Registered
Behavior
Technician (RBT)
Toolkit & Manual
! RBT Compliance Checklist
! Competency Assessment and Questions
! Supervision Requirements and Tips
Table of Contents
Training Content
! Principles of Behavior: Reinforcement (2 hrs)
! Principles of Behavior: Behavior Reduction (2 hrs)
We didnof tBehavior
createand
a new
autism
! Functions
FBA (3
hrs)
treatment,
just a better
method(2tohrs)
train staff in
! Antecedent
Interventions
established
autism
interventions.
! Introduction
to Verbal
Behavior
(1.5 hrs)
! Instructional Control (2 hrs)
! Consequence Interventions (2 hrs)
All ATS curriculum is -
! Teaching New Behavior (2 hrs)
! Teaching to Request/Mand (2 hrs)
•Based on naural environment video
intervention
examples.
! Discrete Trial Instruction Part 1 (2 hrs)
! Discrete Trial Instruction Part 2 (2 hrs)
•Approved
the Behavior
Analyst Certification
! Intensive
Trialby
Teaching-ITT
(2 hrs)
Board (BCAB) for continuing education credits.
! Naturalistic Teaching Strategies (2 hrs)
•Aligned
with the National
Autism
! Motor
Imitation/Mimetic
Behavior
(1 hr) Center s
(NAC)
National Standards
! Verbal
Imitation/Echoics
(1 hr) Project.
! Receptive
Language/Listener
(1 hr)
•Reviewed
by the field s Responding
leading minds
and in! Introduction
to Ethics
and Client Rights (1 hr)
house Behavior
Analysts.
! Ethical Guidelines for ABA Practitioners (2 hrs.)
•Created through a rigorous 100 hour
! Introduction
to process
ASD (1 hr)
production
! Introduction to Asperger's Syndrome (1 hr)
! Recording Behavior (3 hrs)
! Graphing and Progress Evaluation (2.5 hrs)
www.AutismTrainingSolutions.com 2800 Woodlawn Drive Suite 175 Honolulu, HI 96822
866-966-9452
RBT Compliance Checklist
! !Step!1!
!
Eligibility!requirements!!
Be!at!least!18!years!of!age!
Possess!a!minimum!of!high!school!diploma!or!equivalent!
Successfully!complete!a!criminal!background!registry!check!at!the!=me!of!applica=on!
$50!registra=on!fee!
"
"
"
"
!
! !Step!2!
!
Training!Requirements!
Cumula=ve!dura=on!of!training!must!be!40!hrs!(may!be!offered!in!briefer!units)!!
The!training!must!follow!RBT!Task!List!
At!least!3!hrs!of!the!training!must!be!devoted!to!ethics!and!professional!conduct!
The!training!can!be!in!person!or!online!
Can!be!lecture!based!or!handsLon!
Training!completed!within!90!days!
The!training!must!be!conducted!by!a!BCBA!or!BCaBA.!!
Agency!specific!training!must!be!conducted!separately!from!the!40!hrs.!!
Trainers!must!keep!documenta=on!of!the!training!for!each!learner!for!a!minimum!of!7!
years.!!
"
"
"
"
"
"
"
"
"
!!
!
!Step!3!
!
RBT!Competency!Assessment!
"
"
"
"
"
"
This!assessment!is!the!basis!for!the!ini=al!and!annual!assessment!requirements!for!the!RBT!
creden=al.!The!Assessment!must!meet!the!following!requirements.!!
Must!be!administered!by!a!BCBA!or!BCaBA!who!has!completed!the!8Lhrs!of!training!based!
on!BACB!Supervisor!Training!Curriculum!Outline.!!
Must!be!administered!AFTER!the!40hrs!of!training!has!been!completed!
The!same!BCBA!or!BCaBA!must!complete!the!assessment.!!
The!assessment!can!be!administered!in!person!or!live!via!the!internet!over!mul=ple!
sessions.!!
The!assessor!must!provide!an!opportunity!for!the!candidate!to!perform!each!skill,!ini=al!
the!box!next!to!each!skill!aWer!the!candidate!has!demonstrated!competency,!and!sign!the!
aXesta=on!at!the!end!of!the!assessment!when!the!candidate!has!demonstrated!
competency!in!every!skill.!
Competency Assessment
Once the trainee has finished their 40 hr training, they will need to pass the
RBT competency assessment. This assessment is the basis for the initial and annual
assessment requirements for RBT credential
Who can give the assessment?
The assessor must
• possess a BCBA or BCaBA credential
• have completed an 8-hour training based on the BACB Supervisor Training
Curriculum Outline
How is the assessment conducted?
• The entire assessment must be administered by the same assessor
• It may be conducted over several sessions
• The assessor observes and interviews the candidate and determines if he/
she has demonstrated competency then initials each task that has been
demonstrated with competency and signs the attestation at the end of the
assessment.
• Tasks are classified as either “Interview” or “Observation”
Interview
Observation
Interview
Observation
• The interviewer needs to be the
same person who does the
observation.
• The interview must be done live and
can be done in person or via the
internet.
• During the interview the candidate
must accurately describe or discuss
the relevant concept and provide
examples and non-examples of the
concepts where applicable.
• The interview can be done before or
after the observation and can be done
over multiple sittings.
• The assessor must directly observe
the candidate performing the task in
vivo with an actual client.
• The observation can include roleplay of skills where circumstances do
not permit assessment with clients but
the entire assessment can not be
demonstrated with role play only.
• If the candidate demonstrates
competency of a specific task that is
categorized as an interview item, the
interview question for that specific
competency is not necessary.
Sample Interview Questions
We have created some sample interview questions you can use in the interview portion
of the competency assessment. There is no answer key because the answers may vary
depending on the RBT’s role at your organization or depending on how your organization
does things. It is recommended that the assessor develop an answer key and
hypothetical scenarios to present the candidate to determine if they demonstrate
competency in the interview. If the candidate does not demonstrate competency on
specific tasks, the assessor can provide additional training and re-administer no earlier
than the next day.
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E-04
Comply with applicable legal, regulatory and workplace
reporting requirements (e.g., mandatory abuse and neglect
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Supervision
Each staff member will carry a caseload of clients depending on how many
available hours they have to do sessions. Staff will more hours will have more
clients and will have more opportunities for team meetings and supervision. Each
staff member will need at least 2 face-to-face supervision sessions per month. One
can be in a group session.
Supervision!
Staff!
Client!A!
2!hrs!1:1!
Supervision!
Client!B!
Client!C!
40!hrs!
week!
4L6hrs!Team!
Mee=ngs!
Client!D!
8!hrs!per!month!
Client!E!
2hrs!1:1!
Supervision!
1L1.5!hrs!1:1!
Supervision!
Client!B!
30!hrs!
week!
Client!C!
6!hrs!per!month!
Client!A!
10!hrs!
week!
4L5.5!hrs!Team!
Mee=ngs!
2!hrs!of!1:1!
1L1.5!hrs!1:1!
Supervision!
Supervision!
2!hrs!per!month!
Tips to Meet Supervision Requirements
To meet the ongoing supervision requirement for the RBT, your staff must
be supervised for 5% of the hours spent providing ABA services. There
must be at least two occurrences of synchronous supervision sessions and
at least one session needs to be 1:1: Here are some tips to manage your
staff’s supervision efficiently.
Team meetings:
Host client team meetings at least one time a month with the whole team.
This team meeting counts towards the 5% of supervision time for each RBT.
•
In order to focus your time on your RBTs, schedule a separate meeting
with parents to review their child’s progress and programs. This allows
you to focus your energy on training and coaching your staff.
•
Host the team meeting at a centralized location (e.g. clinic or office
building).
•
Host a team meeting with some people onsite and some joining through
online meeting technologies.
Face-to-face supervision:
Schedule at least one supervision session with the RBT to focus on areas
on the RBT task list that the individual could use more training and coaching
in.
•
If face-to-face is difficult because of travel restraints, you can schedule
these sessions using online meeting technologies. Make sure your
webcam is working well so you can observe the RBT implementing
behavioral interventions and give feedback through the computer.
•
Have sessions in a clinic (even just once a month) to allow supervisors
to be onsite and observe sessions without extensive travel.
•
Have two BCBAs or BCaBAs assigned to an RBT so each of them can
share the load of scheduling supervision sessions. If one BCBA is
particularly busy or booked, the other BCBA could jump in and
schedule a supervision session.
4"Hours"
Principles of Behavior
Curriculum
Training"Objectives"
Assessment and Progress Evaluation
• Identify the origin of the principles of behavior analysis
• Identify the ABCs of behavior
• Identify positive and negative reinforcement and punishment
• Be able to give examples of positive and negative reinforcement and
punishment
• Identify and complete the definition for Motivating Operations (MO)
• Identify the principles of reinforcer effectiveness in given scenarios
• Identify and discriminate between different schedules
of reinforcement
Professionalism
• Identify and define extinction and punishment
• Identify the risks associated with using punishment procedures
Collaboration
Terms"and"Concepts
"
!!!
•!Applied!Behavior!Analysis!
•!B.!F.!Skinner!
•!Positive/Negative!Reinforcement!
•!Positive/Negative!Punishment!
•!Schedules!of!Reinforcement!
•!Motivation!
•!Deprivation!
•!Immediacy!
•!Size!!
•!Contingency!
•!Extinction/Extincion!Burst!
Face9to9Face"Activities"
•!Q!and!A!session!
•! Identify!the!Procedure !gameH!
present!realHlife!or!clientHbased!
scenarios!and!have!them!identify!
what!procedure!was!used!
(positive/negative!reinforcement!
or!punishment,!extinction)!!
•!!Group!generalization!sessions!
(Behavior!Jeopardy,!Role!Play,!
Case!Studies,!Charades,!Word!
Search,!
Fluency!games)!
•!Have!trainees!review!journal!
articles!or!chapters!in!books!on!
ABA!theory!and!practice.!!
Quiz Questions- Principles of Behavior: Reinforcement
1. The field of Applied Behavior Analysis focuses on ______________ behavior
Curriculum
naughty
･
observable
respondent
･
reflexive
･
2. Who was the founder of modern behaviorism?
Ivar Lovaas
･
B.F. Skinner
･
Pavlov
･
John B. Watson
･
3. What precedes behavior?
Reinforcement
･
Antecedents
･
Consequences
･
Punishment
･
4. What follows behavior?
Antecedent
･
Responses
･
Consequences
･
Setting Events
･
Collaboration
5. Identify two consequences:
behaviors and responses
･
positive and neutral extinction
･
reinforcement and punishment
･
motivating and abolishing operations
･
6. Another way to conceptualize negative in negative reinforcement and negative punishment is:
bad
･
aversive
･
removal
･
punishment
･
7. Reinforcement is any event that _________ behavior and _________ behavior.
supports, increases
･
precedes, increases
･
follows, increases
･
follows, decreases
･
8. When Kay talked to Nancy, she liked to complain about work. Nancy would listen and try to cheer her
up by talking with her. The more Nancy talked with Kay the more she complained. By talking with
Kay after she complained, Nancy used what principle?
positive reinforcement
･
positive punishment
･
negative reinforcement
･
negative punishment
･
9. Jane rarely used her phone. Whenever her annoying coworker approaches her and she is on the
phone her coworker walks away. Now Jane is always talking on the phone. What principle of
behavior accounts for this increase?
positive reinforcement
･
positive punishment
･
negative reinforcement
･
negative punishment
･
10. The definition of behavior is
anytime someone exhibits an action that is problematic
･
any response to an instruction
･
the way a person acts
･
any observable movement of a living thing
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Principles of Behavior: Behavior Reduction
1. Alyse didnʼt sing in music class often. One day, her teacher saw Alyse singing and complimented her
Curriculum
voice in front of the class. Alyse stopped singing in music class all together. What principle did
the music teacher use on Alyseʼs singing behavior?
positive reinforcement
･
positive punishment
･
negative reinforcement
･
negative punishment
･
2. What is not a variable of reinforcer effectiveness?
attractiveness
･
size
･
immediacy
･
deprivation
･
3. Motivating Operations are events that can alter the effectiveness of some _____________ at a
particular moment.
dollar
･
stimulus
･
antecedent
･
behavior analyst
･
4.__________________schedules of reinforcement are when only some of the responses are
reinforced.
