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Ethical
Pertaining to right and wrong in conduct. Being by the rules or standards for right conduct or practice
Feedback and Reflection
Respond appropriately to feedback and maintain or improve performance. Take feedback and be a reflective practitioner.
Communication
Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.
Professional Boundaries
Avoid dual relationships, conflicts of interest, social media contacts. Always take notes.
Client Dignity
Be respectful and thoughtful about the client's needs and wants.
Never do or say anything to cause embarrassment to the client.
Do not do something in front of your client that you would not do if working with a typical developing child.
How to Prepare for Data Collection
- Read data from last session
- Prepare material and programs for current session based on data from last session.
- Determine what programs you plan to work on during the session.
- Gather materials for those programs.
- Set up the first set of programs so they are ready for the client when you begin your session.
The Role of the RBT in the Service Delivery System
Implement measurement, assessment, skill acquisition, behavior reduction, documentation and reporting, and maintain professional conduct in the scope of the practice under the direct supervision of a BCBA or BCaBA.
RBT Assisting with Individual Assessment Procedures
The RBT can interview stakeholders, gather baseline data by observing the client's behaviors in his/her natural environment, or probe client by asking them to perform a task we are unsure they can perform without providing assistance.
Dealing with Stakeholders
The RBT should only communicate with stakeholders as authorized by the supervisor. Any specific questions should be deferred to the BCBA or BCaBA. If you do communicate you must be objective, use behavioral language, avoid speculation, stick to topic appropriate for an RBT.
Assist Training Stakeholders
RBT can assist with training stakeholders by giving them instruction, modeling, rehearsal, and feedback with regard to behavioral skills training.
- Select skill acquisition procedures to complete during session.
- Prepare materials you will need for the skill acquisition (including data collection protocols).
5 Dimensions we can Shape
- Topography
- Frequency
- Latency
- Duration
- Amplitude/Intensity
Applied Behavior Analysis
The science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change.
The scientific study of principles of learning and behavior.
Behavior
An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.
Response
Specific instance of behavior.
4 types of Responses:
- Correct
- Incorrect
- Non-Response
- Prompted
Respondent Behavior
Untaught or unconditioned responses. Reflex.
Respondent Conditioning
New stimuli can acquire the ability to elicit responses.
Occurs through pairing of two stimuli.
Stimulus - Stimulus Pairing (S - S)
Unconditioned Stimulus
A stimulus that elicits an unconditioned response.
i.e. Food is an unconditioned stimulus for a hungry animal and salivation is the unconditioned response.
Unconditioned Response
A behavior that occurs naturally due to a given stimulus.
i.e. Dogs salivating in the presence of food; yelping upon being bitten by an insect.
Conditioned Stimulus
A previously neutral stimulus that, after repeated association with an unconditioned stimulus, elicits the response produced by the unconditioned stimulus itself.
Behavior followed by unpleasant consequences tends not to be repeated.
Mand Training
(AKA request training) Training by asking for what you want.
Reinforcers
Pleasant events that follow a behavior that make behavior more likely to occur in the future.
Reinforcers strengthen behavior.
Punishers
Unpleasant events that follow a behavior and decrease the likelihood that a behavior will happen again in the future.
4 - Part Contingency of Operant Learning
- MO - Motivating Operation
- Antecedent
- Behavior
- Consequence
Motivating Operation
(AKA setting event) Contextual factors or conditions that influence behavior.
Influence how an individual is going to react. (i.e. Being deprived of food and water)
Antecedent
What occurs before a behavior that then influences behavior.
An environment or a stimulus change existing or occurring prior to a behavior of interest.
Prompt
Specific antecedent that directly facilitates performance of behavior.
Assistance provided to engage in desired behavior or response.
Consequence
Events that follow behavior and may influence it including increasing or decreasing it in the future.
May be reinforcers or punishers.
7 Dimensions of ABA
- Applied
- Behavioral
- Analytic
- Technological
- Conceptual Systems
- Effective
- Generality
Frequency Data
(AKA Event Recording) A form of continuous measurement.
Data in which you tally each time the behavior occurs.
Typically used for behaviors with discrete beginning and ending points.
