okay welcome back i hope you all had a great weekend today we're continuing our review of our newest rbt exam where we're going through 10 more questions and breaking them down together if you're new to the channel welcome if you're returning welcome back please like and subscribe if you're looking for our proven study materials please check out rbt exam review dot com we offer three full practice exams a taskless study guide our rbt combo pack comes with everything and it is our best deal and we also have the competency study guide as well questions comments please let me know i'd love to help other than that let's work hard study hard get to the questions question one annie loves candy and will typically work to earn candy last week the easter bunny brought annie a one pound snickers bar annie ate half of the snickers bar and is now refusing to complete any tasks to earn candy what is annie experiencing what is the question asking what's asking about annie's behavior right we're asking about annie in particular after she ate the snickers bar what do we know we know annie loves candy and will typically work to earn candy we can assume candy is a pretty strong reinforcer if she's typically working for candy it looks like a strong reinforcer however annie now eats half a pound of snickers bar and refuses to now earn candy for work no longer does that candy hold value and when something loses value when a consequence loses value what are we talking about well we're talking about motivating operations remember motivating operations increase the value of a consequence or decrease the value of a consequence and how does it typically happen typically we are looking at two things we're looking at either deprivation or satiation deprivation is when you don't have enough of something and therefore the consequence increases in value or you can have satiation you satiate on something you have too much of something and the consequence decreases in value in this case annie did what well she had too much candy she experienced satiation and the snickers bar lost its value now most likely temporarily a week from now she will probably start working for candy again but at least temporarily the motivation to work for this candy is gone due to satiation on the snickers bar it isn't ratio strained because we did not touch the reinforcement schedule ratio strain has to do with adjusting reinforcement schedules and annie is not being punished here it is simply satiation a motivating operation effect where the consequence is no longer as valuable temporarily paul records how many notes he plays correctly during his practice sessions yesterday he played 30 of 50 notes correctly what percentage of notes did paul play correctly okay so if you've been following you know every now and then we'll do an average question we'll do a percentage question we'll do a rate question because these basic calculations are something you need to know how to do for the rbt exam you need to know how to find a percentage right a percentage you're simply going to take the smaller value and divide it by the larger value 100 is going to be our max value so keep that in mind so if paul played 30 notes correctly out of a total of 50 how are you going to find that percentage well you're simply going to put 30 divided by 50 and you're going to get 60 percentages rates averages totals don't miss those questions okay you guys need to understand how to find basic basic calculations i know it's math i know we don't like math but we need to understand basic averages basic percentages all it is is a simple division problem right 30 divided by 50 we get 60 paul played 60 of his notes correctly you're in an rbt receiving supervision from a bcba that works where you work you start to develop feelings for the bcba and would like to date them if you want to pursue this relationship what must you do most ethical questions i think are pretty straightforward in common sense once you understand what the board is trying to tell you about ethics but in some cases there are specific things you need to know in this case we're talking about a relationship between a supervisee yourself and a supervisor and the bacb is is very straightforward and very clear on what they want you to do if this relationship begins to develop again we're talking about a supervisor and a supervisee not a client so in that case if you develop feelings for your supervisor your supervisor reiterates or reciprocates those feelings and you want to pursue a relationship what needs to happen a disclosed relationship to your boss and the bac excuse me bacb board well you may need to disclose the relation to your boss but the bacb board is not going to care as long as you follow a few steps a is not nearly enough to make this okay remember you're still in that supervisor supervisee relationship that is the part that isn't okay if you want to get into a personal relationship b you're not allowed to date any bcba that works where you work again not necessarily true but if you are in a professional supervision relationship then yes you cannot date that person so what do we need to do c terminate supervision and wait one year before dating the bcba this first part is 100 accurate we have to terminate a supervision that supervision contract that supervision relationship if we want to date this bcba but one year we do not have to date we do not have to wait one year therefore we have d terminate the supervision immediately yes as long as you're still in that professional supervise your relationship you cannot get engaged in a romantic personal relationship so if you want to date each other that supervision relationship needs to be terminated immediately anna lives in a group home routinely anna accidentally grabs the wrong lunch box out of