okay today i will cover the entire rbt competency assessment i know this one says initial but the initial and the renewal okay they're the exact same thing right the difference is the initial you complete before you take your exam and then the renewal you complete whenever your license is about to expire either way it covers the same material and you need to take both okay so what i'm gonna do all right is i'm gonna go through and act as your bcba okay and i'm going to to my best ability uh do both the interview okay and then the role play and what the client assessment types for each task okay so i'm a bcba who does competency assessments all right so i'm going to do my best to show you what we're looking for right so i'm gonna go through each item okay and map out each so follow along i'm gonna put time stamps below so you can jump around to what you need help on okay uh the main thing with the competency assessments is you shouldn't be nervous right they're not meant to be tricky okay we just want to be sure that you know the basics that's what we're looking for in competency assessments the basics okay so where would you start well again the initial and the renewal are the same so whatever your name is your name okay we'll go here and then your id whatever it is in the system okay would go here and as a bcba all right we can either do this with a client or role played okay or an interview style depending on the type okay given kovid there's been a lot of role play right um just is the nature of it but sometimes you'll be with the client it just depends so i'll write your name or write your id okay and then we'll get into each task okay so we'll start with measurement right so continuous measurement okay so the assessment type here let's say is interview so i'm the bcba and i'll ask you how would you take frequency data you would tell me okay i would count how many times the behavior occurs these frequencies count i would say how do you take duration data you would say i would record how long the behavior lasts because duration is how long the behavior lasts right latency in irt how would you take latency data well it's the time between me giving the instruction okay and the behavior starting and then how would you take irt irt is the time between two responses okay that's interview for continuous measurement okay you would do well i would check you off now what about role play okay uh take frequency data on i would say take frequency data on me touching my nose okay you were to record what one two three frequency of three what about duration for touching my nose one two three four you would say four seconds okay what about latency for touching nose i would you would say touch your nose two three four five okay the latency between saying touch your nose and me touching my nose five seconds what about irt for touching nose okay one two two seconds time in between touching my nose was two seconds okay there you go that's continuous measurement right if you had a client it would be the same idea okay all you would do is take your very simple measurements your continuous measurements okay that's all we're looking for in our assessments right we want to see can you do the basics okay it's not here to trick you or make you nervous we want to be sure that when you go see a client and we're not there you can do the basics so continuous measurement you aced okay now let's talk about discontinuous measurement interview me as the bcba might ask you how is discontinuous measurement different and continuous okay well you might say we only take data on certain parts of the session okay you might say continuous measurement i take data on all behaviors discontinuous measurement i only take data for 20 minutes okay discontinuous doesn't happen during the entire session okay i might say name the type name it name one or two discontinuous measurement procedures you could say partial interval you could say whole interval you could say momentary time sampling i would say explain partial interval to me you would say partial interval the behavior is recorded or counts as an occurrence if it occurs at all during the interval i would say explain whole interval to me you would say if the behavior occurs during the entire interval it counts as an occurrence and then momentary time sampling you would say if the behavior occurs at the end of the interval it counts as an occurrence okay and that would be your interview now what about role play so for partial okay partial whole and momentary okay we need an interval let's say 10 seconds okay so how would you take partial interval data well a first interval right 10 seconds and 20 better than 30 okay and then you would take data okay you have your stopwatch your iphone timer whatever you're using right because we're taking time data right so we need time okay we look the same okay so partial right let's take data on me snapping my fingers partial interval okay so you would start your timer and then the first 10 seconds okay for partial let's say i snap my fingers three times well what would you record for partial you will record one instance of behavior right because it happened during the interval whole did it happen throughout the entire interval or not no it happened three times but not the whole interval right so you would record a zero or an x or whatever you indicate no response and then momentary did it happen at the end of the interval no it happened in the middle okay so again zero and you would repeat that process okay for whatever behavior you were recording okay that would