RBT Module Training
RBT Module Training
RBT Module Training
◦Expand upon the minimal standards- items that are not included on the RBT task list
◦Boost the quality of training and ensure children are getting the treatment that they
need.improve the lives of individuals with ASD and their family
• Prompts to help- Be aware of what is going on in the talk and how it will relate back to the RBT task
list
• Bottom left corner will show what part of the task list example (2nd edition-C-03, 09)
• As a practice ABA is the application of behaviour analytic principles to improve socially important
behaviours. - meaningful goals! Looking at the environment and how that environment effects/
changes behaviour
• 2- C-03, 09
◦Good teaching-
‣ Giving clear and accurate feedback - adjust our feedback based upon the learner, some
can take more complex in depth feedback and other learners can’t receive detailed
feedback.
‣ Providing assistance when necessary (prompting) break down the skill to ensure learner is
successful but only when necessary, we don’t want to over prompt or over teach!
‣ Develop independence
‣ Adjusting teaching strategies based upon the child - it is not a cookbook approach (not all
the same protocol for all learners, everyone is different therefore their program should be
individualized)
• 2- F -02, 04
‣ Fun - the more fun we can be the better the teaching we can give
‣ Receptive- important to be receptive - both accept the feedback and change based off the
feedback. Change behaviour after feedback in order to improve
‣ Systematic- have a game plan, what you want to teach and how you want to teach, what
reinforcers you want to use, etc.
‣ Adaptable/flexible- have a game plan but can change the game plan on a dime
‣ Objective- not guessing as to what will work but rather basing information on what you are
actually seeing
‣ Engaging- teachers that are boring can’t gain the attention of a leaner with ASD
‣ Professional- at all times, how you dress, relationship you create (no duel relationship),
‣ Tireless worker- decisions that we make have long term impact with the clients we work
with
‣ Creative- how to teach curriculum specifically, try new programs and try new ways to
teach, while doing so taking data and adjusting as necessary
‣ Big picture vs little picture- example sharing- why are teaching it, teaching it for the big
picture because it is how people create friendship and relationships with others. Little
picture is to share specific items at the moment
‣ Child driven- not here for a personal reason but rather to help the life of an individual
‣ Conceptual history- RBT should know where we came from, looking at research from the
present and past. Important to not go backwards within our field but rather forward.
• Quality staff
◦Optimal process- well trained (have the knowledge and preform it), high degree of fidelity (do
the procedures correctly)
• More important that you can actually do the work than pass the exam
• A CERTIFICATE DOES NOT EQUAL QUALIFIED- this is a minimal standard of the fields, you are
qualified when you can implement a number of procedures within a number of children with a high
degree of fidelity.
• History
◦Edward L. Thorndike- The cat in the box video, can only get out using latches. First happened
by chance and then eventually learned. If action brings a reward then that action becomes
stamped into the mind. Behaviour changes because of its consequences
• 2 C-03, 07
◦Learning curves
◦Law of regency - repeating something over and over (repetitive) is helpful when learning
◦All mammals learn in a similar manner- this is a science! This does not mean that we treat
humans in the same way as a animals but rather this says that all mammals learn by how the
environment is manipulated
• Ivan Pavlov - Dog and the bell built in reflects responding to certain conditioned stimuli, what
mattered is not the type of stimuli used but rather the signal that food was coming (classical
conditioning) neutral stimulus becoming the conditioned stimulus. This can also be reversed and the
neutral stimulus can be put on extinction
• Pavlov: contributions
◦Classical conditioning.
‣ Unconditioned stimulus= US
‣ Conditioned stimulus= CS
‣ Unconditioned response= UR
‣ Conditioned response= CR
◦Types of conditioning
‣ Forward conditioning
‣ Delay conditioning
‣ Trace conditioning
‣ Backward conditioning
◦Systematic desensitization
• Respondent conditioning
◦ Father of behaviourism
◦Analysis of language
◦Not about the consciousness but rather the environment science has to be based of objective
and measurable facts
◦We are what we do, we can change what we do for the better.
