Competency Assessment Notes
Measurement:
1. Continuous measurement: a form of data collection in which all instances of a target behavior are recorded during a session
a. Frequency/ Event Recording – the number of times a behavior occurs
➢ Ex: number of times client exhibits SIB during a session
➢ Ex:
b. Duration – length of/in time of a behavior occurs from beginning to end
➢ Ex: how long it takes kiddo to complete puzzle
➢ Ex:
c. Latency – how long it takes before a specific behavior occurs
➢ Used when you want to know how long it takes for a client to begin performing a particular behavior once the opportunity has been presented (given a verbal cue or event demand)
➢ Ex: the tech said “touch dog” and 4 seconds later the client touched the dog
➢ Ex:
d. IRT – elapsed time between 2 successive responses/ time between 1 response and the start of another response
➢ Ex: 13 seconds passed in between the 2 instances of screaming
➢ Ex: Eat at 10am and don’t eat again until 10pm –> IRT = 12 hours
➢ Ex:
e. Rate – average number of times the behavior occurs over a specific period of time
➢ Ex: Client engages in 5 instances of screaming per hour
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2. Discontinuous Measurement: allows you to track/ record behavior during a particular sample of time
a. Partial Interval – recording if the behavior occurred for a portion of a specific time period
➢ Have a time frame. Did the behavior occur at all? Yes or No
➢ Ex:
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b. Whole Interval – recording if a behavior occurred for an entire specified time period
➢ Did the behavior occur the entire length of the interval? Yes or No
➢ Ex: in a 10 minute observation period, did the client engage in xyz behavior for the entire 10 minute period?
➢ Ex:
c. Momentary Time Sampling – at a specific time (time frame stays the same throughout), look up and see if the behavior occurs in that moment
➢ Ex: a timer goes off at the end of a 10 minute interval and the observer checks to see whether the kiddo has his thumb in his mouth at that moment
➢ Ex:
d. Percent Occurrence: the data is expressed as the number of target behaviors (accurate responses) emitted divided by the total number of responses emitted
➢ Ex: Client answered “yes” for 7 out of 10 trials -> 70%
➢ Ex:
e. Trials by Criterion: the number of responses/ trials / opportunities needed to reach a pre-determined performance of criterion
➢ Ex: 80% accurate across 5 sessions – how many trials it took to reach this
3. Permanent Product Recording:
a. Refers to the real or concrete objects or outcomes that result from a behavior
b. Recording tangible items or environmental effects that result from a behavior
c. Must meet 2 criteria
➢ Every occurrence of the target behavior must produce the same environmental change
➢ Can only be produced by the target behavior
d. Each permanent product should be labeled with the date completed and the number of opportunities the behavior could have occurred and the number of times the behavior did occur
e. Summarizing permanent product measurements can often be calculated as the percentage of products completed given the number of opportunities provided
f. Ex:
4. Data and Graphs:
a. Trial –by-trial data: recording the outcome of each trial (whether the client’s response was correct or incorrect)
b. Probe Data: recording the outcome of the initial trial of each target / can also probe for generalization
➢ Ex:
c. Bar Graph: used to compare data across subjects or conditions not related by a common dimension
d. Line Graph/ Equal Interval Line Graph: shows the level and change in some quantifiable dimension of the behavior in relation to some point in time and/or environmental condition
➢ Used to track client progress, evaluate effectiveness of the intervention, tracking dialing changes in rate both within and across conditions
➢ X-axis -> time Y-axis -> target behavior
➢ Phase Change Line -> solid vertical lines that indicate a major environmental change
• The addition or removal of I.V.
