RBT Practice Exam . All Questions with Accurate answers. 100% Proven pass rate.<\/p>\n\n\n\n
RBT exam Prep. All Questions
answered. 2022\/2023 version. Graded A+
Which of the following IS NOT a type of functional behavioral assessment procedure?
A. ABC Data Collection
B. Scatterplot Analyses
C. Free Operant
D. Functional Analysis – \u2714\u2714C. Free Operant
While working with an adult client with a developmental delay, Sal writes a task analysis to help the
client learn to make sweet tea, their favorite drink, independently. He writes down each step and begins
teaching each step all at once. What type of task analysis teaching format is this?
A. Backwards Chaining
B. Partial Task Format
C. Forward Chaining
D. Whole or Total Task – \u2714\u2714D. Whole Task
A BCBA is working with a client who has a history of smoking cigarettes. This client has recently begun
developing some respiratory trouble and has become increasingly aggressive in the clinic, although the
intensity of the aggression is fairly mild. The BCBA begins to provide access to cigarettes contingent
upon lower rates of aggression. What, if any, ethics violation has occurred?
A. The BCBA has nothing to worry about; nothing appears ethically dubious here.
B. The client has a right to have healthy alternatives (i.e., vapes or “e-cigarettes”) forced upon him by
those who know what’s best for him (i.e., their legal guardian).
C. The BCBA should refrain from using dangerous reinforcers, such as cigarettes, which cause an
unnecessary health risk for the client. These are known as “harmful reinforcers.”
D. Cigarettes are fine! Who wants to live forever, anyway? – \u2714\u2714C. The BCBA should refrain from using
dangerous reinforcers, such as cigs, which cause an unnecessary health risk for the client. This are
known as “harmful reinforcers”<\/p>\n\n\n\n
Timothy is being taught to request items \/ activities using picture cards. An RBT, Bobby, is working with
Timothy to train him to use his picture cards with increasing sophistication. He presents 5 picture cards
in front of Bobby – one of his favorite toy truck + a cookie, a ball, a dinosaur toy, and a toy duckie. He
then says, “Timothy, what do you want?” while holding Timothy’s favorite toy truck. Timothy places the
picture of his favorite toy truck in Bobby’s hands, and Bobby gives him the toy truck.
In terms of Timothy exchanging a picture card for a truck, what type of verbal operant does this scenario
most closely resemble?
A. Tact
B. Intraverbal
C. Mand
D. Autoclitic – \u2714\u2714C. Mand
Duncan ( a dog ) is being taught tricks by his human, Alex. Alex says, “give me paw!” and, if Duncan puts
his paw in Alex’s hand, Duncan gets a carrot stick. Inexplicably, carrots are one of Duncan’s favorite
foods. Over time, the rate of Duncan’s successful “give me paw” performances increases. What type of
consequence does this most closely exemplify?
A. Automatic Reinforcement (Sensory Stimulation)
B. Reinforcement
C. Extinction
D. Punishment – \u2714\u2714B. Reinforcement
You are taking data continuously on a client’s screaming behavior. Which option below is a type of
CONTINUOUS data collection?
A. Mand, Tact, Intraverbal, Echoic
B. Partial Interval, Whole Interval, and Momentary Time Sampling
C. Free Operant, Multiple Stimulus, Paired Stimulus, and Questionnaires
D. Frequency, Latency, Rate, Duration – \u2714\u2714D. Frequency, Latency, Rate, Duration
Which of the following IS a type of functional behavioral assessment procedure?
A. ABC Data Collection
B. VB-MAPP, ABLLS-R, or PEAK Assessment
C. Multiple Stimulus Assessment<\/p>\n\n\n\n
D. Free Operant – \u2714\u2714A. ABC Data Collection
Andrew flips a light switch at home, which typically turns the living room light on. Today, however, it
does nothing. He flips it a few more times and still the light does not turn on! He groans and sets off to
go purchase another light bulb from the hardware store. What type of consequence does this example
most closely exemplify?
A. Extinction
B. Reinforcement
C. Sensory Overload
D> Punishment – \u2714\u2714A. Extinction
Acceptable methods for identifying client preferences include all of the following EXCEPT:
A. Using the Likely Items Kit Enumeration System (LIKES), which all BCBAs should own a copy of because
it is so awesome!
B. Multiple Stimulus without Replacement
C. Ask the client, or the clients guardians
D. Free Operant Preference Assessment – \u2714\u2714A. Using the likely items kit enumeration system(LIKES)
which all BCBAs should own a copy bc its so awesome.
Tommy is learning how to dance with his dance instructor, Anthony. Anthony writes a very brief series
of steps down for Tommy to memorize and implement as he learns how to dance. He begins by having
Tommy master the first step, and then introduces the second step. After the second, he introduces the
third. He continues until all steps are mastered, from first to last, at which point Tommy has learned a
new dance move! He repeats this process until Tommy has mastered a great many dance moves and no
longer sucks at dancing. What type of task analysis teaching format is this?
A. Partial Task Format
B. Backwards Chaining
C. Forward Chaining
D. Whole or Total Task – \u2714\u2714C. Forward Chaining
Which of the following is one of the criteria for an operational definition of behavior?
A. Sensory<\/p>\n\n\n\n
B. Access to Tangible
C. Emotionality
D. Clear, Concise, and Complete – \u2714\u2714D. Clear, Concise, and Complete
Tommy loves to play with all kinds of bugs. When outdoors, he will typically seek out insects on plants
and try to catch them or play with them. Recently, Tommy was stung by a bee, and now he avoids
insects while outdoors.
In regard to Tommy’s playing with insects behavior, the stimulus of being stung by a bee most likely
function as what type of consequence?
A. Reinforcement
B. Sensory Overload
C. Extinction
D. Punishment – \u2714\u2714D. Punishment
Which of the following is NOT a criteria for an operational definition of behavior?
A. Completeness
B. Objectivity
C. Clarity
D. Creativity – \u2714\u2714D. Creativity
Billy has some candy. His friend Sam, who is deaf, walks up to Billy and makes the manual sign for
“candy.” Billy gives Sam some candy. In terms of Sam signing “candy”, what type of verbal operant does
this scenario most closely resemble?
A. Listener Response
B. Autoclitic
C. Mand
D. Tact – \u2714\u2714C. Mand
It’s right before lunch, and Sally is riding in the car with her mother. They pass her favorite fast food
restuarant and Sally says “Mom, can we get a burger? I’m starving!”
What type of verbal operant does this most closely resemble?<\/p>\n\n\n\n
RBT Credential Questions and answers.
Latest update version 2022. 100% pass
rate.
RBT (Registered Behavior Technician) – \u2611\u2611A paraprofessional who practices under a BCBA or BCaBA
What is the primary responsibility of the RBT? – \u2611\u2611The direct implementation of treatment plans
developed by the BCBA or BCaBA
RBT Task List – \u2611\u26111.Measurement<\/p>\n\n\n\n
What is ABA? – \u2611\u2611One of the only research based methods for the treatment of behavior in Autism;
aims to improve clients’ life by increasing prosocial behaviors and decreasing maladaptive behaviors
Characteristics of ABA – \u2611\u26111. Applied<\/p>\n\n\n\n
Reinforcement – \u2611\u2611The addition or removal of a stimulus following a behavior that INCREASES the
probability that the behavior will be repeated.
Punishment – \u2611\u2611The addition or removal of a stimulus following a behavior that DECREASES the
probability that the behavior will be repeated.
Motivating Operation – \u2611\u2611An environmental variable that alters the reinforcing or punishing aspect of
a stimulus\/object\/event OR alters the frequency of all behavior reinforced or punished by that
stimulus\/object\/behavior.
Stimulus Control – \u2611\u2611A situation where the frequency\/duration\/severity of behavior is altered by the
presence or absence of an antecedent stimulus.
Operant Conditioning – \u2611\u2611The basic principle of learning of which behavior is controlled by
consequences. Key concepts in operant conditioning are positive reinforcement, negative
reinforcement, positive punishment and negative punishment.
Schedules of Reinforcement – \u2611\u2611Rules specifying environmental arrangements and response
conditions for reinforcement.
2 Categories of Schedules of Reinforcement – \u2611\u26111. Continuous – reinforcement is given after every
correct response<\/p>\n\n\n\n
RBT Revision study guide. Latest update<\/p>\n\n\n\n
(no physical prompter)
PECS stage 3A (Picture discrimination) – \u2714\u27141. Chooses between one highly preferred item and one non
proffered item<\/p>\n\n\n\n
-What do you hear?
(no physical prompter)
Six Phases of PECS – \u2714\u27141. Physical Exchange<\/p>\n\n\n\n
RBT Exam – Skill Acquisition. Study
guide. Exam Rehearse. Rated A+
ABA Therapist – \u2714\u2714Refers to the behavior tech that works under the BCBA and implements behavior
plans.
ABC’s of Behavior (AKA: 3 term contingency) – \u2714\u2714Antecedent, Behavior, Consequence
Acquisition Task – \u2714\u2714A target that’s in the process of being taught. This behavior is not yet a known
skill.