◦Contingency of reinforcement - presenting a consequence after the fact, not stimulus response
but rather response stimulus
◦Selection by consequences
‣ Operant conditioning
‣ Events that occur immediately following the behaviour affect the likelihood of that
behaviour in the future
‣ Satiation and deprivation - When your deprived becomes more powerful, satiation less
powerful
‣ Shaping- how we shape behaviour over time (teach smaller approximation of the behaviour)
◦They created the Dimensions of applied behaviour analysis of the current time
◦7 Dimensions of ABA
‣ Applied - means that it is socially significant to the learner that you are working with.
Socially significant difference for that learner
‣ Behaviour -Can be brought to DO rather than what they can be brought to SAY. (What the
learner can do rather than what they say they can do). Requires measurement of behaviour.
Needs to be observable.
‣ Conceptually systematic- Tying it back in, why is this important, need to know the
principles behind what we are doing
◦19 Children received an Average of 40 hours of formal quality ABA intervention a week
◦19 children received an average of 10 hours of formal quality ABA intervention a week and other
treatments
◦1. Rigid- very detailed, does not vary SD a lot or vary reinforcement, no independence of RBT
◦3. Flexible- have the ability to change based on the learner, environment, individually needs of
that session.
◦4.Lackadaisical- they think they are providing ABA strategies but they are not. In specifically if
they are using a token economy.
◦Eliminates distractions
◦Endorses alternative treatments- “curing autism” THIS DOES NOT GIVE MEANINGFUL
INTERVENTION. Not emprirically science based
• Progressive ABA is a model that can be implemented with individuals with ABA
◦Combines the science and the art of ABA and behaviour- the science is consistent (the
principle) but it is the art that changes
◦Originates from our Founding Parents- people we admire along with the procedures that they
were implementing. Going back to the art
◦A continuum of intervention- under what conditions do we have to be rigid and where can we be
flexible . Times where we have to follow protocol and other time we can be flexible.
‣ Clinical judgment- decisions made at the moment, goes in with a protocol and changes on
a whim depending on how things are going
‣ But in ABA for some reason many people do not want to see clinical judgment but rather
follow protocol
‣ Progressive ABA approach is critical analyzing a situation and thinking outside of the box. It
is a better way to implement ABA.
‣ Interfering behaviours - adjust our teaching based off what the child is doing
‣ Functions of behaviours more than 2 why is the child behaving in a certain way. During
teaching looking at what the function are. There are more than 2 functions and they usually
co-occur in nature. Could be for Attention and Escape. Function change in the moment
‣ Receptivity- to any learning modify what how you teach depending on the receptivity of the
learner.
‣ Responsive- to learning
‣ Recent performance
‣ Past performance
‣ Non-verbal behaviour - really read into what they are doing as a form of communication
‣ Child’s persistence- If they are trying and want to be in the learning process let’s adjust our
teaching
◦Primary motivation was monetary- money was the motive, not many people practicing and
therefore can charge a lot of money
◦Right to overall goal of personal welfare- best decisions for the client what serves them
◦Right to programs that teach functional skills- skills that will results in meaningful interactions
◦Right to behavioural assessment and Ongoing evaluation - evaluation all the time, formal
analysis
◦Created in 1998-
◦Effort to:
‣ Increase amount of behaviour analytic services - BACB wanted more individuals who are
certified
◦This is not an ASD specific certification - Majoirty are in the ASD line of work
