RBT EXAM STUDY GUIDE
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A-01 Describe how to prepare for Data collection
What is the target behavior?
Read Data from the last session
Prepare your materials for the current session based on last session
Determine what programs you will run, and prepare your materials for those programs
Gather any required data collection sheets or materials: pens, pencils, charts, graphs, etc.
A-02 Continuous Measurement Procedures
Records every behavioral occurrence
Frequency – Counting. How many times did bx occur?
Ex. Johnny eloped 10 times yesterday. The frequency is 10
Duration – How long, or the extent, that a behavior occurs
Ex. Johnny tantrumed for 5 minutes. The duration is 5 minutes.
Latency – The time between the onset of a stimulus and the start of the response
Ex. I say, “sit down”. 4 seconds later, the client sits down. The latency is 4 seconds.
Rate – Ratio of counter per observation time, or responses per minute/per hour/per session/etc
Ex. Johnny bangs his head 5 times per hour (15 times/3 hours)
IRT – The time between the end of one response and the beginning of another (same) response
Ex. 13 seconds passed between two instances of screaming
A-03 Discontinuous Measurement Procedures
Records a sample of behavior during observation
Partial interval – Did behavior occur at all during the interval? Overestimates bx
Ex. Johnny screamed once during the 30 second interval
Whole interval – Did behavior occur during the whole interval? Underestimates bx
Ex. Johnny screamed the entire 30 second interval
Momentary time sampling – Did behavior occur at that particular moment? Underestimates bx
Ex. Johnny screamed at the exact moment that you were taking data for
A-04 Permanent Product Recording Procedures
Tangible items or effects a behavior has on the environment, or what is produced as a result of behavior
Examples: Tests
A clean room (“clean your room after school”)
Worksheets
A-05 Enter Data and Update Graphs
Graphing of data collected during sessions
Example: Screaming frequency
Y-axis: Behavior (ordinate)
X-axis: Time (abscissa)
Determine client’s progress through trends (direction data is moving) and variability (how much the data
differs point to point).
B-01 Define Behavior and the Environment in Observable and Measurable Terms
Behavior is anything an organism does
Behavior must be directly observable and measurable
Consider what the behavior looks like (topography)
Consider the function (escape/avoidance, attention, tangible, automatic R+)
Do not use subjective language: “The client felt angry today”. Not measurable
Be specific! “Johnny hit his brother 5 times” INSTEAD OF “Johnny was aggressive today”
B-02,03,04 Conduct Preference Assessments
Preference Assessments
Free Operant – observing and timing how long a client engages with an item or items
Used to identify reinforcers (reinforcer assessment)
Forced Choice – Presenting two items or activities and asking the client to choose one
Used to identify reinforcers (reinforcer assessment)
Multiple Stimulus w/ Replacement – items are presented, learner choose an item, that item is
put back and unchosen items are replaced
Multiple Stimulus w/o Replacement – items are presented, learner chooses an item, that item is
Taken out and the other items are rearranged
Functional assessments
Determining the cause and effect relationship between the environment and the behavior
Direct Observation – observer records ABC data
Informant method – Interviews and questionnaires
Functional Analysis – Antecedents and consequences are manipulated to understand their effect
What is probing?
Probing is asking a client to perform a task to assess whether they can perform the task
C-01 Identify the Essential Components of a Written Skill Acquisition Plan
Identify the skill to be acquired
Create a goal to address the skill
Identify measurement procedures
Gather a baseline for the skill or behavior
Implement procedures
Collect and review data
Modify the plan if necessary, and then create a maintenance plan
C-02 Describe How to Prepare for the Session as Required by the Skill Acquisition Plan
Includes:
Read and understand the behavior plan
Analyze what has happened in previous sessions
Ask your supervisor any questions you may have about the plan
Prepare the environment for the session, and gather materials
Implement the plan
C-03 Use Contingencies of Reinforcement IF-THEN STATEMENT
Reinforcement INCREASES behavior ----- Punishment DECREASES behavior
Reinforcement is a stimulus change following a response or behavior that will increase or maintain
that response.
