of the various levels
98. Preference Aims to identify an individual's favorite Hierarchy of prompting.
Assessment things so that they can be used as rewards We need to establish a hierarchy of prompts
or potential "reinforcers" for desired from the least to most or most to least
behavior. CSDA intrusive for each instructional task.
1. Caregiver interview
107. Punishers Unpleasant events that follow a behavior and
2. Surveys
decrease the likelihood that a behavior will
3. Direct Observation
happen again in the future.
4. Assessment Method
108. Punishment Occurs when a stimulus change immediately
99. Premack Make access to a high probability behavior
follows a response and decreases the future
Principle contingent on performing a low probability
frequency of that type of behavior.
behavior.
The opportunity to engage in more 109. Random The random presentation of mastered items,
probable behaviors (or activities) will Rotation free from pattern (as if flipping a coin
reinforce less probable behavior. repeatedly).
Grandma's Rule: If you want to go out to 110. Rate Used in calculating data. Frequency with the
play, you have to eat your vegetables first. addition of a time component. Also a form of
100. Prepare for 1. Determine what occurred last session to Event Recording.
Skill decide where to start. 111. RBT The RBT can interview stakeholders, gather
Acquisition 2. Select skill acquisition procedures to Assisting baseline data by observing the client's
Plan complete during session. with behaviors in his/her natural environment, or
3. Prepare materials you will need for the Individual probe client by asking them to perform a task
skill acquisition (including data collection Assessment we are unsure they can perform without
protocols). Procedures providing assistance.
101. Proactive Strategies designed to produce changes 112. Reactive Strategies designed to manage the behavior at
Strategies over time. Strategies the time it occurs (in the moment).
Strategies designed to provide a better
mesh between client's needs and the These strategies are managed situationally to
environments in which he/she behaves. provide safety and prevent the escalation of
- Token economies (Focused Support the behaviors.
Strategy) NOT meant to change behavior over time.
- Differential reinforcement (Focused - Facilitative Strategies (help solve the
Support Strategy) problem)
- Discrete trial training - Redirect to a competing activity (give an
102. Professional - Maintaining confidentiality instruction or a "help me" instruction
and Ethical - Maintaining records i.e. crisis intervention strategies
Compliance - Documentation of professional work and 113. Registered A paraprofessional who practices under the
Code research Behavior close, ongoing supervision of a BCBA or a
- Records and Data Technician BCaBA.
- Behavior analytic assessment The RBT is primarily responsible for the direct
- Conforming with laws and regulations implementation of skill-acquisition and
- Accuracy and use of data behavior-reduction plans developed by the
103. Professional Avoid dual relationships, conflicts of supervisor.
Boundaries interest, social media contacts. Always take The RBT may also collect data and conduct
notes. certain types of assessments (i.e. stimulus
preference assessments)
104. Prompt Specific antecedent that directly facilitates
The RBT does not design intervention or
performance of behavior.
assessment plans. It is the responsibility of the
Assistance provided to engage in desired
designated RBT supervisor to determine which
behavior or response.
tasks an RBT may perform as a function of his
or her training, experience, and competence.
114. Reinforcement Occurs when stimulus change immediately 125. Response The changes in behaviors or responses
follows a response and INCREASES the Generalization other than those that have been trained or
future frequency of that type of behavior in developed.
similar conditions. (i.e. you teach a child to put away toys
following the SD "clean up" and the child
115. Reinforcers Pleasant events that follow a behavior that
also begins to throw away garbage and
make behavior more likely to occur in the
put books on the shelf)
future.
Reinforcers strengthen behavior. 126. Response The amount of time after a specific stimulus
Latency has been given before the target behavior
116. Reinforcing Used in DTT: The consequence following
occurs.
Stimulus (SR) the individual's response that changes the
future likelihood with which the behavior 127. Response (R) Used in DTT: The behavior in which an
will recur. individual engages. 4 types of response:
Reinforcement should be given for a 1. Correct
correct response. 2. Incorrect
Should be delivered immediately (0 - 5 3. Non-Response
seconds is ideal). 4. Prompted
117. Reliability That the data taken is reliable and people 128. Rewards Something that we THINK will might act as
who take the data agree on the occurrence a reinforcer.
of the behavior. Rewards are the THING, reinforcement is
Individuals who take the data agree on the the ACTION.
occurrence of the target behavior. (i.e. If giving a child a cooke after they
Looking for 85% agreed upon when doing clean their room does not increase the
reliability checks. chances of them cleaning their room again
in the future then the cookie was just a
118. Replacement Something appropriate that the client can
reward and NOT a reinforcer)
Skills do instead of the inappropriate behavior,
that will serve the same purpose. 129. The Role of Implement measurement, assessment, skill
Should be included in Behavior Plans. the RBT in the acquisition, behavior reduction,
Service documentation and reporting, and maintain
119. Report Other illness, relocation or change in medication.
Delivery professional conduct in the scope of the
Variables
System practice under the direct supervision of a
120. Respondent Untaught or unconditioned responses. BCBA or BCaBA.
Behavior Reflex.
130. Rule Behavior either verbal or nonverbal under
121. Respondent New stimuli can acquire the ability to elicit Governed the control of verbal antecedents.
Conditioning responses. Behavior (i.e. "If I study 2 hours every day, I will get
Occurs through pairing of two stimuli. an A on the exam next month")
Stimulus - Stimulus Pairing (S - S)
131. Satiation Repeatedly presenting a stimulus for the
122. Response Specific instance of behavior. purpose of reducing its attractiveness by
4 types of Responses: reaching a satiation level.
