RBT Competency Assessment Exam-
Graded A
Indirect Measurement - ANSWER-interviews, rating scales, questions, surveys
Direct Measurement - ANSWER-observation of the behavior and recording it as it
occurs
Behavioral Definitions - ANSWER-operational, includes verbs describing behavior,
objective + unambiguous, does not rely on internal states (happy, sad), does not use
labels (bad or good)
Operational - ANSWER-describes what the behavior looks like so two independent
observers can recognize + record the same behavior
Indirect Outcome Recording - ANSWER-measures results that produces an observable
product in the environment. main advantage is that it's easy to use
Direct Outcome Recording - ANSWER-instead of relying on memory data is gathered
immediately as the behavior occurs or as it produces results
Event Recording - ANSWER-behavior 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 - ANSWER-used for behaviors that have a clear beginning and
end, tally the number of times the behavior occurs
Intensity - ANSWER-magnitude or force of response (only record if this is the aspect of
the behavior you are trying to change)
Duration - ANSWER-how long a behavior persists, should be used if you are trying to
decrease how long a behavior lasts
Latency - ANSWER-time 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
, Systematic Desensitization - ANSWER-treatment that practices engaging in successive
approximations toward the target behavior. This treatment is often paired with anxiety
reduction exercises and positive reinforcement.
Demand Fading - ANSWER-incrementally increase demands you place on the student
across several sessions
Non-Contingent Reinforcement - ANSWER-reinforcing the child without any specific
demands in place. This causes you to be associated with reinforcement and become a
reinforcer.
Pairing - ANSWER-when the child has associated you with reinforcement, or good
things.
Pace - ANSWER-increasing pace of instruction decreases escape behaviors
Interspersing - ANSWER-mixing up easy and more difficult tasks
Wait program - ANSWER-teaches a student to accept the denied request and wait for
access to the item. It does this by using visuals and timers. The student is taught to wait
for items or an activity for incremental periods of time.
Transition program - ANSWER-teaches student to easily transition by reinforcing
systematic steps. First, you contrive transition by situations such as moving from one
chair to another.
Sensory diet - ANSWER-the use of sensory activities or exercises to calm certain
sensory needs. Ex: activity schedule, replacement behavior that serves the same
purpose
Differential Reinforcement of Alternate Behaviors (DRA) - ANSWER-reinforcing an
appropriate alternative to the problem behavior and extinguishing the problem behavior
through extinction. Do not acknowledge attempts to gain (x) through undesirable
behavior. Prompt, than immediately reinforce.
Differential Reinforcement of Incompatible Reinforcers (DRI) - ANSWER-reinforces a
behavior that is incompatible to the problem behavior and put the target problem
behavior on extinction. The incompatible behavior is response blocked while correct
behavior is reinforced
Differential Reinforcement of Other Behaviors (DRO) - ANSWER-reinforcing the
absence of the problem behavior for a specific amount of time. Always uses interval
schedules, usually fixed. First take baseline data of the target behavior. Start with an
interval that will ensure success. Every interval without the behavior is reinforced.
Graded A
Indirect Measurement - ANSWER-interviews, rating scales, questions, surveys
Direct Measurement - ANSWER-observation of the behavior and recording it as it
occurs
Behavioral Definitions - ANSWER-operational, includes verbs describing behavior,
objective + unambiguous, does not rely on internal states (happy, sad), does not use
labels (bad or good)
Operational - ANSWER-describes what the behavior looks like so two independent
observers can recognize + record the same behavior
Indirect Outcome Recording - ANSWER-measures results that produces an observable
product in the environment. main advantage is that it's easy to use
Direct Outcome Recording - ANSWER-instead of relying on memory data is gathered
immediately as the behavior occurs or as it produces results
Event Recording - ANSWER-behavior 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 - ANSWER-used for behaviors that have a clear beginning and
end, tally the number of times the behavior occurs
Intensity - ANSWER-magnitude or force of response (only record if this is the aspect of
the behavior you are trying to change)
Duration - ANSWER-how long a behavior persists, should be used if you are trying to
decrease how long a behavior lasts
Latency - ANSWER-time 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
, Systematic Desensitization - ANSWER-treatment that practices engaging in successive
approximations toward the target behavior. This treatment is often paired with anxiety
reduction exercises and positive reinforcement.
Demand Fading - ANSWER-incrementally increase demands you place on the student
across several sessions
Non-Contingent Reinforcement - ANSWER-reinforcing the child without any specific
demands in place. This causes you to be associated with reinforcement and become a
reinforcer.
Pairing - ANSWER-when the child has associated you with reinforcement, or good
things.
Pace - ANSWER-increasing pace of instruction decreases escape behaviors
Interspersing - ANSWER-mixing up easy and more difficult tasks
Wait program - ANSWER-teaches a student to accept the denied request and wait for
access to the item. It does this by using visuals and timers. The student is taught to wait
for items or an activity for incremental periods of time.
Transition program - ANSWER-teaches student to easily transition by reinforcing
systematic steps. First, you contrive transition by situations such as moving from one
chair to another.
Sensory diet - ANSWER-the use of sensory activities or exercises to calm certain
sensory needs. Ex: activity schedule, replacement behavior that serves the same
purpose
Differential Reinforcement of Alternate Behaviors (DRA) - ANSWER-reinforcing an
appropriate alternative to the problem behavior and extinguishing the problem behavior
through extinction. Do not acknowledge attempts to gain (x) through undesirable
behavior. Prompt, than immediately reinforce.
Differential Reinforcement of Incompatible Reinforcers (DRI) - ANSWER-reinforces a
behavior that is incompatible to the problem behavior and put the target problem
behavior on extinction. The incompatible behavior is response blocked while correct
behavior is reinforced
Differential Reinforcement of Other Behaviors (DRO) - ANSWER-reinforcing the
absence of the problem behavior for a specific amount of time. Always uses interval
schedules, usually fixed. First take baseline data of the target behavior. Start with an
interval that will ensure success. Every interval without the behavior is reinforced.