◦Two levels
• RBT
◦Created for a credential for Professionals who work directly with clients
◦Requirements
‣ 18 yrs
‣ 40 hour training
• 2 F-02,04
◦Supervision of an RBT
‣ BCaBA
◦Dual relationships
‣ Cannot be related
‣ Cannot be superior
‣ Cannot be Employee
• 2- F-01
◦Stricture of supervision
◦If you practice without a supervision you could lose your certification
◦Non-Practicing RBT
◦Supervision activities
‣ Performance expectations
‣ Observation
‣ Performance Feedback
‣ Evaluation of intervention
◦Registering on the BACB website- need to register every time you pass a step
◦Responsibilities of a RBT
‣ working in schools
• Concerns of RBT
◦Amount of training
◦Assessment procedures
◦Dual Relationships
◦Unintended consequences
• Current standards
◦RBT task list 2nd edition and BCBA/BCaBA task list 5th edition
• APM standards
◦Numerous behaviours
‣ Combination of behaviours
◦Some skills can be trained, many evolve over time, and some will never develop
‣ Olympic swimmer- dedicated to be the best in the world, dedicated in their craft (be the
best possible)
‣ Competitive swimmer -dont work as hard as an Olympic but still working on their craft
‣ Dr. Piomeli & Dr. braver man - say that chocolate can have positive calming effects within
the brain
◦Whatever protocols you use you need to ensure that it is evidence based
• 2, F-02
◦Feedback:
• Formal, informal
‣ Two approaches
• Psycho educational- BCBA is going to make you work for the answer
• Directors
• Supervisors
• Co-workers
• Assimilate the information - based upon what they are seeing in the moment
◦Receiving feedback
‣ Do not personalize the feedback - want you to be better & improve lives of people
‣ Stay calm
◦Ask for
• 2- F-04 No Drama
◦Entitlement is a killer
• Self evaluator
‣ Proactively
‣ Reactively
‣ Talk to colleagues
• Conferences
• Journal Articles
• books
• Take initiative
• 2, F-01, 04
◦No drama
◦Incredible teacher
• 2, F-03
◦Team Player
◦Solid trainer
• 2, E-03, F-03
◦Clinically skilled
◦Communication with parents and stake holders
‣ building Rapport
• Show empathy
• Show understanding
‣ Questions
• Answer honestly
◦ Creativity
◦Synthesizes information
◦Leadership
◦Good communication
• 2 E-01, 03
◦Communication with supervisors
• In a calm manner
• Be objective
‣ What to convey
• Multi-task
• Impeccable reliability
• 2, E-02
◦characteristics of successful staff
‣ Work hard, rarely complain and expect Extraordinary performance from themselves
‣ Extraordinarily creative
‣ Don’t require direct feedback: Glean information from reactions and outcomes
◦Measures of competency - final measure of competency is a MC exam based on the task list.
Not enough to to qualify someone but rather is 1 component. Final measure of competence
should be a final performance exam
◦Compared their performance on a MC exam to how they preformed treatment and behaviour
intervention (DTT, intervention
• Purpose- To asses the correlation b/w an individuals performance on a multiple choice behaviour
analytic exam and an individuals implementation of behaviour analytic procedures with children
diagnosed with ASD
• Dependent variables - Mock Exam score, DTT score (Discrete trial teaching), Conditioning item
score, Social validity score.
• Procedure
◦Discrete trial teaching probe- 6yr boy with ASD, receptive -point to the team sport. Up to 5min
to implement DTT.
◦Conditioning item probe- 3 yr old ASD. Had 5 min to do so, adult participant had to make
another item more preferred
◦General teaching probe- work with any child, 5 min. Video taken and shown to 2 different
BCBA’s
◦Science
‣ characteristics
‣ Attitudes
◦Terminology
‣ Basic concepts
‣ Verbal Behaviour
‣ Research
• Science: Determinism
◦understanding that things don’t happen just because but rather they happen for a reason, it is
systematically and functional. behaviour happens because of a result of very specific things.