Collaboration
Immediate
･
Continuous
･
Intermittent
･
Irregular
･
5. Ratio Schedules are based on ______________ and interval schedules are based on
___________________.
the passage of time, number or intervals
･
the number of responses, number of intervals
･
the number of responses, passage of time
･
the passage of time, number or responses
･
6. Hilary has autism and she likes to push buttons on her toys over and over again. After a while, to her
parentʼs satisfaction, the batteries wore out of the toy. Hilary stopped pushing the buttons on the
toy. What decreased her behavior?
negative punishment
･
positive punishment
･
extinction
･
negative reinforcement
･
7. Jake yelled when he wanted music turned off and his parents would turn it off. One day, his parents
decided to ignore the yelling. Jakeʼs yelling initially increased then decreased over the next
couple days as they continued to ignore. What occurred?
positive reinforcement
･
extinction burst
･
negative reinforcement
･
spontaneous recovery
･
8. Luke threw toys at his peers during free play. When the teacher caught him doing this, she would take
the toy that he threw and put it in a box that he couldnʼt access for the rest of the day. His
behavior decreased. This is an example of…
extinction
･
positive punishment
･
negative reinforcement
･
negative punishment (response cost)
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Principles of Behavior: Behavior Reduction
9. Joshua cracked jokes during the movies he watched in history class every week. When he did this the
Curriculum
teacher removed him from the class and had him sit in the library. Joshua stopped cracking jokes
during the movies. This is an example of
time out
･
positive reinforcement
･
extinction
･
negative reinforcement
･
10.Motivating operations increase the relative value of a particular reinforcer and also:
increase the likelihood of any behavior that has produced that reinforcer in the
･
past
also make you thirsty
･
decrease the rate of future behavior that is paired with that SD
･
require extra response effort
･
Assessment and Progress Evaluation
Professionalism
Collaboration
Functions of Behavior and FBA
Curriculum
Training Objectives
3"Hours"
Assessment and Progress Evaluation
•Recognize the need for a behavior plan
•Identify the purpose of Functional Assessments
•Name the steps involved in carrying out an FBA
•Write operational definitions of behaviors within different
scenarios
•Identify the components of the behavior plan
•Identify the four functions of behavior
•Determine antecedent conditions (proximal and distal)
Professionalism
•Fill out an ABC recording form in three virtual observations
of
real children with problem behaviors
Collaboration
•Analyze Functional Interview assessment forms
•Analyze data and formulate a hypothesis concerning the
function of behavior
Terms and Concepts
Face-to-Face Activities
• Behavior Intervention Plan
• Q and A session
• Functions of Behavior
• What s the Function? gamegive real-life or client-based
scenarios and have trainees
identify possible functions,
antecedent and consequence
conditions to the behavior.
• Functional Behavior Assessment
• Target Behaviors
• Behavioral Definitions
• Antecedents
• Consequences
• Socially Mediated Behaviors
• Motivating Operations
• ABC Analysis
• Functional Hypothesis
• Have trainees review journal
articles or book chapters on
Functional Assessment
• Hands on coaching sessions
Quiz Questions- Functions of Behavior and FBA
1. All of the following are functions of behavior EXCEPT?
Curriculum
To gain attention
･
To placate others
To gain an item or activity
･
To escape/avoid a task or situation.
･
2. Topography is the same as
form; what the behavior looks like
･
function; what purpose the behavior serves
･
location; the place the behavior occurs
･
intervention; the program designed to target the behavior
･
3. What information can be generated from an FBA?
Whether to use Naturalistic Teaching or Intensive Teaching
･
What is an appropriate educational placement
･
What variables are likely to be involved in maintaining the behavior
･
What can I do to make the behaviors stop
･
4. Behavioral definitions must be both
Positive and comprehensive
･
Observable and measurable
･
Impartial and multidimensional
･
Broad and articulate
･
5. Which of the following behaviors is observable and allows for data collection?Collaboration
throwing a tantrum
･
hitting with open hand
･
being upset
･
goofing off in class
･
6. Anne was up late watching TV. When her alarm went off in the morning she threw it across the room. Her
roommate came in and Anne yelled for her to leave her alone. What is the most likely distant setting
or motivating variable affecting Anneʼs behavior?
Lack of sleep
･
Not enough time alone
･
Too much TV
･
Recently aggressive
･
7. What situation might warrant a functional assessment of problem behavior and a behavior intervention
plan?
Candace throws items at her peers during class. This happens several times/hour,
･
and occasionally it causes injury.
Nate jiggles his foot repetitively when he sits in his high school class. He continues
･
to take notes and performs well on tests- but will engage in this repetitive
movement for up to 10 minutes at a time.
Kayla thinks that Sam is mean because he breaks her toys and he blames Kayla
･
when he has done something wrong in class. Kayla avoids Sam and doesnʼt play
with him. Her mom sees this as a problem and wants her to play with Sam.
David is in high school and memorizes one spelling word per day- while the typical
･
kids his age are
learning five to ten words per day in preparation for the SATs. His teacher wants
･
him to spend more time doing spelling, so he can catch up to his peers.
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Functions of Behavior and FBA
8. Kyle walked into his classroom. The teacher told him to get his math book. Kyle fell to the floor. The
Curriculum
teacher went to go tell the principal about Kyleʼs behavior instead of doing the math lesson. What
was the ANTECEDENT to falling on the floor?
The gluten in his breakfast
･
Being directed to sit down
･
Being told to get his math book
･
The teacher trying to pick him up
･
9. Kyle walked into his classroom. The teacher told him to get his math book. Kyle fell to the floor. The
teacher went to go tell the principal about Kyleʼs behavior instead of doing the math lesson. What
could be the REINFORCER?
The soft carpet
･
deep pressure
･
escape from math
･
recess
･
10. A Behavior Intervention Plan is
a list of inappropriate behaviors and the consequences for the behaviors.
･
a guide for parents, teachers and other professionals on how to decrease
･
inappropriate behaviors or teach replacement behaviors
a plan of action for the team to follow in regards to teaching a student new
･
academic skills.
Collaboration
a contract between professionals and their clients indicating
the consequences of
･
their behaviors
11. Before you can make a hypothesis about the function(s) of the target behavior you must do all of the
following EXCEPT
Tell the parents to skip medication for a day so you can rule out medication effects
･
Define the target behaviors
･
Do a Functional Interview with key members of the team to note patterns in the
･
child's behavior before you directly observe
Directly observe and measure the behavior taking ABC data
･
Assessment and Progress Evaluation
Professionalism
2"Hours"
Antecedent Interventions
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Understand the importance of proactive procedures/antecedent
manipulations
• Identify and recognize the definition of Discriminative Stimuli (SD)
• Identify situations where a particular SD may or may not be under stimulus
control
• Identify setting events
• Identify antecedent interventions of escape maintained behavior (e.g. visual
supports, FCT, social stories, systematic desensitization/exposure therapy,
stimulus demand fading, pairing, errorless teaching)
Professionalism
• Identify antecedent interventions of attention maintained behaviors (e.g.
differential reinforcement, replacement behaviors, videoCollaboration
modeling)
• Identify antecedent interventions for gaining access to items/activities (e.g.
visual supports, wait program, transition program)
• Identify antecedent interventions for automatically reinforced behavior (e.g.
activity schedules)
Terms and Concepts
Face-to-Face Activities
• Behavior Intervention Plans
• Q and A session
• Discriminative Stimulus
• Present different student
scenarios and have trainees
suggest antecedent interventions
that might prevent the behavior
from occurring.
• Stimulus Control
• Setting Events
• Functional Communication
Training
• Social Stories
• Visual Supports
• Demand Fading
• Errorless Teaching
• Pairing
• Have trainees present case
studies of antecedent
interventions that were
successful
• Have trainees review journal
articles of successful antecedent
interventions
Quiz Questions- Antecedent Interventions
1. Joseph engages in shouting out behaviors for the function of gaining attention. What antecedent
interventions would be best to use in the BIP?
non-contingent attention
･
enhanced predictability measures
･
stimulus demand fading
･
transition program
･
2.Cameron has tantrums and noncompliance for the function of escaping a task. What antecedent
interventions would be best to use in the BIP?
Social Stories
･
Systematic Desensitization
･
Stimulus Demand Fading
･
Wait Program
･
3. A Behavior Intervention Plan (BIP) is developed to
assist teachers in controlling only mild behaviors
･
decrease problem behaviors and teach or increase replacement behaviors in
･
all settings.
increase problem behaviors so they may be readily observed for a functional
･
behavior assessment
provide strategies for how to intervene with only severe problem behaviors
･
4.Which of the following is not a part of a Behavior Intervention Plan (BIP)?
Target behavior you are trying to eliminate or decrease
･
Antecedents that may be occurring before the behaviorCollaboration
･
How the child feels when the behavior is occurring
･
Antecedent Interventions
･
5.There are three types of behavior intervention strategies in the behavior plan; they are
Antecedent Interventions, Replacement Behaviors and Consequence
･
interventions.
Consequences, Extinction, and Punishment
･
Environmental, Covert, and Overt
･
Distant Setting events, Proximal Setting Events, and Punishers
･
6. Stimulus control is when
a behavior is emitted more often in the presence of a particular discriminative
･
stimulus than in itʼs absence.
a behavior is emitted more often in the presence of a prompt than in itʼs
･
absence
a behavior is emitted more often in the presence of a particular non-contingent
･
reinforcer than in itʼs absence
a behavior is emitted more often in the presence of a particular operationalized
･
stimulus than in itʼs absence
7. All of the following are examples of setting events, except:
Sleep
･
Mood
･
Medication
･
Diet
･
8. Pairing has occurred when
the teacher is paired with the setting event
･
the teacher is paired with reinforcement
･
the learner is paired with the discriminative stimulus (SD)
･
the learner is paired with behavioral intervention
･
9.If reinforcement is delivered after each number of responses listed which of the following is variable
ratio of 7 (VR7)?
3, 11, 7, 7, 4, 10
･
7, 7, 7, 7
･
2, 12, 3, 7, 7
･
1, 7, 1, 7, 1, 7
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Antecedent Interventions
Curriculum
10. If escape behaviors are occurring frequently, it is often due to
the reinforcement schedule being too thin
the reinforcement schedule being too dense
･
the reinforcement schedule being too variable
･
the reinforcement schedule being too negative
･
11. Using _______________________ to prevent problem behaviors is considered the proactive
approach.
consequence interventions
･
behavioral interventions
･
environmental interventions
･
antecedent interventions
･
12. Errorless teaching would be most appropriate to prevent
behaviors to escape/avoid something
･
behaviors to gain item/activity
･
behaviors to gain attention
･
behaviors to gain sensory stimulation
･
13. The Wait and Transitions program are both used as antecedent interventions for
behaviors to escape/avoid something
･
behaviors to gain item/activity
･
Collaboration
behaviors to gain attention
･
behaviors to gain sensory stimulation
･
14.Systematic Desensitization/Exposure Therapy is most often used to treat:
Systems
･
Developmental Delays
･
Phobias
･
Toothbrushing for sensitive teeth
･
15._________________the pace of instruction can decrease the likelihood of escape behaviors.
Increasing
･
Decreasing
･
Always Varying
･
Changing
･
16.The inter-trial interval should last
as long as the child likes
･
6-7 seconds
･
approximately 1/2 second
･
as long as it takes the child to process the answers
･
17.All of the following are MOs EXCEPT
Being thirsty
･
Being cold
･
Being angry
･
Being in pain
･
18.Levi screams whenever he wants his helicopter toy, what would be a good antecedent intervention?
Functional Communication Training (teach manding/requesting)
･
Video Modeling
･
Demand Fading
･
Systematic Desensitization/Exposure Therapy
･
19. A motor activity schedule could
increase the individual's awareness of their body
･
reduce the motivation for self stimulatory behavior.
･
teach the concept of turn taking
･
decrease symptoms of autism.
･
･
Assessment and Progress Evaluation
Professionalism
Introduction to Verbal Behavior
Curriculum
Training Objectives
2"Hours"
Assessment and Progress Evaluation
• Give a definition of Verbal Behavior as outlined by Skinner
• Understand the importance of teaching language based on its function ins
addition to its form
• Identify and discriminate Skinner s behavioral classifications of language: the
echoic, the mand, the tact, listener responding and the intraverbal when
presented with video illustrations
• Identify skills that support the acquisition of verbal behavior such as Match to
Sample (MTS) and Mimetic Behavior (Imitation)
Professionalism
Collaboration
Terms and Concepts
• Verbal Behavior
• B.F. Skinnner
• Language form vs function
• Verbal Operants
• Mand
• Tact
• Intraverbal
• Echoic
• Listener Response
• Match to Sample
• Mimetic Behavior
Face-to-Face Activities
• Do fluency activity where trainees
have to identify what verbal operant
is being used in 1:1 sessions (e.g.
What is it? (pointing to picture)=
tact Touch the yellow one =listener
responding, What says meow? (no
picture)=intraverbal. Time the
trainees and work on decreasing
latency of responding.
