Behavior Analysis and RBT Certification Quiz

Registered Behavior Technician (RBT)

• RBTs are responsible for implementing, not designing, behavior plans, created by supervisors.
• Application fee: $50 (annual renewal fee: $35)
• Training requirement: 40 hours (online and in person)
• Assessor competencies are assessed through interview and observation.
• Interview competency covers questions related to tasks listed and graded as Pass or Not Pass.
• Observation competencies focus on candidate performance and consistency in real-life (in vivo) situations and/or via video recording, and role-playing. It includes development of interview questions graded as Pass or Not Pass.
• Training must be completed within 90 days.
• Training is provided by a BCBA or BCABA.
• 3-hour training session on ethics is required.
• Training includes didactic and experimental components.

Measurement

• Prepare for data collection.
• Implement continuous measurement procedures (e.g., frequency, duration)
• Implement discontinuous measurement procedures (e.g., partial interval, whole interval, momentary time sampling)
• Implement permanent product recording procedures.
• Enter data and update graphs.

Discontinuous Measurement Procedures

• Whole Interval Time Sampling (WITS)
• Partial Interval Time Sampling (PITS)
• Momentary Time Sampling (MTS)

WITS, PITS, & MTS

• Observation period is broken into equal intervals
• Presence/absence of behavior is recorded for each interval.
• Example: observation period = 5 minutes total, interval duration = 25 seconds each, data collection time = 5 seconds each.
• Intervals are marked "+" if behavior occurred throughout the interval; marked "--" if behavior did not occur during the interval

When to Use WITS

• Continuous behavior, relatively long duration
• Clear onset and termination
• Free operant/SD/opportunity present throughout observation period
• Estimate of occurrence of the behavior

When NOT to Use WITS

• Behavior tends to last a relatively brief amount of time
• Difficult to tell if behavior began/ended

How to Use WITS

• Brief intervals (5-10 seconds)
• "+" if behavior occurred throughout the entire interval;
• "-" if behavior did not occur during the interval

When to Use PITS

• Short duration behavior
• Clear onset and termination
• SD/opportunity present throughout observation period
• Estimate of occurrence of the behavior

When NOT to Use PITS

• Behavior is continuous for a relatively long period
• Difficult to tell if behavior began/ended

How to Use PITS

• Brief intervals (5-10 seconds)
• "+" if behavior occurred at any point during the interval;
• "-" if behavior did not occur during the interval

When to Use MTS

• Continuous behavior, relatively long duration
• Free operant/SD/opportunity present throughout observation period

When NOT to Use MTS

• Behavior is brief or rarely occurs

How to Use MTS

• Use intervals of 2 minutes or less
• "+" if behavior is occurring at the moment the interval ends
• "-" if behavior is NOT occurring at the moment the interval ends

Permanent Product Recording

• Measuring behavior after it has occurred by measuring its effects on the environment
• Example: # of dirty dishes left in the sink by 9pm
• Considerations: behavior fleeting?, measure behavior with permanent product?, will a contrived product affect the behavior?, availability, cost and effort to create the product

Advantages of Permanent Product Data

• Practitioner free to do other tasks while behavior is occurring
• Measure otherwise inaccessible behavior (e.g., vandalism)
• Data are more accurate, complete, and continuous
• Easier data collection (e.g., IOA, treatment integrity)
• Measurement of complex behavior

When NOT to Use Permanent Product Data

• Behavior is fleeting and no audio/video record of it occurring

Plotting Data on Graphs - Various examples

• Data are presented on several types of graphs for visual representation and analysis. Charts and graphs include figures of measurements, such as tantrums per hour (rate), average tantrum duration, response latency, and test scores across time.

B. Assessment

• Describe behavior and environment in observable and measurable terms.
• Conduct preference assessment
• Assist with individualized assessment procedures (e.g., curriculum-based, development, social skills)
• Assist with functional assessment procedures.

What does it mean to "Assess Behavior?"

• Assess person's preferences (i.e., preference assessment)
• Assess person's skills (i.e., skills assessments), including curriculum-based skills assessment, developmental skills assessment, and social skills assessment
• Assess the function of a behavior (i.e., functional behavior assessment)

How do you Assess Behavior?

• Assess the interaction between the person and their environment
• Assess interaction between the person's behavior and their environment
• Behavior is anything a person does
• Environment is everything around the person that influences their behavior

What is the Environment?

