RBT Competency Assesment

● Tasks 1-3: Measurement ○ Continuous Measurement: Frequency is a count of one behavior. Duration is how long a behavior lasts. Latency is the time between the SD and the first instance of behavior. IRT is the time between two behaviors. ■ Frequency Data: Collecting Manding data because we collect it on every opportunity. ■ Duration Data: Recording how long a behavior lasts ■ Latency Data: You are recording the time it takes from the presentation of the demand (Sd) to the first instance of behavior. ■ IRT Data: (Interresponse Time) The time between two behaviors. ○ Discontinuous Measurement: Skill Acquisition data because it's only collected on the first response of the session; this is also called Cold Probe Data. Other types include partial interval recording, whole interval recording, and momentary time sampling. ■ Partial Interval Recording: This is used if a behavior occurred at least once in a specified time interval. ■ Whole Interval Recording: This is used if a behavior occurred during the entire duration of the timed interval. ■ Momentary Time Sampling: A measurement method in which the presence or absence of behaviors are recorded at precisely specified time intervals. Behavior is recorded only if it occurs at the end of the interval. ● Example: a teacher looks up and the student is having or not having the specified behavior. ○ Data and Graphs: A line graph is the graph you will use most frequently as an RBT or BCBA. This question you just need to know - no tricks here. On a line graph, time goes on the x-axis and behavior goes on the y-axis. ● Tasks 4-5: Assessment ○ Preference Assessments: Formal ways to determine potential reinforcers. In some ABA programs, clients fill out a potential reinforcer survey. Otherwise, the therapist observes the child's motivation and takes note in what they are engaging with to determine reinforcers. ○ ABC Data: ---Antecedent; What happened before ---Behavior; What the client actually did ---Consequence; what the child did after ● Tasks 6-15: Skill acquisition and behavior reduction ○ Discrete Trial Training (DTT): A method of teaching simplified and structured steps. Instead of teaching an entire skill all at once, the skill is broken down into teachable units and built up using discrete trials that teach each step one at a time. ■ A highly structured teaching arrangement in which individual tasks (broken into necessary component tasks given the learner's needs) are presented as an instruction (SD), paired with a prompt (as needed) followed by a response (R) from the learner and then a consequence from the teacher (SR±) (i.e., SD → R → SR± ). This trial is then followed by a planned inter-trial interval before the next discrete trial is presented ■ Used to teach new behaviors, presenting a learning opportunity where students correct response will be reinforced b. Antecedent or SD -> Behavior Response or R -> Consequence or SR c. “Look at me”, response was student looking, consequence is praise ○ Naturalistic Teaching: Intentionally setting up teaching procedures to be implemented in the natural context for the skill being targeted ■ Incidental Teaching: Structuring and sequencing learning opportunities so that they occur within a natural setting and which is used to give the learner an opportunity to practice a skill ● For example, you're at the grocery store and you say "Go find a yellow fruit", they find a banana, you ask "What's it called" and they tact "Banana". ○ Chaining: Task analyzed chaining procedures [Task Analysis] Whenever you see individual steps and components of a task thinking task analysis and task chaining. The only two possibilities are forward chaining and task analysis. Forward chaining is a type of chaining, but you are teaching the skill with forward chaining, not breaking the task down. A task analysis is the process of breaking the task down. EX. Commonly used to teach daily living skills like hand washing, tooth brushing, etc. Each step in the task analysis is a 'chain' to teach the entire skill. ○ Shaping: Reinforcing successful approximations of behavior (reinforcing gradual changes in behavior) ■ EX. the word bubble. Reinforce for "b" then reinforce for "bub" then reinforce for "bubble" ○ Discrimination Training: Conditional discriminations are when you teach two concepts at the same time so the learner knows how to discriminate. For example teaching hot and cold at the same time. -- Reinforce a response in the presence of a stimulus, but not in the absence of that stimulus ○ Stimulus Transfer: Prompt fading and prompt delay are used Ex. Presenting the learner with a cup saying "cup" gradually fading the prompt and the learning says "cup" when presented with the cup with no prompts. ○ Prompting: are used to increase the likelihood that a student will provide a desired response. ■ Prompt Fading: Gradually