Positive reinforcement/punishment occur when the stimulus is ADDED following the response
Negative reinforcement/punishment occur when the stimulus is REMOVED following the response
Unconditioned Reinforcement – Primary reinforcers, no learning history needed
Ex. Food, water, sleep, sexual activity
Conditioned Reinforcement – A neutral stimuli that becomes a reinforcer through learning
Ex. Token boards, Money
Types of reinforcement include:
Continuous reinforcement (CRF) – reinforcement is provided for each occurrence or behavior
Typically used to learn new behavior
Ex. FR1, or every time a rat presses a lever it gets a pellet
Intermittent Reinforcement (INT) – reinforcement is provided for some occurrences of behavior
Typically used to maintain established behavior
Ex. FR3, the rat must press the lever three times to receive a pellet
Schedules of reinforcement include:
Fixed Ratio (FR)
Reinforce at a set number of responses
Variable Ratio (VR)
Reinforce a varying number of responses
Fixed Interval (FI)
Reinforce a response after a set amount of time
Variable Interval (VI)
Reinforce a response after a varying amount of time
C-04 Implement DTT procedures
Different types of DTT
Distractor trial – one target, and two unknown choices
Random rotation – one mastered target, and trial target
Maintenance/Generalization – run mastered choices
Easy to observe, and give corrective feedback
Many trials can be run
C-05 Implement Naturalistic Teaching Procedures
Incorporating natural activities and natural reinforcers and consequences
Can take place in natural settings such as home and schools
Can involve parents, siblings, peers
Ex. Initiating social interactions, safety, gaining attention, gaining access to items
C-06 Implement Task Analyzed Chaining Procedures
Task Analysis – breaking complex skills into smaller, teachable steps
Forward chain – 1st step is taught and reinforced, then remaining steps are prompted
Backward chain – Last step is taught and reinforced, then remaining steps are prompted
C-07 Discrimination Training
See Differential Reinforcement
Differential Reinforcement leads to discrimination
Reinforce the target behavior, put other behavior on extinction
Ex. If you are teaching your client to identify “red.” When you say, “touch red” and your client does it,
you reinforce. If you say, “touch red” and your client touches green, you put it on extinction
C-9 Prompt and Prompt fading
Prompting – cue or assistance to encourage a desired response
Inadvertent prompt – accidental prompt such as looking at correct target
Prompt fading – Moving down the prompt hierarchy
Ex. Going from physical prompt to a gestural prompt
Prompt dependency – requiring a prompt to perform a task
Ex. Johnny can’t remove his pants without a prompt
C-10 Implementing Generalization and Maintenance Procedures
Examples of generalization:
Settings –occurs at home, school, and community
People – client responds appropriately to parents and teachers
Materials – client can identify “blue” across different shapes and objects
Behaviors – client can open doors using a variety of door handles
Time – client uses toilet day and night
Stimulus Generalization
When a stimulus has a history of evoking a response that has been reinforced
In its presence, the same response is evoked by stimuli that share similar
Physical properties of the controlling stimulus
Or
The same behavior occurs across multiple similar stimuli
Ex. A child screams when he sees a white rat, and also screams when he sees stuffed animals
Response Generalization
When a person performs a variety of functional responses in the presence
Of the same stimuli
Or
Different behaviors with the same function occur across one stimulus
Ex. In the presence of your friend, you say “Hi”, “What’s up”, or wave
Ways to mediate generalization and maintenance
Multiple settings, people and stimuli in a natural context
Use a variety of reinforcement schedules
Teach self-management to the client
Reinforce generalization when it happens
C-11 Implement Shaping Procedures
Shaping is defined as reinforcing successive approximations of a behavior until you reach the terminal
behavior
Ex. Terminal behavior is the word “Bubbles.” You would reinforce “b” then “bub” then “bubbl” then
“bubbles.” Only reinforce the desired approximation
C-12 Implement Token Economy Procedures
Token economies are one of the most common interventions in ABA
Tokens are given value based on pairing with back-up reinforcers
Back-up reinforcers are what clients exchange tokens for
Response Cost: removing a token in response to a maladaptive behavior (form of negative punishment)
C-13 Training of stakeholders
RBT will assist with training of stakeholders only under supervision
RBTs are not authorized or qualified to answer questions about clients programming
Non-technical language should be used when communicating with parents (avoid jargon)
D-01 Behavior Reduction
Extinction and Punishment both work to REDUCE behavior
Define the behavior
Hypothesize the function of the behavior
What are possible antecedent interventions? (preventative)
What are possible replacement behaviors?
Consequence intervention (reactive, after behavior)
Create a crisis intervention plan
Implement the behavior plan, collect data, and develop generalization
procedures
D-02 Functions of Behavior
Escape/Avoidance – individual gets out of doing something they don’t want to do
Ex. Johnny swipes materials when at the table
Attention – individual behaves to get attention from teachers, parents, peers
Ex. Johnny screams in your face while you are on your phone
Access to a tangible – The individual behaves to gain access to an item or activity
Ex. Johnny slaps his face until mom gives him a cookie
Automatic R+ - the individual behaves because it feels good
Ex. Johnny chews on his toys instead of playing with them
D-03 Implement interventions based on antecedents/Motivating operations/SDs
Antecedent – antecedents are manipulated before the bx occurs
Ex. Johnny makes a huge mess with the ball pit. The ball pit is removed before session
MO – altering the value/effectiveness of stimulus, object or event (deprivation/satiation)
Ex. You haven’t eaten in 12 hours. Food is a more effective reinforcer
Ex. You just ate 30 minutes ago. Food loses its value as a reinforcer.
