Behavior - ANSAny muscular, glandular, or neuro-electrical activity; anything a person does
(includes covert behavior such as thinking or imagining)
Environment - ANSSetting or context in which behavior occurs, including locations, stimuli,
people
RBT Role - ANSIn most situations, the role of the RBT in assessments is to collect baseline
data or conduct preference assessments.
Baseline Data - ANSData collected before any intervention is implemented.
Skill Acquisition Plan - ANSThe complete context in which a program/ protocol fits, including
plan for collecting baseline and monitoring effectiveness of the plan.
Program/protocol - ANSThe specific teaching components for targeting skills included in the skill
acquisition plan.
Necessarily Components for Skill Acquisition Plan - ANSSpecific goal, measurement
procedures, baseline, protocol, assessment if effectiveness, modification plan
Necessary Components of a Protocol - ANSPurpose and rationale, relevant Sds, description of
target, response, step by step implementation process, error correction plan, reinforcement
plan, data collection plan
Necessary preparation for the skill acquisition plan - ANSReview notes, review recent data,
review protocols, prep materials
Generalization - ANSPerformance of a skill training in one context in additional contexts that
share similar stimuli, setting the occasion for skill performance
Maintenance - ANSThe continued performance of a previously trained skill in the absence of
prgrammed contingencies
Assist in training of stakeholders - ANSProviding support or direct training on skill acquisition or
behavior reduction plans to stakeholders, which may include parents, siblings, teachers etc.
Written behavior reduction plan - ANSA written description of the behavior to be reduced, the
baseline of the behaviors, the A,C and replacement behavior interventions necessary to
address the need, and the plan for monitoring the effectiveness of the plan, how to fade.
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