Rbt Task List Study Guide

Front 1

Frequency

Back 1

Count of each instance

Front 2

Continuous Measurement Procedures

Back 2

Recording each instance of the target behavior along the selected dimension (frequency, time, etc.)

Front 3

Duration

Back 3

Time spent engaged in a single instance of a target behavior

Front 4

Latency

Back 4

Time from onset of stimulus to onset of response

Front 5

Discontinuous Measurement Procedures

Back 5

Recording a sample of instances of the target behavior according to predetermined schedule (e.g., momentary time sampling, partial interval, etc.)

Front 6

Momentary Time Sampling

Back 6

Recording occurrence/non-occurrence at a specific point in time

Front 7

Partial Interval Recording

Back 7

Recording if the target behavior occurred at any point in time in a predetermined interval

Front 8

Whole Interval Recording

Back 8

Record if the target behavior occurred for the entire duration of a predetermined interval

Front 9

Permanent Product Recording Procedures

Back 9

Recording performance of a skill based on observing a finished product, not the actual performance of the skill

Front 10

Enter Data and Update Graphs

Back 10

Recording data according to the specific instructions for each program/target behavior and updated graphic representation (as relevant) to display most recent data collected

Front 11

Preference Assessment

Back 11

Conducting formal assessment(s) to determine client preferences for various items/activities and/or implementing informal "preference checks" throughout sessions to ensure motivation remains high

Front 12

Multiple Stimulus Without Replacement

Back 12

Preference assessment in which items are presented in an array and chosen items are NOT returned to the array after the engagement period

Front 13

Multiple Stimulus With Replacement

Back 13

Preference assessment in which items are presented in an array and chosen items ARE returned to the array after the engagement period

Front 14

Paired Choice Preference Assessment

Back 14

Potential reinforces are presented in pairs until each item is paired with each other item

Front 15

Functional Assessment Procedures

Back 15

Participates (as trained) to complete relevant elements of assessment to determine the function(s) of challenging behavior occurring during therapy sessions

Front 16

ABC Data

Back 16

Data recorded on the immediate antecedent and consequence for observed instances of target behavior

Front 17

Rating Scale

Back 17

Structured assessment form with questions regarding various functions of challenging behavior used to identify likely function(s) to be completed by primary caregivers and others familiar with the client

Front 18

Contingencies of Reinforcement

Back 18

Effectively using principle of reinforcement to increase target skills with appropriate frequency and magnitude throughout skill acquisition programming (both structured and unstructured)

Front 19

Reinforcement

Back 19

The process of providing a reinforcer contingent on the client engaging in a behavior that you want to increase

Front 20

Reinforcer

Back 20

A stimulus (item, activity, statement, etc.) that, when provided immediately after a response, results in an increase in the future frequency of that response

Front 21

Unconditioned Reinforcer

Back 21

A stimulus that requires no learning history to have reinforcing value

Front 22

Water, food, sleep

Back 22

Unconditioned Reinforcer

Front 23

Conditioned Reinforcer

Back 23

A stimulus that requires learning history of pairing with other reinforcing stimuli to have reinforcing value

Front 24

Intermittent Reinforcement

Back 24

Only some instances of a behavior result in a reinforcer

Front 25

Fixed Ratio (FR) Reinforcement

Back 25

A reinforcer follows a fixed number of responses

Front 26

Variable Ratio (VR) Reinforcement

Back 26

A reinforcer follows a variable number of responses

Front 27

Fixed Interval (FI) Reinforcement

Back 27

A reinforcer is contingent on the first response after a fixed amount of time since the last opportunity for reinforcement

Front 28

Variable Interval (VI) Reinforcement

Back 28

A reinforcer is contingent on the first response after a variable amount of time since the last opportunity for reinforcement

Front 29

Discrete Trail Teaching Procedures

Back 29

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.

