1
Q
Define abuse:
A
Anyone responsible for the individual can be an abuser.
Physical - threat, risk, and non-accidental physical abuse
emotional - Injury to the psychological capacity or emotional stability. Rejection and ignoring, shame
and humiliation, terrorizing, isolation.
sexual - intercourse, sexual activity, inappropriate touching
neglect - failure to provide food, clothing, supervision, shelter, or medical care.
2
Q
Define Dual Relationship:
A
Any relationship other than a therapeutic one between a practitioner and a client (Romantic,
financial, social)
Romantic- flirting, dating, sexual contact
Social- connecting on social media, sharing casual photos, eating dinner with clients, spending time in
community together
Financial- private tutoring for pay, babysitting, making educational materials for a fee
3
Q
Define Extinction:
A
Breaking the relationship between the behavior and reinforcer that previously followed it. No
longer give the reinforcer for a previously reinforced behavior. (planned ignoring - attention,
tangible - don’t give her the cookie, escape - make them finish the demand
4
Q
Define positive and negative
reinforcement:
A
positive reinforcement - technical term for getting good stuff when you do something correct.
Negative reinforcement - escaping or taking away/removal of bad/negative stimuli
*both increase or maintain behavior
5
Q
Define Satiation:
A
a. Consuming substantial amounts of a reinforce temporarily decrease reinforcing effectiveness
b. Reduces the effectiveness of a reinforce (“I can’t eat another hot dog”) (Don’t want to watch a
movie later if you spent all day watching TV
6
Q
Define Shaping:
A
Reinforcing successive approximations of a target behavior while extinguishing previous
approximations.
7
Q
Example of an
antecedent
modification:
A
- Task Modification - Still have to do the same amount/all of the problems but they get to choose what order they
want to do them in. - Demand Fading - reduce the amount of tasks the child must do
- Noncontingent Reinforcement (NCR) - time based schedule, they get it for free no matter what. The behavior
feels good. (for attention - pat Melony on the back overtime you pass by her chair - Functional Communication Training (FCT) - teach child to request access to the reinforcer (can’t stand at
refrigerator and cry anymore, must show a picture of juice) - Behavioral Momentum - (High P Low P) High Probability Low Probability - 3 High P, 1 Low P.
8
Q
example of
shaping:
A
Andy cannot say the sound “b”. the BT’s have no way to prompt Andy to make him say this sound, so they shape
the “b”sound.
9
Q
Explain
Differential
Reinforcement:
A
Reinforcement of some behaviors and not others. The results is an increase in desired behaviors that are
reinforced and an elimination of problem behaviors that are not reinforced. (Reinforce desired behaviors AND
don’t reinforce (extinguish) undesired behavior)
10
Q
Explain the
fundamental
principle of ABA
A
ABA - is a scientific approach, that uses the principles of learning to understand the relation of behaviors and the
environment.
-* Consequences that follow a behavior control whether that behavior will increase or decrease.
11
Q
Explain the Prompt Hierarchy from most intrusive to least intrusive prompts:
A
Physical, partial physical, verbal, gesture, model.
12
Q
Explain the three
types of direct
preference
assessments:
A
- MSWO- Multiple Stimulus Without Replacement- Present array of 5-7 items and instruct the child to “pick one”.
Once selected, allow the child to access that item for 30 seconds. After 30 seconds remove item from the array and
lineup remaining items and instruct child to “pick one”. Continue in this manner until all items have been chosen.
The item chosen first is presumed to be the most preferred. The item chosen last is considered the least preferred. - MSW- Multiple Stimulus With replacement- Similar in setup to MSWO except after an item is selected it will be
returned back to the array. Prior to the preference assessment allow the child to interact with each item. Line the
items up so they are equidistant and instruct the individual to “pick one”. Allow access to item for 30 seconds and
then place the item back in the array. There will be as many trials as there are items. Continue in this manner until
all trials are complete. - Paired Choice- Stimuli are presented in pairs until each stimulus has been presented with every other stimulus.
