RBT Competency Assessment Practice |
Frequently Tested Practice Questions and
Simplified Answers | 100% Correct
(Verified)
• continuous measurement -✓✓record every single occurrence of a behavior
• examples of continuous measurement -✓✓frequency
duration
latency
rate
per opportunity
• frequency -✓✓number of times a target behavior occurs
• duration -✓✓total amount of time a target behavior occurs
how long the behavior occurs
• rate -✓✓# of times a behavior occurred during a certain time period
• latency -✓✓reaction time from the SD to the response
• per opportunity -✓✓a percentage of the overall correct trials
• permanent product -✓✓tangible products or environmental outcomes
ex) worksheet showing how client has improved on addition facts
• discontinuous measurement -✓✓only record some occurrences of a target
behavior
• examples of discontinuous measurment -✓✓whole interval recording
partial interval recording
momentary time sampling
, • whole interval recording -✓✓record the occurrence only if the target behavior
occurs during the ENTIRE interval
• partial interval recoring -✓✓record the occurrence if the target behavior occurs
during ANY part of the interval
• momentary time sampling -✓✓record an occurrence if the response is occurring
at the moment the interval ends
provides and estimate of frequency and duration
• preference assessments -✓✓can be used to determine what a child is motivated
for, what they enjoy, and what their hierarchy of preferences is
can determine what a child will work for, as well as learn more about that child
• when should preference assessments be conducted? -✓✓throughout sessions
motivation changes often so it is important to reassess
• types of preference assessments -✓✓free operant
single stimulus/successive choice
paired choice/forced choice
multiple stimulus with replacement
multiple stimulus without replacement
• free operant -✓✓child can choose freely from many items (no demand is placed)
record which items they engage with and how long
• single stimulus/successive choice -✓✓present one item at a time
the child either wants the item or they do not
item can be used as a visual aid
• pair choice/forced choice -✓✓present a pair of items to determine which one is
desired
multiple combinations of choices can be made
item can be used as a visual aid
• multiple stimulus with replacement -✓✓3 or more items in an array
when item is chosen, it is still available in the next assessment
Frequently Tested Practice Questions and
Simplified Answers | 100% Correct
(Verified)
• continuous measurement -✓✓record every single occurrence of a behavior
• examples of continuous measurement -✓✓frequency
duration
latency
rate
per opportunity
• frequency -✓✓number of times a target behavior occurs
• duration -✓✓total amount of time a target behavior occurs
how long the behavior occurs
• rate -✓✓# of times a behavior occurred during a certain time period
• latency -✓✓reaction time from the SD to the response
• per opportunity -✓✓a percentage of the overall correct trials
• permanent product -✓✓tangible products or environmental outcomes
ex) worksheet showing how client has improved on addition facts
• discontinuous measurement -✓✓only record some occurrences of a target
behavior
• examples of discontinuous measurment -✓✓whole interval recording
partial interval recording
momentary time sampling
, • whole interval recording -✓✓record the occurrence only if the target behavior
occurs during the ENTIRE interval
• partial interval recoring -✓✓record the occurrence if the target behavior occurs
during ANY part of the interval
• momentary time sampling -✓✓record an occurrence if the response is occurring
at the moment the interval ends
provides and estimate of frequency and duration
• preference assessments -✓✓can be used to determine what a child is motivated
for, what they enjoy, and what their hierarchy of preferences is
can determine what a child will work for, as well as learn more about that child
• when should preference assessments be conducted? -✓✓throughout sessions
motivation changes often so it is important to reassess
• types of preference assessments -✓✓free operant
single stimulus/successive choice
paired choice/forced choice
multiple stimulus with replacement
multiple stimulus without replacement
• free operant -✓✓child can choose freely from many items (no demand is placed)
record which items they engage with and how long
• single stimulus/successive choice -✓✓present one item at a time
the child either wants the item or they do not
item can be used as a visual aid
• pair choice/forced choice -✓✓present a pair of items to determine which one is
desired
multiple combinations of choices can be made
item can be used as a visual aid
• multiple stimulus with replacement -✓✓3 or more items in an array
when item is chosen, it is still available in the next assessment