be your role play very straightforward okay with the client it's the same idea okay it doesn't change whether you're role playing with me the bcba or your client all you're doing is taking data like you know how okay so as long as you understand the concepts right you're gonna be fine and again a lot of times these are done right interview style okay or during your session so you're just running these naturally through your session right because we want to see it with the client right or with us can you do it okay now data and graphs rbts freak out about data and graph you don't need to freak out okay dating graphs very simple okay i would say you know what what's the most common graph we use you would tell me a line graph okay um i might say how often should we have day graphs ideally every session if we have the data okay um i would say what goes on the x-axis you would say time i would say what goes on the y-axis you would say behavior and that's kind of the interview for the for the graphing right graphing you kind of have to do right and a lot of bcba's do their own graphing it just depends okay but as an rbt you're expected to kind of understand how to do it so let's look at one real quick okay so if i have my line graph right i'm a line graph and i have my data basic basic data here right so let's say our our skill is um is uh is matching okay matching and i have data from five days so one first day uh happened we were you know six times seven six eight eight okay and this is all made up right so y-axis okay is your behavior x-axis is your time okay so this would be matching and this would be you know sessions whatever you're taking okay so we need one two three four five and our data right one two three four five six seven eight okay and all you do is you take your data okay and you just match it up on your line graph so the first session we had six second second session we had seven third we had six fourth we had eight fifth we had eight connect the dots there's your graph okay very straightforward now i might ask you what is the trend well using visual analysis which is what we use to look at graphs okay um you could say maybe there's a slight increase in trend right we started at six one seven six and now we're eight eight consistently so maybe a slight increasing trend i would also accept no trend okay leaning towards slight increase i might ask you the trend okay we want to know um which way it's going you know i could ask you on average how many times do they match correctly per session you would add up okay these five numbers okay and divide by five that would give you your average okay those are the questions you might get asked um as an rvt for graphing okay graphing is very easy um a lot of people now have electronic uh systems that do graphing for us which is great if you're still using paper and pencil okay graphing is not difficult you all you do is you make a line graph all right and you plug in your data okay there's a role play in your interview so task one through three measurement you're done right let's look at assessment i might ask you what is your role as an rbt and assessment you would say to assist you okay so you're you're there to help um with assessments for preference assessments okay i want you to be doing preference assessments constantly right we always want to make sure we're staying up on what our client enjoys always looking for right reinforcers so preference assessments they require us to do it role player with the client okay so let's role play a preference assessment um there are four types right single single stem fourth choice and then multiple stem with and without replacement okay so the most common one you'll do as an rbt especially in a preference assessment is going to be a force choice okay so how does that work well you give me two items we're role playing okay so i'm the bcba and you would hand me two items uh this the eye pencil and the notebook i choose the eye pencil so you replace the notebook with phone okay choose i choose the phone place that i choose the phone so what is our forced choice hierarchy well i chose the phone twice the pencil wants the notebook zero there's our fourth choice hierarchy okay here's the preferences that's a forced choice preference assessment okay very straightforward uh if you're doing a naturalistic assessment right if you're doing it with the client okay you might be observing the client right and watching them as they engage in their environment and taking duration data on what they're engaging in okay but you're not manipulating anything okay single stimulus you're just simply handing different items and seeing their reaction okay and then multiple stimulus which is rare okay but you would lay out three or more items right have them choose okay and depending on if you're doing with or without replacement okay you would either put back the item they chose and replace the other items and continue or you would take out the item they chose okay you're doing without replacement and then go until you only had one left okay but preference assessments typically will be either natural okay or forced choice um in my experience okay so there's your preference assessments just know be familiar with the four okay and be able to conduct forced choice preference assessment's really easy okay don't overthink preference assessments we're just trying to gauge what the client enjoys right what they like um compared to other items okay abc data what is abc antecedent behavior consequence so when we're collecting abc data what are