the fridge and starts eating the food even if it isn't her lunch box and as bcba starts to put a blue dot on anna's lunch box what is the bcba trying to promote what are we looking at here we're looking at the bcba's behavior and when we're looking at behavior questions make sure you identify who we're talking about here the bcba does what the bcba puts a blue dot on anna's lunchbox why well anna always grabs the wrong lunchbox out of the fridge what issue is anna having here well she's clearly having a discrimination problem right if she's accidentally grabbing this wrong lunch box then she's just going in there and not discriminating between the different lunch boxes with this blue dot what is the bcba trying to accomplish well she wants to obviously promote discrimination through the use of a simple prompt so the bcba is trying to promote discrimination if we look at a that's what we have we need anna to start discriminating between lunch boxes now a looks like our best answer do we stop there no we read all of our answer choices so b differentiation i just put a video out on discrimination and differentiation please go check that out if you are still confused on the two discrimination has to do with stimuli in this case the lunch boxes differentiation has to do with responses more than one response we're not talking about anna's response here she's grabbing lunch boxes that's a single response the problem is anna's grabbing the wrong lunchbox she's grabbing the wrong stimulus so we're talking about discrimination generalization we're not there yet we're still talking in this isolated environment this one fridge later on it's going to be important that anna generalizes the ability to discriminate but right now the bcba is just trying to promote simple discrimination and then prompt fading or introducing prompts right we're not fading it we're introducing the blue dot prompt so b is wrong what is the bcba trying to promote discrimination if you wanted to use a measurement procedure to measure how often your son asks you the same question what type of measurement would you not use all right let's be careful here we want to use a measurement procedure to measure how often your son asks the same question so how often what are we what are we talking about here we're typically talking about response right not necessarily time okay however we can use a time based measurement that's where we need to be careful right this question specifically wants to know about this behavior your son asking you the same questions can we use interval recording well you might say well we're looking at how often yes but we could use a partial interval right because remember discontinuous measurement is not necessarily going to be as accurate but it is going to give us an idea of how often the sun asks the question think about it if we have a 10 minute span of measurement in one minute intervals if we get a recorded response for every interval that's going to tell us the sun asks the question quite a bit is it going to be 100 precise no 100 percent precision would be frequency frequency would tell us exactly how often but we could certainly use interval recording so what about time sampling and permanent product remember interval recording and time sampling are almost one of the same right if we use momentary time sampling again is it going to be as accurate as frequency no but we're still going to be able to record if our sun is asking the same questions or not permanent product however is not going to give us that ability and why is that well because permanent product we're not actually observing behavior we're not worried about the behavior does asking a question produce any permanent product a permanent item you can see feel touch no once the question is asked it's over i can't come back an hour later and measure how often the sun asks the same question so the only answer here where we're not going to actually be able to to measure the sun asking the question is going to be permanent product this is kind of a tricky question okay it takes a little bit of thinking if you got this right good for you right that's that's a great sign if not it's okay just review it a little more and understand if we need to directly observe somebody why is permanent product not our best measurement tool dan wants his client to imitate him whenever he jumps up and down what best demonstrates imitation in the scenario okay so i got pretty specific here imitation there's a specific way to think about imitation and i'm not sure if you're going to need to know it at this level for the rbt exam but it doesn't hurt to right so we're going to talk about pure imitation as it relates to aba and pure imitation and aba is when the learner imitates immediately after the model engages in the behavior so we're talking immediate imitation and imitation is not evoked by a verbal sd so it's not copy me it's just watching somebody and then immediately doing it after those are the two main things immediacy and not a verbal sd so that's what we're looking for what best demonstrate imitation hey while at home alone dan's client jumps up and down was dan imitating anybody if he's home alone no he's just jumping up and down he's not imitating b dan jumps up and down and then the client immediately jumps up and down okay what is the client doing he's copying what dan is doing with no verbal sd and he's doing it immediately b is a pretty good example of imitation do we have a better answer c dan jumps up and down and then tells the client copy me well now what's the sd here remember an imitation the sd should be the act if dan jumps up and down and then tells the client copy me well that's no longer pure invitation the client is responding to copy me and then dan jumps up and down one hour later the