Adaptive Skills – \u2714\u2714Self-help skills the child uses for daily living.
Antecedent – \u2714\u2714What happens directly before the behavior or trigger.
Applied Behavior Analysis (ABA) – \u2714\u2714Design, implementation, and evaluation of an environment to
produce improvements in behavior.
Applied Behavioral Intervention (ABI) – \u2714\u2714Evidence-based practice that is derived from ABA and are
used to address both interfering and on-task behaviors.
Assessment of Basic Language & Learning Skills (ABLLS) – \u2714\u2714An assessment tool created by Sundberg &
Partington that allows you to assess across 25 varied domains (gross motor skills, receptive skills, etc) to
get a complete picture of a child’s functioning level, strengths, and deficits.
Autism Spectrum Disorder (ASD) – \u2714\u2714AKA: Pervasive Developmental Disorders (PDD).
A group of neurobiological disorders that affect a child’s ability to interact, communicate, relate, play,
imagine, and learn. These disorders not only affect brain development\/function, but may also be related
to immunological, gastrointestinal, and metabolic problems.<\/p>\n\n\n\n
BACB – \u2714\u2714The Behavior Analyst Certification Board. Nonprofit established in 1998 to meet professional
credentialing.
Behavior – \u2714\u2714Observable & measurable responses to cues in the environment. The future frequency of
these responses are influenced by the consequences that follow them.
Behavior Intervention Plan (BIP) – \u2714\u2714A plan to manage a child’s problematic behavior. Includes
fostering positive behavior, environmental changes, reinforcements, and other necessary supports.
Childhood Autism Rating Scale, 2nd Edition (CARS-2) – \u2714\u2714Behavior rating scale that helps to identify
children with autism and determine symptom severity through quantifiable ratings based on direct
observation. For ages 2+
Chaining – \u2714\u2714Used to teach multi-step skills in which the steps involved are defined and numbered. The
steps are defined through task analysis. (EX: Washing hands- 1st turn on water, 2nd pump soap into
hands, 3rd rub hands together, etc)
Total Task Analysis – \u2714\u2714The breaking down of a complex skill into smaller, teachable units.
Forward Chaining – \u2714\u2714Teaching each step in order and only progressing when the individual step is
mastered (step 1, step 1 and 2, step 1 and 2 and 3, etc.)
Backward Chaining – \u2714\u2714When teaching a chain behavior, the last step is taught first and the learner
learns the steps in reverse. (Ex: drawing a smiley face)
Co-morbidity – \u2714\u2714Having multiple diagnoses at the same time. (EX: child having Autism, OCD, and
ADHD)
Compulsions – \u2714\u2714Deliberate repetitive behaviors that follow specific rules, such as pertaining to
cleaning, checking, or counting.<\/p>\n\n\n\n
RBT Final Exam Questions and answers.
99% proven pass rate. Rated A+
ABA Therapist – \u2714\u2714Refers to the behavior tech that works under the BCBA and implements behavior
plans.
ABC’s of Behavior (AKA: 3 term contingency) – \u2714\u2714Antecedent, Behavior, Consequence
Acquisition Task – \u2714\u2714A target that’s in the process of being taught. This behavior is not yet a known
skill.
Adaptive Skills – \u2714\u2714Self-help skills the child uses for daily living.
Antecedent – \u2714\u2714What happens directly before the behavior or trigger.
Applied Behavior Analysis (ABA) – \u2714\u2714Design, implementation, and evaluation of an environment to
produce improvements in behavior.
Applied Behavioral Intervention (ABI) – \u2714\u2714Evidence-based practice that is derived from ABA and are
used to address both interfering and on-task behaviors.
Assessment of Basic Language & Learning Skills (ABLLS) – \u2714\u2714An assessment tool created by Sundberg &
Partington that allows you to assess across 25 varied domains (gross motor skills, receptive skills, etc) to
get a complete picture of a child’s functioning level, strengths, and deficits.
Autism Spectrum Disorder (ASD) – \u2714\u2714AKA: Pervasive Developmental Disorders (PDD).
A group of neurobiological disorders that affect a child’s ability to interact, communicate, relate, play,
imagine, and learn. These disorders not only affect brain development\/function, but may also be related
to immunological, gastrointestinal, and metabolic problems.<\/p>\n\n\n\n
BACB – \u2714\u2714The Behavior Analyst Certification Board. Nonprofit established in 1998 to meet professional
credentialing.
Behavior – \u2714\u2714Observable & measurable responses to cues in the environment. The future frequency of
these responses are influenced by the consequences that follow them.
Behavior Intervention Plan (BIP) – \u2714\u2714A plan to manage a child’s problematic behavior. Includes
fostering positive behavior, environmental changes, reinforcements, and other necessary supports.
Childhood Autism Rating Scale, 2nd Edition (CARS-2) – \u2714\u2714Behavior rating scale that helps to identify
children with autism and determine symptom severity through quantifiable ratings based on direct
observation. For ages 2+
Chaining – \u2714\u2714Used to teach multi-step skills in which the steps involved are defined and numbered. The
steps are defined through task analysis. (EX: Washing hands- 1st turn on water, 2nd pump soap into
hands, 3rd rub hands together, etc)
Total Task Analysis – \u2714\u2714The breaking down of a complex skill into smaller, teachable units.
Forward Chaining – \u2714\u2714Teaching each step in order and only progressing when the individual step is
mastered (step 1, step 1 and 2, step 1 and 2 and 3, etc.)
Backward Chaining – \u2714\u2714When teaching a chain behavior, the last step is taught first and the learner
learns the steps in reverse. (Ex: drawing a smiley face)
Co-morbidity – \u2714\u2714Having multiple diagnoses at the same time. (EX: child having Autism, OCD, and
ADHD)
Compulsions – \u2714\u2714Deliberate repetitive behaviors that follow specific rules, such as pertaining to
cleaning, checking, or counting.<\/p>\n\n\n\n
Consequence – \u2714\u2714What happens directly after a behavior. Can be good or bad.
Deprivation – \u2714\u2714An ABA principle which states that the more deprived of a particular reinforcer, the
more powerful that reinforcer will be.
Discrete Trial Training (DTT) – \u2714\u2714A method of instruction in which a task is isolated and taught to an
individual by repeatedly presenting the same task to the person.
Discriminative Stimulus (SD) – \u2714\u2714a stimulus, associated with reinforcement, that exerts control over a
particular form of behavior.
(EX: washing your hands in hot water- The hot water tap (faucet) is the SD in this situation because
selecting the hot tap will lead to the delivery of reinforcement (hot water).
Early Intensive Behavioral Intervention (EIBI) – \u2714\u2714Intervention approach that uses ABA principles and is
delivered frequently (20-40 hrs weekly) to young children (under age 5) with Autism Spectrum Disorder.
Echolalia – \u2714\u2714Repetition of words, phrases, intonation, or sounds of the speech of others.
Expressive Language – \u2714\u2714The use of verbal behavior\/speech to communicate thoughts, ideas, and
feelings with others.
Extinction – \u2714\u2714Withholding of reinforcement for a previously reinforced behavior, resulting in reduction
of that behavior.
Extinction Burst – \u2714\u2714An immediate increase in the frequency of a response when reinforcement is
withheld (extinction).