• Review journal articles and book
chapters that discuss using the
verbal behavior approach to learning
Quiz Questions- Introduction to Verbal Behavior
1. Who wrote Verbal Behavior and broke down language into verbal operants?
Curriculum
Pavlov
･
Lovaas
Watson
･
Skinner
･
2. An airplane flies overhead and a girl says" airplane". This is an example of which verbal operant?
Imitation (mimetic)
･
Tact
･
Mand
･
Echoic
･
3.A man approaches a pizza counter and says, “May I have a slice of cheese?” This is an example of which
verbal operant?
Mand
･
Intraverbal
･
Listener response
･
Tact
･
4. As a dog walks in front of a boy, he says, "look a dog." This is an example of which verbal operant?
Tact
･
Listener response
･
Echoic
･
Collaboration
Intraverbal
･
5. Billy saying, “my name is Ricky" after Ricky said, “my name is Ricky” is an example of which verbal
operant?
Intraverbal
･
Listener response
･
Mand
･
Echoic
･
6.Skinner's analysis of verbal behavior emphasizes __________ in addition to the form of language.
function
･
topography
･
order
･
classification
･
7.Vocal Imitation is synonymous with
mimetic behavior
･
gross motor behavior
･
echoic behavior
･
fine motor imitation
･
8._____________are usually the first form of communication to develop in typically developing children.
Mands
･
Tacts
･
Intraverbals
･
Following Directions
･
9. When people say "MO", they are referring to
mimetic operant
･
motivating operation
･
motor operants
･
manding operant
･
10.Which operant directly benefits the speaker?
the intraverbal
･
the tact
･
the mand
･
the echoic
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Introduction to Verbal Behavior
11.Mands can result in getting all of the following EXCEPT?
Curriculum
tangibles
･
actions
information
･
MOs
･
12. Non-specific reinforcement includes all of the following EXCEPT?
the object that was named
･
praise
･
nodding yes with your head
･
social attention
･
13.Skinner believed that learning a word in one operant
would readily transfer to all other operants
･
was sufficient for language acquisition
･
may not transfer to other operants
･
would always have to be taught in every single operant
･
14. Responses from this operant occur when someone names an item that is contacted through one of their
five senses. These responses are maintained by non-specific reinforcement.
mand
･
tact
･
intraverbal
･
Collaboration
listener response
･
15. Clapping upon seeing another individual clapping is an example of what behavior?
mand
･
listener response
･
imitation (mimetic behavior)
･
tact
･
16. Another term for listener responding is?
expressive language
･
mimetic language
･
imitative language
･
receptive language
･
17.A woman saying, “Cynthia” after being asked, “Whatʼs your name?” is an example of which verbal
operant?
intraverbal
･
mand
･
listener response
･
echoic
･
18. Behavior that is evoked by anotherʼs verbal behavior, such as conversation can be best described as
manding
･
tacting
･
intraverbal
･
echoic
･
･
Assessment and Progress Evaluation
Professionalism
2"Hours"
Instructional Control
Curriculum
Training Objectives
• Understand the characteristics of Assessment
motivation its paramount
importance
and Progress
Evaluation
when teaching language to children with developmental disabilities
• Demonstrate understanding of the value of reinforcement, effort of the
response, rate of reinforcement, magnitude of reinforcement and immediacy
of reinforcement (VERMI).
• Identify the importance of the pairing process in teaching and establishing
instructional control
• Identify how to use non-contingent reinforcement within your pairing
process
• Identify how to use stimulus demand fading procedures
in order to
Professionalism
maintain your effective teaching
Collaborationbased on
• Discuss tips for effective reinforcement and identify reinforcers
reinforcer inventories and preference assessments
• Identify the steps of errorless teaching
• Identify how to use a mixed and varied presentation, fast paced
instruction, and appropriate schedules of reinforcement in intensive
teaching
Terms and Concepts
Face-to-Face Activities
• Motivating Operations
• Q and A session
• Value of Reinforcement
• Do role play of preference
assessments, errorless teaching,
mixed and varied presentation,
fast paced instruction and
reinforcement fading. Provide
each other feedback.
• Response Effort
• Rate of Reinforcement
• Magnitude of Reinforcement
• Immediacy
• Pairing
• Discuss reinforcement and
pairing ideas in a group format.
• Non-contingent Reinforcement
• Hands on coaching
• Demand Fading
• Video review of third person or
first person teaching session
• Errorless Teaching
• Reinforcer Inventories
Quiz Questions- Instructional Control
Curriculum
1.The matching law states that
rates of responding tend to equal the rate of punishment they avoid
relative rates of responding tend to equal the relative rates of reinforcement they
･
produce
behaviors are equal to their consequences
･
antecedents are equal to their behaviors
･
2. Many individuals with problem behaviors have established learning histories where teachers and learning
environments are
a worsening sets of conditions
･
the key to accessing reinforcement
･
the most positive part of their day
･
conditioned reinforcers
･
3. The value of a reinforcer
is always constant.
･
can change at any particular time and is determined by several variables.
･
is not important in session
･
is up to the instructor
･
4.Characteristics and variables of reinforcement that are components of the matching law can be
remembered with the acronym
DISC
Collaboration
･
SAME
･
VERMI
･
ABA
･
5.This term refers to how hard or how much the learner needs to work in order to obtain the reinforcer
Value
･
Effort
･
Rate
･
Magnitude
･
6.Behaviors that are reinforced more often than others will be more likely to occur again in the future. This
corresponds with which variable of reinforcement
Value
･
Effort
･
Immediacy
･
Rate
･
7.A learner will be more likely to perform behaviors that earn him more reinforcement than he would a
behavior that produces less reinforcement. This refers to which characteristic of reinforcement.
Magnitude
･
Rate
･
Value
･
Immediacy
･
8. The first step of establishing instructional control is
pairing yourself, the teaching environment and the setting with reinforcement
･
giving frequent task demands so the child knows what a session consists of
･
allowing the child to deliver their own reinforcement
･
teach them to sit in a chair.
･
9. Once pairing has taken place, the teacher can become a ___________reinforcer
generalized
･
non-contingent
･
primary
･
conditioned
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Instructional Control
Curriculum
10. There is only one criteria for delivering non-contingent reinforcement, it is
the child must be engaging in the target behavior
the child must not be engaging in problem behavior when it is delivered
･
the child must be manding for the reinforcer
･
you must already be paired with reinforcement
･
11. You will know pairing has taken place when
at least 7 days have passed with no problem behaviors
･
you can place at least 10 demands without reinforcement
･
you no longer have to use reinforcers in your session
･
the child approaches you instead of avoids you
･
12. You SHOULD do the following
Deliver praise and name the item being targeted as you deliver the reinforcer
･
Use the childʼs name consistently when giving an SD or instruction
･
Do not talk when the child is consuming the reinforcer, so you donʼt interrupt them
･
Place multiple demands before you reinforce, so they donʼt get used to freebies
･
13. When a learner begins to become noncompliant, it most likely due to
the work being too easy for them
･
them being bored with the task
･
they are not getting enough reinforcement and the schedule of reinforcement is too
･
thin.
Collaboration
them
feeling
angry
or
frustrated
･
14. Having your learner work for a break
tells them that the best reinforcer is getting away from the learning environment
･
allows them to regulate themselves and be ready to focus
･
is necessary for individuals with autism as they are over stimulated by tasks
･
should happen at least 1 time for every 10 minutes of work
･
15. Present difficult (acquisition) tasks approximately _________ percent of the time.
20
･
50
･
35
･
80
･
16. After you are paired with reinforcement if the learner engages in problem behavior you should
use extinction, but go back and analyze what went wrong
･
provide non-contingent reinforcement
･
lessen the task demand significantly
･
bring out higher value reinforcers and remind them what they are working for
･
･
Assessment and Progress Evaluation
Professionalism
2"Hours"
Consequence Interventions
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Identify the purpose of consequence interventions
• Define extinction
• Identify variables regarding extinction (extinction burst, spontaneous
recovery)
• Identify differential reinforcement
• Discriminate between DRI, DRA, DRO
• Identify when to use each type of differential reinforcement in given scenarios
• Identify unwanted side effects of punishment procedures
Professionalism
• Discriminate between positive punishment and negative
punishment
procedures
• Identify overcorrection, time out and positive practice inCollaboration
scenarios.
Terms and Concepts
• Extinction
• Extinction Burst
• Spontaneous Recovery
• Differential Reinforcement
• Differential Reinforcement of
Other Behavior
• Differential Reinforcement of
Incompatible Behavior
• Differential Reinforcement of
Alternate Behavior
• Positive/Negative Punishment
• Overcorrection
• Time out
• Positive Practice
Face-to-Face Activities
• Q and A session
• Present hypothetical scenarios/
client-based scenarios of
problem behavior and discuss
possible consequence
interventions that may decrease
the likelihood of the behavior
occurring again in the future.
• Have trainees read research
articles that review successful
implementation of consequence
interventions.
• Have a discussion about the
averse side effects of extinction
and punishment procedures and
ways to decrease these side
effects
Quiz Questions- Consequence Interventions
1. All of the following should be included in a behavior plan EXCEPT
Curriculum
Function of the behavior
･
Definition of target behavior
Information on how and when data will be collected
･
Diagnosis of child
･
2.A good behavioral definition is
operational
･
structured
･
organized
･
concise
･
3. What will guide you to an appropriate intervention?
topography of the behavior
･
function of the behavior
･
form of the behavior
･
definition of the behavior
･
4. Antecedent Interventions will be implemented after a behavior occurs
during a behavior
･
before a behavior
･
at any time
･
5. What is another name for a fast trigger?
Collaboration
Distant setting event
･
Consequence
･
Problem behavior
･
Antecedent
･
6.What might be an appropriate consequence intervention for screaming for attention?
a firm reprimand
･
a brief discussion of why screaming is not the way to access attention
･
ignoring the scream and later prompting them to call your name
･
having the child sit next to you so you can keep an eye on them
･
7. Extinction is withholding the __________that previously maintained a behavior
reinforcement
･
punishment
･
antecedent
･
trigger
･
8. Extinction functions the same as __________ because both __________ the rate of a behavior
reinforcement, increase
･
reinforcement, decrease
･
punishment, increase
･
punishment, decrease
･
9.Extinction is the most difficult to use with ___________ maintained behaviors
escape
･
tangible
･
attention
･
automatically
･
10. Spontaneous recovery is most commonly associated with
negative reinforcement
･
extinction
･
negative punishment
･
•
positive punishment
11.The following is an example of which differential reinforcement procedure: Every ten minutes Johnny is
rewarded with a gummy if he did not throw his toys.
DRA
･
DRI
･
DRO
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Consequence Interventions
12. The I in DRI stands for
Curriculum
Incompatible
･
Interval
Incompetent
･
Incomparable
･
13.The following is an example of which differential reinforcement procedure: Leila engages in hand
mouthing. She is reinforced every time she is engaged in a behavior that is incompatible with hand
mouthing (drawing or building with legos).
DRA
･
DRO
･
DRI
･
DRL
･
14. Why is the following not an example of punishment? After Johnny threw his toys his teacher gave him a
gentle reprimand and told him that throwing was not nice. Later that day Johnny threw his toys four
times.
the reprimand was gentle and needed to be firmer
･
he threw his toys four times after the reprimand
･
because she gave an explanation and punishment does not include explanations
･
he likes throwing his toys
･
15. Punishment can cause all of the following unwanted side effects, EXCEPT
Collaboration
Punishment may produce lasting emotional and aggressive
reactions
･
It may cause an increase in escape and avoidant behaviors
･
The person receiving the punishment may start imitating the punishment behaviors
･
The behavior may increase in frequency indefinitely
･
16.Which of the following are negative punishment procedures
time out and overcorrection
･
time out and response cost
･
restitutional overcorrection and planned ignoring
･
response cost and positive practice
･
17.Which of the following is an example of Overcorrection?
Zach has to go to his room when he talks back to his parents
･
Maria loses her video game if she doesnʼt do her homework
･
Claire has to write a sorry letter to the teacher and all of her friends when she yells
･
at her friends in class
Luke receives a after school clean up duty for talking in class
･
18. Why is the following behavior not likely to be easily extinguished? When Keenan and his mother go to
the zoo, Keenan always whines to ride the train. Most of the time his mother always says “no” but
when she is really tired she might say yes.
she has reinforced his whining on a very thin variable ratio schedule
･
she has reinforced his whining on a continuous schedule
･
she has reinforced his whining on a very dense variable ration schedule
･
she has reinforced his whining on a fixed ratio schedule
･
19.Which of the following should be used first when dealing with problem behaviors?
positive punishment
･
extinction
･
negative punishment
･
antecedent interventions
･
20. All of the following are rules of thumb with time out EXCEPT
The “time out” period should be between 2-10 minutes in length.