client jumps up and down well we're missing immediacy here okay so remember immediacy and evoked by the action itself and not a verbal sd now again you might only get a basic imitation question that's okay the more you know the stuff the better off you are this type of differential reinforcement is primarily focused on the absence of behavior okay i stress differential reinforcement over and over again if you've been following me hopefully you get this question pretty quickly as rbts we really need to know dro dri dra they may ask about drl but those are the three main ones the arrow dri dra what do we ask ourselves when we're trying to discriminate between these three first you ask yourself well are we focused on a behavior occurring or behavior not occurring well if we're focused on the absence of a behavior a behavior not occurring we're talking about a dro in a differential reinforcement of other behaviors we reinforce whenever a behavior isn't occurring so if we're targeting screaming i'm going to reinforce when screaming is not happening dri and dra we're going to reinforce the behavior before happening right we're teaching replacement behaviors we're picking a target and reinforcing that target dro is focused on the absence of behavior drh higher rates we are focused on the behavior happening at a higher rate the weather recently changed which affects your allergies you woke up this morning with a runny nose so you took allergy medicine which cleared up around your nose this most likely functions as what okay every now and then we're going to do a question like this and i think this type of reinforcement slash punishment procedure is the hardest to kind of grasp one we've always used viewed this type of of reinforcement i just say this type of reinforcement in a certain way and if you're brand new to the field you have to think about it a little differently and two it takes a little thinking so let's let's break it down you wake up this morning with a run your nose antecedent you take allergy medicine response consequence is cleared up the runny nose so have we added something or taken something away remember we're focused on the consequence here the response of taking allergy medicine but what is the consequence the consequence is the runny nose is taken away we've removed the runny nose and in the future you're going to take more allergy medicine so your behavior increases so if we're taking away something to increase behavior we're talking about negative reinforcement remember reinforcement and punishment consequences we're focused on the consequence which is cleared up the runny nose we've removed the runny nose be very very careful with negative reinforcement and negative punishment make sure you're looking at the consequence okay and not the response and then of course you need to ask yourself is the behavior increasing or decreasing in this case it doesn't specify if the behavior increased or decreased so therefore you would just have to do a little assuming what you try to avoid but in this case you don't have a choice but it's pretty clear if you're going to take medicine to remove a runny nose and it does in the future you're going to take medicine again so you remove your runny nose in the future you take more medicine negative reinforcement if all of the following interventions were equally impactful which one would we want to use last when providing aba services kind of a golden rule in aba right what do we want to use first we want to use reinforcement first consider our three behavior change principles right reinforcement extinction punishment we want to use reinforcement first extinction first before we ever get to punishment we try to avoid punishment when possible because of the ethical concerns around punishment punishment isn't permanent punishment doesn't teach a replacement so in this case if all of these interventions were equally impactful which one we want would we want to use last we want to use differential reinforcement shaping positive punishment or functional communication training well clearly all things else equal if they're all equally impactful avoid the punishment use that last is that to say we never use punishment absolutely not right punishment is very commonly used in aba but it needs to be used as part of a package as a strategy it's not our go-to so we don't just jump the punishment without a strategy so again if everything else is equal we're going to use a different procedure other than punishment we're providing aba services and then finally as an rbt you're allowed to assist with much of the following what do we know by now we know the rbt's role is implementation but you are allowed to assist your supervisors and bcbas with what can you assist with parent training 100 right you are totally fine to assist with parent training with permission what about treatment planning you should absolutely be involved in treatment planning as an rbt you're around the client in typical scenarios you're around the client more than the bcba if they're not asking you questions in regard to treatment plans okay you need to start giving your opinion typically you're going to know the client better than the bcba just because you're around them more so you absolutely assist with treatment planning and then assessment sure right you do preference assessment you can take indirect data you can take direct data absolutely okay to assist with assessments so as an rbt you're allowed to assist with all of these just don't forget your primary role which is implementation okay thanks for watching check out rbt exam review dot com for all of our study materials three practice scams a task list study guide and our combo pack questions comments please let me know i'd love to help work hard study hard see you soon