Fine Motor Skills – \u2714\u2714Is the coordination of small muscles, in movements-usually involving the
synchronization of hands and fingers-with the eyes.<\/p>\n\n\n\n
RBT Practice Exam #2 Questions with It is important to share pertinent information with the supervisor about your client, and sometimes d. Record the number of times Marco wandered off from his parent that occurred during each interval – RBT Exam Scenarios. Latest update<\/p>\n\n\n\n RBT Mock Exam 2020 Questions with John, an RBT working in a preschool program, uses the teaching method of keeping highly engaging RBT Prep Test questions with accurate What is the crux of progressive ABA? – \u2714\u2714Clinical judgment RBT Vocabulary. Comprehensive. Latest Permanent Product recording – \u2611\u2611Measuring permanent products is an ex post facto method of data RBT Competency Assessment Test Intensity – \u2611\u2611magnitude or force of response (only record if this is the aspect of the behavior you are RBT Training Questions and answers, In the Lovaas (1987) study, what was the criteria for best outcome? – \u2714\u2714IQ, school placement, and How many face-to-face meetings must occur per month between the RBT and the supervisor? – \u2714\u27142 RBT \/ ABA Exam study guide sets with Behavior analysis – \u2714\u2714The science of behavior change, the study of functional relations between RBT Training Questions with accurate Session Notes – \u2611\u2611Should be objective, avoid opinions or assumptions of student feeling (he got mad). RBT Exam Prep Questions with RBT Study Guide, Questions with 3 levels of BACB certification? – \u2611\u26111. RBT – Registered Behavior Technician<\/p>\n\n\n\n What does a BT collect data on? – \u2611\u26111. behavior reduction within the BIP & new behaviors<\/p>\n\n\n\n RBT exam prep, Questions structures Rating Scale – \u2714\u2714Structured assessment form with questions regarding various functions of challenging RBT Flashcards – All Modules Questions Empirical 1C: What is a definition of a progressive approach to ABA? Learning functional skills RBT Practice Exam (75 Questions) 100% All of the following are functions of behavior EXCEPT\u2026 – \u2611\u2611To placate others RBT Practice Exam #1. All Questions You work with a client and his parent’s private health insurance pays for his treatment. The school a. Flash cards RBT Exam 2021 study guide. 100% Latency – \u2714\u2714This is the time from prompt to the start of the behavior. To take this type of data start the Momentary Time Sampling – \u2714\u2714A discontinuous measurement procedure that records the presence or RBT Task List Review Questions with The Role of the RBT in the Service Delivery System – \u2714\u2714Implement measurement, assessment, skill Pearson RBT Exam Questions and Momentary time sampling is\u2026. – \u2714\u2714-when the behavior must be occurring at the end of the interval to List the four functions of behavior: – \u2714\u2714-Social positive (attention\/access), Social negative (escaping), RBT Practice Exam . All Questions with Accurate answers. 100% Proven pass rate. RBT exam Prep. All Questionsanswered. 2022\/2023 version. Graded A+Which of the following IS NOT a type of functional behavioral assessment procedure?A. ABC Data CollectionB. Scatterplot AnalysesC. Free OperantD. Functional Analysis – \u2714\u2714C. Free OperantWhile working with an adult client with a developmental […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[25],"tags":[],"class_list":["post-120090","post","type-post","status-publish","format-standard","hentry","category-exams-certification"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/120090","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=120090"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/120090\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=120090"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=120090"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=120090"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
accurate answers. Graded A+
If you are working with a client that is very physically active, moves quickly, and is aggressive towards
himself and others, you should prepare for the session by wearing . a. You name badge and lanyard b. Baggy clothing c. Sneakers\/tennis shoes d. Jewelry – \u2611\u2611c. Sneakers\/ tennis shoes Which of the following is an example of a stimulus fading procedure? a. Gradually reducing the size of a picture attached to the word, “shoe,” in order to teach the learner to say, “shoe,” when shown the word. b. Fading reinforcement for accurately reading the word, “shoe” from continuous 1:1 reinforcement to intermittent reinforcement c. Matching the word “shoe” to an identical word, “shoe,” repeatedly d. Having the learner randomly choose shoe from a variety of other objects – \u2611\u2611a. Gradually reducing the size of a picture attached to the word, “shoe,” in order to teach the learner to say, “shoe,” when shown the word. A stimulus control transfer procedure refers to <\/em><\/strong>.
a. A procedure where reinforcement is gradually thinned and faded away
b. A procedure where target responses are taught in their natural environment with naturally occurring
reinforcement
c. A procedure where one stimulus which controls a certain behavior is paired with another stimulus
until the new stimulus gains control over the behavior
d. A procedure where learned responses are generalized across different people and places – \u2611\u2611c. A
procedure where one stimulus which controls a certain behavior is paired with another stimulus until
the new stimulus gains control over the behavior<\/p>\n\n\n\n
necessary to contact your supervisor between scheduled visits if important issues arise. Which of the
following should you share with the BCBA immediately?
a. The client did not eat his broccoli at lunch
b. The client has a slight cough
c. The caregiver is consistently forgetting to give the client her medication in the mornings
d. The client learned to identify a new body part – \u2611\u2611c. The caregiver is consistently forgetting to give
the client her medication in the mornings
Naturalistic teaching strategies typically include __<\/em>.
a. Using stimuli\/teaching materials often found in the natural environment
b. Using naturally occurring reinforcement
c. Teaching skills in the location\/environment where the behaviors typically take place
d. All of the above – \u2611\u2611d. All of the above
You are working at a school with one of your clients, and you are collecting data on skill acquisition
targets and challenging behaviors. Who are you allowed to share the data with?
a. The parents of the other students in the classroom
b. The other students in the classroom
c. Your program supervisor, the parents of the client, anyone the parents have given written consent to
share the information with
d. Any of the school staff since the school is paying for your services – \u2611\u2611c. Your program supervisor,
the parents of the client, anyone the parents have given written consent to share the information with
You are an RBT working with Marco, one of the clients you assist during community outings. Your BCBA
instructs you to take data on Marco staying with his parent during grocery shopping (without wandering
away) using a whole interval recording procedure with 1-minute intervals. How would you record the
data?
a. Record the behavior if Marco stayed with his parent at any time during the time interval
b. Record the behavior if Marco stayed with his parent for the entire time interval
c. Record the behavior if Marco was with his parent at the end of the interval<\/p>\n\n\n\n
\u2611\u2611b. Record the behavior if Marco stayed with his parent for the entire time interval
Robert is implementing a 5-minute DRO (Differential Reinforcement of Other Behaviors) procedure with
his client to reduce his pinching behavior. In order to implement DRO correctly, after every 5 minutes
that his client does not engage in pinching, Robert should . a. Give his client a reinforcer b. Reset the time interval for the next 5 minutes c. Record that no pinching occurred during the interval onto the data sheet d. All of the above – \u2611\u2611d. All of the above Continuous reinforcement should be used for <\/strong><\/em><\/strong>.
a. Items that have been mastered and are being generalized to the natural environment
b. Items that are mastered and are being maintained
c. Teaching new behaviors that are on acquisition
d. Items on acquisition and that are mastered – \u2611\u2611c. Teaching new behaviors that are on acquisition
Which of the following is an example of a stimulus control transfer procedure?
a. Pairing the instructions, “Make a sandwich,” with a video model, then fading the video model until the
client can make a sandwich when given the instructions only
b. Offering choices of a sandwich or salad for lunch
c. Giving praise for making a sandwich within a 5 minute interval
d. Having the client discriminate between making a sandwich and making popcorn when given the
specific instructions – \u2611\u2611a. Pairing the instructions, “Make a sandwich,” with a video model, then
fading the video model until the client can make a sandwich when given the instructions only
11.) The repeated presentation of the same discriminative stimulus is called _<\/strong>.
a. Error correction procedure
b. Discrimination training
c. Mass trial\/ in isolation
d. Random rotation – \u2611\u2611c. Mass trial\/ in isolation<\/p>\n\n\n\n\n
Frequency – \u2714\u2714You are asked to collect data on aggression. Every time your learner agresses, you click
the tally counter. What are you measuring?
Escape and Access – \u2714\u2714When looking at a functional analysis graph, the data path for escape condition
is reliably higher than that of the control condition. The access to tangibles condition data path is also
always above the control condition. What is the function of the problem behavior?
Latency – \u2714\u2714You are recording the time it takes from the presentation of the demand to the first
instance of problem behavior. What are you measuring?
Watch\/Timer – \u2714\u2714You are collecting partial interval data. You have a pen and data sheet. What else
might you need to collect data accurately?
Duration – \u2714\u2714How long the behavior occurs refers to what measurement deminsion?
Permanent Product recording – \u2714\u2714John is recording data on aggression by counting the number of
scratches left on his body after a session. What kind of measurement is this?
Momentary time sampling – \u2714\u2714A teacher wears a motivator during class. In order to record off-task
behavior of one of her students , she looks up each time the motivator goes off and indicates whether
the behavior is currently occurring or not. What dimension of measurement is this?
Whole interval data – \u2714\u2714Mary is taking data on screaming. She has a timer. Each time the timer goes
off, she indicates whether josh was screaming for the entire interval of not. What kind of data is she
taking?<\/li>\n\n\n\n
accurate answers. Graded A+
Which of the following behaviors is defined in the MOST observable and measurable terms? – \u2714\u2714Jerry
pokes others with his index finger to annoy them
The goal of a stimulus preference assessment is to – \u2714\u2714Identify objects, people or activities that may be
motivating
A behavior reinforced on a continuous schedule would look like – \u2714\u2714A child being given a sticker for
each time he raises his hand instead of blurting
You need to take data on tantruming behavior. What is the best type of measurement to use? –
\u2714\u2714Duration
Which is an example of a prompt? – \u2714\u2714Putting a big pink sticker next to the start button on the washing
machine
When we are thirsty, water quenches that thirst and satiates us. This makes water a – \u2714\u2714Unconditioned
reinforcer
We can say that a skill has been generalized when – \u2714\u2714its use is evident in settings and situations other
than the training environment
A young man with autism is thought to need instruction in communicating with family. Using e-mail is
decided upon as the best way for him to do this. He needs to be able to check his email first. Then, he
can be assisted to compose correspondence. Currently, the young man needs prompting through almost
every step of checking his email and he is able to follow written instructions. Whats the best way to
proceed? – \u2714\u2714Task analyze checking the e-mail and provide written prompts, faded over time.