The sequence of the pairings is predetermined. Tell the individual what you are presenting and then ask him/her
to make a choice (e.g. I have a ball and a sticker, pick one). Hold the stimuli on a table in front of the individual. Give
the individual the item that he chooses for 30 seconds. If the individual attempts to take both, remove them both
and represent them.
13
Q
Explain the two types of discrimination training and when they are used:
A
- Successive Discrimination - used when there is NO field of stimuli for the client to point, touch or pick up.
(naming objects - acting, answering personal information questions - intraverbal) alternating using positive
stimulus (includes reinforcer) and negative stimulus (does not include reinforcer) (Stand up, what is it?, where do
you live?) - Simultaneous Discrimination - There is a field of stimuli for the client to respond to by pointing, touching, or
picking up an item from a field of items. Used for matching or receptive lessons. (touch nose, put with same, give
me cup
14
Q
Explain the two types of formats that learning activities are performed in?
A
- DTT - Discrete Trial Training - More formal instruction, repetition of instructions, often conducted sitting down
with specific materials being presented. - NET - Natural Environment Training - Less formal instruction, variety of instructions, centered on naturally
occurring activities, moving around in natural environment.
15
Q
HIPAA
A
Health Insurance Portability and Accountability Act
16
Q
How can a Behavior Technician
avoid compromising
confidentiality?
A
- Use acronyms whenever possible
- When carrying documents around, ensure company name is not revealed
- Use initials
- Remove company logo or anything else that may reveal the client’s diagnosis
- Store information in a locked box when transporting confidential documents to and from the
office location
17
Q
How can a BT treat a client with
dignity:
A
- incorporate client choice
- respect personal space
- ensure privacy when addressing adaptive care needs such as toileting.
- don’t speak negatively about client’s behavior within earshot of client.
18
Q
How can BT assist with parent
training?
A
- Model target skills and provide hands on support as parents learn to implement new
producers with their child. - May teach parents how to teach new skills and manage behaviors
- Provide positive feedback and support during a behavior
19
Q
How can you transfer stimulus
control using prompt fading:
A
When the prompt has been eventually faded out, and then the child finally achieves the task on
his own, transfer stimulus control has occurred.
*important note:
Most to least prompting on acquisition
Least to most prompting on mastered
(unless on otherwise specified instructions from supervisor
20
Q
In regards to mand training, what
is the difference between
“capture” and “contrive”
A
Capture- take advantage of a moment that is naturally occurring to target a program or mands
(Ex- child reaches for cookie so you either prompt him to say cookie or he says cookie
independently)
Contrive- manipulate the environment/situation to target a program or mands (Ex- child winds
to play building blocks. You hoard all the blocks and have him mand for each block or prompt
him to mand for each block)
21
Q
List 2 examples of permanent
product data?
A
Completed worksheet Written composition Written spelling words Homework assignments Art projects
22
Q
List 2 suggestions for effective
pairing:
A
Identify as many things as possible that are reinforcing for the child
Pick reinforcers that are easy to deliver (such as a cookie broken into bits, juice poured in a cup,
etc)
Have reinforcers immediately available during ABA sessions
Approach child with reinforcer and make it obvious that you have something reinforcing
Throughout the session give “freebies” without requiring the child to do anything
Make sure you are not interrupting something that the child is doing to offer something that is
less reinforcing
Provide several opportunities for reinforcement to be delivered each minute
Try to create new ways to interact with reinforcers so that your involvement increases the
reinforcing value
Be aware for the value altering effects/MO (if the child becomes satiated with the reinforcer,
change reinforcer)
23
Q
List 4 strategies for promoting generalization
A
- teaching using multiple examples
- Teaching across multiple people
- Teaching using flexible/multiple instructions
- Teach “functional” behaviors
24
Q
Name 3 common signs of abuse:
A
Each type of abuse can result in physical and behavioral changes in the
child
these changes can provide reasonable cause to believe or suspect abuse or
neglect
Unexplained injuries - burns, broken bones, bites, black eyes, bruising -
shape of objects, unconvincing explanations.