• Everything around the person that influences behavior (internal and external)
• Examples of antecedents, behaviors, and consequences

Preference Assessments

• Assessment to determine a person's preferences
• Identify potential reinforcers for a behavior intervention plan

Preference Assessments (Methods)

• Ask the person what they prefer
• Ask caregivers what the person prefers
• Watch the person during leisure time
• Trial-based preference assessments (single, paired, multiple stimuli with/without replacement)

C. Skills Acquisition

• Identify essential components of a written skill acquisition plan
• Prepare for the session as required by the skill acquisition plan
• Use contingencies of reinforcement
• Implement discrete trial teaching procedure
• Implement naturalistic teaching procedures
• Implement task analysis chaining procedure
• Implement discrimination training
• Implement stimulus control transfer procedures
• Implement stimulus fading procedures
• Implement prompt and prompt fading procedures
• Implement generalization and maintenance procedures
• Assist with the training of stakeholders

Skill Acquisition Plans

• Detail procedures to teach desirable behaviors/skills and reduce undesirable behaviors
• Essential components of plans include EO/SD, materials/stimuli, response (operationally defined), prompting strategies, reinforcement strategies, data type, and mastery criteria
• Detailed examples of plans are provided for teaching eye contact and reducing eloping behavior

Preparing for a Session

• Drill each skill multiple times.
• Assemble all needed materials.
• Present the EO/SD (prompt if needed).
• The student responds,
• Present the appropriate consequence.
• Record data

Reinforcement

• A consequence that follows a behavior and results in the behavior occurring more frequently in the future.
• Two types: Positive reinforcement: adding something to increase desired behavior Negative reinforcement: removing something to increase desired behavior

Reinforcement (Types)

• Unconditioned reinforcers: are naturally reinforcing (e.g., food, water, warmth, shelter)
• Unconditioned negative reinforcers: avoidance of pain/discomfort
• Conditioned reinforcers: must be learned as reinforcing (e.g. money, high - five, praise)
• Conditioned negative reinforcers: avoidance of a negative consequence (e.g. avoidance of bad grades or speeding ticket)

Schedules of Reinforcement

• Continuous reinforcement: every response is followed by a reinforcer
• Intermittent reinforcement: some responses are followed by a reinforcer, others are not. This can be fixed ratio/variable ratio, and fixed/variable interval reinforcements. Examples of how the response schedule would be charted out is provided

Stimulus Control

• To get the correct behavior at the correct time

What is a Prompt?

• An antecedent stimulus or event that controls a response
• A prompt gets the behavior to occur in the correct situation so that it can be reinforced

Types of Prompts

• Response prompts (involve behavior of another person: verbal, gestural, modeling, physical)
• Stimulus prompts (involve change in an antecedent stimulus)

Transfer of Stimulus Control

• Getting a behavior to occur in the SD without prompts
• Includes methods like fading and prompt delay

Fading

• Gradually removing the response prompt and/or stimulus prompts until the behavior can be done independently.

Prompt Delay

• Present the SD, wait X number of seconds, then present the prompt (if needed)

Using Prompting and Fading

• Follow steps for prompting then fading.

Using Index Cards to Study

• Using index cards for studying material (putting a question on one side and the answer on the other). The prompt can be looking at the answer to the question on the opposite side of the index card (if needed). Fading means looking at the answer less and less until the answer can be given without looking.

D. Behavior Reduction

• Identify essential components of a written behavior reduction plan
• Describe common functions of behavior
• Implement interventions based on modification of antecedents (motivating/establishing operations, discriminative stimuli)
• Implement differential reinforcement procedures (DRA, DRO)
• Implement extinction procedures
• Implement crisis/emergency procedures

D. Behavior Reduction (Introduction)

• All children have tantrums & challenging behaviors that need to be reduced.
• Special needs children may have more severe challenging behaviors than neurotypical children.
• Reasons for some children engaging in challenging behavior at a high/severe level
• Providing right treatment for elimination of challenging behavior

D. Behavior Reduction (Why)

• Reasons why children engage in noncompliance, self-injurious behavior, hitting others, eloping, smearing feces, masturbating in public, or having trouble controlling impulses.

Environment and the Behavior

• Understanding the cause of challenging behaviors by connecting behaviors to the environment.
• Example of the way of understanding behaviors through an anecdote/example.

Environment and the Behavior (Correct!!!)

• Specific example demonstrating the learned behavior of the child

Identify the Essential Components of a Written Behavior Reduction Plan

• Specify how to reduce challenging behavior
• Changes in the environment to help student behavior
• Changes in what behaviors are reinforced
• Identification of who is responsible for the plan
• Specifying when the plan will be revisited and updated

Information Needed

• Collecting data on behaviors
• Observing behaviors
• Gathering prior information
• Observing antecedents and consequences

Behavioral Interview

• Identify who is interviewed for information gathering (those in consistent contact with the individual)
• Information sought includes antecedent events (triggers for behaviors) and consequence events (reinforcers for behaviors)

Understanding Problem Behaviors

• Contingency analysis (ABC analysis)
• Antecedent stimuli (SD), behavior (all kinds)
• Consequence: reinforcement

Understanding Problem Behaviors (Example)

• Example of a three-term contingency / ABC analysis

E. Documentation and Reporting (E-01)

• Reporting other variables that might affect the client (e.g., illness, relocation, medication).