The main 3 components of a discrete trial are – \u2714\u2714Instruction – Response – Consequence<\/p>\n\n\n\n
items in the children’s sight, but out of their reach as a way to evoke verbal engagement about the
items, and to cause children to have to ask him for the items. This strategy is – \u2714\u2714Naturalistic or
Incidental teaching
Extinction refers to – \u2714\u2714Withholding all reinforcement
BCBA’s and RBT’s should keep clear, concise and objective notes on variables that may affect a clients
behavior. This may include all EXCEPT – \u2714\u2714Cultural Heritage
If client abuse or neglect is suspected by RBT, they should – \u2714\u2714Tell their supervisor and the appropriate
governmental agency
An example of a multiple relationship would be – \u2714\u2714Your client’s mother being your best friend
If an RBT physically guides a client through a transition it is called – \u2714\u2714Physical Prompting
Effective reinforcers should be all of the following EXCEPT – \u2714\u2714Something that could harm one’s health
A private behavioral services firm has posted a job opening for an RBT. The posting mentions integrity as
a desired qualification a number of times. An RBT applying for the job could best demonstrate integrity
in the application process by – \u2714\u2714Being honest about their educational background and work
experience
An RBT implementing a skills acquisition plan should plan for a training session by – \u2714\u2714Reviewing the
plan, asking clarifying questions, and gathering all necessary materials
If you prompt the client through all steps of the chain except the last step you are using – \u2714\u2714Backwards
chaining<\/p>\n\n\n\n
answers. 100% Guaranteed pass Rate
A main purpose of this RBT training is to? – \u2714\u2714Improve the lives of individuals with autism
Which of the following is a component of good teaching? – \u2714\u2714Fun
Who is commonly attributed for discovering the law of effect? – \u2714\u2714Thorndike
Who is commonly considered the father of behaviorism? – \u2714\u2714Watson
Which of the following is a dimension of ABA as outlined by Baer, Wolf, & Risley? – \u2714\u2714Generality
What percentage of participants reached recovery in the Lovass study
(1987)? – \u2714\u271447%
What was one of the primarry lessons learned from Lovaas(1973)? – \u2714\u2714Need for parents to be trained
In the Lovaas study(1987) what was the criteria for best outcome? – \u2714\u2714IQ, School Placement, and
diagnosis
The three branched of the science of behavior analysis are the? – \u2714\u2714Experimental analysis of behavior,
behaviorism, and applied behavior analysis
What is one component of rigid ABA? – \u2714\u2714Unvarying adherence to protocols
What is a definition of a Progressive approach to ABA? – \u2714\u2714Combining the science and art of ABA<\/p>\n\n\n\n
What is one aspect of the learner that is assessed when using clinical judgment? – \u2714\u2714Receptivity
What were one of the rights outlined by Van Houten et al. (1988)? – \u2714\u2714Learners welfare
Teaching children to label state capitals may be a violation of which of the rights outlined by Van Houten
et al. (1988)? – \u2714\u2714Learning functional skills
What are the other two levels created by the BACB? – \u2714\u2714BCBA & BCaBA
Which of the following is one of the requirements to obtain the RBT credential? – \u2714\u2714Completing 40
hours of training
What is one problem with a sibling of an RBT being that RBTs supervisor? – \u2714\u2714Potential for the
development of a dual relationship
How many face-to-face meetings must occur per month between the RBT and the supervisor? – \u2714\u27142
What percentage of your total hours of an RBT must be spent in supervision? – \u2714\u27145%
What is one of your responsibilities as an RBT? – \u2714\u2714Direct instruction
According to Autism Partnership Foundation what are the RBT standards? – \u2714\u2714Minimal
Critical thinking important to intervention for individuals diagnosed with ASD to ensure that – \u2714\u2714best
procedures are being implemented.<\/p>\n\n\n\n
update 2022. 100% Pass rate
Continuous Measurement – \u2611\u2611Measurement conducted in a manner such that all instances of the
response class(es) of interest are detected during the observation period
Frequency – \u2611\u2611A ratio of count per observation time; often expressed as count per standard unit of
time (e.g., per minute, per hour, per day) and calculated by dividing the number of responses recorded
by the number of standard unites of time in which observations were conducted; used interchangeably
with rate.
Duration – \u2611\u2611A measure of the total extent of time in which a behavior occurs
Discontinuous Measurement – \u2611\u2611Measurement conducted in a manner such that some instances of
the response class(es) of interest may not be detected
Partial-interval recording – \u2611\u2611A time sampling method for measuring behavior in which the
observation period is divided into a series of brief time intervals (typically from 5 to 10 seconds). The
observer records whether the target behavior occurred at any time during the interval. Partial-interval
recording is not concerned with how many times the behavior occurred during the interval or how long
the behavior was present, just that it occurred at some point during the interval; tends to overestimate
the proportion of the observation period that the behavior actually occurred.
Whole Interval time sampling – \u2611\u2611A time sampling method for measuring behavior in which the
observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the
end of each interval, the observer records whether the target behavior occurred throughout the entire
interval; tends to underestimate the proportion of the observation period that many behaviors actually
occurred.
momentary time sampling – \u2611\u2611A measurement method in which the presence or absence of behaviors
are recorded at precisely specified time intervals. (contrast with interval recording.)<\/p>\n\n\n\n
collection because measurement takes place after the behavior has occurred. A permanent product is a
change in the environment produced by a behavior that lasts long enough for measurement to take
place.
Examples: education; compositions written, spelling words written, worksheets completed, homework
behaviors; mopping floors, dish washing, graffiti, recycling, picking up litter
socially: AUDIO TAPING reading orally, VIDEO TAPING sitting with good posture — ways that something
natural can become a permanent product through contrived permanent products.
data – \u2611\u2611The results of measurement, usually in quantifiable form; in applied behavior analysis, it
refers to measures of some quantifiable dimension of a behavior.
graphs – \u2611\u2611A visual format for displaying data; reveals relations among and between a series of
measurements and relevant variables.
Behavior – \u2611\u2611The activity of living organisms; human behavior includes everything that people do. A
technical definitions: “that portion of an organism’s interaction with its environment that is
characterized by detectable displacement in space through time of some part of the organism and that
results in a measureable change in at least one aspect of the environment”
Environment – \u2611\u2611The conglomerate of real circumstances in which the organism or referenced part of
the organism exists; behavior cannot occur in the absence of environment
Preference Assessment – \u2611\u2611A collection of methods used to predict the extent to which stimuli will
function as reinforcers for a given individual.
Curriculum-based individualized assessment – \u2611\u2611?
developmental individual assessment procedure – \u2611\u2611One possible pathway in young adulthood, which
involves making transitions defined by personal agency and deliberately charted growth opportunities in
intellectual, opportunities, and psychosocial domains.<\/p>\n\n\n\n
Questions with 100% Accurate answers.
Guaranteed Passing
Indirect Measurement – \u2611\u2611interviews, rating scales, questions, surveys
Direct Measurement – \u2611\u2611observation of the behavior and recording it as it occurs
Behavioral Definitions – \u2611\u2611operational, includes verbs describing behavior, objective + unambiguous,
does not rely on internal states (happy, sad), does not use labels (bad or good)
Operational – \u2611\u2611describes what the behavior looks like so two independent observers can recognize +
record the same behavior
Indirect Outcome Recording – \u2611\u2611measures results that produces an observable product in the
environment. main advantage is that it’s easy to use
Direct Outcome Recording – \u2611\u2611instead of relying on memory data is gathered immediately as the
behavior occurs or as it produces results
Event Recording – \u2611\u2611behavior is observed continuously throughout the observation period, and each
instance of the behavior is recorded immediately as it occurs. Must meet two criteria: Does the behavior
look the same every time? Does the behavior have a clear beginning and end?
Frequency Recording – \u2611\u2611used for behaviors that have a clear beginning and end, tally the number of
times the behavior occurs<\/p>\n\n\n\n
trying to change)
Duration – \u2611\u2611how long a behavior persists, should be used if you are trying to decrease how long a
behavior lasts
Latency – \u2611\u2611time that occurs between the SD and the response (ex. how long to respond to a peer’s
question). You record this when the goal is to decrease the time between SD and response
Partial Interval Recording – \u2611\u2611involves checking off an interval if the behavior occurs at ANY point
within the interval – even if it only occured for 1 second. You can use this for self-stimulatory behaviors
or behaviors that don’t look the same every time. An overexaggeration of the behavior, you use this
method to decrease behavior.
Whole Interval Recording – \u2611\u2611involves checking off the interval if the behavior occurs throughout the
WHOLE interval. Use when it is difficult to tell when the behavior begins or ends, when it occurs at such
a high rate it is difficult to keep count. An under-exaggeration of behavior, you use this method to
increase behavior.
Momentary Time Sampling Recording – \u2611\u2611data is less representative than intervals, looking for a
behavior’s occurrence during a specific part of the interval and recording if it is occurring at that precise
moment. Ex: setting a timer to go off every minute for a 30 minute interval, only checking for behavior
and marking it down as the timer goes off.
Reinforcement – \u2611\u2611follows a behavior that increases that behavior
Punishment – \u2611\u2611follows a behavior that decreases that behavior
Positive Reinforcement – \u2611\u2611addition of a pleasant stimulus
Negative Reinforcement – \u2611\u2611removal of an aversive stimulus<\/p>\n\n\n\n
100% Accurate answers. Graded A+
The three branches of the science of behavior analysis are the – \u2714\u2714experimental analysis of behavior,
behaviorism, and Applied Behavior Analysis.
