RBT Exam Definitions
RBT Exam Definitions
Measurement
A-1: Prepare For Data Collection
Data Collection- The process of recording information regarding behaviors. These
behaviors can include behaviors we want to decrease (aggression, screaming, tantrums,
pinching, self- injury, etc.) or behaviors we want to increase (requests, reading, counting,
etc.)
Cumulative Records- T he cumulative record, used in operant experiments, is a graphic
record which emphasizes the rate of performance or its frequency.
Mass Trials- Asking the target multiple times in a repetitive manner.
A-2: Implement Continuous Measurement Procedures
Continuous Measurement- Records every possible behavioral occurrence.
Frequency- Cycles per unit time, or a count (usually of behavior) divided by the time
during which it occurred.
Duration- A measure of the total time that the behavior occurs.
Rate- The number of times something occurs within a specified time period. Rates of
behavior are often reported in "responses per minute," "responses per hour," or "responses
per day."
Latency- The elapsed time from the onset of a stimulus to the time that the response
started
Inter Response Time (IRT)- The amount of time between consecutive occurrences of
a response.
x-axis = time
y-axis = what your measuring (the data)
A-6: Describe Behavior and Environment in Observable and Measurable Terms
Response Definition- Refers to environmental conditions or stimulus changes that
exist or occur prior to the behavior of interest.
Topography: What the behavior looks like? *Behaviors will look different from
person-to-person.*
Make sure behavior is observable and measurable where everyone can understand.
-duration
-criterion
-behavior definition
Example: Learner engaged in kicking (making contact with an object or individual) for 2
minutes during 2 hour home session.
B. Assessment
B-1: Conduct Preference Assessments
Preference Assessments- A structured method to identify highly preferred items or
actions that can be used as reinforcers to keep motivation levels high
Multiple Stimulus (MS) Preference Assessment-
Multiple Stimulus Without Replacement (MSWO) Preference Assessment-
Generates a ranked order list of preferences for a specific. individual. MSWO assessments
allow the student to rank stimuli that are most preferred among an array of options.
Free Operant (FO) Preference Assessment- A brief assessment involving
free access to a variety of stimuli. Several items are placed in the environment and the
duration of engagement with each item is recorded as an index of relative preference.
Paired Choice (PC) Preference Assessment- The teacher places two items
(usually toys or edibles) in front of the child, and allows him or her to select one. After the
child plays with or consumes the item, the teacher presents another trial of two items.
B-2: Assist with Individualized Assessment Procedures
Social Skills Assessment- Identify skills that will be the direct target of the
intervention and to monitor the outcomes of the social skills program. The evaluation
details both the strengths and needs of the individual related to social functioning.
Curriculum Based Assessment- An evaluation process that makes use of academic
content selected directly from the material taught. This is a form of criterion-referenced
assessment that connects evaluation with instructional programs by informing teachers of
both student progress and learning challenges.
Developmental Assessment- For children under age 3 is an attempt to assess
various aspects of the child's functioning, including areas such as cognition, communication,
behavior, social interaction, motor and sensory abilities, and adaptive skills.
ABLLS-R- The Assessment of Basic Language and Learning Skills- Revised (The
ABLLS-R) is a skills-based system of assessment, curriculum, and tracking system that
addresses the basic language and functional skills of an individual with autism and other
developmental delays.
B-3: Assist with Functional Assessment Procedures
Functional Analysis- Used to identify the environmental context in which aberrant
behavior is likely and unlikely to occur. Similar to a descriptive analysis, functional
analyses evaluate the antecedents and consequences that maintain problem behavior.
5 phases of functional assessment:
1. Screening and general disposition
2. Defining and generally quantifying problems or desired achievement criteria
3. Pinpointing the target behaviors to be treated
4. Monitoring progress
5. Following up
C. Skill Acquisition
C-1: Identify the essential Components of a Written Skill Acquisition Plan
Skill Acquisition Plan- Written plan which is developed by the Behavior Analyst that
contains information about behavior programming for the purposes of teaching certain skills.
Essentials:
Materials
Long Term Goal
Short Term Goal
Learn Unit
Response Definition
Antecedent
Consequence
C-2: Prepare for the Session as Required by the Skill Acquisition Plan
Verbal Behavior- A method of teaching language that focuses on the idea that a
meaning of a word is found in their functions.