･
Explain time out rules to the individual such as behavior during time out, and how
･
long time out is.
Make sure the time out procedure is done consistently.
･
Evaluate the effectiveness of time out by identifying if the child is sad when they are
･
in time out
･
Assessment and Progress Evaluation
Professionalism
2"Hours"
Teaching New Behavior
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Learn ways to teach new skills using shaping and chaining
• Identify different prompting procedures
• Learn how to use imitation and modeling to teach novel skills
• Learn how to use video modeling and video self modeling to teach new
behaviors
• Identify the purpose of using time delay with prompting procedures
• Identify and define discrimination training
• Identify when to use a most to least vs. least to most prompt hierarchy.
Professionalism
• Learn how to task analyze a behavior
•Differentiate forward chaining, backward chaining and total task presentation
Collaboration
Terms and Concepts
Face-to-Face Activities
• Prompting
• Q and A session
• Prompt hierarchy
• Provide multi-step tasks and have
trainees break them down into small
teachable steps and create a task
analysis
• Shaping
• Chaining
• Backwards Chaining
• Total Task Presentation
• Forward Chaining
• Task Analysis
• Modeling
• Imitation
• Time Delay
• Discrimination Training
• Have trainees create a prompt
hierarchy for teaching different skills
• Have trainings discuss how they
could provide least intrusive prompts
for different skills and systematically
fade the prompts
Quiz Questions- Teaching New Behavior
1. A phonemic prompt is
Curriculum
a small verbal prompt that gets the learner to emit the desired response
･
when the item is placed closest to the individual to assist in evoking the desired
highlighting a physical dimension of the stimuli to evoke the desired response
･
asking a question to assist the learner in emitting the desired response
･
2. Imitation training can be used to teach students take cues from
Verbal prompts
･
Physical prompts
･
Model prompts
･
Gesture prompts
･
3.True or False: Video Modeling is a new area of research in the field of education and behavior analysis.
True
･
False
･
4. When creating video-self modeling videos
You video-tape the student engaging in the desired behavior and edit out any other
･
behaviors
You video-tape the student engaging in non-examples and show them what not to
･
do
You video-tape a peer engaging in the desired behavior
･
You video-tape the student engaging in approximations of the desired behavior to
･
Collaboration
encourage them to keep trying
5. The purpose of using time delay when prompting is to
To fade prompts and transfer the response to the SD
･
To keep the child waiting for a prompt
･
To increase the latency of the response
･
To decrease the time between the SD and the response
･
6. Discrimination training requires
Two responses and one antecedent condition
･
One response and one antecedent condition
･
Two responses and two antecedent conditions
･
One response and two antecedent conditions
･
7.When teaching new behavior you should use which type of prompt hierarchy?
Least to most
･
Most to least
･
Alternate between most to least and least to most
･
there should be no prompts in the early learning phase
･
8.Verbal prompts are some of the __________ prompts to fade.
easiest
･
most difficult
･
9. The following is an example of what procedure? Johnny is reinforced first for saying ba, then baba, then
bottle.
Shaping
･
Forwards chaining
･
Phonemic prompting
･
Total task presentation
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Teaching New Behavior
10. Breaking a complex skill into smaller, teachable units is the definition of
Curriculum
task analysis
･
shaping
backwards chaining
･
discrimination training
･
11. Which type of chaining results in the learner being reinforced after they perform the final step in the
chain?
forwards chaining
･
backwards chaining
･
total task presentation
･
12. This an example of what? When teaching Bob to discriminate boys and girls, his teacher used pictures
of exaggerated versions of genders (girls had long hair and dresses, boys wore pants, had short
hair) Over time, she used less exaggerated features.
Least to most prompting
･
Shaping
･
Stimulus Fading
･
Chaining
･
13. Task Analysis is the first step in
Prompting
･
Chaining
･
Collaboration
Shaping
･
Stimulus Fading
･
14. The three steps of discrimination training are
Review mastered items, present new item, random rotate
･
Teach in isolation, add distracters, mix in mastered items
･
Present both targets, prompt, reinforce
･
Present SD, prompt, reinforce
･
15.What is the best prompt to use when first teaching imitation?
Model prompts
･
Physical prompts
･
Gesture prompts
･
Verbal Prompts
･
16.What kind of prompt is being used when the teacher flashes the light off then on to get the classes
attention?
Visual prompt
･
Physical Prompt
･
Verbal Prompt
･
Gesture Prompt
･
17.During episodes of non-compliance it may be necessary to use which type of prompt?
phonemic
･
intraverbal
･
gestural
･
physical
･
18.Video modeling is beneficial because
some children with autism already imitate videos and watching videos is often
･
reinforcing
All children with autism are shown to be visual learners that benefit from watching
･
target behaviors displayed visually
since children with autism don't relate to people, they learn better from videos than
･
from personal interactions
all children with autism are interested in electronics, so they will watch something
･
on a television more readily than watching a person
･
Assessment and Progress Evaluation
Professionalism
2"Hours"
Teaching to Request / Mand
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Define and identify the mand and understand the importance of increasing
functional communication through mand training
• Identify different types of mands
• Identify ways to contrive and capture motivating operations (MOs) to evoke
additional mand training opportunities
• Identify steps in teaching novel mands through mand training
• Identify ways of recognizing motivating items and activities through
preference assessments
Professionalism
• Identify how to use transfer trial procedures in mand
training
• Identify different topographies of verbal behavior in mand training such as
Collaboration
iconic communication or sign language
Terms and Concepts
Face-to-Face Activities
• Motivating Operation
• Q and A session
• Specific Reinforcement
• Make a list of clients/student most
common mands, make a list of
mands the client/student needs to
learn and make a list of how to
expand the length of the phrases
from the current list of mands
• Deprivation
• Sanitizing the Environment
• Preference Assessments
• Transfer Trial
• Scrolling
• Pure Mand
• Discuss different modes of
manding (Augmented
Communication Devises, PECS,
Sign language) and how it can be
taught with the same procedures.
• Do a session and fill out the self
evaluation form provided on the ATS
website.
Quiz Questions – Teaching to Request/Mand
1. Why do most professionals in the field of ABA recommend to start teaching language by teaching an
Curriculum
individual to mand?
Because mands are the easiest operant to teach
Because mands are automatically reinforcing
･
Because mands benefit the speaker; they say it, they get it.
･
Because all children learn to mand first.
･
2. Teaching your student to mand can decrease problem behaviors because
they become nicer when they start manding.
･
they can now use functional communication to get their needs met instead of
･
problem behaviors.
they have no time to engage in problem behaviors anymore.
･
mands are aversive and decrease behavior over time
･
3. Which of the following BEHAVIOR is an example of a mand?
Antecedent: Lucy smells popcorn and wants it. Behavior: Lucy says, “popcorn”.
･
Consequence: teacher gives Lucy some popcorn
Antecedent: Jose sees a bird and doesnʼt want it. Behavior: Jose says, "bird".
･
Consequence: Joseʼs friend looks at the bird
Antecedent: Saraʼs friend says, "Gross!" Behavior: Sara says, "Gross!"
･
Consequence: Both girls laugh.
Antecedent: Jacksonʼs teacher asks, "Who is it?" Behavior: Jackons says, "me."
･
Collaboration
Consequence: Jacksonʼs teacher says, "nice job!"
4. Which of the following BEHAVIOR is an example of a mand?
Antecedent: Kari sees her doll but doesnʼt want it. Behavior: Kari says "this is my
･
doll." Consequence: Kariʼs friend picks up her doll.
Antecedent: Kariʼs mom says, "Put your doll away" Behavior: Kari puts her doll
･
away. Consequence: Kariʼs mom says, "Thank you"
Antecedent: Kariʼs mom says, "where is your doll?" Behavior: Kari says, "I donʼt
･
know." Consequence: Kariʼs mom says, "ok"
Antecedent: Kari wants to know where her doll is. Behavior: She asks her brother,
･
"Where is my doll?" Consequence: Her brother says, "out in the garden"
5. All of the following are important benefits of mand training EXCEPT
Mand training will increase receptive language skills.
･
Mand training can decrease problem behavior
･
Mand training can assist in developing the value of social interaction.
･
Mand training can help condition teachers as reinforcers.
･
6. A mand is controlled by
motivation
･
Discriminative Stimuli
･
prompts
･
reinforcers
･
7. Motivating Operations are
antecedents for all language.
･
changes in the environment that temporarily increases the value of a particular
･
object or event.
reinforcers that motivate people to increase the rate of mands.
･
ways to arrange the environment so that the student will want to mand more.
･
8. True or False: If there is no MO or motivation, there is no mand.
True
･
False
･
9.True or False: Typical children mand hundreds of times per hour.
･
Assessment and Progress Evaluation
Professionalism
･
･
True
False
Quiz Questions - Teaching to Request/Mand
10. When you alter the environment to create motivation for something, you are"
Curriculum
using the principles of DISC
･
setting up for your session.
disrupting others in the class.
･
contriving and capturing motivating operations.
･
11.What does it mean to "sanitize the environment?"
Use disinfectant to clean all surfaces and materials.
･
Clear the area of all clutter and distracting items.
･
Prevent free access to items the students wants so they can mand for it.
･
Clear the area of flashy colors and too many hangings on the walls.
･
12.All of the below are examples of sanitizing the environment EXCEPT
putting toys they want out of reach.
･
putting items in hard to open containers.
･
spraying the materials with anti-bacterial soap everyday.
･
purposefully leaving out an essential item from an activity.
･
13. There a number of modes of communication you can teach in mand training. All of the following are
good options to teach in mand training EXCEPT
pulling person towards desired item.
･
Picture Exchange Communication System
･
keyboarding
･
Collaboration
sign language
･
14. When deciding what mands to teach you should...
choose what mands YOU want them to learn first.
･
always teach them to say "please" after each mand.
･
do a preference assessment to determine what motivates your learner.
･
not choose food items since itʼs distracting to other children around them.
･
15. When a learner is first learning to mand avoid teaching...
generalized words like "more" or "eat".
･
carrier phrases such as "I want.." or "Can I have".
･
mands for yes and no.
･
all of the above.
･
16.You can verify that there is motivation when
the individual is looking intently at the item.
･
the individual is reaching for the item.
･
the individual is moving toward the item.
･
all of the above
･
17. James is reaching for a gummy worm you have in your hand, he isnʼt saying "gummy" what is the most
intrusive prompt you can give?
model the word "gummy"/ echoic prompt.
･
model a part of the word "guh"/ partial echoic
･
wait a little longer for him to respond/ time delay
･
point at the gummy/ gesture
･
18. You can transfer the control of the mand to the motivation operation alone by...
systematically fading your prompts.
･
prompting least to most.
･
requiring your learner to mand 100 times a day.
･
always prompting with the most intrusive prompt so they are always successful.
･
19. You can track your learners progress in mands by...
taking frequency data and graphing the results to be analyzed over time.
･
track frequency of problematic behaviors.
･
ask the parent how many times they mand at home.
･
make an educated guess on how often your learner is manding per hour because
･
it's not realistic to take frequency data.
･
Assessment and Progress Evaluation
Professionalism
4"Hours"
Discrete Trial Instruction
Curriculum
Training Objectives
• Identify components of the discrete trial
Assessment
andover
Progress
Evaluation
• Identify Dr. Ivar Lovaas s early work and ways
DTI has evolved
the last few
decades
• Identify correct ways to deliver an SD, a prompt, and give appropriate feedback
• Identify different types of prompting procedures
• Identify the steps of acquisition including mass trials and discrimination training
• Identify the purpose of expanded trials and when to use them
• Identify the importance of the shaping and chaining processes in DTI
• Identify how to use task analyses to break skills into small teachable steps
• Understand the importance of data collection
• Identify the steps in using a preference assessment to determine reinforcers
• Identify reinforcement hierarchies
• Review of the principles of reinforcer effectiveness
Professionalism
• Identify how to use reinforcement schedules to fade reinforcement
• Identify how to determine mastery and generalization in a learnerCollaboration
• Identify how to use best practices and current research to enhance DTI sessions by adding
in errorless teaching, natural environment teaching, and multiple exemplars
Terms and Concepts
Face-to-Face Activities
• Discriminative Stimulus (SD)
• Q and A session
• Prompt Dependence
• Role play with partner various DTI
procedures (Teaching a receptive skill
vs an expressive skill)
• Discrimination Training
• Acquisition
• Distracter
• Shaping
• Chaining
•Task Analysis
• Reinforcers
• Reinforcement Hierarchy
• Mastery
• Maintenance
• Generalization
• Errorless Teaching
• Multiple Exemplars
• Watch the Lovaas video
• Review related research and book
chapters (Lovaas study etc)
• Observe sessions and fill out an
evaluation form on the therapist you
are observing.