Discriminative Stimuli – cue or stimulus that is present when a bx is reinforced
Ex. “point to red” is the SD. Client is reinforced for pointing to red.
D-04 Differential Reinforcement Procedures (Differential reinforcement leads to DISCRIMINATION/ DIFFERENTIATION)
Differential Reinforcement – reinforcing a desired bx while withholding R+ for an undesirable bx
Ex. You reinforce a child asking nicely for an apple, but put screaming on extinction
DRI – DR of incompatible behaviors
Ex. Kevin elopes from his seat. Kevin is only reinforced if he is sitting in his seat.
Kevin can’t be in his seat, and out of his seat, at the same time. (incompatible)
DRA - DR of alternate behaviors
Ex. Karen screams the answer, instead of raising her hand. She is only reinforced when
She raises her hand. Karen can scream and raiser her hand at the same time (alt bx)
DRO – DR of other behaviors
Ex. Julie pulls hair. If Julie doesn’t pull hair for 3 minutes she is reinforced
D-05 Extinction Procedures
Extinction – reinforcement of a previously reinforced bx is discontinued.
You stop reinforcing behavior that you were reinforcing.
Extinction burst – a predictable, temporary increase in intensity of bx during extinction
D-06 Crisis/Emergency Procedures
Hair pulling – hair up, wear hat, safe distance
Biting/Scratching – long clothing, safe distance, push into bite
Throwing objects – clear area, avoid dangerous items, hold items on table
Striking/hitting – block attempts and move out the way
Restraining – Last resort, and only when there is clear danger. Discontinue asap
And report to your supervisor. Write an incident report.
E-01 Report variables that might affect the client
Report illness, change in location, change in medication, etc. to your supervisor or BCBA
E-02 Objective session notes and descriptions
Session notes must be objective. Write what you observed, not what you feel.
Include: goals worked on, and the data that goes along with the goals
Ex. Johnny worked on manding, and manded 3 times for his bear.
Report on the following:
How client responded to reinforcement
Antecedents and consequences
How data was collected (DTT, duration, frequency)
Was anything mastered?
E-03 Effectively Communicate with Supervisor
Communicate EVERYTHING to your supervisor or BCBA
The supervisor and BCBA are responsible for the services you provide
If you aren’t sure if you should say something, say it anyway.
E-04/05 Comply with legal, regulatory, and workplace requirements
Always follow the code of ethics when providing services
If you see something you feel isn’t right, report it to your supervisor
Data must be kept for 7 years
This data is confidential, and should not be shared
Be mindful of where documents are stored.
Don’t take documents unless specifically instructed by your supervisor or BCBA
Private information should be kept in a restricted place
DO NOT POST ON SOCIAL MEDIA ABOUT YOUR CLIENTS
F-01 Describe the Role of the RBT
The RBT is working the most with the client directly.
Always report information to your supervisor regarding session, parents, client
Develop a rapport with the client and families that facilitates effective services
F-02 Respond Appropriately to Feedback and Improve Accordingly
Hearing criticism is hard, but it only makes you better!
Don’t argue with your supervisor or BCBA. Implement the corrective feedback. It will only
make you better!
If you need additional training, never hesitate to ask your supervisor or consultant.
F-03 Communicate with Stakeholders Only as Authorized
Always refer questions about the behavior plan, diets, schooling, etc. to your supervisor
Do not make recommendations to the parents or stakeholders
Always refer them to your supervisor or consultant
“Let me talk to my supervisor” or “You should reach out to the consultant”
Your supervisor/consultant is the person ultimately responsible for your services
F-04 Maintain Professional Boundaries/No Dual Relationships
Dual relationships – professional relationships that involve friendships, romance, or business
It’s very important that you avoid any dual relationships with your clients
Make sure the relationship boundaries are clearly defined
Do not accept gifts, invitations, or food from your clients
Violating this professional relationship can cause services to suffer
If you are having issues, refer to your supervisor or consultant
F-05 Maintain Client Dignity
Always respect your client, speak to them like you would anyone else
You will treat them as you would treat any member of society
Respect cultural differences that you may encounter
Share client information only with stakeholders and your supervisor
Adjust your language and behavior to reflect ages/skill level