Front 30

Mass Trials

Back 30

Trials of the same task/program are presented repeatedly for a set number of trials

Front 31

Mixed Trials

Back 31

Trials from various tasks/programs are presented in random order for a set number of trials or a set amount of time

Front 32

Discriminative Stimulus (SD)

Back 32

A stimulus in the presence of which a particular response will be reinforced

Front 33

Error Correction

Back 33

Planned staff response following client errors to ensure the SD is effectively paired with correct responding

Front 34

Prompt

Back 34

An additional stimulus paired with the SD/instruction that brings about correct responding

Front 35

Naturalistic Teaching Procedures

Back 35

Intentionally setting up teaching procedures to be implemented in the natural context for the skill being targeted

Front 36

Natural Environment Teaching

Back 36

The planned/contrived use of behavioral strategies in the client's everyday environment

Front 37

Incidental Teaching

Back 37

Implementation of behavioral strategies in the client's everyday environment as opportunities naturally arise

Front 38

Task-Analyzed Chaining Procedures

Back 38

Chaining is a teaching procedure by which a specific sequence of responses is taught such that the completion of the previous response serves as the SD for the next response

Front 39

Task Analysis

Back 39

Set of successive component steps, in small, teachable units, that comprise a complex behavior

Front 40

Forward Chaining

Back 40

Training the 1st step in the chain to fluency while prompting all successive steps. Successive steps are targeted for acquisition as the previous step reaches fluency

Front 41

Backward Chaining

Back 41

Training the last step in the chain to fluency while prompting all preceding steps. Preceding steps are targeted for acquisition as the successive step reaches fluency.

Front 42

Total Task Presentation

Back 42

Training all steps in the chain at the same time

Front 43

Discrimination Training Procedures

Back 43

Reinforcing or punishing a response in the presence of one stimulus (SD) and extinguishing it or allowing it to recover in the presence of another stimulus (S Delta)

Front 44

Stimulus Control

Back 44

When a particular response occurs more frequently in the presence of one stimulus (or stimuli set) than in the presence of another stimulus (or stimuli set)

Front 45

Transfer of Control

Back 45

Performance established at one time in one place now occurs in a different time or place

Front 46

Generalization

Back 46

Performance of a skill trained in one context in additional contexts that share similar stimuli, setting the occasion for skill performance

Front 47

Maintenance

Back 47

The continued performance of a previously trained skill in the absence of programmed contingencies

Front 48

Stimulus Fading

Back 48

Systematically fading out additional stimuli introduced to teach a skill to transfer control of performance contingencies

Front 49

Stimulus Fading Procedures

Back 49

Highlightinga physical dimension (Such as: color, size, or position) of a stimulus toincrease the likelihood of a correct response, then the highlighted orexaggerated dimension is eventually faded out; Systematically fading out additional stimuli introduced to teach a skill to transfer control of performance from the ancillary stimuli (providing necessary support) to the target stimuli

Front 50

Prompt and Prompt Fading Procedures

Back 50

The introduction of additional stimuli (i.e. prompts) to ensure correct performance and the systematic fading of said stimuli as independence increases

Front 51

Prompt

Back 51

An additional stimulus paired with the SD/ instruction that brings about correct responding.

Front 52

Prompt Hierarchy

Back 52

Any system of prompts along a gradient used as a means of promoting systematic use and removal of prompts

Front 53

Most-To-Least Prompting (MtL)

Back 53

Type of prompt hierarchy beginning with most intrusive prompt required to gain correct responding and fading out as success is observed

Front 54

Least-To-Most Prompting (LtM)

Back 54

Type of prompt hierarchy beginning with the least intrusive level of prompting and increasing as errors occur

Front 55

Interventions Based on Modifications of Antecedents, Establishing Operations, and Discriminative Stimuli

Back 55

Procedures designed to alter the environment in such ways that increase the likelihood of positive behaviors occurring while decreasing the likelihood of negative (i.e., the target) behavior(s) occurring

Front 56

Antecedents

Back 56

Setting conditions before a target behavior occurs

Front 57

Establishing Operations (EOs)

Back 57

A motivating operation that increases theeffectiveness of some stimulus, object, or event as a reinforcer. For example,food deprivation makes food an effective reinforcer.