1. Correct
132. Secondary (AKA Conditioned Reinforcement) Occurs
2. Incorrect
Reinforcement when neutral stimuli have been paired with
3. Non-Response
unconditioned reinforcers or other
4. Prompted
conditioned reinforcers repeatedly thus
123. Response The source of reinforcement is blocked. A making the neutral stimuli become
Blocking procedure in which the therapist physically conditioned reinforcers.
intervenes as soon as the learning begins
133. Sensory One of the four functions of behavior in
to emit a problem behavior to prevent the
Function which an individual tries to gain sensory
completion of the target behavior.
output.
124. Response Cost A type of punishment also known as Individuals behave a certain way because
Negative Reinforcement. it feels good to them.
Loss of a specific amount of reinforcement.
134. Shaping A process by which one systematically and
differentially reinforces successive
approximations to a terminal behavior.
135. Single Item Single Item/Single Stimulus 142. Surveys/Inventories Surveys obtain information about
Preference Objects and activities are presented to the Preference potential reinforcers and also rank
Assessment individual one by one. Assessment potential reinforcers in order of
Data are recorded on how long the person preference.
engages with each item or activity.
143. Tact Short for contact.
136. Skill 7 Components A type of verbal operant in which
Acquisition 1. Identify the skill deficit speaker names things and actions that
Plan 2. Create a goal to address the deficit the speaker had direct contact with
3. Establish a data measurement system through any of the sense modes.
4. Take baseline data (Assess current skill
144. Tangible Function A function of behavior in which the
level)
individual wants to obtain a tangible
5. Select and implement an acquisition
item.
procedure.
The individual wants a preferred item
6. Collect data to assess effectiveness of
or activity.
the procedure.
7. Modify existing plan based on 145. Task Analysis Involves breaking a complex skill into
assessment data. (Modify, if necessary) to smaller, teachable units, the product
maintain/increase effectiveness) of which is a series of sequentially
ordered steps or tasks.
137. Spontaneous After a period of time the behavior may
Recovery come back temporarily during extinction. 146. Teach replacement Name two important reasons for
skills and determining function of behavior.
138. Stimulus Individual behaves in one way in the
Develop an
Control presence of a given stimulus and another in
appropriate
its absence.
behavior plan
A type of Focused Support Strategy
147. Textual Reading written words.
139. Stimulus Exaggerate some physical dimension of the
(i.e. A child says shoe because the
Fading relevant stimulus to help the individual
word "shoe" is written)
respond correctly.
Prompt is within the stimulus itself. 148. Time-Out Brief removal of all social positive
Can be used for color or size reinforcement.
determination. 149. Time out from The withdrawal of the opportunity to
140. Stimulus Generalization or transfer of a response to Positive earn positive reinforcement, or the
Generalization situations other than those in which the Reinforcement loss of access to positive reinforcers
training takes place. for a specific amount of time.
It has taken place if a response reinforced A form of Negative Punishment
in one stimulus setting also increases in 150. Token Economies Reinforcement systems in which
other stimulus settings. tokens are earned for a variety of
Across people: The learner's ability to behaviors and are used to purchase
respond to people other than those or exchange for a variety of backup
involved in the original teaching reinforcers such as food, activities,
Across environments: The learner's ability to trips, toys.
respond in different locations other than the
151. Token Economy A behavior change system with the
"table and chair"
following components:
(i.e. responds to different SD's for same
- Specific behaviors to reinforce
behavior like "sit here", "sit down", "have a
- Tokens or points for emitting those
seat")
behaviors
141. Stimulus Repeatedly presenting a stimulus for the - A back-up reinforcer for cash in of
Satiation purpose of reducing its attractiveness by tokens/points
reaching a satiation level. Tokens themselves are not
desirable...the back-up should be!
152. Topography The physical form or shape of a
behavior.
153. Total Task The chaining procedure which teaches each 164. Variable Interval Where a response is rewarded after an
Chaining step of the chain during each training Reinforcement unpredictable (variable) amount of time
session. Schedule has elapsed.
154. Transcription Writing and spelling words that are spoken. 165. Variable Ratio Reinforcement is provided after an
(i.e. A child writes "shoe" because they hear Reinforcement unpredictable (variable) number of
the word "shoe") Schedule responses.
This schedule is the most resistant to
155. Transfer of Process by which prompts are removed
extinction.
Stimulus once the target behavior is occurring in the
Control presence of the SD. 166. Verbal Behavior Behavior that is reinforced through the
mediation of another person's behavior.
156. Treatment The extent to which an intervention plan is
Involves a social interaction between
Fidelity implemented as planned and prescribed.
speakers and listeners.
157. Treatment RBT's assist BCBAs in making treatment Listener reinforces the speaker.
Plan plan modifications based on:
167. Whole Interval Did the behavior occur for the whole
Modifications 1. Record
Recording interval that you are looking for it?
2. Visual analysis of graphed data
Underestimates the behavior.
3. Science
Example: the total time devoted to
Parent requests are NOT a major factor in
remaining on task.
determining the current success of a plan
or analyzing data to determine next steps.
158. Trial by Trial For each trial record target and whether
Data response was:
- Correct
- Incorrect
- Non-Response
- Prompted
159. Unconditioned A stimulus change that can decrease the
Punisher 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)
160. Unconditioned (AKA primary reinforcers) Stimuli that do
Reinforcers not require learning. (i.e. food, water,
warmth, sleep, sexual stimulation)
161. Unconditioned A behavior that occurs naturally due to a
Response given stimulus.
i.e. Dogs salivating in the presence of food;
yelping upon being bitten by an insect.
162. Unconditioned A stimulus that elicits an unconditioned
Stimulus response.
i.e. Food is an unconditioned stimulus for a
hungry animal and salivation is the
unconditioned response.
163. Validity 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.