RBT Exam practice

• Fixed Interval Reinforcement Schedule

  The first correct response is rewarded only after a specified amount of time has elapsed.
• Variable Ratio Reinforcement Schedule


  Reinforcement is provided after an unpredictable (variable) number of responses.

  This schedule is the most resistant to extinction.
• Fixed Ratio Reinforcement Schedule

  Reinforcement should be delivered after a constant or "fixed" number of responses.
• Intermittent Reinforcement Schedule


  Reinforcement is delivered after only SOME of the desired responses occur.
• Continuous Reinforcement Schedule


  Providing reinforcement each time the behavior/response occurs.
• Mass Trials


  Repeatedly presenting the same SD (discriminative stimulus) and R (response) pair for several trials in a row.
• Block Trials


  Repeatedly asking for an item for a designated number of trials, and then moving to another item for the same number of trials.
• Random Rotation


  The random presentation of mastered items, free from pattern (as if flipping a coin repeatedly).
• Response Blocking

  The source of reinforcement is blocked. A procedure in which the therapist physically intervenes as soon as the learning begins to emit a problem behavior to prevent the completion of the target behavior.
• Rule Governed Behavior


  Behavior either verbal or nonverbal under the control of verbal antecedents.

  (i.e. "If I study 2 hours every day, I will get an A on the exam next month")
• Satiation


  Repeatedly presenting a stimulus for the purpose of reducing its attractiveness by reaching a satiation level.
• Premack Principle


  Make access to a high probability behavior contingent on performing a low probability behavior.

  The opportunity to engage in more probable behaviors (or activities) will reinforce less probable behavior.

  Grandma's Rule: If you want to go out to play, you have to eat your vegetables first.
• Multiple Stimuli Without Replacement


  Chosen item is removed from the array, the order or replacement of the remaining items is rearranged, and the next trial begins with a reduced number of items in the array.
• Multiple Stimuli With Replacement


  Item chosen by the learner remains in the array and all other items that were not selected are replaced with new ones.
• Forced Choice Preference Assessment


  Simultaneous presentation of two items or activities and individual is asked to choose one.

  Most frequently selected item will likely be the most potent reinforcer.
• Single Item Preference Assessment


  Single Item/Single Stimulus

  Objects and activities are presented to the individual one by one.

  Data are recorded on how long the person engages with each item or activity.
• Assessment Method Preference Assessment


  Presenting objects and activities systematically to the individual to reveal a hierarchy or ranking of preference.

  1. Single item/single stimulus

  2. Forced choice

  3. Multiple choice

  - multiple choice with replacement

  - multiple choice without replacement
• Direct Observation Preference Assessment


  Identify what is motivating the individual.

  The more time spent with an item, the stronger the presumed preference.
• Surveys/Inventories Preference Assessment

  Surveys obtain information about potential reinforcers and also rank potential reinforcers in order of preference.
• Caregiver Interview Preference Assessment


  Involves obtaining information from the individual's parents, friends and teachers about what the individual likes/prefers.
• Preference Assessment


  Aims to identify an individual's favorite things so that they can be used as rewards or potential "reinforcers" for desired behavior. CSDA

  1. Caregiver interview

  2. Surveys

  3. Direct Observation

  4. Assessment Method
• Unconditioned Punisher


  A stimulus change that can decrease the future frequency of any behavior that precedes it without prior pairing with any other form of punishment.

  (i.e. shock, physical pain, loud noises, painful stimulation that can cause tissue damage, light, sound, temperature)
• Conditioned Punisher


  Stimuli or events that function as punishers only after being paired with unconditioned punishers.

  Form of positive punishment in which every time an undesired behavior occurs the actor loses a reinforcer.
• Secondary Reinforcement


  (AKA Conditioned Reinforcement) Occurs when neutral stimuli have been paired with unconditioned reinforcers or other conditioned reinforcers repeatedly thus making the neutral stimuli become conditioned reinforcers.
• Negative Reinforcement


  REMOVAl of an aversive event that follows a behavior ("relief") and increases the likelihood that the behavior will continue in the future.

  (i.e. cleaning your room and your mom stops nagging; hitting snooze on an alarm and the beeping stops; putting on your seatbelt and the dinging stops)
• Positive Reinforcement


  Pleasant or favorable event that follows a behavior - it is ADDED to the situation and increases the likelihood or probability that the behavior will occur in the future.
• Rewards

  Something that we THINK will might act as a reinforcer.

  Rewards are the THING, reinforcement is the ACTION.

  (i.e. If giving a child a cooke after they clean their room does not increase the chances of them cleaning their room again in the future then the cookie was just a reward and NOT a reinforcer)
• Spontaneous Recovery


  After a period of time the behavior may come back temporarily during extinction.
• Extinction Burst

  Prior to the behavior decreasing you will see a temporary increase in behavior.

  Immediate increase in frequency in responding.
• Extinction


  Removal of reinforcement from a previously reinforced behavior.
• Punishment


  Occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior.
• Reinforcement


  Occurs when stimulus change immediately follows a response and INCREASES the future frequency of that type of behavior in similar conditions.
• 3 Principles of Behavior

  1. Reinforcement

  2. Punishment

  3. Extinction
• Teach replacement skills and

  Develop an appropriate behavior plan

  Name two important reasons for determining function of behavior.
• Replacement Skills


  Something appropriate that the client can do instead of the inappropriate behavior, that will serve the same purpose.

  Should be included in Behavior Plans.
• Functional Behavior Assessment

  (AKA FBA) Putting one or more Functional Analysis together.

  Can consist of:

  - Direct observation

  - Interview

  - Functional analysis (experimental)

  - File Review

  In an FBA behavior plans must include replacement skills.
• Functional Analysis


  Done by an individual with specific training and under very controlled situations.

  The qualified practitioner manipulates situations (antecedents/consequences) and takes data on behavior during those situations to test hypotheses about suspected maintaining variables.
• Baseline Data

  Data taken before an intervention takes place.

  Describes the existing level of performance.
• Tangible Function


  A function of behavior in which the individual wants to obtain a tangible item.

  The individual wants a preferred item or activity.
• Attention Function


  A function of behavior in which the individual is reinforced by receiving attention from others.