Quiz Questions- Discrete Trial Instruction
1. The definition of discrete trial is
Curriculum
doing ten trials of one specific task and then moving on to another task
･
breaking skills down into small steps and teaching one sub-skill at a time until
mastery.
providing reinforcement for correct responding and punishment for incorrect
･
responding
working at a table with a child providing SDs
･
2. Who conducted the pivotal studies on discrete trial that are still referenced for using DTI today?
Skinner
･
Lovaas
･
Watson
･
Partington
･
3.The Discrete Trial Instruction strategy involves all of the following except
Breaking skills down into small steps
･
Teaching one step at a time until mastery
･
Presenting each target only once
･
Prompting and prompt fading procedures
･
4. A discrete trial has 3 main parts, in order they are
SD→R→SR
･
SR→SD→R
･
Collaboration
SD→ITI→SR
･
ITI→SD→R
･
5. In DTI the inter-trial-interval (ITI) generally lasts how long?
1/2 second
･
as long as it takes the child to consume the reinforcer
･
5-7 seconds
･
1-3 seconds
･
6.Which of the following is the instruction?
Prompt
･
Inter-Trial-Interval
･
Discriminative Stimulus
･
Reinforcing Stimulus
･
7. True or False: the informational "no" is not necessary in DTI
True
･
False
･
8.In the Discrete Trial cycle, the prompt should occur when?
just before the SD
･
simultaneously with the instruction, or just after it
･
a few seconds after the SD
･
anytime before the response
･
9. Prompts are a critical part of the learning process because they
help students in the early phase of learning.
･
reduce frustration
･
increase the rate of learning
･
all of the above
･
10. The following is an example of what concept: The teacher glances at the cow toy as she presents the
instruction give me the cow?
stimulus fading
･
over prompting
･
inadvertent prompting
･
instructional Control
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Discrete Trial Instruction
11. Which of the following is the correct order for steps of acquisition?
Curriculum
Mass Trial target 1 with distracters→Mass trial Target 1→ MT target 2 w/
･
distracters→ MT target 2
Mass trial target 1→MT target 1w/ distracters→MT target 2→MT target 2 w/
･
distracters→Random Rotate
Mass trial target 1→Mass trial target 2→ Mass trial both targets with
･
distracters→Random Rotate
Random Rotate→ Mass trial target 1→Mass trial target 2→ Mass trial both targets
･
with distracters
12. True or False: With expressive targets you can use expanded trials?
True
･
False
･
13. Shaping is
teaching separate behaviors and linking them together.
･
reinforcing successive approximations of a target behavior.
･
teaching verbal articulation.
･
changing behavior over time.
･
14. Data collection is important primarily because it
provides concrete evidence of progress and guides the decision making process for
･
the program
is collected weekly by supervisors to analyze individualCollaboration
programs
･
it appeases parents and professionals supervising the program
･
is used for research.
･
15.How can you tell if an item functioned as a reinforcer?
Assessment and Progress Evaluation
Professionalism
If the behavior was actually repeated in the future after receiving the item
If the child appeared to enjoy consuming the item
･
If it made the individual happy to have the item
･
If the individual smiled while interacting with the item
･
16. With regards to reinforcement all of the following rules should be followed EXCEPT
･
Pair yourself with reinforcement
Use the Hierarchies to deliver the reinforcement based on the response (i.e
･
differential reinforcement)
Appropriately Use and Fade Reinforcement
･
Reinforcers should always be delivered non-contingently
･
17. Generalization means demonstration of mastery across
time, people, and materials
･
2 teachers and 2 locations
･
only various stimuli
･
only across time
･
18.Instructors can help facilitate generalization by
varying the therapy setting, SDs, and stimuli
･
having only one teacher to make sure the target behavior is well established
･
using only one phrase for the SD and the feedback
･
using contrived reinforcers
･
19. There are many terms for Naturalistic approaches in DTI, they are all of the following except
"Pivotal Response Training"
･
"Incidental Teaching"
･
"Milieu Therapy"
･
"Classroom Environment Teaching"
･
･
Quiz Questions- Discrete Trial Instruction
20. Teaching Johnny to label his clothing items as he dressed would be an example of what?
Curriculum
Stimulus prompting
･
Natural environment teaching (NET)
Parental response training
･
Prompt fading
･
21.Errorless learning is when
The individual already knows the answer so they donʼt miss anything
･
The instructor provides prompting when the target is presented so that student
･
response is correct
You only deliver previously mastered SDs
･
The answers are written next to the learner so they can refer to them throughout
･
academics
22. Task variation involves the random interspersing of
Materials within one SD
･
Tasks during a therapy session
･
Tasks during the week, teaching only one each day
･
Leisure tasks between DTI drills
･
･
Assessment and Progress Evaluation
Professionalism
Collaboration
2"Hours"
Intensive Trial Teaching
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Identify different assessment tools that can be used as effective curriculum
guides for program and placement
• Identify different schedules of reinforcement in ITT and how to use them
effectively
• Identify what errorless teaching is and how it is paramount in effective
teaching procedures
• Identify how to use prompt fading, error correction, and transfer trial
procedures in ITT
Professionalism
• Recognize how to make use of the operants to transfer
stimulus control using
known operants as prompts for teaching other operants.
Collaboration
Terms and Concepts
Face-to-Face Activities
• Verbal Operants
• Q and A session
• Mand
• Role Play with a partner and
work in errorless teaching,
transfer trials, error correction,
mix and varying task and
increasing fluency.
• Echoic
• Tact
• Intraverbal
• Match to Sample
• Listener Response
• Transfer Trial
• Fluency
• Errorless Teaching
• Mixed and Varied Presentation
• Variable Ratio Schedules
• Known Targets
• Observe a session and fill out
ITT evaluation checklist on
person you observed
Quiz Questions - Intensive Trial Teaching
1. What is a very common type of data used in ITT that takes little time?
Curriculum
cold probe
･
ten trial
trial by trial
･
final probe
･
2. In the normal progression in ITT, materials go from being
from a messy to an orderly array
･
from a vertical to horizontal row
･
from an orderly to messy array
･
from a horizontal to vertical row
･
3. The "knowns" serve all of the following purposes, except
they are used as distractors
･
they are used as maintenance
･
they are used to build fluency.
･
they are used to keep reinforcement very thin.
･
4. The following is an example of which transfer procedure? SD: point to the cat? R: child points to cat SD:
What is it?(holding cat card) R: child says "cat"
listener response to tact transfer
･
imitation to listener response transfer
･
echoic to tact transfer
･
Collaboration
echoic to intraverbal transfer
･
5. During error correction after you represent the SD with a prompt you should:
take a break
･
do a distractor trial
･
do a transfer trial
･
do three distractor trials
･
6. Using transfer trials will help eliminate________________.
deprivation
･
satiation
･
prompt dependency
･
boredom
･
7. Errorless Teaching uses a _________ to ____________prompt hierarchy.
least/most
･
most/least
･
8. When our learner is on a roll with responding reinforcement should be:
kept at or near current levels.
･
faded out so it doesn't interrupt the flow of the session.
･
removed immediately
･
made more dense
･
9. When teaching in ITT, the goal is to fade the frequency of reinforcement from a(n) ___________schedule
to a(n)__________schedule.
･
continuous/intermittent
･
intermittent/continuous
10. True or False: SDs should be delivered in a variety of ways.
･
True
･
False
11. In ITT the format is:
･
Response-->Sd/Instruction
･
Response-->Inter-Trial-Interval
･
Response-->Prompt
･
Sd/Instruction-->Response
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions - Intensive Trial Teaching
12. What assessments can be helpful in setting up a VB program?
Curriculum
･
ABLLS-R and the VB-MAPP
･
Parson's Language Sample and the ABLLS
･
an IQ test and the Vineland
･
Wechsler Intelligence test and Stanford-Binet IQ tests.
13. All the following factors should be considered when determining which skills to target EXCEPT?
･
which skills would be most functional
･
how many hours the child receives
･
skills that are socially relevant
･
skills that are easiest for the instructor to teach.
14. T or F: If the child starts engaging in task avoidance because the reinforcement grew too thin, we should
bring reinforcement back to a very dense schedule within that sitting.
･
True
･
False
Assessment and Progress Evaluation
Professionalism
Collaboration
2"Hours"
Naturalistic Teaching Strategies
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Identify the history and seminal research related to incidental teaching and
naturalistic teaching procedures
• Identify other procedures that use naturalistic teaching strategies such as
Natural Language Paradigm (NLP), Pivotal Response Training (PRT), Activity
Based Instruction, Incidental Teaching and Millieu teaching
• Identify the defining characteristics, strengths and limitations, and similarities
Professionalism
and differences between these approaches. Identify
how to collect data in a
naturalistic teaching situation.
Collaboration
Terms and Concepts
Face-to-Face Activities
• Incidental Teaching
• Q and A session
• Milieu Teaching
• Brainstorm ways to turn natural
occurring situations into teaching
moments
• Natural Language Paradigm
• Pivotal Response Training
• Preference Assessments
• Free Operant
• Forced Choice
• Functional Relationships
• Generalization
• Multiple Exemplars
• Discuss clients current target
skills and how they can be taught
incidentally
• Make a lesson plan that
includes play-based and child
lead activities and include
strategies on how to embed the
activities with current target skills
Quiz Questions – Naturalistic Teaching Strategies
1. Which of the following methods are based on the principles of ABA?
Curriculum
Discrete Trial Instruction (DTI)
･
Naturalistic Teaching Strategies are teaching (NaTS)
Floor Time
･
Both DTI and NaTS
･
2. Both DTI and NaTS involve all of the following EXCEPT:
Breaking skills down into small steps
･
Teaching steps until mastery
･
Providing only one trial of each skill
･
Use of positive reinforcement to increase the frequency of correct responses.
･
3. T or F: Both Discrete Trial Instruction and Naturalistic Teaching Strategies are ESTABLISHED treatments
for developmental disorders.
true
･
false
･
4.In Discrete Trial Instruction the reinforcer _______related to the material being taught and in Naturalistic
Teaching Strategies the reinforcer ________ related to the material being taught.
is/is not
･
is not/is
･
5. The basic assumptions of Naturalistic Teaching Strategies are all of the following EXCEPT
Behavior should always be taught in a contrived environment, such as a classroom
･
before it is taken into the environment where it naturallyCollaboration
occurs.
The learnerʼs items and activities of interest should set the occasion for teaching
･
Teaching sessions should be across a variety of settings, materials, types of
･
responses and verbal operants.
The focus of teaching should be on functional language and skills
･
6. Rob is learning body parts, and loves frogs. His teacher draws a frog, but leaves out parts of its body.
When he points at the missing part, she prompts him to say the body part, then draws it. This is an
example of NaTS because
the reinforcer was directly related to the material being taught
･
she prompted him right away
･
It was teaching done during play time
･
The activity focuses on teaching language
･
7.Which of the following is NOT a Naturalistic Teaching Strategy?
Incidental Teaching
･
Milieu
･
Natural Language Paradigm
･
Discrete Trial Instruction
･
8. Which of the following IS a benefit of NaTS:
teaches when and how to use skills
･
provides the highest number of teaching trials vs. other ABA procedures
･
does not require any reinforcement
･
is always done with peers
･
9. T or F: What someone says they want is the best predictor of reinforcer effectiveness?
true
･
false
･
10. Free Operant preference assessments involve
･
watching what your learner chooses to do when they can play with anything
available
･
providing a field of 3 toys and seeing which one you learner chooses
･
asking parents/caregivers what the childʼs preferred reinforcers are
･
allowing a few minutes with each reinforcer, then removing and providing another
one
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions – Naturalistic Teaching Strategies
11. Which effective teaching procedures can be used in NaTS to maintain motivation?
Curriculum
using errorless teaching and varying tasks
･
using fast paced instructions (at least 16-25/min) and VR schedule of reinforcement
12. Something you can do to prevent the student from losing motivation in Naturalistic Teaching is
Provide reinforcement for every response
･
Allow frequent breaks
･
Sing and dance for them
･
Change activities at a pace that is just slightly faster than the learner is losing
･
interest in them in following
teaching sessions
･
13. There is a Functional Relationship between a behavior and a consequence when that behavior naturally
produces that______________.
MO
･
Toy
･
Consequence
･
Punisher
･
14. To help establish Functional Relationships, you should do which things?
Perform preference assessments and allow the child to choose the task/activity
･
Teach intraverbals and tacts before mands
･
Always choose the reinforcer for your learner and follow a schedule
･
Teach self help and occupational skills before languageCollaboration
and academic skills
･
15.What can you do to teach a concept in a way that will more easily generalize to other person, settings
and related behaviors?
