RBT Competency Assessment Practice | Real
Assessment Questions with Accurate Solutions |
100% Correct (A+)
‣ Frequency Data -✓✓Continuous Data. Collecting Manding data because we
collect it on every opportunity.
‣ Duration Data -✓✓Continuous data. Recording how long a tantrum occurred.
‣ Discontinuous Measurement Procedures -✓✓Skill Acquisition data because it's
only collected on the first response of the session; this is also called Cold Probe
Data. Other types include partial interval recording, whole interval recording, and
momentary time sampling.
‣ Partial Interval Recording -✓✓Discontinuous Data. This is used if a behavior
occurred at least once in a specified time interval.
‣ Whole Interval Recording -✓✓Discontinuous Data. This is used if a behavior
occurred during the entire duration of the timed interval.
‣ Momentary Time Sampling -✓✓Discontinuous Data. This would be when you
record data only every X amount of minutes.
‣ Permanent Product Recording Procedures -✓✓A 'card system' is often used.
These are permanent products because they're tangible things that can be counted
and measured to record progress, or to get the percentage of correct responding
with target and maintenance responses.
‣ Behavior and the environment in observable and measurable terms -✓✓Ask,
what does it look like? Hitting is a behavior. Things you can see are behaviors.
Frustration would not be a behavior because you cannot see frustration.
‣ Behavior should be described in __________ and __________ terms. -
✓✓Observable and Measurable
‣ Preference Assessments -✓✓Formal ways to determine potential reinforcers. In
some ABA programs, clients fill out a potential reinforcer survey. Otherwise, the
, therapist observes the child's motivation and takes note in what they are engaging
with to determine reinforcers.
‣ Assist with individuals assessment procedures -✓✓RBT's role is to assist the
BCBA by paring, collecting ABC data if necessary and collecting assessment data
based on the learner's profile (manding, listener skills, motor imitation, etc).
‣ Assist with functional assessment procedures -✓✓RBT's role is to asst BCBA;
while the BCBA is doing a Functional Assessment Interview with the caregiver,
the RBT collects ABC data and implement antecedent manipulations (pairing).
RBT will share data with the BCBA to be analyzed and a treatment plan
developed.
‣ Essential components of a written Skill Acquisition Plan -✓✓Baseline; Where the
child is at so skills aren't retaught
Observable/Measureable goals; for example: Emma will spell her name with 100%
accuracy
Criterion for Mastery; The task will be performed a certain number of times. This
is determined on the client. Some children may master the skill in 3 days others in
5 days.
‣ How to prepare for a session as required by the skill acquisition plan -✓✓Have
all data sheets ready.
Have the table paired with preferred items.
Have all learning materials ready and available.
Have all teach, target, and maintenance cards ready on the table in piles.
‣ Different contingencies of reinforcement -✓✓Continuous Reinforcement.
Intermittent Reinforcement.
‣ Continuous Reinforcement -✓✓Used for teaching new skills. It is when
reinforcement is provided after every correct response.
‣ Intermittent/Variable Reinforcement -✓✓Recommended once you can fade out
prompts effectively. For example, you would provide reinforcement, on average,
every 5-7 times.
Assessment Questions with Accurate Solutions |
100% Correct (A+)
‣ Frequency Data -✓✓Continuous Data. Collecting Manding data because we
collect it on every opportunity.
‣ Duration Data -✓✓Continuous data. Recording how long a tantrum occurred.
‣ Discontinuous Measurement Procedures -✓✓Skill Acquisition data because it's
only collected on the first response of the session; this is also called Cold Probe
Data. Other types include partial interval recording, whole interval recording, and
momentary time sampling.
‣ Partial Interval Recording -✓✓Discontinuous Data. This is used if a behavior
occurred at least once in a specified time interval.
‣ Whole Interval Recording -✓✓Discontinuous Data. This is used if a behavior
occurred during the entire duration of the timed interval.
‣ Momentary Time Sampling -✓✓Discontinuous Data. This would be when you
record data only every X amount of minutes.
‣ Permanent Product Recording Procedures -✓✓A 'card system' is often used.
These are permanent products because they're tangible things that can be counted
and measured to record progress, or to get the percentage of correct responding
with target and maintenance responses.
‣ Behavior and the environment in observable and measurable terms -✓✓Ask,
what does it look like? Hitting is a behavior. Things you can see are behaviors.
Frustration would not be a behavior because you cannot see frustration.
‣ Behavior should be described in __________ and __________ terms. -
✓✓Observable and Measurable
‣ Preference Assessments -✓✓Formal ways to determine potential reinforcers. In
some ABA programs, clients fill out a potential reinforcer survey. Otherwise, the
, therapist observes the child's motivation and takes note in what they are engaging
with to determine reinforcers.
‣ Assist with individuals assessment procedures -✓✓RBT's role is to assist the
BCBA by paring, collecting ABC data if necessary and collecting assessment data
based on the learner's profile (manding, listener skills, motor imitation, etc).
‣ Assist with functional assessment procedures -✓✓RBT's role is to asst BCBA;
while the BCBA is doing a Functional Assessment Interview with the caregiver,
the RBT collects ABC data and implement antecedent manipulations (pairing).
RBT will share data with the BCBA to be analyzed and a treatment plan
developed.
‣ Essential components of a written Skill Acquisition Plan -✓✓Baseline; Where the
child is at so skills aren't retaught
Observable/Measureable goals; for example: Emma will spell her name with 100%
accuracy
Criterion for Mastery; The task will be performed a certain number of times. This
is determined on the client. Some children may master the skill in 3 days others in
5 days.
‣ How to prepare for a session as required by the skill acquisition plan -✓✓Have
all data sheets ready.
Have the table paired with preferred items.
Have all learning materials ready and available.
Have all teach, target, and maintenance cards ready on the table in piles.
‣ Different contingencies of reinforcement -✓✓Continuous Reinforcement.
Intermittent Reinforcement.
‣ Continuous Reinforcement -✓✓Used for teaching new skills. It is when
reinforcement is provided after every correct response.
‣ Intermittent/Variable Reinforcement -✓✓Recommended once you can fade out
prompts effectively. For example, you would provide reinforcement, on average,
every 5-7 times.