we collecting we're collecting data on what happened before the behavior what is the behavior and what happens right after the behavior okay so we're looking at antecedents behavior consequences so let's role play okay we're going to take a a b c data okay on me um drinking water okay so start now i'm thirsty so starting from i'm thirsty what is the antecedent what is the behavior what is the consequence the antecedent is me saying i am thirsty it happened right before the behavior what is the behavior drinking water and what happened right after the behavior okay i put the cap back on okay that's abc abc is very very easy very straightforward okay if you're role playing that's all you're going to do they're going to contrive something like i did where i take abc data on whatever it is you whatever your whatever behavior you're looking at okay what happened before what happened after and the behavior if you're with the client it's even easier okay because a lot of times you'll be familiar with the client okay and they'll actually take abc data on maybe a maladaptive behavior okay or even a skill either way all you're looking for is what is the behavior what happened right before what happened right after and you record that okay so simple to the point easy all right so that is five tasks down right you're moving right along you're doing well okay now we get into the meat of it okay which is skill acquisition and behavior reduction okay now in this one three must be demonstrated with the client okay because this is really your uh service delivery okay so for the sake of training right we'll just pretend i'm the client okay and i'll demonstrate what it might look like okay so number six discrete trial training okay what is dtt well dtt is when you are a table right or you're working in the environment and you're contriving everything okay um there's a clear beginning middle and end right so you're giving an sd there's a behavior there's a consequence corrective feedback restart okay this free trial teaching happens very quickly it's a great way to teach new skills okay so for dtt hopefully this is the easiest one okay because it's an rbt you should know how to do dtt right so how do we do dtt right so pretend i'll i'll be the bcba okay and i'll be talking to a client i'll be the rbt i'll be talking to a client okay and i want to run discrete trials on um uh identifying body parts okay so i would say first on dct right you deliver your sd touch your ears not the client touches their nose right the behavior your consequence is no that's not it you need to touch your ears and you might prompt right and then what do you do redeliver the sd touch your ears say client touches ears okay you deliver the consequence which is the reinforcer nice job touching your ears you do it again touch your ears nice job touching your ears right and you repeat that okay that is dtt okay dtt you're delivering the sd okay which is followed by the behavior and then you're either reinforcing it okay or you're delivering corrective feedback okay and then that loop starts over right this time you might sd prompt behavior okay that's dtt right hopefully you understand dtt and how that goes okay since you must do most of these or some of these with a client dtt is the most common one okay because throughout the course of your normal session right or if you're working in a clinic okay you should have plenty plenty plenty of opportunities to do dtt especially during your training hopefully you learn how to do that so dtt straightforward easy naturalistic teaching it's the same thing it's even easier okay what are we doing when we're doing naturalistic or incidental teaching we're looking for opportunities okay to reinforce the client in their natural typical environment okay so discrete trial teaching is at the table it's very contrived it's not necessarily at the table but the idea is very contrived very controlled naturalistic that we're just with the client observing the client naturally no demands nothing like that we're looking for opportunities to reinforce okay so if i'm role-playing right and i want to role-play naturalistic teaching for manding for an item or manding is requesting asking okay so naturalistic teaching for asking for an item and i'm a client who wants um cookies okay so i say let's do naturalistic teaching asking for cookies so what would you do right we might be hanging out okay and i uh start pointing at the cookies okay um if i'm pointing at the cookies or i'm trying to walk to the cookies this is a good chance what to use this as an incidental teaching moment to try to get me to request okay functionally the cookies okay assuming i have language so you might say okay what do you want okay evoking me saying either cookie i want cookie okay depending on my level and then how would you reinforce that well since you're demanding right you give me the cookie and that's naturalistic okay you're using incidental teaching or uh you're trying to catch the client being good so you can reinforce or trying to use situations that occur in the natural environment okay as teaching moments naturalistic teaching dtc and net okay this is also called n-e-t right super straightforward hopefully you guys can do those okay because that's what you're going to be doing every day um as rbps chaining what is chaining okay chaining is uh a great way to teach a task okay how do we get to chaining well first we have to do a task analysis and we break down um a task in the steps okay there's forward chaining right backward in total so for