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RBT Competency
| Term | Definition |
|---|---|
| Continuous Measurement | Frequency, duration, latency, IRT |
| Frequency | Counting how many times a behavior occurs |
| Duration | How long the behavior lasts |
| Rate | Frequency of behavior over a specific amount of time |
| Latency | Onset of a stimulus to the start of a response (give command, takes client 20 seconds to respond) |
| IRT Inter Response Time | Time between the end of one response to the start of another response (screaming ends, 30 sec in between, screaming starts again) |
| Discontinuous measurement | Partial interval, whole interval, momentary time sampling |
| Partial interval* | Taking data in intervals. See if the behavior occurs at any time throughout the interval` |
| Whole interval* | If the behavior lasts over the entire interval time |
| Momentary Time Sampling | Measuring if the behavior is occurring at a particular schedule (checking every X minutes). (hour long interval, is behavior happening at the end of the interval) |
| How to Prepare for Data Assessment | Have a pencil and appropriate data sheets. Have all learning material ready. Table paired with reinforcers. |
| Behavior should be described in: | Observable and measurable terms |
| Preference assessments | Ways to determine potential reinforcers |
| Free operant (preference assessment) | Child plays in natural environment, observe and keep track of what they are engaging in |
| Forced choice | 2 items, child chooses, replace item with something else, choose again |
| Multiple stimulus w/ replacement | 3+ items, child chooses, replace the other two items and have them choose again |
| Multiple stimulus w/o replacement | 3+ items, child chooses, take that item away and do not replace it |
| ABC data* | Antecedent, behavior, consequence |
| Antecedent | What occurs before the behavior. Can be the SD |
| Discrete Trial Teaching (DTT) | Used to teach new behaviors. Correct responses are reinforced |
| Naturalistic teaching | The activity itself is reinforcing to the learner. Shaping behavior naturally |
| Incidental teaching | Teaching in the natural environment and facilitates generalization |
| Chaining | Each step in the task analysis is a chain to teach the entire skill (washing hands, brushing teeth) |
| Shaping | Reinforce approximations until mastered, continuing until the target is reached ("b", "ba", "ball") |
| Discrimination training | Teaching the learner to discriminate between two different things (which one is pink?) Conditional discrimination: teaching two concepts at the same time so the learner knows how to discriminate between them (hot & cold) |
| Stimulus control transfer | Stimulus control is transferred to a different antecedent stimulus to fade out the initial one (Prompts are removed once the target behavior is occurring in the presence of the SD) |
| Stimulus fading | Gradually fading a stimulus (prompt) to obtain independent responses |
| Prompt fading | Reduce assistance to lesser intrusive prompts |
| Token systems* | Tokens given after a response and can be exchanged for a backup reinforcer. Preferred reinforcers cost more. Tokens are a symbol and client must be motivated to receive tokens for them to be effective |
| Emergency protocol* | If a child is injured, take care of the injury, notify caregiver, fill out an incident report and submit it to the case manager |
| Crisis protocol* | If crisis behavior occurs, block dangerous items and access to preferred items. Redirect to a neutral activity or end session. Notify caregivers and BCBA |
| Antecedent interventions | Modifying the environment in which the undesirable behavior occurs. Motivating/establishing operations, behavioral momentum, errorless learning. |
| Continuous reinforcement | Used for teaching new skills. Reinforcement provided after every correct response |
| Intermittent/Variable reinforcement | Provide reinforcement on an average (every X responses) |
| DRI | Differential reinforcement of incompatible behavior - Reinforcing a behavior that is incompatible and unable to occur at the same time as the behavior for reduction |
| DRA | Differential reinforcement of alternative behavior - Reinforcement of a behavior taught to be used as a replacement of behavior for reduction (Teaching a child to say "open" to replace the behavior of crying when they want things opened) |
| DRO | Differential reinforcement of other behavior - Reinforcing the absence of behavior (Provide skittles for staying in his seat during circle) |
| Extinction | Withholding reinforcement contingent upon a problem behavior. Reinforcement of a previously reinforced behavior is discontinued. |
| Client dignity* | Client safety is priority, considerate and respectful of beliefs, service without discrimination. HIPAA and confidentiality |
| Professional boundaries* | No accepting/giving gifts to clients/families. No relationship outside of the work environment. No social media posts/photos. Cannot provide services to family members/friends |
| Supervision requirements* | Ongoing supervision for minimum of 5% of hours spent providing services/month. Supervision includes 2 face-to-face contacts a month, during which the supervisor observes the RBT |
| When do you seek clinical direction?* | Seek clinical direction from BCBA if a new adverse behavior is developing, If you have questions about a program or are not sure how to correctly run it |
Created by:
bcarlantone