Free RBT Exam Flashcards

Recording every instance of a behavior. Used when behaviors have clear start/end points and occur at countable frequencies. Examples: counting each time a child raises hand, recording every occurrence of hitting.

Recording behavior during specific time samples rather than continuously. Types include interval recording and time sampling. Used when continuous measurement is impractical or behavior occurs at high rates.

Counting the number of times a behavior occurs during an observation period. Best for: discrete behaviors with clear beginning/end, behaviors that don't occur too rapidly. Report as count or rate (count/time).

Measuring total time a behavior occurs. Used when how long matters more than how often. Example: duration of tantrum, time on task. Report as total duration or percentage of observation time.

Measuring time between a stimulus (instruction/cue) and the behavior's start. Example: time between teacher saying 'sit down' and child sitting. Used when response time is important.

Time between two consecutive responses of the same behavior. Example: time between instances of asking questions. Used to measure pacing of behavior or determine reinforcement schedules.

Marking interval as positive if behavior occurs at any point during the interval. Tends to overestimate behavior. Example: If 10-second interval, mark 'yes' if behavior happened at all during those 10 seconds.

Marking interval as positive only if behavior occurs throughout the entire interval. Tends to underestimate behavior. Used for behaviors you want to increase (like engagement).

Recording whether behavior is occurring at the exact moment the interval ends. Does not over- or underestimate as much as other interval methods. Example: Look at end of each 30-second interval—is behavior happening right now?

Measuring outcomes or results of behavior rather than behavior itself. Examples: number of math problems completed, items on floor, worksheets finished. Useful when direct observation isn't possible.

Structured teaching method with clear beginning and end. Components: Antecedent (instruction), Behavior (response), Consequence (reinforcement/correction). Includes inter-trial interval. Used for teaching new skills in controlled setting.

Teaching skills in natural settings using naturally occurring opportunities. Child-led, uses natural reinforcers. More generalizable than DTT. Example: teaching colors while playing with toys child chooses.

Assistance given to help learner perform correct response. Types: physical (hand-over-hand), verbal, gestural, model, positional, visual. Use least intrusive prompt needed. Goal is to fade prompts over time.

Order of prompts from most to least intrusive: Full physical → Partial physical → Model → Gestural → Verbal → Independent. Can use least-to-most (start with least help) or most-to-least (start with full help, fade).

Gradually reducing prompts to promote independence. Methods: decreasing physical guidance, time delay, changing prompt type. Goal: learner responds independently without prompts. Avoid prompt dependency.

Teaching complex behaviors broken into smaller steps. Forward chaining: teach first step, then add steps. Backward chaining: complete all but last step, then fade assistance backward. Total task: practice all steps each trial.

Breaking complex skill into smaller, teachable steps. Each step is observable and measurable. Example: Hand washing = turn on water, wet hands, apply soap, rub 20 seconds, rinse, turn off water, dry hands.

Reinforcing successive approximations toward target behavior. Used when learner cannot perform final behavior. Example: teaching child to say 'water'—reinforce 'wa,' then 'wat,' then 'water.'

Behavior occurring across different settings, people, stimuli, or time without direct training. Types: stimulus generalization (different settings), response generalization (similar behaviors). Program for generalization from the start.

Behavior continues after intervention ends. Test by removing prompts/reinforcement over time. Strategies: use natural reinforcers, teach in natural environments, thin reinforcement schedules gradually.

Why behavior occurs—the reinforcement maintaining it. Four functions (SEAT): Sensory/Automatic (internal), Escape/Avoidance (negative reinforcement), Attention (social positive), Tangible (access to items/activities).

Withholding reinforcement for a previously reinforced behavior. Behavior decreases over time. Expect extinction burst (temporary increase) initially. Must be consistent. Match to function—e.g., ignore attention-seeking behavior.

Temporary increase in frequency, intensity, or duration of behavior when extinction first implemented. May include emotional responses or novel behaviors. Expected and indicates extinction is working. Stay consistent.

Reinforcing desired behavior while withholding reinforcement for undesired. Types: DRA (alternative behavior), DRI (incompatible behavior), DRO (other/absence of behavior), DRL (lower rates).