➢ Condition Change Line -> dotted vertical line that indicates minor changes in the I.V.
e. Scatter Plot Graph: used to show the relationship between two variables plotted along the axes
➢ Can show the strength of the relationship/ positive or negative association/ linear (straight)/ nonlinear (curved)/ outliers, clusters, and gaps
Assessments:
5. Preference Assessments:
a. Indirect assessment – relies on info from others
b. Direct assessment – direct observation and immediate recording of the target behavior
c. Free Operant - an individual is given simultaneous access to multiple stimuli for a period of time and the duration of engagement with each stimulus is recorded
d. Forced Choice/ Paired Choice – conducted by offering the client 2 items and allowing them to choose from the group
e. Single Stimulus – a stimulus is presented and a person’s reaction to it is noted/ May best be suited for individuals with trouble selecting from two or more stimuli. Record duration of engagement.
f. Multiple Stimulus With Replacement – multiple stimuli are presented and the learner chooses a stimulus and it is replaced back and the items not chosen are replaced with new ones
g. Multiple Stimulus Without Replacement - Multiple stimuli are presented and the learner chooses a stimulus and it is not replaced and the remaining stimuli are rearranged and the next trial begins. The items are ranked based on preference of which was selected first, second, third, etc.
6. ABC Data:
a. A: Antecedent – happens before the behavior occurs / trigger
b. B: Behavior – what kiddo is doing / observable, measurable, objective terms
c. C: Consequence – happens after the behavior
➢ Ex:
7. Functional Assessments:
a. Indirect-Assessment
➢ A functional interview is typically conducted by a BCBA with people who often interact with the client
➢ The analyst can collect information informally through an oral interview or using interview like survey forms
b. Direct-Observation
➢ Technician records descriptions of ABC data
➢ Use operant language
➢ Most involved method of FBA that a tech will experience
c. Functional Behavior Assessment (FBA): used to describe several different methods that allow researchers and practitioners to identify the function (or reason) a specific behavior is occurring
➢ ABC data collection
• To decide on a possible function, the analyst looks at the 3 term contingency of each behavior (ABC)
➢ Narrative form: RBT provides a written description of the ABCs
Skill Acquisition and Behavior Reduction:
8. Discrete Trial Teaching: the skill is broken down and “built up” using discrete trials that teach each step one at a time
a. 4 Distinct Parts:
➢ the tech’s presentation/ Discriminative stimulus
➢ the child’s response
➢ the consequence (correction or reinforcement)
➢ Intertrial Interval – last ½ second
➢ Ex:
9. Naturalistic Teaching: learning through play or learning in the natural setting
a. Incidental -> take advantage of naturally occurring incidents
➢ sEx:
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10. Chaining:
a. Total Task – allow individual to attempt all steps from start to finish with prompting as needed
➢ Ex:
b. Forward – teach steps from beginning of chain, requiring individual to display increasing numbers of steps before finishing
➢ Ex:
c. Backward – teach steps from beginning of chain and have client do the last step, requiring individual to display increasing number of steps toward the start
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11. Shaping: the process of adding skills to a client’s repertoire by reinforcing successive approximations of the target
a. Reinforce behaviors that look more like the target behavior and withhold reinforcement for incorrect responses
b. Steps for Shaping
➢ Define target behavior
➢ Identify the reinforcer
➢ ID the starting behavior -> the client must use some behavior currently to access the reinforcer that will be used
➢ ID the prompting method
➢ Prompt to produce an approximation
➢ Reinforce any closer approximation
➢ Stop reinforcing previous approximation
➢ Pacing -> be sure the new approximation is mastered before removing reinforcement from previous behavior
12. Discrimination Training: the procedure in which a behavior is reinforced in the presence of one stimulus and extinguished in the presence of another stimulus.
➢ Ex: saying good morning in the morning but not at night
➢ Ex:
13. Stimulus Control Transfer: a process in which prompts are removed once the target behavior is occurring
in the presence of the SD
➢ Occurs when behavior initially evoked (controlled) by one SD comes under the control of a different SD
➢ Ex: suppose that a child says cup in the presence of the echoic prompt “say cup”. If a picture of a cup plus “what is that?” is presented, the echoic prompt is faded and the child comes to say cup in the presence of the picture of the cup (nonverbal stimulus) transfer of stimulus control from echoic to tact variables has been demonstrated.
