Lecture Notes on RBT (Registered Behavior Technician) Competency Assessment

Introduction

• Presenter: Sarah, a Board Certified Behavior Analyst
• Focus: RBT Competency Assessment, specifically the initial assessment.
• Goal: Prepare RBT candidates to pass the assessment by explaining each component.

Overview of RBT Competency Assessment

• Assessments may vary slightly among different BCBAs.
• Competency in core skills ensures success across different assessors.

Measurement

1. Continuous Measurement

• Definition: Measuring all instances of behavior.
• Key Types:
  • Frequency: Count of behavior. Most common.
  • Rate: Frequency with a time component.
  • Duration: How long a behavior lasts, e.g., crying.
  • Latency: Time taken for a behavior to start after a trigger.
  • IRT (Inter Response Time): Time between responses.
• Assessment Types: Demonstrating, explaining, or role-playing.

2. Discontinuous Measurement

• Definition: Not measuring every instance.
• Types:
  • Partial Interval Recording: Behavior occurs at any time during an interval.
  • Whole Interval Recording: Behavior occurs throughout the entire interval.
  • Momentary Time Sampling: Observing if behavior occurs at specific moments.
• Assessment Types: Demonstrating or explaining as role-play.

3. Data and Graphs

• Tasks:
  • Collect and graph data.
  • Explain purpose: Tracking progress over time.
• Assessment Methods: Demonstrating with a client, role play, or interview.

Assessment Section

4. Preference Assessment

• Goal: Identify what the client is motivated for.
• Techniques: Single stimulus, paired stimulus, or free operant.
• Focus: Ability to determine client preferences.

5. Collecting ABC Data

• Components:
  • Antecedent: What happened before the behavior.
  • Behavior: The behavior itself.
  • Consequence: What happened after the behavior.
• Key Points: Be objective, detailed.

Skill Acquisition and Behavior Reduction

6. Discrete Trial Teaching (DTT)

• Components:
  • Antecedent: Instruction.
  • Response: Desired behavior.
  • Consequence: Reinforcement or correction.
• Application: Structured, multiple trials.

7. Naturalistic Teaching

• Approach: Utilize natural learning opportunities.
• Example: Enhance language skills using everyday objects.

8 & 9. Chaining and Shaping

• Chaining:
  • Forward Chaining: Teach steps sequentially from start.
  • Backward Chaining: Teach steps from the end backward.
  • Total Task: Teach all steps simultaneously.
• Shaping: Reinforce successive approximations of target behavior.

10. Discrimination Training

• Goal: Teach distinguishing between different stimuli.

11. Stimulus Control Transfer

• Process: Transfer response control from one stimulus to another.

12. Token Systems

• Process: Tokens for correct responses, exchanged for rewards.

13. Prompting

• Types:
  • Most-to-Least
  • Least-to-Most
• Purpose: Guide correct responses.

14. Crisis/Emergency Procedures

• Demonstration: Role-play scenarios for crisis management.

15. Antecedent Intervention, Differential Reinforcement, and Extinction

• Application: Implement these strategies in behavior plans.

Professionalism and Requirements

16. Session Notes

• Content: Objective notes on session activities.

17. Client Dignity

• Focus: Maintain dignity through respectful interactions.

18. Professional Boundaries

• Maintain: Avoid multiple or dual relationships.

19. Supervision Requirements

• Standard: 5% of hours must be supervised.

20. Clinical Direction

• When to Seek: Uncertainty in program implementation or other queries.

Conclusion

• Emphasized the importance of practice and understanding key concepts.
• Encouraged review of related videos and resources for comprehensive understanding.