Do repeated trials, at least 10 trials a day
･
Use errorless teaching
･
Teach every behavior and concept using naturalistic teaching strategies
･
Teach with many different examples of the same item or activity
･
16. Leslie's teachers say she isnʼt motivated by anything. She shows little interest in toys, activities or food.
An exception appears to be one CD that she enjoys listening to exclusively. What can Leslieʼs
teachers do to broaden her reinforcement repert
Prompt her through playing with toys and she will eventually like it.
･
Allow her to listen to music every time she engages in good behavior.
･
Pair toys, food, and activities with the music she loves and then start to fade the
･
music volume down.
Limit her food intake so she will be hungry and work for food reinforcers.
･
･
Assessment and Progress Evaluation
Professionalism
1"Hour"
Motor Imitation/Mimetic Behavior
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Understand the ABCs of imitation
• Identify types of imitation (Object/Toy Imitation, Gross Motor Imitation, Fine
Motor Imitation, Oral Motor Imitation)
• Steps in teaching imitation skills
Professionalism
Collaboration
Terms and Concepts
Face-to-Face Activities
• Imitation
• Q and A session
• Modeling
• Role play teaching imitation
with a partner (Gross Motor
Imitation, Object Manipulation,
Fine Motor Imitation, Oral Motor)
• Non-Verbal Imitation
• Gross Motor Imitation
• Fine Motor Imitation
• Object Manipulation
• Oral Motor Imitation
• Mimetic Behavior
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Quiz Questions – Motor Imitation/Mimetic Behavior
1. The SD for an Imitation skill should be
Do this
･
Copy me
･
Do what I'm doing
･
All of the above
･
2. Which is the proper ABC form of imitative (mimetic) behavior?
A-stimulus involving only words emitted by a model, B-non-verbal motor movement,
･
C-reinforcement of the action
A-stimulus involving action performed by a model, B-vocal verbal response, C-direct
･
reinforcement
A-stimulus involving motor movement by a model, B-non-verbal and mimics the
･
movements of the model, C-reinforcement of the imitative behavior
A-stimulus involving action paired with vocal SD specifying the action, B-imitative
･
response, C-direct reinforcement
3. True or False: The SD "raise arms" should be used to teach imitation (mimetic behavior).
True
･
False
･
4. For ASD children that do not easily acquire imitation, skills may need to be
broken down into basic components, directly taught, and reinforced.
･
removed from the child's program because imitation does not develop in children with
･
ASD.
Collaboration
expanded in complexity and difficulty.
･
taught without the use of reinforcement, so they generalize more readily.
･
5. ________ is perhaps the most fundamental means of acquiring new behaviors and knowledge for humans.
Listener responding
･
Conversational language
･
Tacting
･
Imitation
･
6. Itʼs important to remember that _______ action(s) should be taught for the same toy in imitation.
only one
･
multiple
･
less than three
･
7. Teachers can expand the motor skills by chaining them together. The following is example of this is
tying shoes
･
brushing teeth
･
writing name
･
all of the above
･
8. True or False: It can be useful to choose imitation targets that are being addressed in other program areas.
true, this overlapping can make transfer of skills more natural
･
false, this just confuses the learner
･
9. Having a child copy an instructor as she opens and closes her mouth is an example of
vocal imitation
･
verbal imitation
･
oral motor imitation
･
gross motor imitation
･
10. The four areas of Motor Imitation are
Vocal Imitation, Gross Motor Imitation, Fine Motor Imitation, and Oral Motor Imitation.
･
Toy/Object Imitation, Gross Motor Imitation, Fine Motor Imitation, and Oral Motor
･
Imitation.
Toy/Object Imitation, Gross Motor Imitation, Verbal Imitation, and Oral Motor Imitation.
･
Verbal Imitation, Vocal Imitation, Fine Motor Imitation, and Oral Motor Imitation.
･
Curriculum
Assessment and Progress Evaluation
Professionalism
Quiz Questions - Motor Imitation/Mimetic Behavior
11. For a student to be able to begin imitation training, they need to engage in some pre-requisite behaviors
Curriculum
including
responding in the absence of reinforcement, imitating peers readily
staying seated and attending to the teacher
･
keeping hands off materials and engaging in problem behaviors at high rates
･
scanning and tracking materials and readily imitating peers and teachers
･
12. The following sequence should be followed in teaching imitation:
･
probe ->, present model-> prompt ->gradually fade-> reinforce all approximations >mix up the actions with other mastered actions.
･
probe-> present the model->reinforce only exact imitations->mix up the actions with
other mastered actions.
･
probe-> present the model-> prompt->reinforce only exact imitations ->continue
teaching only one imitation at a time.
･
Prompt ten consecutive trials-> reinforce all prompted trials->fade prompts-> mix up
the actions with other mastered actions.
13. It is important to remember throughout imitative skills training that the end goal is to have the student
･
imitate approximately ten functional skills.
･
readily imitate their skills trainer/paraprofessional.
･
imitate in response to specific SDs.
･
imitate others in his natural environment.
･
Assessment and Progress Evaluation
Professionalism
Collaboration
1"Hour"
Verbal Imitation/Echoics
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Define echoic behavior
• Identify automatic reinforcement s role in echoic language
• Define and demonstrate stimulus-stimulus pairing
• Define and demonstrate echoic training
• Identify targets in echoic training at different levels
• Identify assessments and techniques that can be used with echoic training
Professionalism
Collaboration
Terms and Concepts
Face-to-Face Activities
• Echoic
• Q and A
• Stimulus-Stimulus Pairing
• Role play verbal imitation
programs with a partner
• Articulation
• Babbling
• Automatic Reinforcement
• Volume
• Pitch
• Inflection
• Observe typical children
between the ages of 12 and 24
months, write down what they
say and their interactions with
adults. Reflect and write up
hypotheses on how they learned
the words they used.
• Word shells
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Quiz Questions- Verbal Imitation/Echoics
1. Which is an example of echoic behavior?
Curriculum
A→ “candy”, B→ “yes, please ”C→ given candy
･
A→ “candy”, B→ “candy” C→ non-specific reinforcement
A→ “candy”, B→child touches candy C→ given candy
･
A→ “candy”, B→ child touches candy C→ non-specific reinforcement
･
2. When children produce sounds that resemble those produced by their parents, these sounds may
function as:
automatic reinforcement
･
punishers
･
motivating operations
･
SSPs
･
3. In the beginning level learner you may first want to target
sounds or parts of words
･
multi-syllabic words
･
two-word phrases
･
volume/pitch
･
4. As the student becomes more proficient with verbal imitation, what procedure should be used to shape
articulation?
Punishment
･
Extinction
･
Collaboration
Differential reinforcement
･
Variable Ratio of 5
･
5. Karen is singing Winnie the Pooh and stops and says, "say aah". Once her learner repeats "aah" she
begins singing again. This is an example of what?
An anticipatory game
･
An intraverbal fill in
･
Discrete trial teaching
･
All of the above
･
6. The ________________can be used to help gauge echoic skills and can be of help when determining
starting points with a given learner.
The Early Echoic Skills Assessment (VB-MAPP)
･
Kaufman Speech Praxis Treatment Kit
･
All of the above
･
7. The Kaufman method has been used at the Carbone clinic in children with autism and is found to be
_________ an echoic protocol.
as successful as
･
more successful than
･
less successful than
･
8. Which of the following is an example of the 2-step procedure for stimulus-stimulus pairing?
1. the target sound "buh" is made by the teacher while a toy is presented 2. the
･
sound "buh" becomes paired with reinforcement
1. the target sound "ball" is made by the teacher is holding a ball 2. the child must
･
mand "ball to receive the ball
9. Similar to classical conditioning, when a _____________such as parent vocalizations are paired with a
____________ such as food, the vocalizations may become reinforcing themselves.
neutral stimuli/reinforcer
･
unconditioned stimuli/neutral stimulus
･
reinforcer/punisher
･
reinforcer/neutral stimulus
･
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions- Verbal Imitation/Echoics
10. Stimulus-Stimulus Pairing is a fancy name for the procedure of
Curriculum
Presenting stimuli whenever the student points and talks
･
Shaping new verbalizations
Shaping articulation
･
Pairing reinforcement with vocalizations so talking alone provides reinforcement
･
11.All of the following should be taken into consideration when choosing targets, EXCEPT:
Developmentally "easier" sounds
･
Sounds/words that have multiple syllables.
･
Sounds/words associated with reinforcers
･
Sounds/words that are pertinent to play activities and interests
･
12. The following is appropriate to teach in verbal imitation/echoic training?
Volume
･
Multi word sentences
･
Intonation
･
All of the above
･
･
Assessment and Progress Evaluation
Professionalism
Collaboration
Receptive Language/Listener Responding
Curriculum
Training Objectives
1"Hour"
Assessment and Progress Evaluation
• Identify and Define Receptive Language / Listener Responding
• Identify what teaching receptive instructions looks like
• Identify tips for teaching receptive instructions
• Identify what teaching receptive identification of common objects and body
parts looks like
• Identify tips for teaching receptive identification of common objects and body
parts
• Identify steps to increase the complexity of receptive language skills for
Professionalism
teaching intermediate and advanced learners
• Define LRFCC and identify examples of SDs for teaching LRFFCs
Collaboration
Terms and Concepts
Face-to-Face Activities
• Listener Responding
• Q and A session
• Non-Specific Reinforcement
• Role play teaching receptive
language programs with a
partner
• Receptive Instructions
• Receptive Identification of
Objects
• LRFFC (Listener Responding
by Feature, Function and Class)
• Practice asking different LRFFC
SDs about an item with a partner
(e.g. Banana- which one is
yellow? , Show me a fruit )
Quiz Questions- Receptive Language/Listener Res.
1. Listener responding involves responding ____________ to the verbal behavior of another.
verbally
･
non-verbally
･
with sign language
･
with iconic (picture) exchange
･
2. Which of the following is an example of receptive language/listener responding?
touching or looking at a picture or object when it is named
･
labeling a car when it is seen
･
answering the questions " what is your name?" and " how old are you? "
･
asking for a cookie
･
3. The ABC of Receptive Language is:
Antecedent: another personʼs verbal behavior Behavior: Verbal response
･
Consequence: Non-specific reinforcement
Antecedent: another personʼs verbal behavior Behavior: Verbal response
･
Consequence: Specific reinforcement
Antecedent: another personʼs non-verbal behavior Behavior: Non-verbal
･
response Consequence: Specific reinforcement
Antecedent: another personʼs verbal behavior Behavior: Non-verbal
･
response Consequence: Non-specific reinforcement
4. Which of the following is an example of non-specific reinforcement?
Collaboration
Behavior→child,
“cookie”
Consequence→child
is given a cookie
･
Behavior→child, “look a plane” Consequence→mom looks at plane
･
Behavior→teacher, “Go wash your hands” Consequence→ child washes
･
hands and is given a cookie
Behavior→child requests a toy Consequence→child is handed a toy
･
5. In the Receptive Instructions Program, generally the first step should be:
Give instruction to perform preferred tasks out of context
･
Give instructions that are neutral or non-preferred
･
Give instructions to perform preferred tasks in context
･
Give instructions quickly and immediately increase the number and
･
complexity of instructions
6. Which of the following is a good receptive skills program for early learners?
Multi Step Receptive Instructions
･
LRFFC
･
Conditional Directions
･
Receptive Identification of Body Parts
･
7. Which of the following is NOT an example of receptive identification?
Touch car
･
Show me the wheel
･
Do you have a cat?
･
Give me the circle
･
8. True or False: Objects are generally presented before pictures when teaching receptive identification.
true
･
false
･
9. When teaching receptive identification if it useful to begin with identification of
neutral stimuli
･
animals
･
preferred stimuli
･
vehicles
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions - Receptive Language/Listener Res.
10. In receptive identification it is recommended that the array of items should
increase in size and become messier
･
increase in size and be very organized
･
stay between 3-5 items in a linear pattern
･
stay between 4-6 items in a square or rectangular pattern
･
11. If a child can respond correctly to "Touch the car", but not respond correctly to "Touch the one you drive"
they may be missing what skill?
