RBT Initial Competency Assessment

RBT Initial Competency Assessment Continuous measurement ans: recording data on ALL instances of specified behavior. EX-frequency & duration EX- whole interval recording: whether the behavior occurred during ENTIRE interval Discontinuous measurement ans: INCOMPLETE MEASUREMENT where ALL responses during observation are NOT detected. EX- percentage: a ratio # of responses of certain behavior. Data and graphs ans: Preference Assessments ans: evaluation of child's INTEREST(S) so they can be used as reinforcers in the future. ABC Data ans: helps us my hypotheses about WHY someone is engaging in a behavior. A- Antecedent B- Behavior C- Consequence Discrete-Trial Teaching ans: instructor leads the session, activities/reinforcers are LESS natural. teacher sets it up for them. Naturalistic Teaching ans: emphasis on following the client's lead/interest. the activities are MORE NATURAL. Chaining ans: a sequence of steps that make up a larger behavior (EX- washing your hands... taking steps). Shaping ans: teaching new behavior by SYSTEMATICALLY REINFORCING successive approximations until terminal behavior is reached. Discrimination Training ans: setting the occasion for the behavior to occur. providing the "learning opportunity" which can be vocal or non-vocal. Stimulus Control Transfer ans: a procedure used to TEACH INDEPENDENCE by transferring stimulus from a prompt to something natural in the environment. Prompt -- natural environment Prompting ans: something we do that raises the probability of a correct response. Token Systems ans: visual, tangible and predictable system of positive reinforcement. can be modified for more immediate or delayed gratification. Crisis/Emergency ans: 1. Antecedent interventions 2. Differential reinforcement 3. Extinction ans: 1. strategies that STRUCTURE/MODIFY environment & conditions that occur BEFORE a behavior happens so it is less likely to occur. 2. "the better the response, the better the consequence" -providing reinforcement when correct -or NOT providing reinforcement when it does NOT occur. 3. the diminishing of a conditioned response. Session Notes ans: Should be objective, avoid opinions or assumptions of student feeling (EX- he got mad) Client Dignity ans: be 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. Professional Boundaries ans: EXAMPLES: avoid dual relationships, conflicts of interest, social media contacts. always take notes. Supervision Requirements ans: Clinical Direction ans: