Applied Behavior Analysis

RBT Competency Assessment Term #1 Frequency #1 Duration Definition Counting how many times a behavior happens How long the behavior lasts Frequency of behavior over specific amount of time such as per minute, per #1 Rate hour, etc. Onset of a stimulus to start of a response (give command sit down, takes #1 Latency client 20 seconds to sit down; alarm clock goes off and ten seconds to get out of bed) Time between end of one response to start of another response. Screaming #1 IRT or Inter-response time ends, 30 minutes in-between, screaming starts again. IRT thus = 30 minute Take data in intervals – hitting within a certain amount of an interval #2 Partial Interval (Aggression from 4:00 – 4:15) Behavior lasts over entire interval time, such as on-task behavior or #2 Whole Interval cooperation throughout an interval Measuring if presence or absence of a behavior is happening on a particular #2 Momentary Time Sampling schedule. Look at child every 3 minutes and note if on-task or not on-task. Let the child play in natural environment and observe, keep track of what #4 Free Operant engaging in and what child is going to Two items, make child choose item. Replace with something else, choose #4 Forced Choice again. #4 Multiple Stimulus w/ Three or more items in array, child picks item, you take other two items Replacement away, replace those and have original item again and two new items #4 Multiple Stimulus w/o Three or more items in array, child picks item, you take that items away, Replacement don’t replace it #5 ABC data (Antecedent, Behavior, Antecedent – Told child to build blocks, presented SD Behavior – Child Consequence) flopped to floor Consequence – Told to stand up and sit back in chair a. Used to teach new behaviors, presenting a learning opportunity where #6 Discrete-Trial Teaching or DTT: students correct response will be reinforced b. Antecedent or SD -> Implement teaching procedures Behavior Response or R -> Consequence or SR c. “Look at me”, response was student looking, consequence is praise a. Capturing learning opportunity in environment b. Using reinforcers or tokens to shape behavior naturally 1. Arrange setting with child-preferred #7 Naturalistic Teaching materials 2. Wait for child to initiate interaction 3. No verbal prompting; hold item in eyesight and r Turn on water, get soap on hands, rub hands under water, turn off water, #8 Chaining dry hands, reinforce a. Target = Ball b. Mastered approximation “say b”, reinforce until mastered #9 Shaping c. Mastered approximation “say ba”, reinforce until mastered d. Reinforce target response “say ball” a. Say cup – saying cup is now under control of SD b. Transfer – present #11 Stimulus Control Transfer picture of cup and say what is this c. OG SD has been faded d. When client Procedures sees picture of cup they say “cup” e. Saying cup is now under control of picture and not the verbal pro a. Prompt: cue to assist or encourage desired response from an individual: #12 Prompting: Implement prompt “Come here” b. Most to least prompting: Used with teaching new behaviors, and prompt fading procedure provides little opportunity for errors c. Prompt Fading: Reduce assistance to a least intrusive prompt a. Tokens given after a response b. Tokens exchanged for a backup reinforcer c. Tokens are symbol d. Must be motivated to receive tokens for #13 Token Systems them effective e. Preferred reinforcers cost more f. Reinforcers only used in token economy #15 DRI or Differential Reinforcing one behavior that is incompatible with another behavior – Reinforcement of Incompatible reinforcing when child is sitting in chair, not reinforcing when child is Behavior walking from chair (QUIET HANDS WHEN KNOCKING) - Client safety a priority -Never cause embarrassment to client. -service #17 Client Dignity that is considerate and respectful of spiritual needs, beliefs, or values service without discrimination - HIPAA and confidentiality #18 Professional Boundaries (Provide examples of how to maintain professional boundaries) a. No accepting or giving gifts b. No social media posts or photos c. Don’t get together outside of work or maintain a friendship #19 Supervision Requirements (Describe BACB Supervision Standards) a. 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. Inperson, on-site observation is preferred #20 Clinical Direction (Describe at a. Reach out to BCBA in regard to a new adverse behavior developing b. least one situation where you’d seek Problems understanding central reach clinical direction from supervisor)