Online Rbt Training Flashcards

Typical Development

progression of physical and cognitive skills along an expected path of an average person

ATYPICAL DEVELOPMENT

progression of physical and cognitive skills along a deviated path of an average person

"RED FLAGS"

signs of cognitive, physical, social, or emotional development that indicate possible atypical development

a neurological disorder that is associated with structural differences in the brain. These neurological differences result in atypical development/performance of social communication & engagement in repetitive behaviors/restricted interests.

SPECTRUM OF IMPAIRMENTS

a conceptual representation of autism symptoms that indicate a gradient of impairments among those diagnosed with the disability. That is, it manifests in different ways of strengths and deficits among those who share the diagnostic label.

DSM

Diagnostic and Statistical Manual of Mental Disorders. A publication of the American Psychiatric Association that is used to have a common set of terms and criteria for diagnosing mental disorders.

A collection of impairments associated with autism spectrum disorder that include difficulties with social initiations, understanding subtle social rules, interpreting non-verbal cues or body language, maintaining conversation, terminating social interactions appropriately, etc.

RESTRICTED INTERESTS & REPETITIVE BEHAVIORS

A collection of behavioral excesses associated with autism spectrum disorder that include excessive engagement in talking, reading, writing, and/or engaging in specific topics or activities (restricted interests) or repeatedly engaging in vocal behavior or motor behavior on a greater than average percentage of the day compared to typically developing populations.

SYMBOLIC PLAY

use of an object/action/idea/person during play to represent another object/idea/action/person

HIDDEN CURRICULUM (MYLES 2004)

Subtle social rules or guidelines that are not directly taught but are assumed to be known. These rules govern gestures, facial expressions, body posture, conversation, tone of voice, and setting/context of the interaction

EXECUTIVE FUNCTIONING

a function of the pre-frontal cortex area of the brain that regulates response inhibition, planning or thinking about the future, and shifting attention from one topic/activity to another

SET SHIFTING/MENTAL FLEXIBILITY

Ability of a person to stop thinking about a topic or to flexibly think about an item/activity/idea. Deficits in persons with autism manifest in perseveration and ability to hyper focus on preferred topics or activities

WEAK CENTRAL COHERENCE

a deficit in cognitive processing associated with some persons who have autism spectrum disorder that results in difficulties with synthesizing smaller pieces of information into a "bigger picture" or whole concept.

THEORY OF MIND

a skill that includes observing a person's behavior or speech and making an inference or prediction about their thoughts, feelings, or future behavior.

HYPO-SENSITIVITY

a sensory processing difference commonly associated with autism spectrum disorder in which the person is LESS sensitive to sensory stimuli than an average person.

HYPER-SENSITIVITY

a sensory processing difference commonly associated with autism spectrum disorder in which the person is MORE sensitive to sensory stimuli than an average person.

ANTECEDENT

stimulus(i) that occur right before the behavior

BEHAVIOR

anything a person or organism says or does

CONSEQUENCE

a stimulus(i) change that occurs right after a behavior

MENTALISM

a method of explaining behavior that attributes its causes to thoughts or feelings

OBJECTIVE

a way of analyzing or describing behavior that is not interpreted in different ways. It is specific, clear, and has no other alternative meanings.

OPERATIONAL DEFINITION

an objective description of the behavior that describes the behavior with specific, observable words. It tends to be described in action verbs that are not interpretable (e.g., spitting vs. being angry).

FUNCTION (OF BEHAVIOR)

the purpose(s) that a behavior serves

POSITIVE REINFORCEMENT

a process by which a stimulus change is delivered contingent upon a behavior, and as a result the future probability of the behavior increases. In plain terms, a behavior produces something that benefits a person, and as a result they do it again in the future to get that same benefit

NEGATIVE REINFORCEMENT

a process by which a stimulus is removed contingent upon a behavior, and as a result the future probability of the behavior increases. In plain terms, a behavior produces the removal of something the person/organism does not like, and as a result the behavior occurs again in the future to remove that stimulus under similar circumstances.

