Reinforcement schedules (such as continuous reinforcement) are most effective for establishing new behavior by providing consistent reinforcement for each correct response.

IOA is used to ensure that two observers agree on the data collected, ensuring accuracy and reliability.

Session notes should summarize the behavior and interventions used, and document the client’s progress.

Time-out removes the learner from the reinforcement environment to reduce the behavior.

DRO reinforces the absence of the problem behavior over a specified time period, helping to decrease it.

DRI involves reinforcing a behavior that is incompatible with the problem behavior, making it impossible for both to occur simultaneously.

Response cost involves removing a reinforcer (e.g., tokens) after an undesirable behavior to decrease the behavior's occurrence.

Extinction works by discontinuing the reinforcement for a behavior, leading to its decrease over time.

DTT breaks skills into smaller, discrete steps and provides reinforcement after each step to ensure mastery of each component.

Backward chaining begins with teaching the final step of a task, allowing the learner to experience success after completing the final step.

Continuous reinforcement is ideal for establishing new behaviors because it reinforces every correct response, helping to teach the behavior.

Task analysis breaks complex tasks into smaller, manageable steps to facilitate teaching each step.

Shaping involves reinforcing successive approximations of the target behavior to bring it closer to the desired response.

Escape-maintained behaviors often occur to avoid or escape aversive tasks or demands.

Preference assessments identify what the learner values and enjoys, helping to select effective reinforcers for future use.

An FBA will help identify the function of the behavior (in this case, escape), so an appropriate intervention can be developed.

Percentage = (3/4) * 100 = 75%.

Frequency recording counts the number of times a behavior occurs during a set observation period, making it ideal for discrete, countable behaviors.

Latency refers to the amount of time between the presentation of the SD (discriminative stimulus) and the behavior occurring.

RBTs are responsible for collecting data and implementing interventions as directed by the supervising BCBA.

An RBT should maintain emotional control to ensure professional conduct and focus on meeting the client’s needs.

Interventions should be approved by the supervising BCBA to ensure they are evidence-based and appropriate for the learner.

RBTs must maintain professional boundaries with clients and families to ensure ethical conduct and confidentiality.

RBTs should refer parents to the BCBA for any modifications to treatment goals, as it is the BCBA’s responsibility to adjust goals based on data.

Progress notes provide a structured summary of the learner’s progress, which is essential for team communication.

IOA ensures that two observers are in agreement about the behavior being measured, which enhances data reliability.

The ethical response is to report the issue to a supervisor to ensure the BIP is followed appropriately.

Graphing behavior data helps visualize trends and patterns, making it easier to analyze and interpret the data.

Session notes should document the tasks worked on, the client’s behavior, and their progress toward goals.

DRL reinforces behaviors when they occur at a lower rate, often used to reduce, but not eliminate, behavior.

Response blocking involves physically preventing the individual from engaging in the behavior, like blocking a hand from hitting.

Time-out removes the individual from the reinforcement environment after a behavior to decrease its occurrence.

DRI reinforces a behavior that cannot occur at the same time as the undesired behavior (e.g., reinforcing sitting instead of standing).

Extinction involves stopping the reinforcement for a behavior to decrease its frequency.

Discrete trial training involves breaking down a skill into manageable steps and reinforcing after each step.

Continuous reinforcement is ideal for reinforcing every occurrence of a behavior, helping to establish it.

Shaping involves reinforcing successive approximations of a behavior, gradually increasing its complexity.

In backward chaining, the RBT begins teaching with the final step, ensuring reinforcement after completing the task.

Task analysis breaks down complex tasks into smaller, teachable steps, making learning more manageable.

The escape condition tests whether the behavior occurs to avoid or escape an aversive situation or demand.

Preference assessments identify what the learner prefers, helping to select effective reinforcers.

Interviews and surveys are indirect methods, whereas direct assessment involves observing behavior in real-time.

The attention condition of a functional analysis assesses whether the behavior is maintained by the desire for social attention.

An FBA identifies the function of a behavior (e.g., escape, attention) to create an effective intervention plan.

Permanent product recording allows the RBT to measure the outcome of a behavior (e.g., finished tasks) without needing to observe the behavior directly.

In whole interval recording, the behavior must occur for the entire duration of the interval to be counted.

Duration recording tracks how long a behavior lasts from start to finish

Frequency = 8 behaviors / 10 minutes = 0.8 behaviors per minute.