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RBT Competency

memorize.ai (lvl 286)

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Section 1

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know for data/graphs

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Competition Prep

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7 years ago

Date created

Mar 1, 2020

Cards (23)

Section 1

(23 cards)

know for data/graphs

Front

Do you know how to work catalyst??

Back

shaping

Front

differentially reinforcing approximations of target behavior ("juh," "joo," "juice")

Back

behavior chain

Front

connections of a task analysis; a specific sequence of responses. -forward chaining: learn 1st step 1st -backward chaining: learn last step 1st, then work backwards -total task chaining (teach all steps at once, praise at each step, reinforce at end)

Back

prompting and prompt fading

Front

Help for the correct response, occur before target behavior to prevent errors. Use least intrusive! Hierarchy: (none) positional gestural visual model verbal physical OR (none) gestural verbal visual model partial physical full physical

Back

continuous measurements

Front

-frequency - number of times a behavior occurs (at any point) -duration - how long a behavior occurs -latency - time between SD and behavior/response

Back

stimulus control transfer

Front

Move control from one stimulus to another. Fade the first stimulus as you combine it with the other. ("wave" & imitate to just "wave")

Back

supervision requirements

Front

5% of hours working with clients per month must be supervised

Back

differential reinforcement

Front

Process of rewarding one variation of a behavior but not another. Reward some behaviors but not others in order to separate appropriate and inappropriate behavior.

Back

ABC data

Front

Antecedent, Behavior, Consequence. Observe environment/context, behavior, what happens in response to that behavior to determine ~function~

Back

antecedent interventions (motivating operations)

Front

Adjust stimuli and antecedents and their contexts to prevent maladaptive behavior/encourage desired behavior. Establishing operation: deprivation - increase effectiveness of reinforcer, strengthen behavior Abolishing operation: satiation - decrease effectiveness of reinforcer, weaken behavior Discriminative stimulus: a behavior is reinforced in the presence of that stimulus, but is not reinforced in the absence of that stimulus

Back

examples of how to maintain client dignity

Front

Don't talk about client in front of him/her, allow independent bathroom use, listen to client's requests, maintain confidentiality

Back

preference assessments (def. and types)

Front

tests to figure out what motivates a client. Could ask caretakers/observe child. types: -single stimulus - 1 item at a time in random order, gauge reaction -paired stimulus - 2 items at a time, see which is preferred (present pairs until all possible items have been paired) -multi-stimulus - present array and record what is selected (rearrange and re-present, with or without replacement)

Back

types of differential reinforcement

Front

DRA (Differential Reinforcement of Alternative Behavior): problem behavior ignored, more appropriate behavior reinforced DRO (Differential Reinforcement of Other Behavior): reinforce when problem behavior does not occur. Reinforce when any other appropriate behavior does occur DRI (Differential Reinforcement of Incompatible Behavior): reinforce behavior that makes problem behavior impossible DRL (Differential Reinforcement of Lower Rates Behavior): reinforce low rates of problem behavior in interval DRH (Differential Reinforcement of Higher Rates Behavior): reinforce high rate of appropriate behavior in interval

Back

discrete trial teaching (DTT)

Front

contrived setting for teaching skills -SD -Prompt -Behavior -Consequence -Intertrial interval (repeat) *If incorrect, correct with prompt, deliver SD again

Back

discontinuous measurements

Front

-whole interval - target behavior occurs for the whole period (would mark yes/no) -partial interval - target behavior occurs at any point in period (would mark yes/no) -momentary time sampling - see if behavior is happening at end of interval (would mark yes/no)

Back

session notes

Front

Copy and paste activity and progress sections. Impressions section: Use objective language/ABA terms to describe what happened in session. Summary of activities, progress, behaviors. Change time in/out, mark unbillable time

Back

discrimination training

Front

Reinforce in the presence of one stimulus but not in the presence of the other

Back

examples of when to ask for clinical direction

Front

New behaviors, don't understand something on programs, etc.

Back

professional boundaries

Front

Maintain only professional relationships with clients and their families, don't accept gifts, don't post on social media about clients, don't provide other services (e.g. babysitting)

Back

what to do in crisis/emergency

Front

FOLLOW CRISIS PLAN. In general: block, wear protective clothing, keep distance. Ask for help! Holds if absolutely necessary

Back

token systems

Front

tokens instead of physical reinforcer

Back

extinction

Front

Procedure of stopping delivery of reinforcement of behavior to decrease rate of that behavior

Back

naturalistic teaching (includes incidental teaching)

Front

Use natural environment to facilitate teaching moments. incidental teaching - child initiates teaching interaction to expand language skills. -child shows interest -teacher prompts elaboration -response -teacher gives praise/access Can capture/contrive (ex. asking for help with activity CAPTURE, stopping play to get child to ask to continue CONTRIVE)

Back