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Flashcards

RBT Exam

Alyssa Marie Ruisard English 68 cards

Cards in this deck (68)

  1. 1Frequencynumber of occurrences
    Ex.) My learner flopped 6 times during our session
  2. 2Durationamount of time in which the behavior occurs
    Ex. My learner cried for 25 minutes total during our session
  3. 3Latencymeasures the amount of time that lapses between an antecedent (teacher's directive) and when the student begins to perform a specified behavior
    Ex. "Clap your hands" (this time in between you saying the Sd and the learner responding)
  4. 4Momentary Time SamplingObserving and recording behavior during a specific/exact moment in time. Ex) The observer would define the interval of time, let's say 5 minutes, and look up at the end of the interval. At the 5-minute mark, the observer would record whether the behavior is occurring or is not occurring.
  5. 5Whole-Interval RecordingRecord whether behavior occurred the entire interval.
    Every set amount of time you will mark whether that behavior occurred for the whole set amount of time.
    If I have a 5 minute timer and my learner cries for the whole 5 minutes I mark that interval positive
  6. 6Partial-Interval RecordingRecord whether a behavior occurred at any part of the interval. Every set amount of time you will mark whether that behavior occurred at any point in the set amount of time.
    If I have a 5 minute timer and my learner cries at any point no matter how long, (5 seconds, 5 minutes) in the 5 minute time I mark that interval positive
  7. 7Permanent Product RecordingMeasurement takes place after behavior has occurred, you don't have to see it happen to know if it was completed
  8. 8What are the 5 preference assessments? (We do preference assessments to see what the learner is motivated for)Single Stimuli, Paired Stimuli, Multiple Stimuli with replacement, Multiple Stimuli without replacement, Free Operant
  9. 9Single Stimuli Preference AssessmentRecording whether stimuli was approached or not and the duration of time spent with item. Holding/Showing 1 item and asking
    "Do you want this"? While holding up toy
  10. 10Paired Stimuli Preference AssessmentsSimultaneous presentation of two stimuli
    "Which one do you want"? While holding two different toys to see which the learner prefers
  11. 11Multiple Stimuli Preference Assessment with replacementArray of 3 or more stimuli; item chosen remains in the array and items not chosen are replaced
    "Which one do you want"?
  12. 12Multiple Stimuli preference assessment without replacementarray of 3 or more stimuli; item that is chosen is removed, order is changed and trial begins with reduced number of items
    "Which one do you want"?
  13. 13Unconditioned ReinforcementItems or activities that are naturally reinforcing. Unlearned reinforcement; food, water, oxygen, warmth
  14. 14Conditioned reinforcementItems or activities that acquire reinforcing properties when paired with primary reinforcers, learning takes place to make
    Ex: verbal praise, iPad, Video Games
  15. 15Non-Contingent ReinforcementA method to reduce problematic behavior. NCR involves giving the learner access to a reinforcer frequently enough that they are no longer motivated to exhibit disruptive behavior to obtain that same reinforcer.
  16. 16Continuous Reinforcement ScheduleProvides reinforcement for each occurrence of behavior
    Ex. Fixed Ratio
  17. 17Intermittent Schedule of ReinforcementWhen reinforcement is delivered only some of the time the target behavior is displayed.
    Ex: Variable Ratio,Fixed Interval ,Variable Interval
  18. 18Discrete Trial Teaching (DTT)Teaching through discrete trials helps break each skill down into its component arts to ensure that each step is understood and mastered
    Sd--> 3.5 seconds, Response, Immediately, Reinforcement
    More desk type work
  19. 19Natural Environment Teaching (NET)Child driven learning opportunities. Many skills will only be taught in natural environment ex.) Toothbrushing in the bathroom at the sink
    More open environment learning
  20. 20Forward Chaining ProcedureA behavior chain procedure in which in which the sequence of responses is taught in their naturally occurring order, beginning with the first step
    Ex.) Handwashing
  21. 21Backward ChainingA behavior chain procedure in which the last response in the sequence is taught first (but the sequence of responses is still taught in the correct order)
  22. 22Total Task ChainingBehavior chain procedure that is a variation of the forward chaining process. Each step of the chain is taught during every session; response prompts are used with any steps the learner has not mastered. Essentially the entire is taught.
  23. 23Stimulus Control TransferTransferring the control of one stimulus to another.