chaining let's say we're role playing okay task chaining for washing hands very very common task chain okay i say as the bcba okay role play with me you the rbt um for a chaining washing hands what would you start with okay you might start with okay you might start with um you might start with uh turning the water on okay because we're foraging remember so you prompt me okay right to turn on the water and you probably do all the steps right and then you say okay let's wash our hands and when i independently turn on the water you reinforce and you promptly do everything else okay forward chaining forward chaining we start with the first step okay we teach the first step prompt everything else when i can do the first step independently okay we teach the first and second prompt everything else okay when i can do first the second so on that's forward chaining so forward you might start with turn turn water on okay what about backward chaining right backward chaining what do we start with we start with the last step okay so i would say let's uh prompt okay or let's uh chain hand washing so you would prop me through everything until the last step which is dry my hands but once we get to the last step you want me to be able to drive my hands independently you reinforce with escape okay so backward chaining is the opposite we prompt through everything we teach the last step then we prompt through everything we teach the second and the last step second to last and the last step so on okay before chaining you would start by reinforcing turning water on backward chaining drying hands okay and then total task chaining right that means i can do most of the steps i just can't do let's say step three and five okay so you would allow me to do the whole thing okay and you would test you would teach steps three and five right and that's chaining okay all right what about shaping shaping we are reinforcing approximations of a behavior what does that mean okay we want to teach a whole behavior let's say um pedaling pedaling a bite okay or saying the word bubble if i'm shaping the word bubble okay when a client says buh i reinforce once they learn that i only reinforce when they say bub once they learn that i only reinforce when they say bubble okay so we shape that behavior from just above the entire word those approximations bub and bubble get reinforced okay so let's role play that with me okay let's let's role play uh shaping the word um uh dinosaur okay so you would say all right say dinosaur i'd say you reinforce and you say say dinosaur duh don't reinforce right what are we doing we're trying to shake you need a bigger approximation okay so say die no i would say die no you would reinforce that's a bigger approximation okay you say say dinosaur i'd say dinos reinforce bigger approximation say dinosaur dinosaur reinforce okay shape that behavior okay when we're teaching behavior right we're not always going to go zero to a hundred okay sometimes it goes in steps sometimes we need a 0 to a 10 or 15 to a 30 to a 60 then to 100 okay that doesn't mean we only reinforce when it's perfect okay we want to slowly get there think about you learning any sort of skill okay you're not going to be perfect off the bat right but you still want reinforcement okay even when you're learning a skill and it's the same idea okay the better they get at that skill okay the more we expect right and the more we need to see to reinforce but when we're just starting any indication that they're doing the skill that small approximation should be shaped okay that's shaping discrimination training what is discrimination training okay again something you're going to be doing all the time right with discrimination training we want our clients to learn basically the difference between things okay what's the difference between dog and cat red and blue right grandma and mom right two women one grandma one's mom okay how do we do discrimination training let's say i have a blue mark okay and i have a yellow mark i want to just i want to teach my client to discriminate between these two so let's role play okay you would say touch blue let's say i touch yellow what would you do you put it on extinction and give corrective corrective feedback oh no that's yellow okay so now we're doing what it's free trial teaching where you deliver the sd touch blue maybe with the prompt this time i do touch blue what would you do reinforce right reinforce okay now next time you say touch blue i touch blue again reinforce what if i touch yellow extinction that is discrimination training okay you reinforce what you want to see you put the other behaviors on extinction okay when you're teaching discrimination training you're teaching your client okay to engage in behavior in the presence of an sd okay in the presence of the same sd you're teaching them to not engage in behavior so when i say touch blue you want me to touch blue okay and no other colors so you're only reinforcing when i touch blue you're putting everything else on extinction that's discrimination training okay now you could do that same thing right with uh animals or uh you know foods or whatever so if you had a tiger a lion and a bear on the table right and you say hand me lion and your client hand you the tiger you put that on extinction you don't reinforce and you redeliver the sd hand me the tiger then they hand you the tiger then you reinforce that is discrimination training okay again super straightforward one of the basic skills okay so if you work with young clients you're doing a lot of discrimination