RBT Competency

RBT Competency

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​ABC DATA

• ​Collect ABC Data

• What occurred before the behavior (Antecedent), what Behavior occurred, what did you do to redirect the behavior (Consequence).

  • Why do we collect ABC data?

    • (e.g., to analyze the function, to determine if there are trends, etc.)

Open Ended

https://www.youtube.com/watch?v=4PI6KaofB88

What was the antecedent, behavior, consequence?

Discrete-Trial Teaching

• ​Implement discrete-trial teaching procedures.

• Giving SD’s (discriminative stimuli) as a stimulus in which the particular response will be reinforced).

  • (e.g., giving one step directive “clap hands”, client independently responds, reinforcement is given)

Naturalistic Teaching

• ​Implement naturalistic teaching procedures(e.g., incidental teaching).

• Giving natural instructions to engage the client in play

  • (e.g., working on prepositions and putting the dinosaur next to the tiger, joining friends in play, greeting someone when they walk into the room, engaging in cooperative play when friends are nearby).

Multiple Choice

RBT asked Reese what they wanted to work for, they chose the swing and you're teaching your client sorting pictures into categories with repetition in the gym on the floor. What style of teaching is this?

• NET

• DTT

​Crisis/Emergency

I

• Implement crisis/emergency procedures according to protocol.

  • If a client falls and scrapes their knee, you would 1.) Get their BCBA, 2.) Help in first aid in any way that you can, 3.) Fill out an incident report. 

  • If a client is exhibiting a new behavior that could be potentially dangerous, you would, 1.) Get their BCBA 2.) De-escalate in any way that you can 3.) Take ABC data on the behavior.

Multiple Choice

If your client engages in dangerous behaviors that requires safety care procedures in a crisis plan , what is your next step?

• Call for red assist

• Call for yellow assist

• Begin executing crisis plan immediately

​Antecedent Intervention

Implement interventions based  on modification of antecedents such as motivating/establishing  operations and discriminative stimuli. 

• Altering the environment before a behavior may occur.

  • (e.g., providing choice, priming, prompting, high-probability behaviors).  

​Differential Reinforcement

Implement differential reinforcement  procedures (e.g., DRA, DRO, DRI). 

• DRO- differential reinforcement of any other behaviors besides the behavior targeted for intervention

  • (e.g., hand squeezes, playing with puddy, keeping hands down, instead of aggression) 

• DRA- differential reinforcement of alternative behavior. You cannot engage in one behavior if you’re already engaging in the other 

  • (e.g., reinforcing using a chewy instead of mouthing toys, balls, glue, or other non-edible items). 

• DRI- Differential reinforcement of an incompatible behavior. You cannot engage in an undesired behavior if they are engaging in an appropriate behavior. 

  • (e.g., you want a client to stay in their seat. When they get out of their seat, the behavior is ignored, but when they’re sitting in their seat they receive their reinforcement of choice [i.e. sticker, edible]).

​Extinction

Implement extinction procedures.

• Withholding reinforcement from a previously reinforced behavior 

  • (e.g., withholding attention during a tantrum if this was the function of the behavior). 

Multiple Choice

Nolan typically dislikes transitions. You give him a 2 minute warning before transitioning to a non-preferred activity. What intervention are you performing?

• Differential Reinforcement

• Antecedent Intervention

• Extinction

​Session Notes

• Generate objective session notes by describing  what occurred during sessions. 

  • Describe patient status and interventions performed: What target behaviors did the client engage in during today's session (and why) and how did you redirect them? 

    • (e.g., Client engaged in several instances of property destruction as evidenced by throwing objects when given a non-preferred demand to complete. RBT redirected this behavior by following through on the demand as prescribed in the behavior intervention plan, followed by prompting client to pick up and prompted functional communication as a replacement behavior)

  • Goals Addressed: Write 1-2 goals that you worked on during your session and if any prompting was needed or if they completed it independently. 