Which of the following is a component of good teaching?
Technical
Fun
Subjective
Emotional – \u2714\u2714Fun
Who is commonly attributed for discovering the law of effect? – \u2714\u2714Thorndike
Who is commonly considered the father of behaviorism? – \u2714\u2714Watson
Which of the following is a dimension of ABA as outlined by Baer, Wolf, & Risley (1968)?
Empirical
Generality
Evidenced
Scientific – \u2714\u2714Generality
What percentage of participants reached recovery in the Lovaas (1987) study? – \u2714\u271447%
What was one of the primary lessons learned from Lovaas (1973)? – \u2714\u2714Need for parents to be trained.<\/p>\n\n\n\n
diagnosis
What is one component of rigid ABA? – \u2714\u2714Unvarying adherence to protocols
What is a definition of a Progressive approach to ABA? – \u2714\u2714Combining the science and art of ABA
What is the crux of progressive ABA? – \u2714\u2714Clinical judgement
What is one aspect of the learner that is assessed when using clinical judgment? – \u2714\u2714Receptivity
What were one of the rights outlined by Van Houten et al. (1988)?
Learners welfare
Best outcomes
Certified supervisors
Registered Behavior Technicians – \u2714\u2714Learners welfare
Teaching children to label state capitals may be a violation of which of the rights outlined by Van Houten
et al. (1988)? – \u2714\u2714Learning functional skills
What are the other two levels created by the BACB? – \u2714\u2714BCBA & BCaBA
Which of the following is one of the requirements to obtain the RBT credential? – \u2714\u2714Completing 40
hours of training
What is one problem with a sibling of an RBT being that RBTs supervisor? – \u2714\u2714Potential for the
development of a dual relationship<\/p>\n\n\n\n
What percentage of your total hours of an RBT must be spent in supervision? – \u2714\u27145%
What is one of your responsibilities as an RBT? – \u2714\u2714Direct instruction
According to Autism Partnership Foundation what are the RBT standards? – \u2714\u2714Minimal
Critical thinking important to intervention for individuals diagnosed with ASD to ensure that – \u2714\u2714best
procedures are being implemented.
When receiving feedback which of the following should be avoided? – \u2714\u2714Taking feedback personally
When receiving feedback which of the following should be done? – \u2714\u2714Following through on making
changes
Which of the following is the best resource for keeping updated on the field of ABA? – \u2714\u2714Journal
articles
Which is an example of a soft skill? – \u2714\u2714Compassion
According to the Leaf and colleagues’ study, what was the correlation between mock exam scores and
implementation of DTT? – \u2714\u2714No relationship and moderate positive relationship
One potential problem with the addition of assistant trainers in the RBT certification process is the
assistant trainer could be a(n) – \u2714\u2714RBT.
The practice of objective observation of the phenomena of interest” best describes – \u2714\u2714Empiricism<\/p>\n\n\n\n
answers. 100% Proven pass rate. Rated
A+
ABA reversal design – \u2714\u2714A single case design on which baseline and intervention conditions are
repeated with the same person.
Alternating treatment design – \u2714\u2714A single case design in which two or more interventions alternate
systematically.
Antecedents – \u2714\u2714Environmental events that occurs before a behavior occurs.
Applied behavior analysis – \u2714\u2714The attempt to solve behavior problems by providing antecedents and\/
or consequences that change a behavior.
Aversion therapy – \u2714\u2714A form of sensitization training in which a stimulus that arouses an inappropriate
positive response is paired with an aversive stimuli.
Backup reinforcer – \u2714\u2714A reinforcer that may be received in exchange for a token.
Backward chaining – \u2714\u2714A chaining procedure that begins with the last element in the chain and
progresses to the first element.
Baseline – \u2714\u2714A period during which the target behavior is recorded, but no attempt is made to modify
it.
Behavior – \u2714\u2714Anything a person does that can be observed.<\/p>\n\n\n\n
behavior and environmental events.
Behavior chain – \u2714\u2714A sequence of related behaviors, each of which provides the cue for the next, and
the last of which produces a reinforcer.
Behavior trapping – \u2714\u2714The procedure of bringing a target behavior under the influence of its natural
reinforcers by exposing it to those reinforcers.
Behavioral contrast – \u2714\u2714The tendency for changes in behavior outside the training environment.
Behavioral repertoire – \u2714\u2714All things an individual is capable of doing at any given moment.
Bootleg reinforcement – \u2714\u2714Reinforcement that is not part of; and tends to undermine, an intervention.
Chaining – \u2714\u2714The reinforcement of successive elements of a behavior chain.
Conditioned reinforcers – \u2714\u2714Reinforcers that are dependent on their association with other reinforcers.
Conditioning – \u2714\u2714Any procedure by which an event comes to elicit a response by being paired with an
event that elicits that response.
Consequences – \u2714\u2714Environmental events that occur after a behavior.
Contingency contract – \u2714\u2714An agreement between two or more parties about what each is to do for the
other.
Continuous recording – \u2714\u2714Recording each and every occurrence of behavior during a prescribed time.<\/p>\n\n\n\n
answers. Graded A+. 2022
Roles of an RBT – \u2611\u2611Program Implementation, Data Collection, Training Stakeholders
Antecedent – \u2611\u2611A stimulus that precedes a behavior in close temporal relation; Occurs immediately
prior to the behavior
Behavior – \u2611\u2611Anything an organism does that can be measured and counted objectively
Consequences – \u2611\u2611A stimulus that follows a behavior in close temporal relation
Reinforcement – \u2611\u2611Causes the behavior to increase
Extinction – \u2611\u2611Withholding of a reinforcer for a previously reinforced behavior
Punishment – \u2611\u2611Causes the behavior to decrease
Environment – \u2611\u2611All stimuli inside and outside of the organism
Basic Behavior Analysis – \u2611\u2611Basic Science: Lab based, controlled setting
Applied Behavior Analysis – \u2611\u2611Real world application of behavior analysis
Setting Events – \u2611\u2611Events that may not immediately precede behavior, but are a part of the learners
environment. (lack of sleep, hunger, etc.)<\/p>\n\n\n\n
Functional Behavioral Assessment – \u2611\u2611A systematic assessment that provides information about the
function of challenging behavior.
Written Behavior Reduction Plan – \u2611\u2611\u2026
Prepare for Data Collection – \u2611\u2611Read Skill Acquisition Plan, Identify Data Collection Method, Gather
Materials, Ask Clarifying Questions
Assisting with Assessment Procedures – \u2611\u2611Read Assessment, Gather Materials, Ask Clarifying
Questions, Conduct Assessment, Report Results to Supervisor
Components of Written Skill Acquisition Plan – \u2611\u2611Goal\/Objective, Teacher Behavior, Student Behavior,
Materials, Setting,
Defining Behavior – \u2611\u2611Clear, Concise, Statements that specify what to observe
Measures of Behavior – \u2611\u2611Measures based on repeatability, temporal extent, temporal locus
Repeatability Measures – \u2611\u2611A behavior can occur repeatedly through time; Ex. Frequency
Measures based on Temporal Extent – \u2611\u2611Every behavior occurs during some amount of time; Ex.
Duration
Measures based on Temporal Locus – \u2611\u2611Every instance of behavior occurs at a certain point in time
with respect to other events; Ex. Latency, Interresponse Time
Frequency Data – \u2611\u2611number of times a response occurs during an observational period; rate specifies
the number of times a response occurs during a defined time period. Response units per units of time.<\/p>\n\n\n\n
answers. 100% Proven pass rate.
Multiple Exemplar Training – \u2714\u2714Using many different stimuli to teach a skill to promote generalization.
Phase Change Line – \u2714\u2714demonstrates a change in conditions on a graph
Solid Vertical Line – \u2714\u2714Represents a phase change line on a graph
3-Step Discrimination Training Procedure – \u2714\u2714teach in isolation, add distracters, mix in mastered items
Generalization – \u2714\u2714Can occur through different settings, SDs and stimuli
Functions of behavior – \u2714\u2714Access to tangibles, access to attention, escape\/avoidance, automatic
Conditioned Reinforcer – \u2714\u2714anything that is paired with a primary reinforcer
Unconditioned Reinforcer – \u2714\u2714things such as food and shelter that are inherently reinforcing
Forward Chaining – \u2714\u2714teaching a behavioral skill beginning with the first step
Backward Chaining – \u2714\u2714teaching a behavioral skill beginning with the last step
Duration – \u2714\u2714The amount of time\/length that a behavior occurs for<\/p>\n\n\n\n
Accurate answers. Predictor quizzes.