Tact- The tact is a form of verbal behavior where the speaker sees, hears,
smells, tastes something and then comments about it. The tact is often associated with
expressive labels.
Mand- A request for something wanted or needed, or a request to end
something undesirable.
Echoic- A form of verbal behavior where the speaker repeats the same
sound or word that was said by another person, like an echo.
Intraverbal- A form of verbal behavior where the speaker responds to
another's verbal behavior (e.g. like in a conversation). Intraverbal behavior is the most
complex verbal behavior to teach.
D. Behavior Reduction
D-1: Identify Essential Components of a Written Behavior Reduction Plan
escribes what the behavior or behaviors
Operational definitions of target behaviors- d
of interest look like in a way that is observable, measurable, and repeatable. A behavior has
validity only if it enables observers to capture what the behavior is and what it is not.
Antecedent modifications- Also referred to as antecedent-based intervention, is to
decrease the likelihood of problem student behavior by making adjustments to the learning
environment prior to the occurrence of problem behavior and clearly defining
appropriate/expected behaviors.
Hypothesis of the Function of Behavior
Replacement behaviors- A behavior you want to replace an unwanted target
behavior. Focusing on the problem behavior may just reinforce the behavior,
especially if the consequence (reinforcer) is attention. It also helps you teach the
behavior that you want to see in the target behavior's place.
Consequence modifications-
Create Crisis Intervention Plan
Implementation Procedures
Generalization Procedures
Maintenance Procedures
ORACPEF
D-2: Describe Common Functions of a Behavior
Tangible- The function any time a behavior is reinforced by an individual engaging in
behavior to gain access to something physical. Tangibles can be toys, food, or even
something that doesn't seem very fun.
Escape- Behavior that is reinforced by getting out of an aversive situation.
Attention- T
he individual behaves to get focused attention from parents, teachers,
siblings, peers, or other people that are around them. EXAMPLE: Child whines until parent
attends to them.
Sensory Stimulation
SEAT
Undifferentiated-
Social Positive- g etting attention or access to something
Social Negative-e scaping or avoiding someone/task/activity
Automatic Positive- s timulating the senses (without social attention)
Automatic Negative- attenuating pain (without social attention)
D-3: Implement Interventions Based on Modification of Antecedents such as
Motivation Operations and Discriminative Stimuli
Antecedent Interventions- i nvolves altering the environment before the behavior of
concern occurs, with the goal of preventing it from occurring.
Reinforcement- Occurs when a behavior increases because of a consequence of
either adding or subtracting something from the environment.
Conditioned Reinforcement- Occurs when a stimulus reinforces, or
strengthens, set behaviors through its association with a primary reinforcer.
Unconditioned Reinforcement- Also called a primary reinforcer. These are
reinforcers that do not need to be learned, such as food, water, oxygen, warmth and sex.
Positive Reinforcement- Involves the addition of a reinforcing stimulus
following a behavior that makes it more likely that the behavior will occur again in the future.
When a favorable outcome, event, or reward occurs after an action, that particular response
or behavior will be strengthened.
Negative Reinforcement- Occurs when a certain stimulus (usually an
aversive stimulus) is removed after a particular behavior is exhibited. The likelihood of the
particular behavior occurring again in the future is increased because of removing/avoiding
the negative consequence.
Punishment- The chances of a behavior happening again have decreased as a result
of an event that followed the behavior.
Positive Punishment- When something is added after the behavior occurs,
and the behavior decreases.
Negative Punishment- When a certain reinforcing stimulus is removed after a
particular undesired behavior is exhibited, resulting in the behavior happening less often in
the future.
Motivating Operation- Environmental variables that: alter the effectiveness of some
stimulus, object, or event as a reinforcer, and. alter the current frequency of all behavior that
has been reinforced by that stimulus, object, or event.
Behavior Altering Effect of a Motivating Operation- Occurs when the
effectiveness of a reinforcer on the frequency of a behavior is changed by the same
motivating operation that maintained the current frequency of behavior
Discriminative Stimulus (SD)- A specific environmental event or
condition in response to which a child is expected to exhibit a particular behavior.
S-delta (SΔ) - Stimulus in the presence of which the behavior is not
reinforced. At first during discrimination training, the animal often responds in the presence of
stimuli that are similar to the SD.