POSITIVE PUNISHMENT

a process by which a stimulus change is delivered contingent upon a behavior, and as a result the future probability of the behavior decreases. In plain terms, a behavior produces something that makes a person's situation worse, and as a result they do NOT do it again in the future, or the probability is greatly reduced.

NEGATIVE PUNISHMENT

A process by which a stimulus is removed contingent upon a behavior, and as a result the future probability of the behavior decreases. In plain terms, a behavior produces the removal of something a person/organism likes/wants/needs, and as a result the behavior DOES NOT again in the future, or the probability is greatly reduced

FUNCTIONAL ASSESSMENT

a systematic process to determine the function(s) of a behavior

FUNCTIONAL ANALYSIS

a direct method of functional assessment that involves systematic manipulation of antecedents and consequences and measurement of a target behavior in order to determine its function(s).

DESCRIPTIVE ASSESSMENT

a direct method of functional assessment that involves watching a target behavior and objectively identifying its antecedents and consequences. Data are then analyzed for patterns to determine function(s) of behavior. Also known as ABC data collection/analysis.

INDIRECT ASSESSMENT

an indirect method of functional assessment that does not involve directly watching a person/organism engage in a target behavior. Structured and unstructured interviews are used to identify possible antecedents and consequences related to the target behavior.

THREE-TERM CONTINGENCY

A method of describing behavior in terms of what happens before (antecedent) during (behavior) and after (consequence). Also known as the ABC model

DIFFERENTIAL REINFORCEMENT

a process by which reinforcement is withheld for a response under certain stimulus condition and delivered for a response under other stimulus conditions.

DISCRIMINATIVE STIMULUS

This is a stimulus that signals the availability of reinforcement due to a prior history in which a behavior was emitted in its presence and reinforcement was delivered/produced.

NEUTRAL STIMULUS

a stimulus change that neither evokes nor elicits a response

MOTIVATING OPERATION

is a stimulus change in the environment that temporarily alters the reinforcing properties of a stimulus; and temporarily alters the probability that a person/organism will engage in a behavior that in the past, produced that stimulus.

ESTABLISHING OPERATION/SETTING EVENT

a stimulus change that temporarily increases the value of a stimulus and evokes all behavior that in the past produced that stimulus.

ABOLISHING OPERATION

a stimulus change that temporarily decreases the value of a stimulus and decreases the probability of a behavior occurring that in the past produced that stimulus.

SESSION NOTE

a written description that is open-ended for the interventionist to discuss any interesting, challenging, or noteworthy events to communicate to other stakeholders such as his/her supervisor, client parents, client teacher, or other treatment providers on the team.

SESSION

a period of time in which ABA treatment is delivered to a client

OBSERVABLE

a manner of writing that describes the event in a way that a person would see what was occurring, had he/she been present. An event is not observable if it is easily interpreted in different ways or cannot be measured. Example: Teri pulled my hair 4 times during the session when I told her it was time to be finished with bubbles. None of the hair came out of my head.

SUBJECTIVE

a manner of writing that is interpretable in various ways, and not specific. It may include interpretations of an event, a guess at a person(s) motive for doing something, or explain events as the result of someone's feelings or thoughts. Example: Teri pulled my hair during the session because she couldn't get her way and wanted bubbles really badly. She thought she could get her way by pulling my hair. I could tell she tried to be gentle about it though.

DATA

a record of observation to measure behavior; various methods are used

ABC DATA

a method of data collection that involves the therapist observing the client engage in a response, and writes an objective, observable description of what happened immediately before (antecedent), what happened during (behavior), and what happened immediately after (consequence).

DIRECT OBSERVATION

directly watching a person engage in a behavior and recording data

INDIRECT OBSERVATION

recording data on a response or outcome of a response, but not directly watching a person engage in a behavior.

DURATION RECORDING

a method of data collection that records how long a behavior occurs. Typically collected using a stopwatch or clock.

FREQUENCY RECORDING

a method of data collection that involves the therapist observing a client and recording the number of times the client engages in a specific response.

WHOLE INTERVAL RECORDING

a method of data collection that involves dividing an observation period into equal intervals of time; the therapist records the occurrence of a target behavior during an interval ONLY IF IT OCCURRED DURING THE ENTIRE INTERVAL

PARTIAL INTERVAL RECORDING

a method of data collection that involves dividing an observation period into equal intervals of time; the therapist records the occurrence of a target behavior during an interval if it occurs AT ANY TIME DURING THAT INTERVAL.

