Registered Behavior Technician Exam

• Echoics


  imitative verbal responses whose stimuli are the speech of another person
• tact


  Identifying objects, items, or events and giving them a label.
• Mand


  Request for something reinforcing
• Intensive Trial Teaching


  ABA use a systematic procedures where skills are taught in simple broken down steps involved with reinforcement to increase the likelihood that they will likely occur again in verbal behavior, the time, often at a table, where skills are taught systematically and intensively
• Errorless learning


  ensures success, early immediate prompts, prompts faded over time, decreases frustration/increases motivation
• Mass trials


  Repeatedly presenting the same SD (discriminative stimulus) and R (response) pair for several trials in a row. Use for learning new skills
• Multiple stimulus with replacement


  Preference assessment in which items are presented in an array and chosen items are returned to the array after the engagement period
• Multiple stimulus without replacement


  Items are presented in an array and the client is instructed to pick one and given time to engage with that item. After the engagement interval, the array is presented again without the already selected item(s) and the client selects again. Process continues until all items are chosen or client stops choosing items. The FULL array is presented 3-5 times and selection percentage is calculated to give preference gradient.
• Free operant


  Observing client and defining what the child enjoys
• Reinforcement assessment


  Refers to a variety of direct, empirical methods for presenting one or more stimuli contingent on a target response and measuring their effectiveness as reinforcers.
• Pivotal Response Training (PRT)


  Targets increasing social-communicative repertoires and the child's responsiveness to the environment.Focuses not only on language, but also on motivation, self-regulation, responding to multiple cues, and self-initiation of social interactions
• Triadic Eye Gaze


  Sharing eye gaze on an object then looking at each other. Each individual involved must realize that the other individual is looking at the same thing.
• Dyadic eyes gaze

  Exchanging facial expressions, noises, or speech.
• Five rules to writing an incident report

  Writing for an audience, account for everyone and anything, be clear and chronological, be timely and complete, consider the attachments.
• Abscissa


  x-axis
• Operationally defined


  An example would be hitting your head so hard to picture falls off the wall
• Visual inspection


  Involves making a judgment about the effects of an intervention by examining graph data
• Naturalistic approach


  Uses the learners interest in behaviors to drive the intervention session. Naturalistic techniques are used to provide basic instructions for some skills and help the generalize skills taught in more structured ways. Naturalistic techniques are used when situations where learners have not been exposed to much structure, exhibit very low levels of compliance, or engage in intensive behaviors when even the simplest of demands are made. Target behavior, prompt level, activity, materials, a number of times to target behavior Is what should be recorded.
• Probe data


  Involves collecting data on the first one to three trials and not on subsequent trials. Can be more accurate than try by trial. Drawback is that it is less accurate all together.
• Trial by trial data collection


  Involves marking the learners response after each discrete trial during the interial interval
• Interial intervals


  Time between the ending of one discrete trial and the beginning of the next
• Discontinuous data collection Measures


  When behaviors occur at such a high rate it would be hard to get an accurate frequency count. Example whole interval recording.
• Permanent product recording


  Recording tangible items or environmental effects that result from a behavior, for example, written academic work (also called outcome recording).
• Partial interval recording


  a time sampling method in which the observer records whether the target behavior occurred at any time during the interval
• Whole interval recording


  A time sampling method for measuring behavior in which the observation period is divided into a series of brief time intervals (typically from 5 to 15 seconds). At the end of each interval, the observer records whether the target behavior occurred throughout the entire interval; tends to underestimate the proportion of the observation period that many behaviors actually occurred.
• Continuous data recording


  Involves recording all instances of her behavior.
• Anecdotal recording


  Identify things that might need to change in the environment along with identifying the source of the behavior.
• Locus


  Where behavior occurred. Example Diana put rocks in her mouth in the driveway.
• Force


  Strength of behavior. Example Josh banged his head so hard it made a dent in the drywall.
• Topography


  The way the behavior looks. Example Sarah kicks, screams, and throws toys when she has a tantrum.
• Latency


  The amount of time it takes from a stimulus delivered for behavior to begin. Example: Tony started his worksheet four minutes after his teacher told him to get started.
• Duration


  How long behavior last. Example Sarah's tantrum lasted 43 minutes
• Rate


  How many times a behavior occurs in a given time. Example Luke threw seven sticks in a 10 minute time frame
• Operational defining


  Process of defining target behaviors using a precise definition that may include examples
• Baseline data

  Data collected before an intervention
• Data


  Used to establish the basis for every behavior intervention and skill acquisition program as well as to monitor the effectiveness of the intervention
• Generalization across circumstances


  Occurs when the learner applies what they have learned to do for one behavioral circumstances to a different behavioral circumstance.
• Generalization across settings


  Occurs when the learner displays the behavior and allocation other than the one where they learned how to perform the behavior.
• Generalization across people


  Occurs when the learner displays behavior in the presence of someone who did not provide intervention to learn the behavior
• Three types of generalization

  Across people, across settings, and across circumstances.