• Behaviour analysis- behaviour analysis consists of 3 major branches. Behaviourism the experimental
analysis of behaviour applied behaviour analysis ABA
• Experimental analysis of behaviour -EAB- natural science approach for discovering orderly and
reliable relations between behaviour and various types of environmental variables of which it is a
function. Why does behaviour happen without the importance of changing anything
◦Important to have plain English equivalents - when communicating with general public
• Behaviour
◦The behaviour of an organism is that portion of an organism’s interaction with its environment
that is characterized by detectable displacement in space through time of some part of the
organism and that results in a measurable change in at least one aspect of the environment
• Response class
◦A group of response with the same function (that is each response is the group produces the
same effect on the environment) can open the door in many ways
• Repertoire
◦Sometimes used to refer to all the behaviours that a person can do. More often the term
denotes a set or collection of knowledge and skills a person has learned that are relevant to
particular settings or tasks
• Environment
◦Refers to the conglomerate of real circumstances in which the organism or referenced part of
the organism exists. A simple way to summarize its coverage is as everything except the moving
parts of the organism involved in the behaviour on important implication is that only really
physical events are included
• 2 A-06
◦Stimulus - an energy change that affects an organism through its receptor cells. Something in
the environment that has an effect on the behaviour
◦Stimulus class- any group of stimuli sharing a predetermined set of common elements in one or
more of these dimensions (dogs stimulus multiple dog breads stimulus class)
◦Antecedent - refers to environmental conditions or stimulus changes that exist or occur prior to
the behaviour of interest.
◦Respondent - Elicited or brought out by stimuli that immediately precede them. The antecedent
stimulus (e,g bright light) and the response it elicits (e.g Pupil constriction) form a functional until
called a reflex Respondent behaviours are essentially involuntary and occur whenever the
eliciting stimulus is presented”
◦Respondent condition - new stimuli can acquire the ability to elicit respondents. Paring
something with the antecedent stimuli that will provide the same behaviour
◦Habituation - if the eliciting stimulus is presented repeatedly over a short span of time, the
strength or magnitude of the response will diminish and in some cases the response may not
occur at all
◦Operant- not elicited by preceding stimuli but instead are influenced by stimulus changes that
have followed the behaviour in the past.
◦Free Operant- the duration, rate, frequency etc. Of behaviour absent of any restrictions
◦3 term contingency- a concept for expressing and organizing the temporal and functional
relationships between operant behaviour and consequence
‣ Hung over- your less likely to drinking and less likely to lead into behaviour that leads to
that feeling
◦Behavioural cusp- A behaviour that has consequences beyond the change itself some that are
considered important. What makes a behaviour change a cusp is that it exposes the individuals
repertoire to new environments, especially new reinforces and punishers, new contingencies,
new responses, new stimulus controls, and new communities of maintaining or destructive
contingencies. When some or all of these events happen, the individuals repertoire expands; it
encounters a differential selective maintenance of new as well as some old rectories and
perhaps that leads to some further cusps
◦Multiple explanations training- Instruction that provides practice with a variety of response
topographies helps to ensure that acquisition of desired response forms and also promotes
response generalization in the form of untrained topographies
◦Speaker- Gain access to reinforcement and control their environment through the behaviour of
listeners.
◦Listener- has to learn how to reinforce the speaker’s verbal behaviour meaning that listeners are
taught to respond to words and interact with speaker.
◦Echoic- The stimulus is auditory and the response is speaking (echoing what one hears)
‣ Repeating what is heard. Saying “pizza” after someone else says “Pizza”
◦Tact- type of verbal behaviour wit the response form controlled primarily by an immediately prior
nonverbal stimulus (an object, action, relation, properly)
◦Mand- type of verbal behaviour with the response form or topography controlled by a current
uncleared or learned establishing Operation(EO)
‣ Asking for reinforcers that you want. Saying pizza because you want pizza. Request
◦Intraverbal- type of verbal behaviour with the response form controlled by (1) a verbal stimulus
(the product of someone’s verbal behaviour- but this is not a simple concept, since the same
behaviour may have verbal and nonverbal products) with which (2) the response does not have
point-to-point correspondence
‣ Answering questions or having conversations in which your words are controlled by other
words. Saying pizza when someone else says what do you want to eat.