Intraverbals
･
Tacting for Function Feature and Class
･
Listener Responding for Function Feature and Class
･
mands
･
12. If shown an array of photos and asked, "give me the one that you jump on." This is an example of
Feature
･
Function
･
Class
･
All of the above
･
Assessment and Progress Evaluation
Professionalism
Collaboration
1"Hour"
Ethics and Client Rights
Curriculum
Training Objectives
Assessment
• Identify ethical issues that arise in Behavior
Analysisand Progress Evaluation
• Identify the right of consumers
• Identify some key points of the Behavior Analyst Certification Board (BACB)
Ethics Task List
• Answer questions that will guide professional practice
• Identify issues related to adoption of behavior management techniques
• Identify least restrictive alternatives for learners
• Identify when to use punishment, crisis management and emergency
procedures
Professionalism
• Understand the HIPAA Privacy Rule
• Understand who must comply with HIPAA and what information must be
Collaboration
protected
• Know when authorization/consent is required to disclose educational or
health records
• Understand client s confidentiality rights
• Know how to safeguard protected health information
• Know how to work with business associates while maintaining confidentiality
Terms and Concepts
Face-to-Face Activities
• HIPAA Privacy Rule
• Q and A
• BACB Ethics Task List
• Present different hypothetical or
real scenarios and discuss what
to do.
• Confidentiality
• Aversive Procedures
• Consent to Release
Information
• Data Safeguards
• Pair up and have groups
discuss different scenarios
• Role play situations that might
come up on the job (e.g. a parent
asks you to baby-sit)
Quiz Questions – Ethics and Client Rights
1. The main goal of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) was to
allow unrestricted access to all individual medical records for doctors and health
･
personnel
allow people to carry insurance from one employer to another and to protect the
･
privacy and security of medical records and information
allow unrestricted access to medical records of persons with autism for research
･
and study purposes
2. In the book, Ethics for Behavior Analysts, Bailey and Burch outlined 9 guidelines that can and should be
followed when
making decisions about our clients
･
discarding data in accordance with HIPAA guidelines.
･
ensuring protection of privacy for all clients
･
designing discrete trial programs
･
3. Respect autonomy, benefit others, and be just are all
HIPAA Guidelines
･
from the BACB Code of Ethics
･
from Ethics for Behavior Analysts by Bailey and Burch
･
from the Hippocratic Oath
･
4.Behavior Analysts adhere to Code of ethics that seeks to protect the
rights of its consumers
･
secrets of behavior analysis
･
Collaboration
confidentiality of behavior analysts
･
workplace and its policies
･
5. All of the following are areas covered by the BACB Guidelines for responsible conduct EXCEPT
The Behavior Analyst's Ethical Responsibility to Society
･
The Behavior Analyst's Responsibility to Clients
･
The Behavior Analyst's Ethical Responsibility to Occupational Therapy
･
The Behavior Analyst's Ethical Responsibility to the Field of Behavior Analysis
･
6. Whenever punishment is going to be used, the client or the person whom makes decisions for the client,
such as a parent or guardian, must
believe it will work
･
have already attempted positive reinforcement
･
attend workshops discussing the effective use of punishment
･
give informed consent
･
7. The one time you should violate confidentiality is
when there is suspected abuse or neglect
･
when it will benefit other cases
･
when it will benefit the field of behavior analysis
･
when your supervisor says it is okay
･
8. Punishment is used to
decrease behaviors
･
teach children right and wrong
･
increase some dimension of a desirable behavior
･
decrease only the intensity of a behavior
･
9. Behavior Analysts adhere to code of ethics that suggests guidelines for conduct including teaching what
kind of skills?
academic
･
functional
･
age appropriate
･
ones chosen by a speech pathologist
･
10. True or False: It is ethical to discuss clients publicly using their first name as long as you never say last
names
True
･
False
･
Curriculum
Assessment and Progress Evaluation
Professionalism
Ethical Guidelines for the ABA Practitioner
Curriculum
Training Objectives
2"Hours"
Assessment and Progress Evaluation
• Identify the role of RBT in the service delivery system
• Review all BACB Guidelines for Responsible Conduct relevant for RBTs
• Respond Appropriately to Feedback
• Maintain Integrity while delivering ABA services
• Maintain professional and scientific relationships.
• Understand the rights and prerogatives of clients
Professionalism
• I m sending to your email so it s easier to read
Collaboration
Terms and Concepts
• Registered Behavior Technician
• Guidelines for Ethical Conduct
• Reliance on Scientific
Knowledge
• Competence
• Integrity
• Dual Relationships
• Conflicts of Interest
• Confidentiality
• Ethics and Social Media
• Misrepresentations
Face-to-Face Activities
• Role Play scenarios where an
RBT needs to communicate
something to their supervisor or
appropriately responding to
feedback.
• Have your front-line staff create
a crisis plan for themselves on
what they will do regarding
communication with clients and
supervisors if they encounter a
crisis situation.
Quiz Questions – Ethical Guidelines for ABA Pract
1. ABA would be an effective intervention for which of the following?
•
businesses
•
children with autism
•
persons suffering from alcoholism
•
all of the above
Assessment and Progress Evaluation
2. Who laid out a series of guidelines for Board Certified Behavior Analysts to follow, known as the BACB
Guidelines for Responsible Conduct for Practitioners?
•
APBA-Association for Professional Behavior Analysts
•
ABAI- Association for Behavior Analysis International
•
BACB-Behavior Analysis Certification Board
•
APA-American Psychological Association
3. True or False: the BACB stated that all of their Guidelines for Responsible Conduct for are to be followed
by Registered Behavior Technicians.
4. RBT stands for
•
Registered Behavioral Therapist
•
Research Based Technician
•
Registered Behavior Technician
•
Research Behavior Therapy
Professionalism
Collaboration
5. The role of the RBT is to
•
Design behavior analysis programs for children with autism
•
Provide direct support and education with individuals receiving ABA services
•
Analyze the data that is collected by paraprofessionals working with individuals with autism
•
All of the above
6. True or False: It is the role of the RBT to carry out behavioral treatment plans.
7. All of the following are some appropriate ways to respond to feedback, EXCEPT:
•
Try not to get upset or explain away the feedback.
•
Show that youʼve listened to your supervisorʼs feedback by asking clarifying questions.
•
Explain to your supervisor why you did what you did. They may be wrong in their feedback
•
Try to apply what you have learned from the feedback.
8. What is recommended if you find that you do not have the training needed to provide services in a
particular area?
•
Start with the client and you will learn through the experience
•
Start working with the client, but only provide services in areas that you are trained in
•
Seek additional training and supervision from personʼs competent in those areas
•
Any of the above are acceptable responses.
9. Practitioners who engage in professional activities maintain a reasonable level of awareness of current
scientific and professional information in their fields of activity; you can do this by:
•
reading the appropriate literature
•
attending conferences and conventions
•
participating in workshops and online training
•
all of the above
10. True or False: Journal clubs are recommended as one way to stay current on research.
Quiz Questions – Ethical Guidelines for ABA Pract
11. True or False: If you have commitments that get in the way of service delivery, it is okay as long as
services are not disrupted for over 2 weeks, as that is when regression occurs.
12. True or False: All activities of a practitioner falls under these Guidelines at all times regardless of if the
activity is part of his or her work-related functions or the activity is behavior analytic in nature.
Assessment and Progress Evaluation
13. If practitioners ethical responsibilities conflict with law, ABA practitioners should:
•make known their commitment to these Guidelines and take steps to resolve the conflict
•call or write the BACB and ask them to rule on the matter
•notify their supervisor and then notify the BACB directly afterwards
•put aside their ethical responsibilities and proceed
14. True or False: The BACB dictates all crisis procedures for our field.
15. True or False: Practitioners should only use technical language and terms regardless of who they are
addressing as it is important for everyone to understand behavior analytic terms.
Professionalism
16. If a Practitioner cannot ensure the competence of their service due to differences of age, gender, race,
etc. they should do which of the following?
•obtain additional training training, experience or consultation
Collaboration
•get the supervision necessary to ensure their competence
•make appropriate referrals
•All of the above may be appropriate courses of action
17. Which of the following is deemed acceptable when it comes to avoiding dual relationships?
•Babysitting for a client and accepting money
•Babysitting for a client for free
•Going to a client s family party
•None of the above are acceptable
18. If a practitioner finds that, due to unforeseen factors, a potentially harmful multiple relationship has
arisen, what is recommended?
•attempt to resolve with the best interests of the affected person and maximal compliance with the
Guidelines
•immediately cease all services with the clients, but provide written explanation of the reason
•Report it to the BACB so it can be legally documented
•Any of the above are appropriate actions that can be taken
19. True or False: Bartering is encouraged in exchange for Behavior analytic services if the clients cannot
pay for their services.
20. Who can be defined as a client of ABA services?
•an individual person
•parent or guardian of a service recipient
•an institutional representative
•any of the above
21. Our clients have certain rights and prerogatives that need to be maintained. The client must be
provided on request
•their home or cell number in case of emergency with the client
•an accurate, current set of the practitioner s credentials
•their social security number to look up their criminal background
•all of the above
Quiz Questions – Ethical Guidelines for ABA Pract
22. True or False: Consent for electronic recording of interviews and service delivery sessions is not
required each time as it is a legal right to record all services provided.
23. It is appropriate to discuss clients with which of the following?
•Your family members (as long as they understand to remain confidential)
•Any co-workers at your agency, school, etc.
•Anyone in the field of behavior analysis
•None of the above
Assessment and Progress Evaluation
24. True or False: It is acceptable to discuss clients on social media or share pictures of them as long as
you do not post last names
25. Practitioners disclose confidential information without the consent of the individual only as mandated by
law. Which of the following would be an acceptable time to share information?
•to provide needed professional services the client
•to protect the client or others from harm
•to obtain payment for services
•Any of the above
Professionalism
26. Which of the following would be the most appropriate report about behaviors observed in a session?
Collaboration
•Johnny had a huge tantrum today and seemed very tired
•Johnny engaged in 4 episodes of hand biting today
•Johnny was very upset when Chris pushed him at lunch
•Johnny was acting up in class when he was asked to push in his chair
27. If the demands of an organization conflict with these Guidelines, practitioners should
•contact the BACB and ask that they review the organization s rules
•clarify the nature of the conflict with their supervisor, make known their commitment to these
Guidelines and try to resolve the conflict
•default to the rules of the organization as they take precedence over the Guidelines
•contact the BACB and file a written complaint against the organization for ethical violations
28. True or False: Lack of awareness or misunderstanding of a conduct standard is a plausible defense to
a charge of unethical conduct.
29. True or False: there are many others that call themselves titles like behavior analyst or certified
behavioral instructor, when they don t actually have the certification or registration and this is acceptable as
titles do not mean much.
30. When practitioners believe that there may have been an ethical violation by another practitioner, or non
behavioral colleague, they attempt to resolve the issue, first by:
•Contacting the BACB
•Discussing it with their direct supervisor
•Bringing it to the attention of that individual
•Providing documentation of the violation to their superior
31. True or False: Practitioners can solicit testimonials from current clients as long as they report on the
positive aspects of behavior analysis.
32. True or False: Practitioners should not approach potential clients uninvited and ask for business.
1"Hour"
Introduction to ASD
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Identify the definition of autism based on the DSM-IV for various Autism
Spectrum Disorders (ASD) i.e, autism, Asperger's Syndrome, Retts
Syndrome, Childhood Disintegrative Disorder and PDD-NOS
• Understand the history and culture of autism and discuss renowned
individuals in the field, such as Dr. Bettelheim, Asperger and Lovaas
• Identify the behavioral excesses and deficits of ASD
Professionalism
• Recognize signs, symptoms and characteristics of individuals across the
spectrum of early, intermediate and advanced learners Collaboration
• Understand the impact of autism on families from diagnosis to advocacy
across the lifespan
Terms and Concepts
• Pervasive Developmental
Disorder (PDD)
• Leo Kanner
• DSM
• Splinter Skills
• Self Stimulatory Behaviors
• Movie Talk , Scripting
• Ritualistic Behaviors
• Self injury
• Psychiatric Medications
• Established Treatments
Face-to-Face Activities
• Watch Clips of Movies/TV
shows (e.g., Rain Man, Temple
Grandin, Mercury Rising,
What s Eating Gilbert Grape)
• Q and A session
• Have a person with ASD be a
guest speaker
• Read books about ASD or
written by those with ASD (e.g.
Thinking in Pictures by Temple
Grandin)
Quiz Questions – Intro to ASD
Curriculum
1.!The!prevalence!of!autism!is...!
･
･
･
･
!1!in!500!
!1!in!250!
!1!in!110!
!1!in!70!
Assessment and Progress Evaluation
2.!All!of!these!are!a!diagnostic!criteria!for!autism!EXCEPT...!
!Sensitivity!to!certain!sensory!stimuli!
･
!Marked!impairment!in!verbal!and!nonHverbal!communication!
･
!Engagement!in!repetitive!or!stereotypic!movements,!phrases,!or!movements!of!objects!