Behavior Altering Effect- Occurs when the effectiveness of a reinforcer on the
frequency of a behavior is changed by the same motivating operation that maintained the
current frequency of behavior
Value Altering- When the effectiveness of a reinforcing stimulus, event or tangible
object is changed to either be more or less effective based on the surrounding situations, or
the result of a motivating operation.
Establishing Operations (EO)- Increases the current effectiveness of some
stimulus, object, or event as reinforcement.
Abolishing Operations (AO)- Decrease the current effectiveness of some
stimulus, object, or event as reinforcement
D-4: Implement Differential Reinforcement Procedures
Differential Reinforcement- The implementation of reinforcing only the appropriate
response (or behavior you wish to increase) and applying extinction to all other responses.
Differential Reinforcement of Incompatible Behavior (DRI)- Is a procedure in
which the teacher would identify a behavior that's incompatible with, or cannot occur at the
same time as, the problem behavior. The focus is on replacing negative behaviors with
positive behaviors.
Differential Reinforcement of Alternative Behavior (DRA)- Is the
reinforcement of behaviors which serve as alternatives to problem or inappropriate
behavior, especially alternative means of communication.
Differential Reinforcement of Other Behavior (DRO)- Is a reinforcement
procedure in which reinforcement is delivered for any response other than a specific target
behavior. ... Other names for this procedure include differential reinforcement of zero
occurrences or omission training.
Differential Reinforcement of Higher Rates (DRH)- Is a procedure in which a
reinforcer is given following a specified period of time whereby the identified targeted
behavior occurred at or above a prespecified level.
Differential Reinforcement of Lower Rates (DRL)- Is a procedure in which the
implementer can lower the rate of a response by reinforcing fewer incidents of that
response or by reinforcing longer time intervals between incidents of the response.
D-5: Implement Extinction Procedures
Extinction- The discontinuing of a reinforcement of a previously reinforced behavior.
Extinction Burst- a predictable, temporary increase in the rate and intensity of a
behavior when an extinction procedure is first used.
Spontaneous recovery- a behavior reappears after it has decreased or stopped
entirely during extinction procedures
D-6: Implement Crisis/Emergency Procedures According to Protocol
Prevention
Reaction
Restraints- last resort when a person is a danger to self or others, discontinue
quickly as soon as safe, report to supervisor and HR department
Incident- anything that causes an employee or client damage, report to supervisor
immediately and contact HR department
E. Documentation and Reporting
E-1: Effectively Communicate with a Supervisor in an Ongoing Manner
-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 other tasks).
-Knowing what situations should result in immediate or more urgent communication with your
supervisor and knowing what situations can wait until your supervisor attends session for
observation or has a meeting with you to discuss the case or client.
-Speaking respectfully and professionally.
-Accepting feedback and responding appropriately to feedback and communication from
your supervisor.
-Expressing ideas and professional opinions with healthy assertiveness while also
understanding your role in complying with your supervisor's treatment planning.
E-2: Actively Seek Clinical Direction from Supervisor in a Timely Manner
-If ABA concepts are unclear, it is important to ask the supervisor for advice and additional
training on concepts.
-Any clinical questions that need clarification or answering should be directed to the
supervisor.
E-3: Report Other Variables that Might Affect the Client in a Timely Manner
-Any new behaviors or dangerous behaviors should be documented and reported to the
supervisor and the client's parent/guardian.
-Report any incidents to the supervisor and to the client's parent/guardian.
-Consult with the client's parent/guardian (with the supervisor) about any program changes
or modifications.
-Keep clear and honest communication with the client's parent/guardian.
E-4: Generate Objective Session Notes for Service Verification by Describing what
Occurred During the Sessions, in Accordance with Applicable Legal, Regulatory, and
Workplace Requirements
Objective Session Notes- Describing what occurred during sessions in measurable
and descriptive terms.
-Complete session notes objectively (disclosing only facts and actual
information/observation) and professionally.
-Mention setting events or factors that may have influenced the client's behaviors throughout
the session.
-Generate objective session notes so that others can be aware of what occurred during the
session.
Examples:
1) Never making light of a client's situation or skills, especially during
teaching situations that are personal or private (e.g. toileting, sex education).
2) Speaking respectfully of your work and client's progress.
3) Maintaining calm and professional demeanor during high-stress work activities (e.g.
working through tantrums, working on hot days).
4) Using manners and polite behaviors during session.
Questions to ask self:
1. Do I provide adequate space for privacy?
2. Do I look beyond the disability and treat the person with respect?