MOMENTARY TIME SAMPLING

a method of data collection that involves dividing an observation period into equal intervals of time; the therapist records the occurrence of a target behavior only if it occurs at the end of the interval (during the last second).

PERMANENT PRODUCT RECORDING

a method of data collection that involves indirect data collection; the therapist records the tangible outcome of engaging in a behavior instead of directly watching the person.

INTER-RESPONSE TIME

a method of data collection that involves the therapist recording the amount of time that occurs BETWEEN responses; this typically involves the use of a stopwatch or clock.

LATENCY RECORDING

a method of data collection that involves the therapist measuring the duration of time that elapses between an SD being delivered and the individual engaging in a response; this typically involves the use of a stopwatch or clock.

DISCRETE TRIAL

systematic presentation of a planned antecedent, planned criteria for a correct/incorrect response, and planned consequences for correct/incorrect responses.

MASS TRIAL PRESENTATION

a method of discrete trial presentation that involves repeated and consecutive presentation of the same learning trial within a given period of time.

NATURALISTIC TRIAL PRESENTATION

a method of discrete trial presentation that involves inserting the trial into a natural routine and may occur only one time or a few times only if contextually appropriate.

PEER-MEDIATED INSTRUCTION

a method of discrete trial presentation that involves peers presenting all or a combination of the following (antecedents, prompts, consequences, or error correction).

GRAPH

a visual representation of the relationship between two variables and their corresponding data.

CHART

a general label to describe visual representation of data that may include graphs, tables, and other types of figures.

DATA TABLE

a form of data presentation that involves organizing it into rows and columns

LINE GRAPH

a form of graphing that organizes data into a path of data points connected by lines

PERCENTAGE

number of target behavior observed divided by total number of opportunities to respond and multiplied by 100.

ROW

the horizontal organization of data within a table or spreadsheet

COLUMN

the vertical organization of data within a table or spreadsheet

SKILL ACQUISITION PLAN

A detailed document that contains specific protocol on how a goal is going to be taught to a participant.

GOAL

a generalized statement about what the participant will learn

OBJECTIVES

the operationally defined and measurable steps that lead to a goal.

CRITERIA

Is a specific parameter that defines when an objective is met

RESPONSE SPECIFICATIONS

information that tells an interventionist what the response should look like and have specific criteria when a response is correct and incorrect

PROMPTING

: additional stimuli provided by the therapist to evoke the targeted skill

REINFORCEMENT SCHEDULE

the timing of when a therapist delivers reinforcement

MAINTENANCE

a period of time in which the skill is no longer specifically targeted, but probed periodically to check whether the participant is still able to perform the response.

GENERALIZATION

specific procedures designed to increase the likelihood that the participant will be able to perform the response in the presence of different persons, materials, and settings.

MODELING

demonstrating a skill to another person

FEEDBACK

providing another person with information about the correct or incorrect aspects of his/her performance

DISCRIMINATIVE PUNISHER

a stimulus in which in the past, when a behavior was emitted in its presence, it produced a punishing event. Because of this history, the SDP now "signals" the increased likelihood of punishment delivery.

S-DELTA

is a stimulus which in the past, when a behavior was emitted in its presence, it DID NOT produce a reinforcer.

DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR (DRA)

delivering reinforcement an alternative response, but not for the behavior that is targeted for reduction.

DIFFERENTIAL REINFORCEMENT OF INCOMPATIBLE BEHAVIOR (DRI)

delivering reinforcement for responses that are incompatible with the target behavior and withholding reinforcement for the behavior that is targeted for reduction.

DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR (DRO)

delivering reinforcement for responses that DO NOT meet criteria for a certain target behavior and withholding reinforcement for the behavior that is targeted for reduction.

TOPOGRAPHY

the way a response looks to an observer

LATENCY

the amount of time that elapses between the presence/delivery of an SD and a person engaging in a response

MAGNITUDE

the intensity of a behavior according to some measurable dimension (e.g., volume, force).

