RBT

This is a simple count of the instances of behavior, represented by a tally.

This is how long a behavior occurs. To take duration data you start a
stopwatch when the behavior begins and end the stop watch when the behavior stops. Duration is often reported as an average over time.

Latency is the time from prompt to the start of the behavior. To take latency
data start the stopwatch when the prompt is given and stop the stopwatch when the
behavior starts. You might want to take latency data when there is a delay between the prompt and when the behavior occurs.

Continuous measurement means measuring each and every instance of behavior within the observation period. In other words, you miss nothing. This type of measurement is very time-consuming and more difficult than discontinuous measurement procedures.

Recording the presence or absence of a behavior during a brief interval of time. Intervals are marked as “+” if the target behavior occurred at any time during
the interval. Intervals are marked as “-” if the target behavior did not occur during the entire interval. Partial Interval data collection overestimates the occurrence of behavior. Examples of behaviors that are appropriate for partial interval recording are vocal stereotypy, hand flapping, biting nails.

Sampling Recording the presence or absence of a behavior at the very end of
an interval. Intervals are marked as “+” if the target behavior occurred at the end of the interval. Intervals are marked as “-” when the target behavior does not occur at the end of
the interval.

1.) Frequency is summarized as rate over sessions
2.) Duration is summarized as total duration over session
3.) IRT is summarized as an average.
4.) Latency is summarized as average latency to response
5.) Interval data is summarized as percent intervals with occurrence.

Operational definitions only include directly observable aspects of behavior (e.g., hitting), not unobservable internal states (e.g., frustration).

The therapist does not interact with the client. The
therapist observes which items the client interacts with and records the time spent with the item.

The therapist presents 2 items to the client and records which item the client chooses.

The therapist presents multiple items at a time and records which item the client chooses to interact with. Allow the client to interact with the item for 30 seconds. Once an item is chosen the therapist does not place it back into the array.

Part of an FBA may include record reviews, interviews, and rating
scales. There is very little contact with the client.

This is when a Behavior Analyst manipulates the environment to determine the function of the behavior.

Any consequence that decreases a behavior.

Introducing something that will increase the future probability that the behavior will decrease. Examples: You touch a hot pot and your hand gets burned, in the future you are less likely to touch a hot pot.

This is a schedule in which the therapist reinforces every correct response of the target behavior.

Providing reinforcement on a fixed response ratio.

Providing reinforcement on a variable response ratio.

A sequence of behaviors that must be performed correctly. The steps are
taught sequentially to a client. It allows the client to learn complex skills that require
many small steps.

Training begins the link with the last behavior in the sequence. Therapist performs all but last step until client masters that last step. Then therapist performs all but last two steps until client masters last two steps, and so on.

This procedure involves reinforcing one behavior and extinguishing the behavior (not reinforcing) in the presence of other stimuli. For example: a client would receive a cookie if they said red in the presence of a red car; however, they would not receive a cookie if they said red in the presence of a green car. A client would receive a high five if they said Mom when their mom walked in the room
and would not receive a high five if they said Mom when their dad walked into the room.

A stimulus in the presence of which a particular response will not be reinforced.
For example, a client would receive a cookie if they said red in the presence of a red car; however, they would not receive a cookie if they said red in the presence of a green car, the green car would be an S-Delta.

Occurs when stimuli that share similar physical characteristics with the controlling stimulus evoke the same behavior as the controlling stimulus. For example, a child calling all dogs Bella because the child’s dog is named Bella or a baby calling both Mom and Dad dada.
The behavior that occurs in the presence of one stimulus also occurs in the presence of another stimulus. For example,
teaching a learner to say apple when they see a picture of an apple, then the
learner says apple when they see a real apple. A learner learns to identify
their sibling’s emotions and then begins to identify friend’s emotions

When one behavior occurs in the presence of a stimulus and then another behavior occurs in the presence of the stimulus. For example, you teach a learner to build a castle with blocks and he builds a
house with the same set of blocks.

Sometimes this is broken into 2 functions:
attention and tangibles. In simple terms, a person is engaging in behavior to gain
something positive in the environment. This can be anything: attention, cookies, screen time, toys, activities, a place, etc. Anything you can see or do in the environment could be the reason a person is engaging in behavior.

This is sensory behavior. It is engaging in behavior to gain something positive in the body. Everyone engages in sensory behavior, such as biting nails, twirling hair, or tapping fingers.

This refers to instances when something is made more valuable by deprivation―if you are hungry you are more likely to engage in food-seeking
behavior. The hunger or being deprived of food is the establishing operation. You can
increase the value of a reinforcer by depriving a client of the reinforcer prior to the start of therapy. For example, if you use an iPad as a reinforcer, have the caregivers of the
client not allow the client to have the iPad 24 hours prior to therapy starting.

This is providing reinforcement to a client regardless of behavior. This will act as an abolishing operation on the reinforcer. For example, providing a client 5 minutes of attention every hour, this will make is less likely for the client to engage in maladaptive behaviors for attention. Providing a client 5 minutes of screen time every hour, will make is less likely for the client to engage in maladaptive behaviors for screen time. Providing a client a 5 minute break every hour, will make it less likely for the client to engage in maladaptive behaviors to escape something aversive.

This technique is changing how the client does work. Also used for behavior with the function of escape. Making it more preferred by the client. Examples: using a favorite character for counting, allowing the learner to use a favorite pencil, and identifying real objects rather than pictures of objects.

Differential reinforcement procedures are when a therapist reinforces replacement
behaviors. A replacement behavior is a prosocial behavior that can take the place of a maladaptive behavior. There are a couple types of replacement behaviors

Reinforcing a behavior that cannot physically be engaged in at the same time as the maladaptive behavior. For example, reinforcing hugging instead of hitting, reinforcing hands in pocket instead of pinching, or reinforcing singing instead of yelling.

This is typically reserved for
behaviors that are socially acceptable but may occur too often. Using this procedure,
reinforcement is delivered if a behavior occurs below a predetermined criterion. For example, James uses socially appropriate behavior to greet peers but does so up to ten times in one class period. His teacher decides to use DRL to lower the rate of his behavior, but she does not want to eliminate it completely. She decides to deliver reinforcement (e.g., computer time) to James if he greets peers five or fewer times during the class period. If he greets peers more than five times, he does not receive reinforcement

Also known as planned ignoring. Ignore the behavior and provide
no attention for the behavior

Do not allow the client to escape. Physical prompt the client into compliance. Your supervisor will give you directions on how to physical prompt. Typically you’ll either prompt through a small portion of the demand and then reinforce heavily, or you continue until the learner does the demand without the behavior.
Example: Clean your room, child tantrums, therapist physical prompts child to pick up
the toys on the floor until they stop the tantrum.