13. Prompting: an added stimulus that increases the likelihood that the client will exhibit the desired response
a. Expressive Prompt Hierarchy
➢ Freebies -> tech labels the item while giving it to the child. Use high affect/ enthusiasm, provide 3-5 freebies
➢ Echoic/ Model -> use a questioning tone
➢ Open Ended Prompt -> prompt the child to request for the item.
• What do you want? What can you say?
• Child -> ball
• Tech -> ball and deliver reinforcement
➢ Time Delay Prompt -> hold item/ activity and wait for the child to request for it
➢ Independent
➢ Move to next prompt after child is successful 3x/ if child makes incorrect response, only move back one prompting level at a time
b. Receptive Prompt Hierarchy
➢ Independent - I
➢ Indirect Verbal Prompt - IVP
• If the child does not finish -> where were you taking the cup?
➢ Gestural - G
➢ Verbal - V
➢ Model - M
➢ Partial Physical - PP
➢ Full Physical - FP
c. Rules for Prompting
➢ Avoid unintentional prompts such as positioning of materials, voice inflection, facial expressions and not changing the order of concepts or instructions
➢ If it is not possible to prompt simultaneously with the instruction, prompt IMMEDIATELY following the instruction
➢ Reinforce prompted responses less than unprompted
➢ Do not allow the client to fail repeatedly
➢ Fade prompts gradually
➢ Make the prompts less intrusive (e.g. move from full physical to partial physical)
➢ As prompts are faded, remember to reinforce more independent responses
➢ Provide more/longer access to reinforcers for unprompted skill responses
14. Token Systems:
➢ Ex:
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15. Crisis/Emergency:
a. 4 Major Phases
➢ Prevention: RBT should be looking for any signs of anxiety building in the client
• Use/ change antecedents to prevent
• Common signs -> sudden changes in body language, changes in vocal tone, fidgeting, repetitive behaviors, non-compliance or task avoidance
➢ Escalation: signs normally included in plan
• Common signs -> increase in speech volume, strong resistance to small requests, heightened emotional reactions, repetitive scripting, increased motor movements
• Use limited verbal direction and modeling techniques to show the client what you expect
• Provide them information that could reassure them or calm their anxiety
➢ Crisis: behavior becomes dangerous and a risk of harm to themselves and others exists
• Do not engage in verbal arguments
• Common behaviors -> making verbal threats of aggression, yelling directly at others, self-injury, kicking, hitting, biting, throwing objects
➢ Post Crisis: meant to re-establish communication and return to normal routines
• Always return to the task that was presented when the crisis began to avoid escape behaviors
• Begin reinforcing compliance
➢ Always alert BCBA if crisis occurred
➢ New behaviors = ABC Data
16. Antecedent Interventions: includes stimulus control in which environmental modifications are used to change the conditions in the setting that prompt a learner to engage in an interfering behavior. The goal is to identify factors that are reinforcing the interfering behavior and then modify the environment or activity so that the factor no longer elicits the interfering behavior
➢ Ex:
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a. Motivating Operations (MO): behavior altering stimuli
➢ Can increase or decrease the effectiveness of a reinforcer
➢ Can increase or decrease the current frequency of any behavior that has been reinforced
➢ Establishing Operation (EO): increases the current effectiveness of some stimulus, object, event as reinforcement
• Increases the value of a reinforcer and increase the frequency in behavior that provides access to the reinforcer
• Ex: skipping lunch and having an empty stomach. By being hungry it increases the value of food and increases the behaviors that gain access to food
➢ Abolishing Operation (AO): decrease the current effectiveness of some stimulus, object, or event as reinforcement
• A motivating operation that decreases the value of a reinforcer
• Ex: after having juice, the value of juice as a reinforcer could potentially decrease
• Ex: when running a marathon the value of running has decreased for the athlete
• Ex:
b. Discriminative stimuli – environmental signals that lead people to exhibit particular behaviors
17. Differential Reinforcement: Systematically providing reinforcement for particular behaviors that meet a specified criterion while withholding reinforcement in their absence
a. DRA – Alternate
➢ Withhold reinforcement for challenging behavior and provide reinforcement for an appropriate replacement behavior
➢ Reinforcing an appropriate alternative to the problem behavior and extinguishing the problem behavior through extinction
➢ For a specific target behavior
➢ Ex: Bob shouts out when the teacher poses a question. Only reinforced when he raises his hand.