DEMAND FADING

the systematic increase of response effort or response requirements to produce reinforcement

VISUAL PROMPT

a stimulus that is seen and shown to a client to evoke a specific response.

MODEL PROMPT

demonstrating a response for the client.

VOCAL/VERBAL PROMPT

an auditory stimulus spoken by an interventionist to evoke a specific response.

GESTURE PROMPT

hand or body motions that evoke a response.

PHYSICAL PROMPT

a tactile stimulus delivered to guide or evoke a specific response

INTRUSIVENESS

the level at which a prompt invades a person's physical space or ability to perform a response independently

HIERARCHY

a method of organizing prompts that categorizes them into different levels of intrusiveness

MOST-TO-LEAST

a method of implementing prompts that begins prompting with the use of the most intrusive prompt prescribed by the BCBA in a hierarchy, and systematically fading to lesser intrusive prompts.

LEAST-TO-MOST

a method of implementing prompts that begins prompting with the use of the least intrusive prompt prescribed by the BCBA in a hierarchy, and systematically increasing to more intrusive prompts if the client responds incorrectly.

ERROR CORRECTION

a consequence-based procedure that is implemented by an RBT contingent upon a client engaging in an incorrect response(s).

SYSTEMATIC ERROR CORRECTION

a consequence based procedure that is delivered contingent upon a client error that is pre-planned by a BCBA with specific criteria to use it and specific protocol to implement it.

INCIDENTAL

a consequence based procedure that is delivered contingent upon a client error that is used "as needed" in more naturalistic situations. The therapist corrects the incorrect response in a general manner but does not use specific protocol prescribed by the BCBA.

4-STEP ERROR CORRECTION

a consequence delivered contingent upon an incorrect response in which the RBT models the response, prompts the correct response, switches to a distractor trial, and then repeats the presentation of the SD.

BACK-STEPPING DURING DISCRETE TRIAL

a consequence delivered contingent upon an incorrect response in which the RBT presents another trial and back-steps to using a more intrusive prompt than the one used on the previous trial.

BACK-STEPPING DURING INCIDENTAL TEACHING

a consequence delivered contingent upon an incorrect response in which the RBT re-sets the situation, re-presents the last cue in which the client was successful, and then prompts through the next behavior the client incorrectly performed.

ANTICIPATORY PROMPTS

a consequence delivered contingent upon an incorrect response in which the RBT prompts the correct response immediately after delivering the SD or the natural SD occurs.

ACTIVE STUDENT RESPONSE

a consequence delivered contingent upon an incorrect response in which the RBT provides a model prompt plus one additional presentation of the same SD+. One correct response must occur (prompted or unprompted) before returning to next trial in the block.

DIRECTED REHEARSAL

a consequence delivered contingent upon an incorrect response in which the RBT models the correct response plus re-presents the SD. If the client responds correctly, the RBT provides brief praise. The SD is then re-presented until a criterion of a certain number of consecutive unprompted responses is met (e.g., 3).

ERROR PATTERN

repeated sequences of incorrect responses that a learner makes with a specific lesson, skill, or context.

FAULTY STIMULUS CONTROL

an unintended stimulus, stimuli, or parts of stimuli are functioning as an SD (i.e., evoking a response).

ACTIVE REFUSAL TO RESPOND

responses made by the participant in the form of problem behavior during a specific lesson, skill or context. This may include hitting, kicking, throwing materials, running away from the designated area, etc.

PASSIVE REFUSAL TO RESPOND

more subtle responses made by the participant in the form or problem behavior during a specific lesson or context that involves the client sitting, not looking at the therapist, staying silent when asked a question, etc.

LOCATION BIAS

involves the client repeatedly selecting an option on a specific side of an array during a certain lesson, skill, or context.

TIGHT STIMULUS CONTROL

a phenomenon that occurs when many different stimuli evoke the same response when they should evoke different responses.

LOOSE STIMULUS CONTROL

a phenomenon that occurs when a response is evoked by some aspects of a compound stimulus, but not enough of them to produce a correctly discriminated response.