Graded A+
What are the 3 domains of ASD? – \u2611\u2611Social Communication
Social Interaction
Restrictive, repetitive patterns of behavior
What are some red flags a child may be at risk for ASD? – \u2611\u2611No big smiles or other warm, joyful
expressions by 6 months or thereafter
No babbling, back and forth sharing sounds, smiles, or expressions by 9 months Lack of response to
name
No back and forth gestures by 12 months (pointing, reaching, waving)
No words by 16 months
No two-word meaningful phrases (without imitating or repeating) by 24 months
Any loss of speech, babbling, or social skills at any age
Unusual Prosody (little variation in pitch, unusual voice quality)
Explain the fundamental principle of ABA – \u2611\u2611ABA – is a scientific approach, that uses the principles of
learning to understand the relation of behaviors and the environment.
-* Consequences that follow a behavior control whether that behavior will increase or decrease.
What two components does a comprehensive ABA treatment program include? – \u2611\u26111. Behavior
Reduction – change antecedents and consequences to decrease inappropriate behavior: stereotypy,
noncompliance, tantrums, aggression, SIB<\/p>\n\n\n\n\n
Behavior management and Skill Acquisition -> DTT & NET<\/li>\n<\/ol>\n\n\n\n\n
ABA treatment team consists of\u2026? – \u2611\u2611Supervisor, RBT, parents, caregivers, other professionals
(Speech, OT\u2026)
Roles\/responsibilities of RBT? – \u2611\u2611- Direct implementation of skill acquisition and behavior reduction
plans developed by the supervisor<\/li>\n<\/ol>\n\n\n\n\n
Two roles of the BT in assisting with assessments? – \u2611\u26111. Provide information about clients’ current
skill set<\/li>\n<\/ul>\n\n\n\n\n
What activities do most therapy sessions include? – \u2611\u2611Preparation and clean up
Rapport building – “pairing with client”
Skill acquisition tasks
Behavior management
Data collection
Explain the two types of formats that learning activities are performed in? – \u2611\u26111. DTT – Discrete Trial
Training – More formal instruction, repetition of instructions, often conducted sitting down with specific
materials being presented.<\/li>\n\n\n\n
naturally occurring activities, moving around in natural environment.<\/li>\n<\/ol>\n\n\n\n\n
3 instances where a BT should call the supervisor on the case to relay information: – \u2611\u26111. client is sick
(sessions are being cancelled)<\/li>\n\n\n\n
How can BT assist with parent training? – \u2611\u2611- Model target skills and provide hands on support as
parents learn to implement new producers with their child.<\/li>\n<\/ol>\n\n\n\n\n
What are some behaviors more commonly observed in individuals with autism? – \u2611\u2611Task avoidance
(noncompliance)
Tantrums
self-injurious behaviors (SIB)
Aggression
Stereotypy (self-stimulatory\/repetitive body movements or behaviors) (hand flapping)
What are the ABC’s of behavior? – \u2611\u2611A – Antecedent- what happens right before the behavior occurs
B – Behavior – what specifically does the behavior look like
C – Consequence – what happens right after or in response to the behavior
What information in included in the Skills Acquisition Plan? – \u2611\u2611specific instructions, expected correct
response, specific target being taught, specific materials or stimuli being used, any other information
related to the teaching of this skill.<\/li>\n\n\n\n
preview with answers. Rated A+.
Frequency – \u2714\u2714Count of each instance
Duration – \u2714\u2714Time spent engaged in single instance of target behavior
Latency – \u2714\u2714Time from onset of stimulus to onset of response
discontinuous measurement procedures – \u2714\u2714Recording a sample of instances of the target behavior
according to predetermined schedule (e.g., momentary time sampling, partial interval, etc.)
Partial interval recording – \u2714\u2714Recording if the target behavior occurred at any point in time in a
predetermined interval
permanent product recording procedures – \u2714\u2714Recording performance of a skill based on observing a
finished product, not the actual performance of the skill
preference assessments – \u2714\u2714Conducting formal assessment(s) to determine client preferences for
various items\/activities and\/or implementing informal “preference checks” throughout sessions to
ensure motivation remains high
Multiple Stimulus Without Replacement – \u2714\u2714Items are presented in an array and the client is instructed
to pick one and given time to engage with that item. After the engagement interval, the array is
presented again without the already selected item(s) and the client selects again. Process continues
until all items are chosen or client stops choosing items. The FULL array is presented 3-5 times and
selection percentage is calculated to give preference gradient.
ABC Data – \u2714\u2714Data recorded on the immediate antecedent and consequence for observed instances of
target behavior<\/p>\n\n\n\n
behavior used to identify likely function(s) to be completed by primary caregivers and others familiar
with client
Reinforcement – \u2714\u2714The process of providing a reinforcer contingent on the client engaging in a
behavior that you want to increase
Reinforcer – \u2714\u2714A stimulus (item, activity, statement, etc.) that, when provided immediately after a
response, results in an increase in the future frequency of that response
Unconditioned Reinforcer – \u2714\u2714A stimulus that requires no learning history to have reinforcing value
Fixed Ratio (FR) Reinforcement – \u2714\u2714A reinforcer follows a fixed number of responses
Variable Ratio (VR) Reinforcement – \u2714\u2714A reinforcer follows a variable number of responses
Fixed Interval (FI) Reinforcement – \u2714\u2714A reinforcer is contingent on the first response after a fixed
amount of time since the last opportunity for reinforcement
Variable Interval (VI) Reinforcement – \u2714\u2714A reinforcer is contingent on the first response after a variable
amount of time since the last opportunity for reinforcement
Mass Trials – \u2714\u2714Trials of the same task\/program are presented repeatedly for a set number of trials
Mixed Trials – \u2714\u2714Trials from various tasks\/ programs are presented in random order for a set number of
trials or a set amount of time
naturalistic teaching procedures – \u2714\u2714intentionally setting up teaching procedures to be implemented in
the natural context for the skill being targeted<\/p>\n\n\n\n
with accurate answers. Rated A+.
1A: The main purpose of this RBT training is to? – \u2714\u2714Improve the lives of individuals with autism
1B: The three branches of the science of behavior analysis are the – \u2714\u2714Experimental analysis of
behavior, behaviorism, and Applied Behavior Analysis
1B: Which of the following is a component of good teaching?
Technical
Fun
Subjective
Emotional – \u2714\u2714Fun
1B: Who is commonly attributed for discovering the Law of Effect?
Skinner
Watson
Thorndike
Baer – \u2714\u2714Thorndike
1B: Who is commonly considered the father of Behaviorism?
Watson
Wolf
Risley
Pavlov – \u2714\u2714Watson
1B: Which of the following is a dimension of ABA as outlined by Baer, Wolf, & Risley (1968)?<\/p>\n\n\n\n
Generality
Evidenced
Scientific – \u2714\u2714Generality
1B: What percentage of participants reached recover in the Lovaas (1987) study?
23%
98%
6%
47% – \u2714\u271447%
1B: What was one of the primary lessons learned from Lovaas (1973)?
Parents should not be part of intervention
Need for parents to be trained
Children with autism cannot learn
Intervention can only be implemented to young children – \u2714\u2714Need for parents to be trained
1B: In the Lovaas (1987) study, what was the criteria for best outcome?
IQ, school placement, and diagnosis
IQ, school placement, and funding
School placement, diagnosis, and parents reporting
School placement, parent reporting, and sibling reporting – \u2714\u2714IQ, school placement, and diagnosis
1C: What is one component of rigid ABA?
Unvarying adherence to protocols
Early intensive intervention
Parent education and training
Implementing comprehensive curriculum – \u2714\u2714Unvarying adherence to protocols<\/p>\n\n\n\n
Adherence to ABA protocols
Combining the science and art of ABA
The science of ABA
Combining various interventions – \u2714\u2714Combining the science and art of ABA
1C: What is the crux of progressive ABA?
Protocols
Training
Intensive treatment
Clinical judgment – \u2714\u2714Clinical judgment
1C: What is one aspect of the learner that is assessed when using clinical judgment?
Availability
Receptivity
Private events
Subjectivity – \u2714\u2714Receptivity
1D: What were one of the rights outlined by Van Houten et al. (1988)
Learners welfare
Best outcomes
Certified supervisors
Registered Behavior Technicians – \u2714\u2714Learners welfare
1D: Teaching children to label state capitals may be a violation of which of the rights outlined by Van
Houten et al. (1988)?
A therapeutic environment
A competent behavior analyst<\/p>\n\n\n\n
Behavioral assessment – \u2714\u2714Learning functional skills
1D: What are the other two levels created by the BACB?
BCBA & BCaBA
BCBA & BCAT
BCaBA & BCAT
BCBA & ABAI – \u2714\u2714BCBA & BCaBA
1D: Which of the following is one of the requirements to obtain the RBT credential?
Working with adults diagnosed with ASD
Working with children diagnosed with ASD
Having a bachelor’s degree
Completing 40 hours of training – \u2714\u2714Completing 40 hours of training
1D: What is one problem with a sibling of an RBT being that RBTs supervisor?
Siblings have been documented to be ineffective supervisors
Potential for the development of a dual relationship
RBTs are not qualified to be supervisors
Training would result in ineffective interventionist – \u2714\u2714Potential for the development of a dual
relationship
1D: How many face-to-face meetings must occur per month between the RBT and the supervisor?