Reinforce a specific alternative behavior that serves same function as problem behavior. Example: If child screams for attention, reinforce raising hand or saying 'excuse me' instead.

Strategies that modify environment before behavior occurs. Include: modifying establishing operations, providing choices, environmental arrangements, visual supports, priming. Prevention rather than reaction.

Teaching appropriate communication to replace problem behavior. The communication response must serve the same function. Example: Teach 'break please' to replace escape-maintained aggression.

Consequence that increases future probability of behavior. Positive reinforcement: adding something desirable. Negative reinforcement: removing something aversive. Both INCREASE behavior. Determined by effect on behavior, not intent.

Consequence that decreases future probability of behavior. Positive punishment: adding aversive. Negative punishment: removing preferred. Both DECREASE behavior. Use reinforcement-based procedures first.

Reinforcer with biological/innate value—no learning required. Examples: food, water, warmth, sleep. Effectiveness depends on deprivation state (establishing operations).

Reinforcer that gains value through pairing with other reinforcers. Examples: money, tokens, praise, stickers. Must be paired with primary reinforcers to establish and maintain value.

Systematic method to identify potential reinforcers. Types: single stimulus (approach/avoidance), paired stimulus (choose between two), multiple stimulus (rank order), free operant (observe what client chooses naturally).

Rule for when reinforcement is delivered. Continuous (CRF): every response. Intermittent: some responses (fixed/variable ratio or interval). Use CRF for acquisition, thin to intermittent for maintenance.

System where tokens are earned for target behaviors and exchanged for backup reinforcers. Tokens are conditioned reinforcers. Include clear rules, immediate token delivery, varied backup menu.

Clear, objective description of behavior that anyone could observe and measure consistently. Includes: what behavior looks like (topography), examples and non-examples. Must be observable and measurable.

Recording what you directly observe without interpretation or opinion. Example: 'Client hit table 3 times' (objective) vs 'Client was angry' (subjective). Record behaviors, not assumptions about emotions.

Antecedent-Behavior-Consequence recording. Antecedent: what happened before. Behavior: what client did (observable). Consequence: what happened after. Used to identify patterns and potential function.

Reliability measure comparing two observers' data on same behavior. Calculated as: (agreements ÷ total observations) × 100. Goal: 80% or higher. Ensures data collection is accurate and consistent.

Documentation of each therapy session. Include: date, time, duration, targets worked on, data collected, client response, any incidents, changes to plan. Objective and factual. Complete same day.

RBT must be supervised by BCBA/BCaBA. Minimum 5% of hours must be supervised (monthly). Supervisor must observe RBT working with clients. RBT cannot practice independently.

Protecting client information. Only share with those who need to know (treatment team). Secure data storage. Get consent for sharing. Follow HIPAA regulations. Don't discuss clients in public spaces.

Only practice within your training and certification. RBTs implement plans designed by supervisors—don't modify or create plans independently. Ask for help when unsure. Seek additional training as needed.

Maintaining appropriate relationships with clients and families. Avoid dual relationships. Don't accept gifts of significant value. Don't share personal contact info. Keep interactions professional and therapeutic.

Legal obligation to report suspected abuse or neglect. Know your state's reporting requirements. Report to appropriate authorities (child protective services). Notify supervisor. Document observations objectively.

Condition that increases value of reinforcer and likelihood of behavior that produces it. Example: Food deprivation increases value of food and eating behavior. Temporarily alters reinforcer effectiveness.

Condition that decreases value of reinforcer and likelihood of behavior that produces it. Example: Just eating decreases value of food. Satiation is an abolishing operation.

Signal that reinforcement is available for a specific behavior. Behavior is more likely in presence of SD. Example: 'What color?' is SD for saying the color. Green light is SD for driving.

Behavior occurs reliably in presence of specific stimulus. Developed through differential reinforcement. Example: Child labels items only when asked 'What is it?'—question has stimulus control over labeling.

Associating yourself with reinforcement to become a conditioned reinforcer. Important for building rapport. Deliver reinforcement without demands initially. Become associated with good things.

Foundation of behavior analysis: Antecedent → Behavior → Consequence. Antecedent: what happens before. Behavior: observable action. Consequence: what happens after (reinforcement or punishment). All behavior occurs in context.