ANTECEDENT STRATEGY

a strategy that is designed to PREVENT problem behavior before it occurs

CHOICES

an antecedent strategy that provides the client control over some aspect of a task (NOT WHETHER OR NOT TO DO IT).

TRANSITION STRATEGY

an antecedent strategy that helps a client physically or cognitively move/change from one task or one setting to another.

TRANSITION ITEM

items the client can hold, carry, or use to provide a concrete reminder of the upcoming change from one setting or activity to another.

TASK REQUIREMENTS

clear instructions to a client about what he/she needs to do and what he/she will get if the task is completed.

MEDIATING DELAY

helping a client to tolerate a delay by reminding them of their progress toward the completion of the task/earning the preferred item/activity. This can be performed visually or vocally.

INTER-TRIAL INTERVALS

the amount of time that elapses between trials. An antecedent strategy to avoid problem behavior is to keep the time between trials short so that the client has less time/opportunity to engage in problem behavior.

UNCONDITIONED REINFORCER

a stimulus that requires no learning history to have reinforcing properties

CONDITIONED REINFORCER

a stimulus that requires a learning history to have reinforcing properties

CONTINGENCY

an aspect of reinforcement that means reinforcement is delivered only if a certain response occurs

IMMEDIACY

an aspect of reinforcement that means the reinforcer is delivered as quickly as possible after the response occurs

POTENCY

an aspect of reinforcement that evaluates the how powerful a reinforcer is compared to other reinforcers and its relation to response effort.

ACCIDENTAL REINFORCEMENT

a phenomenon in which a behavior increases due to an unplanned or unintended consequence occurring immediately after the response in time.

REINFORCEMENT

a stimulus change is delivered immediately after a response, and as a result the future probability of that response increases.

SCHEDULE OF REINFORCEMENT

a pre-programmed method of reinforcer delivery contingent upon a certain number of responses, time elapsing, or other criteria related to the response.

FIXED TIME SCHEDULE

A pre-determined fixed amount of time must elapse before reinforcement is delivered. Reinforcement is delivered dependent or independent of a response.

INTERMITTENT SCHEDULE

Reinforcement that is delivered "once in a while" without systematic delivery or timing that can be predicted.

RESPONSE CRITERIA

the pre-planned determination of how a response should look, how it should be performed, how long it should last (duration), or how late it occurs from the SD (latency) in order to produce reinforcement.

TOKEN

an arbitrary item that functions as a conditioned reinforcer due to its history of pairing and exchanging with other reinforcers.

TOKEN SYSTEM

the systematic planning and implementation of token delivery and response criteria to earn the token

UNCONDITIONED (PRIMARY) REINFORCER

a stimulus that DOES NOT require a learning history to have reinforcing properties

CONDITIONED (SECONDARY) REINFORCER

a stimulus that requires a learning history to have reinforcing properties

ARBITRARY REINFORCER (AKA EXTERNAL)

stimuli that function as reinforcers and thereby increase behavior, but they are not related to a task

NATURAL REINFROCER (AKA INTRINSIC)

stimuli that function as reinforcers and thereby increase behavior AND are related to the task/skill that the person is learning

SATIATION

a condition in which reinforcing effectiveness may decrease if a person has had exposure or access to a stimulus(i).

DEPRIVATION

a condition in which reinforcing effectiveness may increase if a person has not had access to a stimulus(i) for varying amounts of time.

NATURALISTIC INTERVENTION.

a treatment package of therapeutic strategies that involves an RBT providing purposeful arrangement of the environment to promote learning opportunities; using items/activities that are naturally motivating/interesting to the person; and embedding those learning opportunities within routines the person would typically perform in daily life

CONTROLLING ACCESS

the withholding of a desired item/activity/person in order to create an opportunity for the client to emit the target response

EMBEDDING

a term used to describe the insertion of a learning opportunity or trial into a naturally occurring routine or activity

RESPONSE GENERALIZATION

person learns a collection of responses that serve the same purpose and has the ability to use them interchangeably

STIMULUS GENERALIZATION

a person learns a response in the presence of one stimulus(i) and in the presence of a new stimulus(i) the person emits the response without additional training.