reducing the prompt, to reduce assistance to a least intrusive prompt ○ Token Systems: is a system of contingency management based on the systematic reinforcement of target behavior. The reinforces are symbols or "tokens" that can be exchanged for other reinforces. ○ Crisis/Emergency: If a child is injured you must take care of the injury and notify the caregiver immediately. Then, an incident report needs to be filled out and submitted to the ABA case manager. If CRISIS behavior occurs (continuous aggression, continuous self injury or continuous high magnitude disruptive behavior), immediately block any projectiles or dangerous items while also blocking access to any preferred items and call for caregiver to be present. Once problem behavior stops, either redirect to a neutral activity or end session if safety is a concern. Notify BCBA immediately of any crisis behavior. ○ Antecedent Interventions: Altering the environment before the behavior occurs Ex. Child engages in elopement so you block the child or sit by the door ○ Interventions based on modification of antecedents such as motivating/establishing operations and discriminative stimuli To control for escape: Pairing ourselves as a conditioned reinforcer; pairing the table; gradually fading in demands; mixing easy with hard; starting with continuous reinforcement schedule; using the promise reward, etc. ■ Motivating Operations: Antecedent that increases or decreases the value of a consequence The term MO is an umbrella term for EO (establishing operations) and AO (abolishing operations); where EO increases the consequence’s effect (or need for) and AO decreases the consequence’s effect (i.e., reduces need for). In many examples, I find it helpful to think of less clinical terms: deprivation (EO) and satiation (AO). ■ Establishing Operations: a motivating operation that increases the value of a reinforcer and increase the frequency in behavior that provides access to the reinforcer ● EXAMPLE: Skipping lunch and having an empty stomach. By being hungry it increases the value of food and increases the behaviors that gain access to food. ■ Discriminative Stimuli: Work by telling us what behaviors will get reinforced or punished. In this way discriminative stimuli control our behavior and tell us what to do or how to act. When we reliably and predictably change our behavior in the presence of a discriminative stimulus we are said to be under stimulus control. ● Example: The gas gauge in our car is a discriminative stimulus. The gauge controls our behavior by telling that we better emit a target behavior of buying gas otherwise an unpleasant consequence will result. ○ Differential Reinforcement: Providing a reinforcer when the correct or an appropriate response occurs and not doing so when it does not occur or another response occurs ■ DRO: (other)- you pick a behavior and reinforce when the client is not engaged in the behavior For example, providing a child skittles for staying in his seat during circle time. ■ DRI: (incompatible)- you pick a behavior that is incompatible with the target behavior and reinforce that behavior (standing vs sitting. You can't do these at the same time) ■ DRA: (alternative)- you pick a behavior to replace the target behavior and reinforce that behavior (asking for a break vs eloping. Reinforce asking for a break) ○ Extinction: Procedure where you withhold reinforcement contingent upon problem behavior. Extinction occurs when reinforcement of a previously reinforced behavior is discontinued. The diminishing of a conditioned response. ● Tasks 16-20: Professionalism and requirements ○ Session Notes: Must state what occurred during the session in objective terms ○ Client Dignity: 1. Support clients choices and decisions 2. Providing adequate space for privacy 3. Look beyond clients disability and treat client with respect. 4. Not talking about clients case like they are not there. 5. Keep all client info confidential. ○ Professional Boundaries: All clinicians must maintain professional working relationship with clients. They're not allowed to babysit, accept gifts, stay over for dinner or attend any social outings with clients [avoid dual relationships]. Staff aren't allowed to provide services to family members or personal friends [avoid conflicts of interest]. Clinicians aren't allowed to be friends with the clients on social media. ○ Supervision Requirements: Ongoing supervision for minimum of 5% of hours spent providing services/mth b. Supervision includes 2 face-to-face, synchronous contacts a month, during this supervisor observes the RBT providing services. In-person, on-site observation is preferred ○ Clinical Direction: Clinical Direction (Describe at least one situation where you’d seek clinical direction from supervisor) a. Reach out to BCBA in regard to a new adverse behavior developing b. Problems understanding central reach