2
1
3
4 – \u2714\u27142
1D: What percentage of your total hours of an RBT must be spent in supervision?<\/p>\n\n\n\n
Accurate answers provided. Guaranteed
Passing.
In the Discrete Trial cycle, the prompt should occur when? – \u2611\u2611Simultaneously with the instruction, or
just after it
The following is an example of which transfer procedure? SD: Point to the cat? R: child points to cat SD:
What is it? (holding cat card) R: child says “cat.” – \u2611\u2611Listener response to tact transfer
Outcome recording could be used for which behavior? – \u2611\u2611Writing an essay
Competent Training Programs and Supervised Work Experiences include all of the following, EXCEPT? –
\u2611\u2611Specific training in Occupational Therapy practices
Breaking a complex skill into smaller, teachable units is the definition of\u2026 – \u2611\u2611Task Analysis
When you document you should attempt to document only\u2026 – \u2611\u2611What was observed, not
interpretations of what was observed
Which of the following is not a part of a Behavior Intervention Plan (BIP)? – \u2611\u2611How the child feels when
the behavior is occurring
What can be used to determine existing nonsocial and social reinforcers? – \u2611\u2611A preference assessment
If a Behavior Technician measured the length of time that it took Andrew to respond to someone calling
him, she would be measuring the\u2026 – \u2611\u2611Latency
All of the following are some appropriate ways to respond to feedback, EXCEPT: – \u2611\u2611Explain to your
supervisor why you did what you did. They may be wrong in their feedback<\/p>\n\n\n\n
Which of the following is not socially mediated? – \u2611\u2611Automatic reinforcement
Behavior Analysts should always recommend the ____________________likely to be effective in dealing
with a behavior problem. – \u2611\u2611Least restrictive procedures
When our learner is on a roll with responding, reinforcement should be\u2026 – \u2611\u2611Continued at current
levels or increased
All of the following are reasons that the use of electronic communication and social media are more
likely to result in a HIPAA violation EXCEPT: – \u2611\u2611HIPAA encourages people to use paper because its the
safest and most efficient way to communicate health information
If a practitioner finds that, due to unforeseen factors, a potentially harmful multiple relationships has
arisen, what is recommended? – \u2611\u2611Attempt to resolve with the best interests of the affected person
and maximal compliance with the Guidelines
What are two things you can do to organize and prepare for each day ahead of time? – \u2611\u2611Use a “to-do”
list and keep a calendar to review what is up ahead
Which type of chaining results in the learner being reinforced after they perform the final step in the
chain? – \u2611\u2611Backwards chaining
The role of the RBT is to – \u2611\u2611Provide direct support and education with individuals receiving ABA
services
When teaching Bob to discriminate boys and girls, his teacher used pictures of exaggerated versions of
genders (girls had long hair and dresses, boys wore pants, had short hair). Over time, she used less
exaggerated features. This an example of what? – \u2611\u2611Stimulus Fading<\/p>\n\n\n\n
with Accurate answers. 100% Proven
pass rate.
You are working with an individual in a work placement at a grocery store and taking data on his target
behaviors. What do you need to consider regarding data collection to maintain the individual’s right to
confidentiality?
a. Do not use the individuals name when documenting notes or data
b. Keep all data sheets and documentation on you at all times and avoid leaving them ion a public area
c. Remove all identifying information from the data sheets, including name, diagnosis, of the name title
discloses diagnostic information
d. All of the above – \u2714\u2714d. All of the above
If you are planning to count the number of times that John spits during group meeting, which item is not
necessary to help you with the data collection?
a. Ruler
b. Data Sheet
c. Pen\/Pencil or clicker
d. Calculator – \u2714\u2714a. ruler
You are working at a school with one of your clients, and you are collecting data on skill acquisition
targets and challenging behaviors. Who are you allowed to share the data with?
a. The parents of the other students in the classroom
b. The other students in the classroom
c. Your program supervisor, the parent of the client, anyone the parents have given written consent to
share the information with
d. Any of the school staff since the school is paying for your services – \u2714\u2714c. Your program supervisor,
the parent of the client, anyone the parents have given written consent to share the information with<\/p>\n\n\n\n
district has contacted you to ask about the client’s behaviors at home. What do you need to be sure you
have before you speak to them?
a. The ability to bill for the time to talk to the district
b. The phone number to call them back
c. The appropriate authorization to talk to the district (i.e. HIPAA Forms) and authorization from your
program supervisor
d. Nothing, you can speak to them because they also work with your client. – \u2714\u2714c. The appropriate
authorization to talk to the district (i.e. HIPAA Forms) and authorization from your program supervisor
The data you have taken to track a client’s dressing skills is being reviewed at the meeting you are
having with the BCBA. The BCBA states that this is not the data she is looking for and informs you of how
she would like the data taken. You should __<\/em>?
a. Talk to the other therapists and tell them that you were reprimanded by the BCBA and they should do
it the way you are since it is more effective
b. Do not change how you take the data, since you have always taken data in that way and it is how you
were trained
c. Follow the way the BCBA is currently showing you and if you have additional questions ask the BCBA
d. Speak to the other therapists to see how they are taking the data and do as they do. – \u2714\u2714c. Follow
the way the BCBA is currently showing you and if you have additional questions ask the BCBA
You are instructed to observe a client for 60 minutes, using partial interval recording on nail biting in 5-
minute intervals. How would you take this data?
a. Mark it if the nail biting occurred anytime within each 5-minute interval
b. Mark it only if nail biting occurred for the entire 5-minute interval
c. Mark it only if the behavior occurred at the end of each 5-minute interval
d. Mark it only if the behavior did not occur at all during each 5-minute interval – \u2714\u2714a. Mark it if the nail
biting occurred anytime within each 5-minute interval
Here is the skill acquisition plan for teaching Hannah to pour juice from the pitcher to the cup. 1) gather
all materials (juice cup, and napkin) 2) hold your hand over Hannah’s hand and prompt her to put it on
the pitcher 3) Therapist holds the cup 4) Help Hannah pour the juice into the cup while the therapist
holds the cup 5) Prompt Hannah to wipe up anything that spills with the napkin. What do you need in
order to be prepared to teach this lesson<\/p>\n\n\n\n
b. A pitcher of juice, a cup, a napkin, and a reinforcer
c. A clear spot in the kitchen
d. All of the above – \u2714\u2714b. A pitcher of juice, a cup, a napkin, and a reinforcer
Which of the following is an example of permanent product recording?
a. Taking a spelling test by vocally spelling the words
b. Taking a spelling test by giving a thumb up to indicate when a word is spelled correctly
c. Taking a spelling test by typing the words on a worksheet and printing it out
d. Taking a spelling test and having the student spell the words using sign language – \u2714\u2714c. Taking a
spelling test by typing the words on a worksheet and printing it out
Monica, an RBT, is providing training to the parent of one of her clients. While training, the parent asks
Monica if she could help him to introduce a new goal to his child. The parent wants to teach his child to
start eating new types of food. This has not been discussed with the BCBA on the case yet. Monica
should . a. Agreed to work on this during training because it is important to the parents b. Not agree to work on the goal since it has not been discussed first with the supervisor of the program, and instead mention the parents request to her supervisor c. Not agree to work on the goal but provide some referrals get an evaluation from a feeding specialist d. Agree to work on this during training because it is important for children to have a balanced diet and good nutrition – \u2714\u2714b. Not agree to work on the goal since it has not been discussed first with the supervisor of the program, and instead mention the parents request to her supervisor Your client’s rate self-injurious behavior has increased. The previous rate was 1 time per hour and the rate for your last session was 27 times per hour. You should <\/em><\/strong>?
a. Contact BCBA immediately and inform her of the behavior change after the session is over
b. Contact the other therapists to see if they are documenting the behavior correctly
c. Wait and see if the behavior decreases over the next several days
d. Tell the parents to cancel sessions for the rest of the week, he is obviously not feeling well and needs
a chance to rest. – \u2714\u2714a. Contact BCBA immediately and inform her of the behavior change after the
session is over<\/p>\n\n\n\n
Approved pass rate. Graded A+
Continuous Measurement – \u2714\u2714Measuring each and every instance of behavior within the entire
observation period.
What are the 5 types of continuous measurement? – \u2714\u2714Frequency, Rate, Duration, Inter Rate Response
(IRR), and Latency.
Frequency – \u2714\u2714A simple count of the instances of a behavior, represented by a tally.
Example; how many times did John hit another student? You would tally every time John hit another
student and present the count as a number. John hit another student five times.
Rate – \u2714\u2714A frequency count with a time element. This type of continuous measurement is an important
measurement when looking at behaviors which are frequent and short, like hitting, raising hands,
flapping hands, disrupting another student, yelling.
Example; if you are measuring how many times John hit another student, you would report this as John
hits at the rate of five times per hour.
Duration – \u2714\u2714How long a Behavior occurs. To take this type of data you start a stopwatch when the
behavior begins and end the stopwatch when the behavior stops. This data is often reported as an
average over time, and is for behaviors that are long lasting like tantrums, social play, how long it takes a
child to get dressed.