➢ Ex:
b. DRO – Other
➢ Withhold reinforcement for challenging behavior and provide reinforcement for any other behavior in a specified time period
➢ Reduces behavior to zero occurrence
➢ Use set intervals
➢ Focus on increasing time of non-occurrence
➢ Ex: Charlie will not hit anyone in a 15 minute period
➢ Ex: provide goldfish for not running away from the table for 1 minute
➢ Ex:
c. DRI – Incompatible
➢ Withhold reinforcement for challenging behavior and provide reinforcement for an incompatible replacement behavior
➢ Select an appropriate replacement behavior that cannot occur at the same time as the challenging behavior
➢ Reduce behaviors by increasing incompatible behaviors
➢ Focuses on reinforcing the opposite of the undesired behavior
➢ Ex: hitting head when given a task versus placing hands on lap
➢ Ex: out of seat versus in seat behavior
➢ Ex:
d. DRH – High Rates
➢ Increases behavior by reinforcing lower rates of behavior
➢ Focuses on increasing the number of occurrences
➢ Reinforcement is delivered for rates of responding ABOVE a specified predetermined criterion
➢ Ex: Emily will raise her hand to ask questions for 3 consecutive periods
➢ Ex: more than 3 responses per 5 minutes
➢ Ex:
e. DRL – Low Rates
➢ Reduces behavior to acceptable levels
➢ Focuses on reducing the number of occurrences
➢ Provides for reinforcement delivery when the number of responses in a specified period of time is less than or equal to a predetermined set limit
➢ Ex: Peter will sit in his chair within 3 minutes of coming into the classroom for 2 consecutive weeks
➢ Ex: reinforced if greets peers 5 or fewer times during a class period
➢ Ex:
18. Extinction
a. Isolate reinforcing stimulus and refuse access to that reinforcer
b. When a previously reinforced behavior no longer produces access to reinforcement
c. One of the most efficient ways to decrease an undesirable behavior
d. Reducing the behavior by removing the reinforcer
e. Extinction burst: the process of a behavior peaking when access to reinforcement is denied
➢ The phenomenon in which a behavior that is no longer being reinforced
first increased in intensity
f. Different types of reinforcement are affected by extinction in various ways
➢ When the reinforcement is fixed, or is available after the same number of behaviors each time, it is far easier to put it on extinction
➢ Variable ratio reinforcement schedules are the most resistant to extinction
g. Spontaneous recovery: the phenomenon of a once-extinct behavior reemerging
19. Contingencies of Reinforcement:
a. Conditioned Reinforcement: learned behavior
b. Unconditioned Reinforcement: unlearned behavior
c. Respondent conditioning -> a type of learning in which an antecedent stimulus can elicit a response (behavior) -> Pavlov’s dog experiment
d. Operant conditioning -> presenting consequences following a behavior, causing the frequency of that behavior to change
➢ Employed to manipulate or change behavior in ABA
➢ Ex: when a baby is hungry, it cries and the mom feeds the baby
e. Reinforcement: a consequence that increases the likelihood of a behavior to occur, by either adding or removing stimuli to or from the environment (consequences are only considered reinforcements if the behavior continues and/or increases in similar situations in the future)
➢ Positive Reinforcement: adding something (a stimulus) to the environment to increase the behavior in the future
• Most effective way to change behavior
• Ex: receiving a paycheck each week for going to work and doing a good job
➢ Negative Reinforcement: removing something from the environment to increase the behavior
• Behavior increases in the future after something in the environment is removed
• Ex: using a towel to remove water from hands after washing them/ using windshield wipers
f. Effective Reinforcement:
➢ Needs to be done immediately after the behavior targeted for increase
➢ Should be presented a max of 2-3 seconds after the behavior
➢ Record data after reinforcing
➢ Variety makes reinforcement more effective
➢ Use a tiered system
g. Variables of Reinforcer Effectiveness (4 major variables)
➢ Deprivation: when the strength of a reinforcer builds up because the person has been declined access to a reinforcer for a period of time
• Satiation: when a person has accessed a reinforcer too often, decreasing the strength of its effects
➢ Immediacy: providing instantaneous reinforcement following the behavior