Returning to earlier behaviors - thumb sucking, bed wetting.
Fear of going to particular locations
fear of particular people
Changes in appetite/eating behaviors
Changes in sleep behavior
Lack of personal care/hygiene (neglect) - consistently dirty, body odor, lack
of sufficient clothing.
Inappropriate sexual behavior
Individuals with Disabilities - make it harder to identify
Unexplained injuries - self injurious behaviors, noncompliance with medical
care, tolerance for pain
25
Name 3 examples of indirect prompting strategies
| used in NET:
Rephrase the question
Asking leading questions/scaffolding
Relating situation to previous event
Drawing/using visual representation of situation
Asking yes/no questions or giving a choice of responses
26
Name the 3 types of chaining:
1. forward chaining
2. backward chaining
3. total task presentation
27
Other examples of antecedent considerations to
| utilize for aggressive/dangerous clients:
- Potentially dangerous items are removed from environment (scissors, hot
coffee. ..)
- Dress Accordingly - long sleeves, pants, hair pulled back.
- Avoid exposed skin, no jewelry
28
Provide an example of a response prompt:
SD:"How old are you? +immediately following the SD the BT says, "Say four"
29
Roles/responsibilities of RBT?
- Direct implementation of skill acquisition and behavior reduction plans
developed by the supervisor
- Data collection- skill acquisition and behavior management
- Assist with certain assessments (i.e. preference assessments)
- Safety of the client
30
Stimulus prompt example:
Present large picture of spoon and 2 smaller pictures then give the child a
spoon to match.
31
Two examples of maximizing discrimination:
1. sound - consider how similar the stimuli sound. Avoid similar sounds (doll,
ball, eyes, ears)
2. color - it is important to consider the color of the target object. Avoid
placing targets with the same color it can confuse the child
3. shape (ball and orange)
32
Two roles of the BT in assisting with assessments?
1. Provide information about clients' current skill set
2. Assist with behavior management and motivation during a formal
assessment.
3. Does preference assessments
33
What activities do most therapy
| sessions include?
```
Preparation and clean up
Rapport building - "pairing with client"
Skill acquisition tasks
Behavior management
Data collection
```
34
What are some behaviors more
commonly observed in
individuals with autism?
```
Task avoidance (noncompliance)
Tantrums
self-injurious behaviors (SIB)
Aggression
Stereotypy (self-stimulatory/repetitive body movements or behaviors) (hand flapping)
```
35
What are some red flags a child
| may be at risk for ASD?
No big smiles or other warm, joyful expressions by 6 months or thereafter
No babbling, back and forth sharing sounds, smiles, or expressions by 9 months Lack of response
to name
No back and forth gestures by 12 months (pointing, reaching, waving)
No words by 16 months
No two-word meaningful phrases (without imitating or repeating) by 24 months
Any loss of speech, babbling, or social skills at any age
Unusual Prosody (little variation in pitch, unusual voice quality)
36
What are some strategies that
| can be used for mand training?
- Sabotage/manipulate the environment
- capture opportunities across the session
- contrive MANY throughout ABA session
- control delivery of reinforcer-giving all vs. some
- ex:lollipop:on lick vs. the whole lollipop
- acting confused
- don't make prefered items readily accessible
37
What are the 3 components of a
| discrete trial?
1. Stimulus (SD) Discriminative Stimulus - the question of instruction you are presenting the child
with.
2. Response
3. Consequence
38
What are the 3 domains of ASD?
Social Communication
Social Interaction
Restrictive, repetitive patterns of behavior
39
What are the 4 functions of
| problem behavior?