･
!Qualitative!impairment!in!social!interactions!
･
3.!People!with!Asperger's!Syndrome!usually!have!the!following!characteristics!EXCEPT!
!Have!a!average!or!above!average!IQ!
･
!Have!good!"social!smarts"!
･
!Have!dif]iculty!understanding!]igurative!language!such!as!humor,!idioms,!sarcasm,!and!
･
teasing!
!Despite!high!cognitive!ability!,!most!young!adults!with!Aspergerʼs!Syndrome!continue!
･
to!live!at!home!or!are!unable!to!keep!a!job.!
4.!In!the!1950s!and!1960s,!what!was!the!common!belief!for!the!cause!of!autism?!
!Immunizations!
･
!Lack!of!maternal!warmth!
･
Collaboration
!Trauma!in!the!birth!canal!
･
!Genetics!
･
5!.!True!or!False:!There!is!no!known!cause!for!autism.!
!True!
･
!False!
･
6.!You!have!been!assigned!a!new!client.!The!parents!don't!think!he!has!autism!because!he!can!read!and!repeats!
lines!in!movies.!When!observed,!the!boy!is!able!to!read,!but!only!communicates!with!grunts!and!yells.!
Are!these!characteristics!of!autism?!
!Yes!
･
!No!
･
7.!True!or!False:!Lack!of!big!smiles!or!joyful!expressions!by!six!months!of!age!can!be!a!sign!of!autism.!
!True!
･
!False!
･
8.!Who!on!the!child's!team!is!the!most!affected!by!treatment!decisions!that!will!impact!the!child's!whole!life?!
!Special!Educators!
･
!Certi]ied!Behavior!Analysts!
･
!Clinical!Psychologists!
･
!Parents!or!Legal!Guardians!
･
9.!The!treatments!for!autism!that!have!repeatedly!demonstrated!positive!outcomes!all!fall!under!the!umbrella!of!
what!approach?!
!Applied!Behavior!Analysis!
･
!Discrete!Trial!Teaching!
･
!Biomedical!Interventions!
･
!Eclectic!Treatments!
･
10.!Some!people!with!autism!are!known!to!repeat!words,!or!phrases!rather!than!engaging!in!typical!language!or!
conversation!when!spoken!to.!This!is!also!known!as...!
!babbling!
･
!echolalia!
･
!apraxia!
･
Professionalism
1"Hour"
Introduction to Asperger s Syndrome
Curriculum
Training Objectives
Assessment and Progress Evaluation
•!Identify!what!Asperger s!Syndrome!is!and!its!diagnostic!criteria!
•!Identify!multiple!characteristics!of!Asperger s!Syndrome!
•!Discuss!the!history!of!Asperger s!Syndrome!
•!Discuss!the!impact!on!the!families!of!an!individual!with!Asperger s!
!!!Syndrome!
•!Discuss!the!impact!of!Asperger s!Syndrome!on!the!educational!and!
professional!life!into!adulthood!
•!Identify!treatments!and!accommodations!for!individuals!with!
Professionalism
!!Asperger s!Syndrome
!
Collaboration
Terms and Concepts
!
•!Pervasive!Developmental!
!!!Disorder!(PDD)!
•!DSM!
•!Hans!Asperger!
•!Perseverative!Interests!
•!Temple!Grandin!
•!Psychiatric!Medications!!
Face-to-Face
Activities
!
•!Watch!clips!from!Movies/TV!
!shows!(Temple!Grandin,!Mozart!
and!the!Whale,!Big!Bang!Theory,!
Napoleon!Dynamite)!!
•!Q!and!A!sessions!!
•!Have!a!person!with!Asperger s!
Syndrome!present!!
•!Watch!Film,! The!Asperger s!
Difference !from!Center!for!
Spectrum!Services.!!
Quiz Questions – Asperger s Syndrome
1.!Asperger's!Syndrome!is!part!of!a!continuum!of!disorders!known!as___________!
Curriculum
Pervasive!Developmental!Disorders
･
･
･
･
!
!Autism!Syndromes!
!
!ADHD!
!Psychosocial!Disorders!
Assessment and Progress Evaluation
2.!Those!with!Aspergerʼs!Syndrome!tend!to!be!of!___________!functioning!levels!than!those!with!Autism.!
!lower!
･
!equal!
･
!higher!
･
3.!True!or!False:!Often!the!]irst!indicators!of!Aspergerʼs!syndrome!come!in!the!form!of!language!delays.!
!true!
･
!false!
･
4.!Asperger's!Syndrome!is!characterized!by!all!of!the!following!EXCEPT:!
!impairment!in!social!interaction!
･
!stereotyped!and!restricted!patterns!of!behavior,!activities!and!interests!
･
!no!clinically!signi]icant!delay!in!cognitive!development!
･
!marked!delays!in!general!language!development.!
･
5.!Which!of!the!following!is!a!characteristic!of!Aspergerʼs!syndrome?!
!Strong!perspective!taking!skills!
･
!Dif]iculty!reading!facial!expressions!and!body!language!
･
!Prefers!multiple!changes!to!routines!
･
Collaboration
!Often!identi]ied!as!very!empathic!
･
6.!True!or!False:!The!plan!for!the!next!version!of!the!DSM!due!out!in!2013!is!to!eliminate!Asperger's!Syndrome!
as!a!separate!diagnosis.!
!true!
･
!false!
･
7.!Individuals!with!Aspergerʼs!often!have!strength!in!areas!of!_______________and!weaknesses!in!areas!of!
_________________.!
!rote!memorization/abstract!reasoning!
･
!abstract!reasoning/!rote!memorization!
･
8.!Individualʼs!with!Aspergerʼs!are!often!referred!to!as!lacking!all!of!the!following!EXCEPT___________.!
!street!smarts/common!sense!
･
!perspective!taking!skills!
･
!math!skills!
･
!ability!to!empathize!
･
9.!_________________is!one!such!individual!on!the!autism!spectrum!who!took!his/her!perseverative!interests!in!
cattle!and!animal!pens!and!forged!a!successful!career.!
!Temple!Grandin!
･
!Stephen!Shore!
･
!Elizabeth!Moon!
･
!Tony!Attwood!
･
10.!Which!of!the!following!ABA!Interventions!is!generally!NOT!appropriate!for!individuals!with!Aspergerʼs:!
!naturalistic!teaching!strategies!NaTS!
･
!video!modeling!
･
!beginning!level!DTT!
･
!social!skills!training!
･
11.!True!or!False:!ABA!services!can!include!teachings!things!such!as!complex!behaviors!and!social!skills!.!
!true!
･
!false!
･
12.!A!continuing!theme!is!that!individualʼs!with!Aspergerʼs!will!most!likely!need!programs!to!address!
_____________issues.!
!academic!
･
!social!
･
!speech!
･
!oral!motor
･
!
Professionalism
!
3"Hours"
Recording Behavior
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Identify direct vs. indirect recording methods
• Identify the pros and cons of using direct vs. indirect recording methods
• Identify different types of measurement (latency, frequency, intensity, duration
etc)
• Practice using event recording, duration recording, time-sample recording
and interval recording
• Identify when to use these different types of recording
Professionalism
Collaboration
Terms and Concepts
• Direct/Indirect Recording
• Outcome Recording
• Event Recording
• Behavioral Definition
• Frequency
• Intensity
• Duration
• Latency
• Rate
• Interval Recording
• Partial Interval
• Whole Interval
• Momentary Time Sampling
Face-to-Face Activities
• Q and A session
• Present problem behaviors that
need to be tracked and discuss
the best method of measuring
progress or lack of progress with
that behavior.
• Read related research and
chapters in books
• Have trainees observe actual or
video recorded sessions and
take data.
• Have trainees bring in their
sample data sheets from ATS
training and do reliability checks
and discuss results.
Quiz Questions-Recording Behavior
1. What is the first step in creating a behavioral treatment?
Curriculum
Define the behavior and select a measurement technique.
･
Decide if punishment is warranted
Write out the plan for the whole team to follow
･
Take baseline data
･
2. An operational definition is used for a behavior so that
Its operation will be known to the entire team.
･
Two independent observers will agree on occurrences and non - occurrences of the
･
behavior.
The problem behavior will decrease in frequency, and be replaced by more
･
appropriate behaviors.
Subjective reports can guide the intervention plan.
･
3. Find the best definition for hitting
Any occurrence of touching another person separated by 3 seconds
･
Putting a hand onto another person with the intention of hurting them.
･
Trying to be the top dog in the classroom
･
Forceful contact between the learner's hand and another person.
･
4. Indirect assessment consists of:
Interviews, rating scales, questions, surveys, etc.
･
the VB-MAPP or ABLLS
･
Collaboration
observing the behavior and recording it as it occurs
･
having another observer watch the behavior and record it as it occurs
･
5. Outcome recording could be used for which behavior?
Dancing ballet
･
Giving a speech
･
Writing an essay
･
Sitting nicely
･
6.Frequency recording would be appropriate to use for which behavior?
Humming
･
Watching TV
･
Running
･
Key strokes
･
7. If a Behavior Analyst measured the length of time that it took Andrew to respond to someone calling him,
she would be measuring the
Duration
･
Latency
･
event
･
inter-trial interval
･
8. If a Behavior Analyst watched Jimmy for 5 minute periods and recorded if he were humming for ANY part
of that 5 minutes period, she would be using
Duration Recording
･
Whole Interval Recording
･
Time Sampling
･
Partial Interval Recording
･
9. Which kind of data should be recorded on a graph for visual analysis
Interval recording
･
Frequency data
･
All data
･
None of the data discussed
･
10. True or False: When labeling the vertical or y-axis you should indicate the specific measurement of
behavior.
True
･
False
･
･
Assessment and Progress Evaluation
Professionalism
2.5"Hours"
Graphing and Progress Evaluation
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Plot Baseline and Treatment Conditions
• Examine data using line graphs
• Examine data using bar graphs
• Examine data using cumulative graphs
• Creating various types of graphs for percentage, duration, latency,
frequency, and rate data
• Examine changes in mean, level and trend
Professionalism
Collaboration
Terms and Concepts
Face-to-Face Activities
• Baseline
• Q and A session
• Y axis
• Practice Visual Inspection skills
by review graphs from research
studies or clients. Analyze the
trends, slope and level. Make
hypothesis based on the data
(e.g. should the treatment
continue, is the treatment having
an effect?)
• X axis
• Visual Inspection
• Phase Change Line
• Line Graphs
• Bar Graphs/Histograms
Quiz Questions – Graphing and Progress Evaluation
1. During baseline, behavior is assessed in
Curriculum
the natural environment
･
a clinical setting
a contrived environment
･
the home only
･
2. Visual Inspection is the process whereby data is
Discussed with a multidisciplinary team
･
Inspected for mistakes
･
Graphed and analyzed
･
3. Data should be graphed
before a treatment is introduced
･
during treatment
･
after a treatment is introduced
･
All of the above
･
4. The graph most commonly used in ABA is:
line graph
･
bar graph
･
cumulative graph
･
scatterplot
･
5. True or False: The x-axis represents some unit of time during which data is obtained.
Collaboration
true
･
false
･
6. The Phase Change line demonstrates a change in conditions on a graph and is represented by
a solid horizontal line
･
a dotted horizontal line
･
a solid vertical line
･
a line connecting the x and y axes
･
7. Line Graphs can be used for:
Percentage and duration
･
Intensity and latency
･
frequency and rate
･
all of the above
･
8. True or False: In line graphs the data points are generally connected with a solid line.
true
･
false
･
9. When you observed Sally, she kicked 7 times. Your observation was from 1pm to 3 pm. Sallyʼs kicking
rate per hour is
14 per hour
･
7 per hour
･
3.5 per hour
･
1.75 per hour
･
10. Bar Graphs/Histograms represent the ______________of some data under different conditions.
•
average
•
total number
•
difference
･
Assessment and Progress Evaluation
Professionalism
Quiz Questions – Graphing and Progress Evaluation
11. One disadvantage of bar graphs is that they
Curriculum
are very difficult to create
･
display averages
are extremely time consuming to collect data for
･
do not display changes in trend, duration of conditions, or fluctuations of the data
･
12. In which kind of graph would you demonstrate a change in mean by drawing a horizontal line through
the data set?
bar graph
･
line graph
･
13. What can be used to predict for behavior in the future?
a horizontal line through the mean of the data set
･
a trend line in the direction of the behavior change
･
a phase change lines indicating treatment change
･
14. Bar graphs can omit information, such as:
the duration of the conditions
･
the means or averages for the conditions
･
the number of conditions
･
none of the above
･
･
Assessment and Progress Evaluation
Professionalism
Collaboration