Front 58

Motivating Operations (MOs)

Back 58

An environmental variable that (a) alters (increases or decreases) the reinforcing or punishing effectiveness of some stimulus, object, or event; and (b) alters (increases or decreases) the current frequency of all behavior that has been reinforced or punished by that stimulus, object, or event

Front 59

Discriminative Stimuli (SDs)

Back 59

A stimulus in the presence of which a particular response will be reinforced

Front 60

Environmental Enrichment

Back 60

Altering the environment to increase access to reinforcers currently available only contingent on certain behaviors

Front 61

Noncontingent Reinforcement

Back 61

Access to the putative/functional reinforcer is available independent of any particular responses/behaviors (i.e., getting the "good stuff" for free)

Front 62

Deprivation

Back 62

Withholding or being without access to a reinforcer, thus increasing the value of accessing that reinforcer

Front 63

Satiation

Back 63

Consuming a substantial amount of a reinforcer, thus temporarily decreasing the value of that reinforcer

Front 64

Differential Reinforcement

Back 64

Providing the functional reinforcer contingent on performance of positive skills/behaviors while withholding that same reinforcer contingent on target negative behaviors

Front 65

Differential Reinforcement of Alternative Behaviors

Back 65

Providing functional reinforcer contingent on a specific alternative/replacement behavior while withholding that reinforcer contingent on target negative behavior

Front 66

Differential Reinforcement of Other Behaviors

Back 66

Providing functional reinforcer contingent on any behavior other than target negative behavior while withholding that reinforcer following instances of said negative behavior

Front 67

Differential Reinforcement of Incompatible Behaviors

Back 67

Providing functional reinforcer contingent on specific behavior(s) that are incompatible with the target negative behavior and withholding the reinforcer following instances of said negative behavior

Front 68

Extinction of

Back 68

Discontinuing the reinforcer maintaining a behavior, resulting in a decrease of that behavior (due to lack of reinforcement); following a behavior that was previously followed by attention

Front 69

Attention Extinction Procedure

Back 69

No longer providing attention following a behavior that was previously followed by attention

Front 70

Escape Extinction Procedure

Back 70

No longer providing escape following a behavior that was previously followed by escape

Front 71

Extinction Burst Procedure

Back 71

An increase in the rate of the target behaviors, as well as other behavioral topographies serving the same function, following the introduction of extinction procedures. If extinction is implemented with fidelity, this is not long-term but maybe very intense

Front 72

Spontaneous Recovery

Back 72

The reappearance of a behavior that was previously extinguished and had not been observed to occur over some stretch of time

Front 73

Behavior

Back 73

Any muscular, glandular, or neuro-electrical activity; anything a person does (includes covert behavior such as thinking, imagining, etc.)

Front 74

Environment

Back 74

Setting or context in which behavior occurs, including locations, stimuli, people, etc.

Front 75

RBT Role

Back 75

Collect baseline data and/or conduct preference assessments

Front 76

Skill Acquisition Plan

Back 76

The complete context in which a program/protocol fits, including plan for collecting baseline and monitoring effectiveness of the plan

Front 77

Program/Protocol

Back 77

The specific teaching components for targeting skills included in the skill acquisition plan

Front 78

Components of Skill Acquisition Plan

Back 78

Measurement Procedures

Modification Plan

Assessment of Effectiveness

Specific Goal

Protocol

Baseline

Front 79

Specific Goal

Back 79

Objective/measurable goal to address specific skill deficit

Front 80

Measurement Procedures

Back 80

Description of what data will be collected and how it will be monitored (e.g. paper, Catalyst, etc.)