1. Attention - someone gives attention for problem behavior
2. Tangible - someone gives access to a tangible item or activity for problem behavior. (Toys, food,
activity) (Julie wants a cookie, she screams, mom gives cookie to keep her quiet)
3. Escape/Avoidance - someone allows escape from an aversive task upon problem behavior -
discontinuing a task or demand once bad behavior presents.
4. Automatic - feels good to do it, not socially mediated, sensory stimulation
40
What are the 4 steps of
implementing Errorless
Learning?
1. Cold Probe - conduct preference assessment first. For the first trial of every target within each
program conduct a cold probe. Provide the SD then wait 2-3 seconds for the child to respond to
see if they know the correct response or not.
2. Prompt - Correct response, no need to prompt. No Response, do not reissue the SD go in with
more intrusive prompt (full physical). (Most intrusive to least intrusive)
3. Transfer Trial - From least intrusive prompt to individual correct response.
4. Reinforcement -Delivery of reinforcement for correct answers. Unprompted trials should be
consequated with highly preferred reinforcers
41
What are the 6 elements of a line
| graph?
1. an x-axis and y-axis
2. axis labels:brief descriptions of each axis written adjacent to the axis it represents
3. legend: lists the graphed targets and identifies the symbol that corresponds to each.
4. data points: The data points are plotted on the graph. Indicate numerical value
5. condition labels:brief description of the teaching procedure or intervention written along
the top of the graph
6. condition change line: a thin, vertical line drawn on the graph at the corresponding point in
time when the condition changed
42
What are the ABC's of behavior?
A - Antecedent- what happens right before the behavior occurs
B - Behavior - what specifically does the behavior look like
C - Consequence - what happens right after or in response to the behavior
43
What are the difference between NET
| and DTT?
DTT - has lots of trials, much more structured
NET- does not have a lot of trials
the target items are chosen by the learner not the BT, the lessons can be more "functional" in
nature. the learner typically
44
What are the four verbal operants we
| focus on in early intervention?
Echoic
Mand
Tact
Intraverbal
45
What are the only situations in
which breeching client
confidentiality is acceptable?
- child abuse
- neglect
- suspected suicide
- suspected homicide
- Elderly abuse
46
What are the three Differential
| Reinforcement (DR) procedures?
1. Differential Reinforcement of Alternative Behavior (DRA) - has both antecedent and
consequence component. A specific appropriate response is taught to replace an
inappropriate response. (Like FCT)
2. Differential Reinforcement of Other Behavior (DRO) - presenting a reinforcer contingent on
the absence of a problem behavior for a specified period of time. (Whole interval/momentary
interval)
3. Differential Reinforcement of Incompatible Behavior (DRI) - an incompatible behavior that
is impossible to occur simultaneously with the problem behavior is reinforced. (ex: hand
mouthing -> playing with toys)
47
What are the three levels of safety
| care training?
a. Level 1 Introduction
b. Level 2 Specialist
c. Level 3 Trainer
48
What are the two categories of
| reinforcers?
a. Unconditioned - primaries/unlearned - food, drinks
| b. Conditioned - secondary/learned - praise, rough-housing, toys, tokens, a break
49
What are the two guidelines for
| collecting accurate data?
1. Data should be recorded immediately following the occurrence of behavior
2. Data should be complete and detailed including all relevant information of the behavior.
50
What behavioral instruction
methods are incorporated into
Safety Care?
Errorless learning
Task analysis
Role-playing
51
What components are included in
the behavior intervention plan (BIP)?
(6)
1. Operational definition - definition of the behavior in detail.
2. Hypothesize function - what behavior function
3. Antecedent Modifications
4. Replacement Behaviors
5. Consequence Modifications
6. Data Measurement
52
What does a BT collect data on?
1. behavior reduction within the BIP & new behaviors
| 2. skill acquisition target
53
What does it mean to maximize
| discrimination?
To select acquisition targets wisely in order to facilitate learning and minimize confusion for
the learner.
54
What does research tell us about the
| mand repertoire?
