RBT Competency Assessment (RBT Competency final exam) questions and answers 100% correct
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Course
RBT
Institution
RBT
RBT Competency Assessment
Describe how to Prepare for Data Assessment ans: Get a pencil and appropriate data sheets [ABC Data, Manding, & NET] ready. Have all learning material ready and make sure the table is paired with reinforcers
Continuous Measurement Procedures ans: Frequency and Durati...
RBT Competency Assessment
Describe how to Prepare for Data Assessment ans: Get a pencil and appropriate data sheets [ABC Data,
Manding, & NET] ready. Have all learning material ready and make sure the table is paired with
reinforcers
Continuous Measurement Procedures ans: Frequency and Duration
Frequency Data ans: Continuous Data. Collecting Manding data because we collect it on every
opportunity.
Duration Data ans: Continuous data. Recording how long a tantrum occurred.
Discontinuous Measurement Procedures ans: 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 ans: Discontinuous Data. This is used if a behavior occurred at least once in a
specified time interval.
Whole Interval Recording ans: Discontinuous Data. This is used if a behavior occurred during the entire
duration of the timed interval.
Momentary Time Sampling ans: Discontinuous Data. This would be when you record data only every X
amount of minutes.
Permanent Product Recording Procedures ans: 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 ans: 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. ans: Observable and Measurable
Preference Assessments ans: 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 ans: 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 ans: 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 ans: 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 ans: 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 ans: Continuous Reinforcement.
Intermittent Reinforcement.
Continuous Reinforcement ans: Used for teaching new skills. It is when reinforcement is provided after
every correct response.
Intermittent/Variable Reinforcement ans: Recommended once you can fade out prompts effectively. For
example, you would provide reinforcement, on average, every 5-7 times.
Discrete Trial Training (DTT) Procedures ans: A method of teaching simplified and structured steps.
Instead of teaching an entire skill all at once, the skill is broken down into teachable units and built up
using discrete trials that teach each step one at a time.
Naturalistic Teaching Procedures (NET) ans: When the activity itself is reinforcing to the learner. The
therapist then sets up manding opportunities while teaching across the operants related to the
item/activity. Incidental Teaching is also a naturalistic teaching procedure and is often recorded on the
same data sheet as NET.
Incidental Teaching ans: Similar to NET because you're not running trials at a table. May not be
motivational based however, you teach in the moment. For example, you're at the grocery store and
you say "Go find a yellow fruit", they find a banana, you ask "What's it called" and they tact "Banana".
Task analyzed chaining procedures [Task Analysis] ans: Commonly used to teach daily living skills like
hand washing, tooth brushing, etc. Each step in the task analysis is a 'chain' to teach the entire skill.
Discrimination training ans: Conditional discriminations are when you teach two concepts at the same
time so the learner knows how to discriminate. For example teaching hot and cold at the same time.
Stimulus control transfer procedures ans: A process in which prompts are removed once the target
behavior is occurring int he presence of the discriminative stimulus (SD). Prompt fading and prompt
delay are procedures used to transfer stimulus control from the prompt to the SD.
Stimulus Fading procedures ans: Gradually fading a stimulus (prompt) to obtain independent responses
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