Inter Rate Response (IRT) – \u2714\u2714This is the observed time between responses. To take this type of data
you start the stopwatch when the behavior ends and stop the stopwatch when the behavior begins
again. This type of data is typically reported as an average.
Example; The time between doing math problems, the time between prosocial behaviors.<\/p>\n\n\n\n
stopwatch when the prompt is given and stop the stopwatch when the behavior starts. You might want
to take this type of data when there is a delay between the prompts and when the behavior occurs.
Example; The time from a prompt to get dressed to a person getting dressed, the time from the
instruction to begin a math problem to the response.
Discontinuous Measurement – \u2714\u2714These measurement procedures are classified as samples of the
target behavior, but they do not measure every instance of a behavior within the entire observation
period. These types of measurement procedures are used when it is too time-consuming to take
continuous measurement data.
What are the 3 types of Discontinuous Measurement? – \u2714\u2714Partial interval, whole interval, and
momentary time sampling.
Partial Interval – \u2714\u2714A type of discontinuous measurement that records the presence or absence of a
behavior during a brief interval of time. Intervals are marked as positive if the target behavior occurred
at any time during the interval, and negative if the target behavior did not occur during the entire
interval.
Example; take an interval of 30 seconds and look for hand flapping behavior. You would mark a positive
if the hand flapping behavior occurred at any point during the 30 second intervals, and a negative if it
did not.
Whole interval – \u2714\u2714A discontinuous measurement procedure that records the presence or absence of a
behavior during the whole interval. Intervals are marked as a positive if the target behavior occurred
during the entire interval, and a negative if the target behavior stopped at any time during the interval.
Example; if you are doing a 30 second intervals and measuring hand flapping behavior, you would mark
it positive if the hand flapping behavior occurred during the entire 30 seconds, or negative if the hand
flapping behavior stopped at any point in time during those 30 seconds.<\/p>\n\n\n\n
absence of a behavior at the very end of an interval. Intervals are marked as a positive if the target
behavior occurred at the end of the interval, or a negative when the target behavior does not occur at
the end of the interval. This procedure is best to do for many clients at the same time.
Example; if a teacher is trying to measure task engagement for a group of students during a 30 second
interval, if the teacher looked up at the students at the 28 second mark she would mark a positive for
those students who are engaged in their tasks at that point in time and a negative for those students
who were not engaged in their task when she looked up. Regardless of if they were the entire time.
Permanent Product procedures – \u2714\u2714This type of recording is not recording behaviors, but recording the
products that the behavior produces.
Example; you could record how many questions a student answered on a worksheet by simply looking at
the worksheet after and counting the problems completed. Similarly, you could see a clean room as a
result of the child cleaning their room and you would record their behavior as a positive because the
end result is a clean room.
Provide examples of permanent product recordings? – \u2714\u27141) How many items were placed on a shelf
2) how much homework was completed
3) how many bracelets were constructed
4) how many dishes were clean
5) how many scratches a person has.
*this is valid because these are all an after product of a behavior occurring.
How would summarize different types of data? (Frequency, duration, IRT, latency, and interval data) –
\u2714\u27141) frequency is summarized as rate over sessions.
2) duration is summarized as total duration over one session.
3) IRT is summarized as an average.
4)Latency is summarized as a average latency to response
5) interval data is summarized as percent intervals with occurrence<\/p>\n\n\n\n
100% Accurate answers. Graded A+
Ethical – \u2714\u2714Pertaining to right and wrong in conduct. Being in accordance with the rules or standards
for right conduct or practice
Feedback and Reflection – \u2714\u2714Respond appropriately to feedback and maintain or improve
performance. Take feedback and be a reflective practitioner.
Communication – \u2714\u2714Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.
Professional Boundaries – \u2714\u2714Avoid dual relationships, conflicts of interest, social media contacts.
Always take notes.
Client Dignity – \u2714\u2714Be 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 – \u2714\u27141. Read data from last session<\/p>\n\n\n\n\n
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 – \u2714\u2714The 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 – \u2714\u2714The 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 – \u2714\u2714RBT can assist with training stakeholders by giving them instruction,
modeling, rehearsal, and feedback with regard to behavioral skills training.
Report Other Variables – \u2714\u2714illness, relocation or change in medication.
Components of a Written Behavior Plan – \u2714\u27141. Identify, describe, create a goal for a behavior in
observable terms.<\/p>\n\n\n\n\n
Skill Acquisition Plan – \u2714\u27147 Components<\/li>\n\n\n\n
effectiveness)
Prepare for Skill Acquisition Plan – \u2714\u27141. Determine what occurred last session to decide where to start.<\/li>\n\n\n\n
5 Dimensions we can Shape – \u2714\u27141. Topography<\/li>\n\n\n\n
Applied Behavior Analysis – \u2714\u2714The 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 – \u2714\u2714An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.
Response – \u2714\u2714Specific instance of behavior.
4 types of Responses:<\/li>\n\n\n\n
answers, 100% Accurate, graded A+
The roles and responsibilities of the RBT include which of the following? – \u2714\u2714-All of the above
(deliver discrete trial instruction and incidental teaching, record data, and implement behavior
interventions plans as written as a BCBA)
True\/False: An RBT can practice independently of a BCBA – \u2714\u2714-False
Rate is\u2026 – \u2714\u2714-the total count per a unit of time
Duration is\u2026 – \u2714\u2714-the time from when the behavior begins to when it ends.
Latency is\u2026 – \u2714\u2714-the time between the presentation of a stimulus and the occurrence of a behavior
Which of the following is a continuous recording method? – \u2714\u2714-All of the above
(duration, rate\/frequency, and latency)
calculate frequency\/rate per hour and minute for a behavior that occurred 120 times over a 2 hour
observation – \u2714\u2714-60 per hour, 1 per minute
partial-interval recording is\u2026 – \u2714\u2714-When the behavior must occur at least once during the interval to be
recorded
Whole-interval recording is\u2026. – \u2714\u2714-when the behavior must occur for the entire interval to be
recorded.<\/p>\n\n\n\n
be recorded.
Inter-response time is\u2026 – \u2714\u2714-The time between the end of one instance of the behavior and the
beginning of the next occurrence of behavior.
which recording method would you expect to use when a target behavior is set to increase? – \u2714\u2714-
whole-interval recording
Which recording method would you expect to use when a target behavior is set to decrease? – \u2714\u2714-
Partial-interval recording
true or false? Partial interval recording has the tendency to under-estimate the frequency of a target
behavior while whole interval recording has the tendency to over-estimate the frequency of the target
behavior? – \u2714\u2714-False
Which of the following are examples of “permanent products” that can be used to collect data using
permanent product recording procedures. – \u2714\u2714-Number of broken windows and folded shirts
True\/False: permanent product recording is one of the lease cumbersome data recording methods –
\u2714\u2714-True
Choose the best operational definition for a tantrum – \u2714\u2714-Any instance of the client crying and hitting
himself in the head with a closed fist which makes a sound that can be heard within five feet. Instance
must last longer than 30 seconds and are separated by 30 seconds of non-occurrence.
Define behavior: – \u2714\u2714-The activity of living organisms; human behavior includes everything that people
do.
define environment: – \u2714\u2714-the conglomerate of real circumstances in which the organism or references
part of the organism exists; behavior cannot occur in the absence of environment.<\/p>\n\n\n\n
Automatic Positive (sensory stimulation), Automatic Negative (pain attenuation)
A client gets out of his seat every time a demand is placed. When he gets out of his seat his teacher says,
“Oh you need a break”, and does not follow through with her demand. This client’s out of seat behavior
most likely serves what function? – \u2714\u2714-Social negative (escape)
A client frequently spits. You notice that he spits during work times, when he is on a break, when he is
playing with his favorite toys, during meal times, when you or someone else is directly engaged with
him, and even when he is by himself. One day mom brings the client back from the dentist where he had
to get 6 cavities filled. After this dentist appointment the spitting stopped. What function does spitting
most likely serve? – \u2714\u2714-Automatic negative (pain attenuation)
Every time his mother removes items from him, a client engages in a tantrum. Mom tries to ignore him
but after around five minutes mom gives him back the item she removed and the tantrum immediately
stops. What function is most likely maintaining the tantrums? – \u2714\u2714-Social Positive (attention\/access)
A client hits other students in his class during work and break times. Each time he hits another students
the teacher immediately provides a verbal reprimand. What function does his hitting most like serve? –
\u2714\u2714-Social Positive (attention\/access)
You work with a client who drops legos on the floor for hours if left alone. The client does this even if
others are playing with him, when no demands are being placed, and when given free access to a
number of preferred toys. What is the function of the lego dropping behavior? – \u2714\u2714-Automatic Positive
(sensory stimulation)
What is an antecedent? – \u2714\u2714-A stimulus that occurs before the behavior
What is a consequence? – \u2714\u2714-A stimulus that occurs after the behavior
Why do we conduct assessments? – \u2714\u2714-All of the above
(to discover behavioral deficits, to discover behavior excesses, to identify environment variables)<\/p>\n","protected":false},"excerpt":{"rendered":"