RBT

• Baseline


  1. Data is a measurement of the behavior taken before interventions are started

  2. Baseline responses are not reinforced or corrected/prompted and should be followed by a neutral response (i.e., no facial reactions or changes in tone of voice)
• Intervention


  1. The application of ABA strategies to change behavior (teach new skills, reduce maladaptive behaviors, etc.)

  2. Interventions can include the use of prompts, shaping, chaining, etc. to teach behaviors OR other strategies like differential reinforcement to reduce maladaptive behaviors and increase functional behaviors

  3. Intervention can include prompt phases (when specific prompts are required) or independent (when only incorrect responses are corrected)
• Generalization


  The process of expanding specific responses across multiple people, environments, and stimuli
• Maintenance


  The ability of a learner to demonstrate previously acquired skills over time and durations in which the reinforcement has been thinned below the level at which the skill was taught in the first place
• Antecedent Interventions


  • Position yourself to prevent elopement while seated and/or while you are within a room with your client
  • Uses visual schedule as directed by protocol
  • Maintain control of reinforcers. Reinforcers should not be within child's reach. Therapist should be between client and reinforcer This can include out of sight, out of mind
  • Gain leaner's attention before giving instruction
  • Be on eye level with your client. Your client should not be sitting by themselves
  • Use behavioral momentum to increase responding (2-3 maintenance tasks in quick succession beforepresenting an acquisition task)
  • Give choices acceptable to therapist, but also of interest to your client
  • Uses Premack Principle (First, Then)
  • Tell client what to do instead of what not to do
  • Use short, concise instructions
• Types of Prompts (Least to Most/Most to Least)


  • Independent/Natural Cue
  • Gestural
  • Verbal (e.g., clues, hints, commands, questions, rule statements)
  • Visual (e.g., pictures, objects)
  • Model (full, partial-can be verbal or motoric)
  • Physical (full, partial)
• Prompt Fading


  The process of systematically reducing and removing prompts that have been paired with an instruction, allowing the student to independently respond correctly
• Prompting Hierarchy


  • Natural Cue
  • Gesture
  • Verbal
  • Visual Picture
  • Physical
  • Full Physical
• Stimulus


  A change in the environment (i.e, thing, event, internal event (i.e., headache))
• Discriminative Stimulus (SD)


  Stimulus that signals the availability of reinforcement for the target behavior
• Delta (SA)


  Stimulus that signals that reinforcement is not available for a target behavior
• Matching Stimuli


  • SD
  • S^
• Mand


  1. A verbal operant. A request or demand for an item/activity/place/person/action. Controlled by motivating operation

  2. Typically reinforced by: Gaining access to that item/activity/place/person/action
• Tact


  1. A verbal operant. A verbal response (label) controlled by a stimulus (picture, item, sound, smell etc.)

  2. Typically reinforced by: Social reinforcement
• Echoic


  1. A verbal operant. When a learner imitates a verbal behavior with point-to-point correspondence (every consonant and vowel sound the same as the sample in the exact same order, this can sometimes include tone and volume)

  2. Typically reinforced by: Social reinforcement
• Intraverbal


  1. A verbal operant. A verbal response controlled by the verbal behavior of another person

  2. Typically reinforced by: Social reinforcement
• Receptive identification (REC ID) or listener responding (LR)


  1. A physical response to verbal behavior. The learner performs an action based only on the verbal behavior of the teacher that demonstrates understanding of the instructor's verbal behavior

  2. Typically reinforced by: Social reinforcement
• Imitation


  Teacher (or peer or whoever) performs an action and learner imitates that action with point-to-point correspondence
• Verbal Operants


  • Mand
  • Tact
  • Intraverbal
  • Echoic
  • Imitation
  • Listener
• Transfer of stimulus control


  When a behavior initially evoked (controlled) by one stimulus comes under the control of a different stimulus
• Reinforcement


  Any stimulus immediately following a behavior that will increase the future frequency of that behavior
• Positive Reinforcement


  A stimulus ADDED contingent on a behavior that INCREASES (or maintains) the target behavior to make it more likely to occur again
• When stimulus control is transferred, the learner will be able to

  1. Receptively identify target

  2. Label (Tact) the target

  3. Request (Mand) for target

  4. Echo (Echoic) the target

  5. Answer a question (Intraverbal)
• Transfer Trial Examples


  • Example for Rec ID to Tact: Target: Rec ID Nat Env: SINK, "Touch Sink." Then "What is it?" and they should tact "Sink."
• Positive Reinforcement


  A stimulus ADDED contingent on a behavior that INCREASES (or maintains) the target behavior to make it more likely to occur in the future
• Positive Reinforcement


  • A mother gives her son praise for doing homework
  • Sally receives $5.00 for every A she earns on her report card
  • A father gives his daughter candy for cleaning up toys
• Negative Reinforcement


  A stimulus REMOVED/AVOIDED contingent on a behavior that INCREASES (or maintains) the target behavior to make it more likely to occur in the future
• Negative Reinforcement


  • Bobby does the dishes to stop his mother from yelling at him
  • Joey presses a button that turns off a loud alarm
  • Cindy puts on gloves when taking out the hot bowl to avoid getting burned
• Positive Punishment


  A stimulus ADDED contingent on a behavior that DECREASES the target behavior to occur less likely in the future
• Positive Punishment


  • A child gets out of his seat during class and the teacher reprimands him
  • Tommy touches a hot stove and feels instant pain
  • Katie eats spoiled food and gets a bad taste in her mouth
• Negative Punishment


  A stimulus REMOVED contingent on a behavior that DECREASES the target behavior to occur less likely in the future
• Negative Punishment


  • A child kicks a peer and is removed from their favorite activity
  • Becky yells out and disrupts circle time and loses a token
  • A child fights with his brother and has his favorite toy taken away
• Motivating Operation


  Environmental variables that alter the effectiveness or stimuli, objects, or events that function as a reinforcer
• Establishing Operation


  Increases the current effectiveness of some stimuli, objects, or events
• Abolishing Operation


  Decreases the current effectiveness of some stimuli, object, or events
• Establishing Operation


  Evokes behavior, Increases value of reinforcer
• Abolishing Operation


  Abates behavior, Decreases value of reinforcer
• Motivating Operations


  • Skipped Breakfast (EO = Hunger)
  • Had Breakfast (AO = Being Full)
• Interval Schedule


  Reinforcement occurs based on after an interval of time has passed
• Ratio Schedules


  Reinforcement occurs based on a predetermined number of responses