◦Point to point correspondent - Relationship between stimulus and response (or between
stimulus and response product) that is in effect when subdivisions or parts of the stimulus
control subdivisions or parts of the response (or response product) but the controlled and
controlling parts do now resemble one another in the physical sense of similarity,
◦Formal similarity- case where the controlling stimulus and the response product are (1) in the
same sense mode (Both visual, or both are auditory or both are tactile) and (2) resemble each
other in the physical sense of resemblance (look alike sound alike feel alike)
◦Textual- verbal operant that has “point to point correspondence but not formal similarity
between the stimulus and the response product”
‣ Reading words, saying pizza because you see the word pizza
‣ Writing and spelling words spoken to you. Writing pizza because you heard the word pizza
spoken
◦Autoclitic- (1) its temporal relation to the primary verbal behaviour - autoclitic can occur before,
during or after its primary response, but simple secondary must be after ( because you are
referring to something that has already occurred) (2) the fact that often the controlling variable
for autoclitic VB is some form of private stimulation functioning as SD whereas for simple
secondary VB it is more likely to be public and (3) the nature of the reincement for the secondary
response
◦Private events- those events that take place within an organisms skin or are otherwise only
accessible to the organism
◦Multiple control-
‣ Divergence multiple control - one specific variable could lead to multiple responses
• Internal validity - experiments that show convincingly that changes in Beauvoir are a function of the
independent variable and are not the result of uncontrolled or unknown variables are said to have a
high degree of internal validity
• External validity - the degree to which a study’s results are generalizable to other subjects, settings,
and or behaviour
◦Reinforcer as a noun refers to a stimulus - example Justin used action figures as a reinforcers
for the child’s expressively labeling
◦Reinforcement (noun)-
• 2 C-03
◦Positive reinforcement (adding something to the environment)
‣ Positive reinforcer: the stimulus presented as a consequence and responsible for the
subsequent increase in responding
◦Unconditioned reinforcers- A stimulus change that can increase the future frequency of
behaviour without prior pairing with any other form of reinforcement
◦Conditioned reinforcers- A previously neutral stimulus change that has acquired the capability to
function as reinforcer through stimulus-stimulus pairing with one or more unconditioned
reinforcers or conditioned reinforcer
‣ Referred to as secondary
‣ Conditioned reinforce that as a result of having been paired with many unconditioned and
conditioned reinforcers does not depend on a current EO for any particular form of
reinforcement for its effectiveness
◦Differential reinforcement
‣ Differential reinforcement of other behaviour (DRO) - don’t specific the behaviour we are
reinforcing, it can be anything except for the target behaviour that is to decrease
◦Automatic reinforcement
‣ Some behaviours produce their own reinforcement independent of the mediation of others
◦Premack Principle
‣ Making the opportunity to engage in a behaviour that occurs at a relatively high free
operant (or baseline) rate contingent on the occurrence of low-frequency behaviour will
function as reinforcement for the low-frequency behaviour
• C-03, D-03
◦Variables affecting reinforcement
• C-03
◦Useful domains for reinforcement
• Variable Ratio
• Fixed interval
• Variable interval
• C-03
◦Schedules of reinforcement
• Fixed Ratio
• Variable Ratio
• Fixed interval
• Variable interval
‣ Reinforcer delivered contingency upon the first behaviour following the time period
‣ Time based
‣ Reinforcer delivered contingent upon the first behaviour following the time period
‣ Response based
‣ Results in Rapid rates of responding (FR1) after every response/ continuous reinforcement
schedule (FR5) every 5th response
‣ Post reinforcement pause not as consistent, but more consistent then the fixed internal
◦Variable-ratio schedule
‣ Response based
‣ Concurrent
‣ Multiple
‣ Mixed
‣ Tandem
‣ Multiple types
‣ Systematic procedures
◦Informal
• 2 B-01
◦Information interviews
‣ Results in lower levels of aberrant behaviour (not making the child have a forced choice)
‣ Pre-Exposure to stimuli
‣ Components
• Stimulus is removed
‣ Provides a hierarchy
‣ Pre-exposure to stimuli
‣ Components:
• Stimulus is replaced
‣ Pre-exposure to stimuli
‣ Components:
‣ Randomize placement
‣ creates a hierarchy
‣ Can result in problem behaviour (sometimes children cannot make a choice, sometimes
they don’t want to give back the item)
• Frequency of delivery
‣ Verbal behaviour
‣ Interfering behaviours
‣ Receptivity
‣ Playing style
‣ Age appropriate
‣ Recent performance
‣ Past performance e
‣ health Benefits
‣ Socialization
‣ Novelty
‣ Conditioning
‣ Overall #
‣ Location
◦Thomas the train, wiggles, Barney, blues clues are also other commonly used reinforcers
◦Conditioning reinforcers
‣ Unconditioned reinforcers (Primary reinforcers) can be used that does not need
conditioning (Basic needs food, water, shelter etc)
‣ Pairing.