    • (e.g., Client continued to work on non-preferred daily living skills in which he completed these trials independently. He also worked on receptive language skills in identifying matching non-identical pictures in which he needed frequent gestural prompting to complete this task.). ​

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Multiple Choice

You're writing in your session note in the "goals addressed" category about a clients program of "clap hands". What is the best way to word this?

• Client did better at clapping hands today.

• Client required frequent model prompting to clap hands.

• Client required frequent model prompting to follow one step motor instructions.

Preference Assessments

• ​Conduct preference assessments

• Informal Preference Assessment- (more common in session) ​

• Free operant-  Procedure that allows a client free access to any items presented in an array for a set period of time. Observe and record what the client engages with most.

• Forced Choice-  presenting two choices and client chooses from their provided choices

• Interviews

• Formal Preference Assessment- (less common, done w/ BCBA)

  • Paired Choice​

    • Procedure in which 2 items are presented together and the client selects one item during each trial (each item is paired with each other)​

Multiple Choice

When should you be running your informal preference assessments?

• Before table time

• When your client arrives for the day

• Whenever there is not clear motivation

Chaining

• ​Forward chain: Teaching is started in the beginning, in sequential order, full physical prompting through the rest.

  • (e.g., first step in washing hands is turn water on–give SD, wait 3-5 secs giving the independent opportunity, full physical the rest of the steps)

• Backward chaining: Teaching is started with the end steps, steps before then are full physical prompting.

  • (e.g., the last step in washing hands is throwing away the paper towel, this is the step with the independent opportunity and up until this point is full physical prompting).

• Total chain: Every step in the chain is given the independent opportunity for learning.

  • (e.g., Washing hands includes: turn on water, wet hands, get soap, etc. all are given independent opportunities and least to most prompting is used when an error occurs).

Multiple Choice

You are teaching hand-washing to Jesse, you are teaching the first four steps and using full physical prompting for the remaining steps, what type of chaining are you using?

• Backward chain

• Total Task Analysis

• Prompting

• Forward Chain

​Discrimination Training

​Implement discrimination training.

• When given multiple stimuli, reinforcing the desired response when given an SD 

  • (e.g., a red, blue, and green card are laid out on the table, when given the SD “Touch red” and client independently responds with the correct response (red), reinforcement is given for discriminating red between blue and green)

​Stimulus Control Transfer

Implement stimulus control  transfer procedures.

• Transferring the learned stimulus to a different stimulus but with the same response 

  • (e.g., When your client sees a picture of a cow, they say "moo". You give the verbal SD “Cow says ___” while showing a picture of a cow, the client says “Moo”. Then when you remove the picture and say "Cow says___", the client should say "Moo".)

  • The client demonstrated stimulus control transfer from the picture of a cow to the SD "Cow says___".

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​Prompting

Implement prompt and prompt fading procedures.

• Providing assistance to a client to elicit a correct response.

• Least to most prompting is used in error correction, teaching steps for TA's

• Most to least is used commonly for prompt fading procedures

• Types of prompts: Full Physical, Partial Physical, Gestural, ​Full Echoic, Partial Echoic, Model Prompt etc.

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Shaping

• ​Implement Shaping Procedures

  • Reinforcing the successful approximation of the desired behavior

    • (e.g.,Giving the SD “Say Ball”, reinforcing “Buh” as a successful approximation and shaping to the word intended- “Ball”). Once a client is saying “ball” no longer provide reinforcement for just buh.

Multiple Choice

https://www.youtube.com/watch?v=L6bO43nLKOs

What is the RBT implementing?

• Shaping

• Stimulus Control Transfer

• Prompting

• Discrimination Training

​Token Economy System

Implement token systems.

• Implementing a generalized (primary) reinforcer (tokens) in order to gain a backup (secondary) reinforcer (preferred item/activity/edible).

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• Ex: Your client has a token board with 10 tokens and their schedule of reinforcement is an FR1, you are doing DTT and after every independent response of their skill acquisition target, your client earns a token. After receiving all 10 tokens they get 3 minutes of tablet time.