Children acquire language faster in mand training
Teaching appropriate mands decreases inappropriate mands
Teaching mands directly benefits the speaker
Teaching the mand facilitates acquisition of other verbal operants
55
What error correction procedure
should be used when a child responds
incorrectly to a known skill?
no-no -prompt- repeat
when you have to prompt after the second no, go to the LEAST intrusive prompt and then
work your way up
56
What information about the client is
considered Private Health
Information and protected under
HIPAA?
```
Information regarding physical, mental or emotional health (past, present or future)
Name
Postal address
Names of relatives
Names of employers
Date of birth
Telephone number
Fax number
Email address
Social security number
Medical record numbers
Account numbers
License certificate numbers
Health plan beneficiary numbers
UCI numbers
```
57
What information in included in the
| Skills Acquisition Plan?
specific instructions, expected correct response, specific target being taught, specific
materials or stimuli being used, any other information related to the teaching of this skill.
58
What is a mand?
a mand can be thought of as a request, controlled by a motivative variable, benefits the
speaker, the reinforcer for the mand is specific for that motivation
*prompting would make it IMPURE
example: MO/EO:Hunger
R" "cookie"
SR:"gets cookie"
You WANT it, you SAY it, you GET it!
59
What is an echoic?
controlled by a verbal stimulus that matches the stimulus, the reinforcer for the echoic
behavior is non-specific (i.e., does not match)
you HEAR and you SAY the SAME
60
What is an extinction burst and when
| would it occur?
The behavior will get worse before it will get better when implementing Extinction. Dramatic
but temporary increase in problem behavior. NEVER GIVE IN!!!
61
What is an intraverbal?
- with the intraverbal there is a verbal stimulus, then the other person responds with a
verbal stimulus that is related but does not match that response. The reinforcer is non
specific. (Basically conversation) example: "Who are you talking to?" "My boss" "Oh"
- The intraverbal allows us to talk about things that aren't present
- It also allows you to talk about private events that others aren't experiencing (i.e. "What can
you see?")
62
What is a prompt and how is it used
| to promote learning?
- supplemental stimuli that control the target response but are not a part of the natural SD
that will eventually control the behavior.
- Additional cues that are given before, during, or after the SD to assist the learner give an
appropriate response.
- help the child respond correctly
63
What is a tact?
after mand training,you can move to tact training
| tact training provides the listener with information about the environment
64
What is a transfer trial?
When moving from a prompted response to an independent response.
65
What is considered verbal behavior?
Any behavior for which the reinforcer is indicated by the behavior of another
person. Verbal does NOT equal Vocal. Verbal behavior includes Non-verbal behavior.
66
What is Deprivation?
a. Withholding a reinforce which increases reinforcing effectiveness
b. Increases the effectiveness of a reinforce (Haven't had cookies all week!)
67
What is Discrete Trial Training?
is a 1:1 instructional approach utilizing the principles of ABA. Teaches new skills in a
planned, controlled and systematic manner. Each trial has a definite beginning and
end. Multiple trials.
68
What is discrimination training?
Procedure for teaching the learner to discriminate between two or more stimuli
69
What is Errorless Learning?
A teaching method that provides immediate and effective prompts to eliminate the
child from making mistakes or errors in the learning process
Reduce response errors
70
What is momentary time sampling?
When the behavior occurs at the end of the interval.
71
What is Natural Environment Training (NET)?
ABA teaching procedures that can be used to teach learners in their natural
environment (through play or other disguised activities)
72
What is pairing?
The process by which a neutral stimulus (person, place, object) becomes a learned
(i.e. conditioned) reinforcer
73
What is partial interval recording?
You record whether the behavior occurred at all during the interval. Supervisor sets
an observation time or an interval length. Divide observation time by interval length
to get the number of intervals.
74
What is the difference between maintenance
| and generalization?
Maintenance is continued performance of a response after it was first learned.
Generalization is the expansion of teaching beyond what was directly or intentionally
taught.
75
What is the difference between "pure" and
| "impure"?