‣ Observational learning
• 2C-03
◦10 commandments of reinforcement
‣ Must be made contingent (only be played with with you not always)
• 2C03, D-04
◦Continue of 10 commandments
‣ Reinforcement is for skill acquisition and more importantly reductions of aberrant behaviour
(alternatives of aberrant behaviour)
• 2C-03
◦reinforcement vs bribery
‣ Bribery- student is disruptive and promised reinforcement if behaviour stops. Problem with
bribery is that it works immediately but it also reinforces the disruptive behaviour and
facilitates negotiation. Bribery reduces independence.
• Reinforcement peeves
◦Used to entice
◦Not creating
• C-03, 12
◦Token economies
‣ Examples:
• Diminishing field
• Level system
‣ Exchange rates- depends upon the rate of behaviour and what is best for the learner
‣ Must be trained
‣ Move to more tokens learner should be aware of the tokens being received or taken away
◦Rainbow tokens
◦Level system
‣ Create levels of what is bad okay and good and visual showcase to the child where they
stand within this level depending on the behaviour, The more they engaging in the target
behaviour they move up if they dont engage in the target system they move down
‣ This system should be fluent based on their behaviour. A kid should start within an okay
stage and move up or down from there
• Punishment-
◦When a response is followed immediately by a stimulus change that decreases the future
frequency of similar responses
• Punisher
◦A stimulus change that immediately follows the occurrence of a behaviour and reduces the
future frequency of that type of behaviour
• Positive punishment
◦when the presentation of a stimulus (or an increase in the intensity of an already present
stimulus) immediately following a behaviour results in a decrease in the frequency of behaviour
◦Examples
‣ Saying No
‣ Providing a strike
‣ Electric shock
• NEgative punishment
◦Type 2
◦The termination of an already present stimulus (or a decrease in the intensity of an already
present stimulus) immediately following a behaviour results in a decrease in the frequency of the
behaviour
◦Examples
‣ Removal of a Teton
‣ Loss of a privilege
• Unconditioned punishes
◦An stimulus whose presentation functions as punishment without having been paired with any
other punishers
◦Examples
‣ Painful stimulus
‣ Tastes
‣ Odors
• Conditioned punishers
◦Examples
‣ No
‣ Lectures
‣ Tones
• 2F-05
◦Potential punishment procedures
‣ Response blocking
‣ Saying No
‣ Contingent exercise
‣ Removal of tokens
‣ Loss of privileges
‣ Overcorrection
• Restitutional
• Positive practice
‣ Electric shock
‣ sufficient Intensity/Magnitude
‣ Use in combination with reinforcement procedures (punishment only teachers you what not
to do)
‣ Take data
◦Emotional/aggressive reactions
◦Escape/avoidance
◦Behaviral contrast
◦Undesirable modeling
◦Lack of generalization
• History of punishment
◦Basic research
‣ Azrin 1956-1960
‣ Miller 1960
‣ Lovaas 1987
‣ Reinforcement based procedures- instead use very low not painful punishers like response
cost
‣ Functional analysis
◦Aversive controversy
• Leaf Et Al 2014
• Leaf Et Al 2014
• Leaf Et Al 2019
◦Various types
‣ Aggression
‣ Self-injury
‣ Stereotypic behaviour
‣ Elopement
• Stereotypic behaviour
◦Various topographies
• Self-Injurious behaviour
◦Various reasons
‣ Physiological reasons
‣ Operant reasons
◦Common forms
‣ Head - banging
‣ Hand-biting
‣ Scratching
• Aggression
◦Various topographies
• 2 A-02,03,06
◦OD
• 2 A-06
◦Function Vs. Topography
‣ Function
◦Entire Response class - any response that leads to the same response
‣ Topography
◦Importance of OD
‣ Bitting: any contact between a students teeth and the skin or clothing of another individual