MULTIPLE EXEMPLARS

the presentation of many different stimuli while teaching a skill

MAINTENANCE (AKA GENERALIZATION OVER TIME)

when a client's direct intervention for a response is withdrawn, but persists to occur correctly during the appropriate conditions

NON-CONTINGENT REINFORCEMENT (for problem behavior reduction)

the delivery of a maintaining consequence for a behavior on a time-based schedule that is independent of the problem behavior

EXTINCTION

removal of a prior reinforcer for a behavior, in which the primary effect is a decrease in behavior until it no longer occurs

INTERRUPTION/REDIRECTION

the disruption of a problem behavior and prompting to engage in an alternative behavior

BEHAVIOR INTERVENTION PLAN

a plan designed to address problem behavior in a systematic, consistent manner across multiple stakeholders. There are common components to the plan that generally prevent problem behavior(s), teach a replacement behavior(s), and reinforce the replacement behavior(s).

EMERGENCY PROTOCOL

a plan designed to RESPOND to problem behavior or a situation in which safety is compromised for either the client, interventionist, or both.

EMERGENCY INCIDENT

a situation in which safety is compromised for the client, interventionist, or both.

VISUAL SUPPORT

use of visual media to improve behaviors and skills needed to achieve better outcomes.

VISUAL SCHEDULE

a sequence of events depicted by visual media. These events occur during portion of a day, a day, a week, month, etc.

ROUTINE

a sequence of events that occur within a daily activity that is similarly performed each day. Example: bathing, getting ready for work/school, getting ready for bed, etc.

MOST-TO-LEAST PROMPTING

a method of implementing prompts that begins prompting with the use of the most intrusive prompt prescribed by the BCBA in a hierarchy, and systematically fading to lesser intrusive prompts.

LEAST-TO-MOST PROMPTING

a method of implementing prompts that begins prompting with the use of the least intrusive prompt prescribed by the BCBA in a hierarchy, and systematically increasing to more intrusive prompts if the client responds incorrectly.

FORWARD CHAINING

Prompting/targeting independence from the first response of the chain

BACKWARD CHAINING

Prompting/targeting independence from the last response of the chain.

TOTAL TASK PRESENTATION

Prompting/targeting all steps of a routine at once

RULE CARDS

A visual support that communicates expectations for behavior. Can follow the format: what the person should do or what the person should and should not do.

TRANSITION

the physical or cognitive shift from one activity or setting to another

VIDEO MODELING

The use of video exemplars to demonstrate the performance of a skill.

LIVE MODELING

The use of a person who is performing/demonstrating the skill live, in front of the client.

VISUAL SUPPORTS

The use of picture prompts to evoke a daily living skill response. Typically used with multi-step complex daily living skills to help build fluidity in the routine.

TASK ANALYSIS

the systematic breakdown and teaching of a complex skill into its component responses

PROMPT DEPENDENCY

is a situation in which the client waits until a more intrusive prompt is used

FUNCTIONAL COMMUNICATION TRAINING

is a process by which a problem behavior undergoes functional assessment to determine the function(s) of the behavior. Once the functions are known, then a communication response that serves the same function(s) is taught to the person and reinforced.

FUNCTIONAL EQUIVALENCE OF RESPONSES

2 or more responses that look completely different, but still serve the same purpose.

RESPONSE TOPOGRAPHY

how a response appears to an observer (i.e., what a response looks like)

RESPONSE FUNCTION

the purpose a response serves (i.e., to escape/avoid an item, activity, attention or sensory consequences -or- to obtain an item/activity, attention, or sensory consequence.

VERBAL BEHAVIOR

any behavior by which the reinforcer is mediated by another person

EXPRESSIVE LANGUAGE

engaging in a response to communicate something to another person. Expressive language includes both vocal and non-vocal responses.

RECEPTIVE LANGUAGE

ability of someone to able to listen and respond to expressive language such as spoken words, sign, gestures, picture exchange, etc.

MAND

a response that that serves to request something such as a person, item, or information. Source of response control is the motivating (establishing) operation for the person, item, or information. Reinforcer is delivery of the person, item, or information.

Online Rbt Training Flashcards ionicons-v5-c

Online Rbt Training Flashcards