RBT Competency Assessment with Verified Answers
1. Describe how to
Prepare for Data
Assessment
2. Continuous Mea-
surement Proce-
dures
Get a pencil and appropriate data sheets [ABC Data,
Manding, & NET] ready. Have all learning material ready
and make sure the table is paired with reinfor...
RBT Competency Assessment with Verified Answers
1. Describe how to Get a pencil and appropriate data sheets [ABC Data,
Prepare for Data Manding, & NET] ready. Have all learning material ready
Assessment and make sure the table is paired with reinforcers
2. Continuous Mea- Frequency and Duration
surement Proce-
dures
3. Frequency Data Continuous Data. Collecting Manding data because we
collect it on every opportunity.
4. Duration Data Continuous data. Recording how long a tantrum oc-
curred.
5. Discontinuous Skill Acquisition data because it's only collected on the
Measurement first response of the session; this is also called Cold
Procedures Probe Data. Other types include partial interval record-
ing, whole interval recording, and momentary time sam-
pling.
6. Partial Interval Discontinuous Data. This is used if a behavior occurred
Recording at least once in a specified time interval.
7. Whole Interval Discontinuous Data. This is used if a behavior occurred
Recording during the entire duration of the timed interval.
8. Momentary Time Discontinuous Data. This would be when you record data
Sampling only every X amount of minutes.
9. Permanent Prod- A 'card system' is often used. These are permanent
uct Recording Pro- products because they're tangible things that can be
cedures counted and measured to record progress, or to get
the percentage of correct responding with target and
maintenance responses.
10. Behavior and the Ask, what does it look like? Hitting is a behavior. Things
environment in ob- you can see are behaviors. Frustration would not be a
servable and mea- behavior because you cannot see frustration.
surable terms
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, RBT Competency Assessment with Verified Answers
11. Behavior should Observable and Measurable
be described in
and
terms.
12. Preference As- Formal ways to determine potential reinforcers. In some
sessments ABA programs, clients fill out a potential reinforcer sur-
vey. Otherwise, the therapist observes the child's moti-
vation and takes note in what they are engaging with to
determine reinforcers.
13. Assist with in- RBT's role is to assist the BCBA by paring, collecting
dividuals assess- ABC data if necessary and collecting assessment data
ment procedures based on the learner's profile (manding, listener skills,
motor imitation, etc).
14. Assist with func- RBT's role is to asst BCBA; while the BCBA is doing
tional assessment a Functional Assessment Interview with the caregiver,
procedures the RBT collects ABC data and implement antecedent
manipulations (pairing). RBT will share data with the
BCBA to be analyzed and a treatment plan developed.
15. Essential compo- Baseline; Where the child is at so skills aren't retaught
nents of a writ- Observable/Measureable goals; for example: Emma will
ten Skill Acquisi- spell her name with 100% accuracy
tion Plan Criterion for Mastery; The task will be performed a cer-
tain number of times. This is determined on the client.
Some children may master the skill in 3 days others in 5
days.
16. How to prepare for Have all data sheets ready.
a session as re- Have the table paired with preferred items.
quired by the skill Have all learning materials ready and available.
acquisition plan Have all teach, target, and maintenance cards ready on
the table in piles.
17. Different contin- Continuous Reinforcement.
gencies of rein- Intermittent Reinforcement.
forcement
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