Good
‣ Hitting: Forceful contact between the hand of the student (open or closed fist) with another
person from a distance of 6 inches of greater Good
‣ Non-compliance occurs when the student does not follow a direction from a teacher that
the student already knows how to do Bad
‣ Non-compliance is defined as not following an explicit direction from staff within 5 seconds
of the prompt Good
‣ Payoffs
• Attention
• Avoidance
• Control
• Escape
• Communication
• Isolation
• Anger release
• Self-stimulation
‣ Cost-
• Reprimands
• More instructions
• Loss of privileges
• Ignoring
• Time out
• 2 D-02
◦Historically evaluated functions
‣ Consequence- someone comes over to talk to them, someone comes and play with them
or console them, school setting laughing and pointing, reprimand
• Indirect measures
• Live interviews
• Assessment forms
• Descriptive assessment
‣ Functional Analysis-
◦Settings
◦Setting events
◦Times
• Collect Data
• 2 B-03
‣ Three components
• What we do
• what we say
• What we observe
‣ Things we do
• Eye contact
• Nonverbal encouragements
‣ Things we say
• Encouragements
‣ Things we observe
◦Kind of information
‣ Motor movements
‣ Verbal behaviour
• Content, paralanguage
‣ Circumstances
• Who
• What
• Where
• When
‣ Outcome
◦Style to use
‣ Actively listening
‣ Be empathetic
‣ Be appreciative
‣ Take notes
• If I gave you $1,0000 how could you get this behaviour to occur” or “What could you
get to get the behaviour to not Occur”
‣ can you tell me what else is occurring in the environment when the behaviour happens
‣ Let me know if there has been other high changes such as sleeping, medication, change in
diet etc.
‣ Physical
‣ Learning ad self-regulation
‣ Social-emotional
• Indirect Methods
◦Advantages
◦Disadvantages
• 2-B-03
‣ Descriptive assessment
• Two levels
• Outcomes of behaviours
‣ Antecedent
• Getting information about what occurred in the environment right before the behaviour
occurred
• Other events that occurred throughout the day that could affect the behaviour.
Layering effect
• Observing the child, environment, adults and the interactions between everything
‣ Behaviour
• Score all
• be specific as possible
• Replicability
‣ Consequence
◦Other information
‣ Date
‣ Time
‣ Environment
• Antecedents
• Consequences
• Direct method
◦Advantages
◦Disadvantages
• 2 B-03, D-02
◦Functional analysis
‣ Systematic evaluation:
• Clients behaviour
• The environment
• Interview
• Direct Observation
• Functional Analysis
• Multi element
• Reversal
• 2 B-03, D-02
◦Attention condition
‣ General set up
• Precursors
◦Tangible condition
‣ General set up
‣ Therapist
• Precursors
◦Demand/escape condition
‣ General set up
‣ Therapist
• Precursors
◦Alone condition
‣ General set up
‣ Therapist
• Precursors
◦Behaviours in isolation
◦A lot of the time these things are co-related rather than separate
◦Analogue conditions
• IISCA
◦Components
‣ No descriptive assessment
‣ two conditions
◦The big 4
• 2 B-03 D-02
◦Role of the RBT: Functional Assessment
.Correct Info: Differential reinforcement is one of the hardest concepts to learn when studying for the
exam. Don't let it scare you! DRO (other)- you pick a behavior (verbal stereotypy in the above example)
and reinforce when the client is not engaged in the behavior DRI (incompatible)- you pick a behavior
that is incompatible with the target behavior and reinforce that behavior (standing vs sitting. You can't
do these at the same time) DRA (alternative)- you pick a behavior to replace the target behavior and
reinforce that behavior (asking for a break vs eloping. Reinforce asking for a break)