• Typically, you want no more than 3 seconds to elapse between behavior and consequence
➢ Size/ magnitude: the amount of reinforcement provided for a behavior
• You want to provide enough of the reinforcer to motivate the client to provide the desired response, but avoid giving so much that the client becomes satiated
• The independence and accuracy of the response should serve as an indicator of how much reinforcement to deliver
• Ex: a child may make their bed to earn 5 minutes of television. But, in order for the child to sweep the floor, television time may need to be increased to 10 minutes
➢ Contingency: the reinforcer is only provided for the target behavior
• Access must be directly dependent on the target behavior for the reinforcer to maintain its potential power
• Ex: making recess time contingent upon the student finishing a specific assignment
h. Non-contingent reinforcement -> an effective tool in preventing inappropriate behaviors that are attention-based
➢ The tech provides reinforcement for all behaviors that are appropriate, even if they are of little difficulty
i. Schedules of Reinforcement: a guideline that specifies whether every response is followed by reinforcement or if only some responses are followed by reinforcement
➢ Continuous Reinforcement: provided after each occurrence of the target behavior
• Used during the initial learning period
➢ Intermittent Reinforcement: the process of providing reinforcement after some occurrences of a behavior, but not after every occurrence
• Prevent a behavior from ceasing
• Learned behavior will continue
j. Types of Intermittent Reinforcement:
➢ When using a ratio schedule, keep a count of how many times a behavior was exhibited and only provide reinforcement when the schedule indicates
➢ Interval schedules are based on the passage of time while a behavior is being exhibited
➢ Fixed Ratio: the number of behavior occurrences required to access reinforcement is predetermined
• Cause consistent desired responses until reaching reinforcement, followed by a break
• Ex: commission bonus only after 5 sales
➢ Variable Ratio*: provides reinforcement after an average number of behaviors
• The number of behaviors that occur before reinforcement are random but when added up equal a predetermined average
• Great for teaching because they produce high rates of responses with no pause
• Produce the strongest influences on behaviors
• Ex: slot machines - typically has large magnitude so that the person is motivated to keep pulling the lever, even though there are long periods of unreinforced behaviors
➢ Fixed Interval: reinforcement will be provided after a predetermined amount of time passes and the behavior occurs
• No matter how many times the behavior occurs during the interval, reinforcement will only be given once the time has elapsed and the response is emitted
• Causes high amounts of response when the interval is nearing its end and decreased amounts of responses after reinforcement
➢ Variable Interval: reinforcement after an average period of time has passed and the response is emitted
• Take average for variable interval
• Produce a slow, steady rate of response
• Access to reinforcement is available after a random amount of time
Professionalism and Requirements:
20. Session Notes:
a.
b.
c.
21. Client Dignity:
➢ Ex:
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22. Professional Boundaries:
a. Avoid dual relationships -> occurs when a therapist interacts with a client in addition to or outside of their professional role
b. Avoid conflicts of interest
c. No social media contacts
➢ Ex:
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23. Supervision Requirements:
a. 5% of total hours per month
b. 2 face to face real time contact per month
c. 1 of the 2 supervision meetings should be 1:1 vs group setting
d. Development of performance expectations
e. Observation, behavioral skills training, and delivery of performance feedback
f. Modeling technical, professional, and ethical behavior • Guiding the development of problem-solving and ethical decision-making repertoires
g. Review of written materials (e.g., daily progress notes, data sheets)
h. Oversight and evaluation of the effects of behavior-analytic service delivery
i. Ongoing evaluation of the effects of supervision
24. Clinical Direction:
➢ Ex:
➢ Ex:
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