RBT Exam practice, (Answered) Verified Solution 100%
Ethical
Pertaining to right and wrong in conduct. Being in accordance with the rules or standards for right conduct or practice
Feedback and Reflection
Respond appropriately to feedback and maintain or improve performance. Take feedback and...
RBT Exam practice, (Answered) Verified
Solution 100%
Ethical
Pertaining to right and wrong in conduct. Being in accordance with the rules or
standards for right conduct or practice
Feedback and Reflection
Respond appropriately to feedback and maintain or improve performance. Take
feedback and be a reflective practitioner.
Communication
Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.
Professional Boundaries
Avoid dual relationships, conflicts of interest, social media contacts. Always take notes.
Client Dignity
Be respectful and thoughtful about the client's needs and wants.
Never do or say anything to cause embarrassment to the client.
Do not do something in front of your client that you would not do if working with a typical
developing child.
How to Prepare for Data Collection
1. Read data from last session
2. Prepare material and programs for current session based on data from last session.
3. Determine what programs you plan to work on during the session.
4. Gather materials for those programs.
5. Set up the first set of programs so they are ready for the client when you begin your
session.
The Role of the RBT in the Service Delivery System
Implement measurement, assessment, skill acquisition, behavior reduction,
documentation and reporting, and maintain professional conduct in the scope of the
practice under the direct supervision of a BCBA or BCaBA.
RBT Assisting with Individual Assessment Procedures
The RBT can interview stakeholders, gather baseline data by observing the client's
behaviors in his/her natural environment, or probe client by asking them to perform a
task we are unsure they can perform without providing assistance.
Dealing with Stakeholders
The RBT should only communicate with stakeholders as authorized by the supervisor.
Any specific questions should be deferred to the BCBA or BCaBA. If you do
communicate you must be objective, use behavioral language, avoid speculation, stick
to topic appropriate for an RBT.
Assist Training Stakeholders
RBT can assist with training stakeholders by giving them instruction, modeling,
rehearsal, and feedback with regard to behavioral skills training.
Report Other Variables
,illness, relocation or change in medication.
Components of a Written Behavior Plan
1. Identify, describe, create a goal for a behavior in observable terms.
2. Assess antecedent/consequence that may maintain behavior.
3. Identify hypothesis of function of behavior.
4. Identify possible replacement behaviors.
5. Select and implement antecedent/consequence based interventions.
6. Create crisis intervention plan.
7. Implementation, modification, generalization and maintenance procedures.
Skill Acquisition Plan
7 Components
1. Identify the skill deficit
2. Create a goal to address the deficit
3. Establish a data measurement system
4. Take baseline data (Assess current skill level)
5. Select and implement an acquisition procedure.
6. Collect data to assess effectiveness of the procedure.
7. Modify existing plan based on assessment data. (Modify, if necessary) to
maintain/increase effectiveness)
Prepare for Skill Acquisition Plan
1. Determine what occurred last session to decide where to start.
2. Select skill acquisition procedures to complete during session.
3. Prepare materials you will need for the skill acquisition (including data collection
protocols).
5 Dimensions we can Shape
1. Topography
2. Frequency
3. Latency
4. Duration
5. Amplitude/Intensity
Applied Behavior Analysis
The science in which tactics derived from the principles of behavior are applied
systematically to improve socially significant behavior and experimentation is used to
identify the variables responsible for behavior change.
The scientific study of principles of learning and behavior.
Behavior
An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.
Response
Specific instance of behavior.
4 types of Responses:
1. Correct
2. Incorrect
3. Non-Response
4. Prompted
, Respondent Behavior
Untaught or unconditioned responses. Reflex.
Respondent Conditioning
New stimuli can acquire the ability to elicit responses.
Occurs through pairing of two stimuli.
Stimulus - Stimulus Pairing (S - S)
Unconditioned Stimulus
A stimulus that elicits an unconditioned response.
i.e. Food is an unconditioned stimulus for a hungry animal and salivation is the
unconditioned response.
Unconditioned Response
A behavior that occurs naturally due to a given stimulus.
i.e. Dogs salivating in the presence of food; yelping upon being bitten by an insect.
Conditioned Stimulus
A previously neutral stimulus that, after repeated association with an unconditioned
stimulus, elicits the response produced by the unconditioned stimulus itself.
Conditioned Response
A behavior that does not come naturally, but must be learned by the individual by
pairing a neutral stimulus with an unconditioned stimulus.
Unconditioned Reinforcers
(AKA primary reinforcers) Stimuli that do not require learning. (i.e. food, water, warmth,
sleep, sexual stimulation)
Conditioned Reinforcers
(AKA secondary reinforcers) Neutral stimuli that have been paired with unconditioned
reinforcers, or other conditioned reinforcers and through repeated pairing become
reinforcers themselves. (i.e. stickers, sound, people)
Generalized Conditioned Reinforcers
Stimuli that have been paired with a variety of unconditioned and conditioned
reinforcers. (i.e. praise, attention, money, tokens)
Operant Behavior
Behavior that is controlled or influenced by consequences.
Behavior whose future frequency is determined by a history of consequences.
Operant Conditioning
A type of learning where behavior is controlled by consequences.
Behavior followed by pleasant consequences tends to be repeated.
Behavior followed by unpleasant consequences tends not to be repeated.
Mand Training
(AKA request training) Training by asking for what you want.
Reinforcers
Pleasant events that follow a behavior that make behavior more likely to occur in the
future.
Reinforcers strengthen behavior.
Punishers
Unpleasant events that follow a behavior and decrease the likelihood that a behavior
will happen again in the future.
4 - Part Contingency of Operant Learning
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