E. Documentation and Reporting (E-02)

• Generating objective session notes by describing what occurred during sessions

E. Documentation and Reporting (E-03)

• Effectively communicating with the supervisor

E. Documentation and Reporting (E-04)

• Complying with legal/regulatory/workplace reporting requirements (e.g., mandatory abuse and neglect reporting).

E. Documentation and Reporting (E-05)

• Complying with legal/regulatory/workplace requirements for data collection, storage, and transportation

Report other variables that might affect the client (e.g., illness, relocation, medication).

• Other situations causing an individual to not be themselves (e.g., divorce, bullying, academic struggles, illness).

Report other variables that might affect the client (e.g., illness, relocation, medication)

• Checking in with caregivers before beginning a session to gather details about the child and changing the session as needed. This includes asking about the child's wellbeing and anything different occurring that may affect the child's performance.

Report other variables that might affect the client (e.g., illness, relocation, medication)

• Adapting to the child's circumstances and making necessary adjustments to the session. This can be done by considering how the child's condition might affect their reactions and adjusting the therapy as required. This includes ways to accommodate for the client's condition.

E.02 Generate objective session notes by describing what occurred during sessions.

• Session notes are a document generated by RBT after each session which act as a record of what happened during the session.
• Session notes should be legal documents that are understandable to parents if required, and can be referred to in court.
• Notes for sessions must be written professionally and with attention to detail. This includes giving specific details of what happened in the sessions, and positive highlights/successes.

E.02 Session Notes (Do)

• Writing notes using initials for people, for example the client or their family members.
• Providing a brief summary of the sessions that includes highlights and successes.
• Explaining any behaviors using ABA terms that include antecedent behaviors and consequence.

E.02 Session Notes (Don't)

• Write negative comments about people involved in the case
• Use informal language in the notes

E.02 Session Notes (Don't) (cont.)

• Using non-descriptive or vague language when writing notes. Draw smiley faces or other pictures
• Avoid making notes that are not professional or clinical notes that can be referred to in court.
• Write bullet points or any other that may not be a professional manner of describing specifics.

Incorrect Session Note (Example)

• Example of an incorrect session note for correction/improvement purposes

Incorrect Session Note (Example) (What was wrong about the note and please re-write the note)

• Description and examples of incorrect session notes and how they should be re-written for improvement.

E.03 Communicate with Supervisor

• Importance of good communication among team members for the success of the consumer,
• Importance and examples of effective communication and the possible harm if not communicated properly.
• Recognizing and addressing issues that should be discussed with a supervisor to improve sessions.

Special Incident Report

• Reporting procedures for various types of incidents including injuries to the consumer or others, damage to property, health/safety concerns, abuse or neglect, and sexual misconduct.
• Submission protocols

E.05 Data Collection, Storage, and Transportation

• Accurate data collection for objective progress reports
• Operating for the best interest of the client
• Consulting a supervisor before implementing techniques

Confidentiality

• BSS staff are not allowed to carry and hold family information on themselves
• Documents with PII needs to be de-identified for transportation

F. Professional Conduct and Scope of Practice (F-01)

• Describing the role of the RBT in service delivery

F. Professional Conduct and Scope of Practice (F-02)

• Responding appropriately to feedback and maintaining/improving performance accordingly

F. Professional Conduct and Scope of Practice (F-03)

• Communicating with stakeholders (family members, caregivers, other professionals) as authorized

F. Professional Conduct and Scope of Practice (F-04)

• Maintaining professional boundaries, avoiding dual relationships / conflicts of interest, and limiting social media contact

F. Professional Conduct and Scope of Practice (F-05)

• Maintaining client dignity

Describe the Role of the RBT in the Service Delivery System

• The responsibilities of the RBT, includes conducting sessions as planned, arriving on time, teaching skills per the treatment plan, collecting data, and writing session notes. They are also part of a team and need to consult with other clinicians as needed

Feedback

• Responding and being receptive to supervisor feedback and specifying if there are better ways to provide feedback
• Improving skills due to feedback
• Maintaining treatment integrity
• Collecting accurate data

Communication

• Communicating with parents to ensure a positive beginning for a session, including a summary of the child's day and what has happened so far
• No communication with anyone besides authorized persons

Social Media

• RBTs should refrain from contacting parents via social media or any non-professional communication
• RBTs should maintain a professional relationship with families.

Test your knowledge on the steps to become a Registered Behavior Technician (RBT) and key concepts in behavior intervention plans. This quiz covers essential components like reinforcement types, behavior plan design, and data measurement definitions. Perfect for aspiring behavior analysts and RBT candidates.