- Impure is a guided/prompted tact, "What is this?"
- Pure is an independent tact without any prompts from BT. Child labels object
independently.
76
What is the maximum amount of time that
can elapse between the presentation of the
SD and the response?
3 seconds
77
What is verbal behavior?
```
verbal Behavior (VB) is an Applied behavior analytic approach to teaching language
that is based on the work of B.F. Skinner
```
78
What needs to be done before presenting the
| SD?
a. Gain the child's attention before presenting the SD
b. If you fail to gain attention first, child is unlikely to respond and you are setting
them up for failure.
79
What should you do if you observe a
| behavior that is not in the BIP?
Take ABC data and extinction planned ignoring or which best fits the behavior. Let
your supervisor know immediately
80
What three domains should generalization
| be demonstrated across?
1. Across people- demonstrates ability to respond to not only the person who trained
the new skill, but across all the other various people.
2. Across Settings-demonstrates ability to apply the learned skill across untrained
settings (i.e. home, school, community).
3. Across Stimuli- demonstrates ability to apply the learned skill across untrained
materials/stimuli.
81
What two components does a comprehensive ABA
| treatment program include?
1. Behavior Reduction - change antecedents and consequences to decrease
inappropriate behavior: stereotypy, noncompliance, tantrums, aggression, SIB
2. Skill Repertoire Building - increase appropriate behavior
Behavior management and Skill Acquisition -> DTT & NET
82
What two possible consequences follow a
| response?
1. correct response
| 2. incorrect response
83
What two processes are done to indicate a large
break in time when data on the behavior was not
collected?
first, the data points that precede and follow the break are not connected with
a line.
Second, an axis break symbol is drawn on the x-axis at the point where the
break occurred.
84
When is chaining used?
When we want to combine two or more simple behaviors or responses into a
more complex sequence. (brushing teeth)
85
When should you report abuse?
Report to: local child protection agency, local law enforcement agency.
- 1-800-4-A-CHILD
-Inform your supervisor and the Seattle office immediately
Telephone: within 24 hours
Written report: within 36 hours
86
When would reinforcement be given as a
| consequence?
Immediately following the correct response
87
Who is a mandated reporter
-RBT's
- Individuals that throughout their job come into contact with children,
individuals with disabilities, dependent adults or senior citizens are legally
required to report abuse.
88
Why are dual relationships a problem?
Relationships are dynamic and change over time (romantic relationships end,
friends have arguments etc)
Threats to confidentiality
Threats to trust
Threats to objectivity
More hesitant to discuss difficult situations and provide critical feedback
89
Why is it important not to repeat the SD without
| giving a consequence?
a. The child will not respond consistently
b. We want the child to learn that every time we present an SD, that a response
is expected.
90
3 instances where a BT should
call the supervisor on the case
to relay information:
1. client is sick (sessions are being cancelled)
2. Behaviors have unexpectedly increased
3. Parent expresses concerns or has questions
4. Changes in environment that are affecting therapy sessions
5. Client is having difficulty with a particular task/lesson.
91
3 levels of BACB certification?
1. RBT - Registered Behavior Technician
2. BCABA - Board Certified Assistant Behavior Analyst
3. BCBA - Board Certified Behavior Analyst
92
ABA treatment team consists
| of...?
Supervisor, RBT, parents, caregivers, other professionals (Speech, OT...)
93
Advantages of using NET?
- Motivation/EO provides best conditions for mand teaching
- Generalization naturally occurs; elaborate generalization procedures are not necessary.
- Reduced amount of negative behavior due to use of child's interest; specific reinforcement is
naturally built in.
- Verbal interaction is characteristic of natural environment
- Verbal responses can be mixed together under environmental conditions that may evoke them
later.
94
Antecedent vs. Acquisition
Antecedent - thing or event that occurred before, what happened before behavior occurred.
Acquisition -the learning or developing of a skill, habit, or quality.
RBT Certification
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