    Ex. You are teaching a learner to write their name. You give them a sheet of tracing paper with their name already written. You tell them “trace your name.” They trace. Writing their name is under the control of the tracing paper. In order to transfer control of writing their name to a naturally occurring SD you must fade the tracing paper. Next time you run the program, you present only half their name pre-written. They trace half their name and write the other half independently. The response is now under control of this half-tracing method. Finally, you give them a piece of paper and say “write your name.” If they write their name the response is now under control of the SD “write your name.”
  24. 24Stimulus FadingA procedure of transferring control of responding from one stimulus or set of stimuli to another by gradually removing one while the other is gradually introduced.
    Ex. Fish fading
  25. 25Stimulus PromptsAdding or changing something in the environment, usually before giving an instruction to increase the chance of the child engaging in the correct response.
    Ex. Positional prompts, size differentiation, color differentiation, brightness level
  26. 264 Functions of behavior (SEAT)sensory, escape, attention, tangibles
  27. 27Motivating Operationsthe value of a reinforcer increases and decreases
    includes satiation and deprivation
  28. 28Abolishing OperationsEnvironmental variable that temporarily decreases the value of a reinforcer
    ex. Satiation
  29. 29Establishing OperationsEnvironmental Variable that temporarily increases the value of a reinforcer
    Ex. Deprivation
  30. 30SatiationBeyond satisfaction, the more of something a child has the less motivating the item will be to the child
  31. 31DeprivationUp to a limit, the greater the deprivation (time without reinforcer) the more effective it will be for the child
  32. 32Behavioral MomentumA series of easy to follow requests the learner has a history of successful compliance responding. After 3 trials the child has a high probability of responding correctly.
    Clap Hands (high), what's your name?(high), touch nose, Tie your shoes (low)
  33. 33Inter-Response Time (IRT)The elapsed time between consecutive occurrences of behavior. The time from the beginning of response to the beginning of the next response.
  34. 34RateFrequency or the amount the behavior occurs in the time observed
    Ex. to calculate rate, divide the frequency
  35. 35Fixed Ratio (FR) (set amount of responses)Reinforcement occurs after a certain number of times a behavior is displayed.
    Ex. Josh is on a FR4 for completing discrete trials. He gets to watch a video after 4 correct responses.
  36. 36Variable Ratio (VR) (average amount of responses)Reinforcement after behavior is displayed an average number of responses.
    Ex. Emily is on a VR3. She received reinforcement for 3 correct responses, the 5 , then 2 correct responses.
  37. 37Fixed Interval (FI) (Set amount of time)Reinforcement for a behavior after a fixed amount of time has passed.
    Ex. Sergio gets to play a video game for 5 minutes after working for 10 minutes. (FI10)
  38. 38Variable Interval (VI) (average amount of time)Reinforcement after a behavior is displayed an average length of time.
    Ex. Jack is on a VI4, he received reinforcement after working for 2 minutes, then 6, then 4
  39. 39Response Prompts from most to leastFull Physical, Partial Physical, Model, Gesture, Independent
  40. 40Positive Reinforcementadding something immediately following a behavior that increases the future likelihood of that behavior occurring again
    Ex. Bob is working on writing letters, he correctly writes the letter A, his therapist immediately gives him reinforcement and social praise. Bob is more likely to write the letter A correctly in the future.
  41. 41Negative ReinforcementRemoving something immediately following a behavior that increases the future likelihood of that behavior occurring again. Ex. Bob is sitting in class, and the teacher starts to play music. The music is hurting his ears and Bob wants to leave the room. He asks the teacher is he can sit in the hallway. The teacher allows him to remove himself from the room, Bob is more likely to ask to leave the room in the future.
  42. 42Positive PunishmentA behavior/response is less likely to occur in the future due to the addition of an aversive stimuli/condition immediately following the behavior/response
    Ex. Bob throws a ball in the house, breaking his moms favorite decor. Bob's mom yells and he begins to cry. Bob is less likely to throw a ball in the house in the future.
  43. 43Negative PunishmentA behavior/response is less likely to occur in the future, due to the removal of a reinforcing stimulus/condition immediately following the behavior/response
    Ex. Bob is bouncing in his chair at school, the teacher takes away his chair making him stand at his desk. Bob hates standing at his desk so in the future will not bounce in his chair.
  44. 44ABCAntecedent- what occurs before the behavior
    Behavior- what the actual behavior is
    Consequence- what happened after the behavior occurred