Front 81

Baseline

Back 81

Objective/quantifiable data on per-intervention performance of the target skill

Front 82

Components for a Protocol

Back 82

Purpose and Rationale

Relevant SDs

Description of Target Response

Step-by-Step Implementation Process

Error Correction Plan

Reinforcement Plan

Data Collection Plan

Front 83

Assessment of Effectiveness

Back 83

Data review, updated at regular intervals, with observation/conclusion regarding the effectiveness of the intervention plan

Front 84

Modification Plan

Back 84

System for modifying implementation protocol if initial protocol ineffective

Front 85

Purpose and Rationale

Back 85

A description of exactly what the program/protocol is designed to teach and why that skill is necessary/valuable in the greater context of their life (either immediately or long-term)

Front 86

Relevant SDs

Back 86

What the RBT is supposed to say, do, and/or present as the instruction to initiate the skill or to set the occasion for spontaneous performance of the skill

Front 87

Description of Target Response

Back 87

A clear description of exactly what "counts" as correct performance so that multiple observers are able to record performance consistently across observers

Front 88

Step-by-Step Implementation Process

Back 88

The exact process the RBT should follow to implement the program/protocol

Front 89

Error Correction Plan

Back 89

A description of what the RBT should do if the client engages in an error and/or challenging behavior AND a description of what an "error" is in the context of that specific program

Front 90

Reinforcement Plan

Back 90

A description of what the RBT should do to reinforce the target behavior, including what type(s) of reinforcers to use, the schedule of reinforcement, and plans for fading out reinforcers

Front 91

Data Collection Plan

Back 91

A description of what data is to be recorded, such as what system is to be used (Catalyst vs. Paper) and exactly what portion of the client response will be scored/documented

Front 92

How do you prepare for the session as required by the skill acquisition plan?

Back 92

Review notes, review recent data, review protocols, prep materials

Front 93

Generalization

Back 93

Performance of a skill trained in one context in additional contexts that share similar stimuli, setting the occasion for skill performance

Front 94

Maintenance

Back 94

The continued performance of a previously trained skill in the absence of programmed contingencies

Front 95

Programming for Maintenance

Back 95

Including a plan for using intermittent reinforcement and occasionally presenting the task in the absence of formal programming (post-mastery)

Front 96

Programming for Generalization

Back 96

Plan for incorporating multiple exemplars throughout initial training or to move into natural environments after initial training, etc.

Front 97

Training of Stakeholders

Back 97

Providing support or direct training on skill acquisition or behavior reduction plans to stakeholders, which may include parents, siblings, teachers, etc.

Front 98

Written Behavior Reduction Plan

Back 98

A written description of the behavior(s) to be reduced, the baseline rate of the behaviors, the antecedent, consequence, and replacement behavior interventions necessary to address the need, and the plan for monitoring the effectiveness of the plan

Front 99

Essential Components of Written Behavior Reduction Plan

Back 99

Operational Definition of the Target Behavior(s)

Baseline Data

Operation Definition of Replacement Behavior(s)

Programmed Response for When the Target Behavior Occurs

Programmed Response for When the Behavior Ceases

Programmed Response for When Replacement Behavior Occurs

What Data to Record and When

Plan for Evaluating Effectiveness

Plan for Fading Components of the Plan

Front 100

What are the four functions of behavior?

Back 100

Escape, Attention, Access, and Self-Stimulation (sensory)

Front 101

Escape

Back 101

Behavior that is maintained by the removal or termination of aversive stimuli following instances of that behavior

- Social Negative Reinforcement

Front 102

Attention

Back 102

Behavior that is maintained by attention provided following instances of that behavior

- Social Positive Reinforcement

Front 103

Access

Back 103

Behavior that is maintained by the presentation of/access to preferred items or activities following instances of that behavior

- Social Positive Reinforcement

Front 104

Self-Stimulation

Back 104

Behavior that is maintained by the sensory input caused by the behavior itself

- Automatic Reinforcement

Front 105

Other factors that might affect the client:

Back 105

Illness, relocation, medication changes, earlier events, etc.

Front 106

Blocking

Back 106

Use of your body or other environmental barriers to stop/interrupt the opportunity for a behavior to occur.

Front 107

Discontinuous Measurement

Back 107

Recording a sample of instances of the target behavior according to predetermined schedule

Front 108

What are the different types of preference assessments?

Back 108

- Multiple stimulus without replacement

- Multiple stimulus with replacement

- Paired choice

- Informal preferences check