Whole Interval Recording
Did the behavior occur for the whole interval that you are looking for it?
Underestimates the behavior.
Example: the total time devoted to remaining on task.
Momentary Time Sampling
Look up at the client immediately at pre-designated points and record whether the behavior occurred at that precise moment.
Example: presence or absence of client's stereotypic behavior (stimming).
Response Latency
The amount of time after a specific stimulus has been given before the target behavior occurs.
Permanent Product Recording Procedures
A type of measurement used when the behavior you are assessing results in a lasting product or outcome.
Example: number of written assignments completed;
Anecdotal Data
A method of descriptively recording the behavior emitted by the learner, the response of others, and information about the environment.
Trial by Trial Data
For each trial record target and whether response was:
- Incorrect
- Non-Response
- Prompted
Graphing
Graphing is a method of representing data in a visual way so that we can se patterns and direction over time.
- Line Graph (most common) shows patterns, trends
- Bar Graph shows portions of a whole
- Pie Chart shows portions of a whole
Reliability
That the data taken is reliable and people who take the data agree on the occurrence of the behavior.
Individuals who take the data agree on the occurrence of the target behavior.
Looking for 85% agreed upon when doing reliability checks.
Inter-observer Reliability
The extent to which the individuals who observe a target behavior agree on the occurrence of the behavior.
Treatment Fidelity
The extent to which an intervention plan is implemented as planned and prescribed.
Topography
Escape/Avoidance Function
A function of behavior to escape or avoid having to do something.
Attention Function
A function of behavior in which the individual is reinforced by receiving attention from others.
Tangible Function
A function of behavior in which the individual wants to obtain a tangible item.
The individual wants a preferred item or activity.
Baseline Data
Data taken before an intervention takes place.
Describes the existing level of performance.
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.
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.
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.
Teach replacement skills and
Develop an appropriate behavior plan
Name two important reasons for determining function of behavior.
3 Principles of Behavior
- Reinforcement
- Punishment
- Extinction
Reinforcement
Occurs when stimulus change immediately follows a response and INCREASES the future frequency of that type of behavior in similar conditions.
Punishment
Occurs when a stimulus change immediately follows a response and decreases the future frequency of that type of behavior.
(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)
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.
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.
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)
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
- Caregiver interview
- Surveys
- Direct Observation
- Assessment Method
Caregiver Interview Preference Assessment
Involves obtaining information from the individual's parents, friends and teachers about what the individual likes/prefers.
Surveys/Inventories Preference Assessment
Surveys obtain information about potential reinforcers and also rank potential reinforcers in order of preference.
Direct Observation Preference Assessment
Identify what is motivating the individual.
The more time spent with an item, the stronger the presumed preference.
Assessment Method Preference Assessment
Presenting objects and activities systematically to the individual to reveal a hierarchy or ranking of preference.
- Single item/single stimulus
- Forced choice
- Multiple choice
- multiple choice with replacement
- multiple choice without replacement
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.
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")
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.
Random Rotation
The random presentation of mastered items, free from pattern (as if flipping a coin repeatedly).
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.
Mass Trials
Repeatedly presenting the same SD (discriminative stimulus) and R (response) pair for several trials in a row.
Continuous Reinforcement Schedule
Providing reinforcement each time the behavior/response occurs.
Intermittent Reinforcement Schedule
Reinforcement is delivered after only SOME of the desired responses occur.
Fixed Ratio Reinforcement Schedule
Reinforcement should be delivered after a constant or "fixed" number of responses.
Variable Ratio Reinforcement Schedule
Reinforcement is provided after an unpredictable (variable) number of responses.
This schedule is the most resistant to extinction.
Fixed Interval Reinforcement Schedule
The first correct response is rewarded only after a specified amount of time has elapsed.
Variable Interval Reinforcement Schedule
Where a response is rewarded after an unpredictable (variable) amount of time has elapsed.
Positive Punishment
Presentation of an unpleasant or aversive stimulus immediately following behavior that results in a decrease of that behavior in the future.
Negative Punishment
The termination or removal of a stimulus immediately following behavior that results in a decrease of that behavior in the future.
(i.e. taking away a toy when a child talks back; time out from positive reinforcement for yelling)