  45. 45Verbal OperantEchoic, Mand, Listener Responding FFC, Motor Imitation, Tacts, Intraverbals
  46. 46EchoicVerbal imitation, Repeating words or phrases
    Ex. Therapist says, "ahhhh" , learner says "ahhhh"
  47. 47MandsRequests, motivation
    Ex. Asking for bathroom, Child points to ball
  48. 48Listener Responding (FFC) Function, Feature, ClassHear/Do, Physical Response to a direction, or discrimination by function, feature, class
  49. 49Motor ImitationGross motor, fine motor. See/Do, repeating another's actions
    Ex. Therapist says " Do this " while clapping hands, learner claps hands
  50. 50Tactslabel, what is present in the environment, Ex. learner sees a car drive by and says "Car"!
  51. 51IntraverbalsMemory recall, verbal response to verbal stimulus, not present in the environment
    Ex. Therapist says, "what's your last name"?
  52. 52Response PromptsPrompts that follow an instruction, to increase the chance of the child engaging in the correct response
    verbal instructions, modeling, gestural prompts, partial & full physical
  53. 53ShapingThe process of systematically, differentially reinforcing successive approximations to a terminal behavior.
    Ex. when a baby or a toddler learns to walk. They are reinforced for crawling, then standing, then taking one step, then taking a few steps, and finally for walking. Reinforcement is typically in the form of lots of praise and attention from the child's parents
  54. 54Discrimination TrainingReinforcing or punishing a response in the presence of one stimulus and extinguishing or allowing it to recover in the presence of another.
    Ex. REC ID OF COLORS
    Therapists asks learner to put to blue, learner points to red. Therapists corrects, later on learner points to blue. Therapist praises and reinforces learner for finding blue.
  55. 55Stimulus ControlThe occurrence of a response more frequently in the presence of one stimuli than in the presence of another.
    Ex. the presence of a stop sign increases the probability that "breaking" behavior will occur. The stop sign (stimulus) has control over the behavior (breaking).
  56. 56Differential Reinforcement TypesDRA,DRO,DRI
  57. 57Differential Reinforcement of Alternative Behavior (DRA)Increases a behavior by reinforcing appropriate behaviors and focuses on developing functional alternative behaviors.
    Goal is to increase a behavior.
  58. 58Differential Reinforcement of Incompatible Behaviors (DRI)Reduces a behavior by increasing incompatible behaviors and focuses on reinforcing the opposite of the undesired behavior.
    Goal is to substitute a behavior
  59. 59Differential Reinforcement of Other Behavior (DRO)Reduces a behavior to zero occurrences by focusing on increasing the time of non-occurrence
    Goal is to eliminate a behavior
  60. 60D.I.S.C The principles of reinforcer effectivenessDeprivation, Immediacy, Size, Contingency
  61. 61GeneralizationAppropriate responding in untrained situations, such as untrained locations, untrained stimuli, and with untrained people.
    Ex. a learner is taught to wash their hands at home in the bathroom sink, When they go to a restaurant the learner knows how to wash their hands.
  62. 62ExtinctionNo longer providing reinforcement for a previously reinforced response
  63. 63Extinction BurstA predictable, temporary increase in the rate and intensity of a behavior when an extinction procedure is first used.
  64. 64Spontaneous RecoveryA behavior reappears after it has decreased or stopped entirely during extinction procedure
  65. 65Stimulus PromptsAdding or changing something in the environment usually before the sD is placed, to increase the chance of the learner getting the correct answer. Ex: Positional prompts (the card is moved closer to the child than the rest of the
    array)
    • Size differentiation (the correct answer is visibly larger than the incorrect
    answers)
    • Color differentiation (the correct answer is a different color than the incorrect
    answers)
    • Brightness level (the correct answer is a brighter shade of a color than the
    incorrect answers)
    • Increased details (the incorrect answers are blurry, and the correct
    answer is clear)
    • Templates or guides that can be faded away
  66. 66Continuous MeasurementsDuration, Rate, Frequency, IRT, Latency
  67. 67Discontinuous MeasurementPartial-Interval Recording, Whole-Interval Recording, Momentary Time Sampling, Permanent Product Recording
  68. 68Free OperantSpend time following the
    learner closely, seeing what they gravitate towards in the
    environment. Learners have free access to stimuli in the
    environment, and data is collected on how long the
    learner spends with an item or activity.
    Ex.) Going into playroom and seeing where they gravitate to

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Flashcards on RBT Exam , created by Alyssa Marie Ruisard on 22/05/2023.
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