training okay um very straightforward very easy stimulus control transfer this terrifies rbts right because it seems very very wordy very technical think of stimulus control transfer as fading a prompt okay when you're transferring control of a stimulus all you're doing okay is you're taking a behavior and making it occur in the presence of a different instruction or different sd so what do i mean i mean if my okay my sd is say or is uh two plus two okay but the behavior is occurring under the prompt of me saying two plus two equals four okay and the client only responds four when i prompt them i need to transfer control from that prompt to that sd how do i do that you just fade the prompt and you're contr and you're transferring control okay so currently the class saying four is under the control of the problem we need to get that under the control of two plus two the class is four how do you do that you just fade the problem right so right now it looks like this okay you're the i'm the rbt i say what's two plus two then i prompt i say two plus two equals four then the client says two plus two equals four so now i'm gonna fade the problem i say what's two plus two i say four client says four okay a little less prompting that time made it again okay what's two plus two i hold up four fingers pi says four okay now what is that under control of we transfer control from two plus two equals four to me holding up four fingers so now transfer it from four fingers to just the sd right so i just say what's two plus two the client says four you reinforce now that behavior is under control of that sd okay all you're doing is fading the prompt okay a prompt is acting as an sd okay and we need to get that control to the actual instruction by fading the problem and that's all we're doing okay when we're transferring control of the stimulus okay for the most part right that's what you need to understand as an rbt okay when is that behavior occurring okay is it occurring in the presence of the right sd okay or the incorrect sd the prompting right what is prompting i might say give me two examples of prompting okay you might say least to most most to least you could say verbal prompt gestural prompt right physical prompt okay million different ways to prompt um so if we're gonna role play okay and i say give me a verbal prompt um for saying my name okay so i'll be the rbt i would say what's your name say alex me as the client would say alex i verbally prompted that okay easy verbal prompt so you have verbal if you're doing a a full physical prop hand over hand right you know i would say um okay physically prompt me to write my name right so you would you know hand over hand my hand and help me write my name physical prompt okay um i might say do a positional prompt okay for identifying yellow right and i might have a blue line there okay black mark there and then i would put the yellow mark closer to the client or me role playing okay that's a touch yellow yellow is closer the positional prompt okay so when you're prompting during the competency assessment okay you'll typically um just uh demonstrate that you know different types of prompts okay and then prompt fading right we just talked about it okay you can do least to most okay least to most right or most to least okay so if you're doing most to least prompt fading right you might go from full physical okay to maybe modeling what they're supposed to do for a verbal prompt right you're going from a most to a lease or at least to a most right so you might go from a gesture right to a model to a partial physical okay so when you're prop fading okay all we're doing right is demonstrating you you understand the hierarchy right and your bcba right me would say demonstrate to me lease the most property okay so we're going to be very explicit on what we're looking for okay we're not trying to trick you we want to see something specific okay something that you're going to generally use a lot so i'm not going to throw in something very vague right that i don't think you're using okay so as long as you understand least to most most to least okay and your basic four or five prompts right physical full physical gesture uh model verbal okay you should be fine right all right token systems okay so how do token systems work okay well tokens act as um as secondary reinforcers okay that they you can exchange right for backup reinforcers so token systems are typically on basic reinforcement schedules okay so i might ask you to reinforce me on an fr f r two schedule okay and i get five tokens or let's just say three okay what would you do okay so fr2 what is it fixed ratio two every two correct responses what do you do you give me a token that easy right so let's demonstrate the target behavior is touching my eyes okay so you say touch your eyes i touch my ears you reinforce no one i got it wrong two you're on fr2 so again you say no that's not it touch your eyes i touch my eyes do you reinforce you give them a token no what's our schedule our schedule is fr2 right so now you say touch your eyes touch my eyes what do you do second correct response fr2 reinforce that's our token once i get three tokens okay what do you do you say all right give me your tokens in exchange for whatever the reinforcer is okay so you exchange the tokens and i get a reinforcer and return okay so token systems especially in role play right it's gonna be very straightforward all you're doing is delivering tokens as a reinforcer okay so whatever your reinforcement schedule is okay when they engage in the target behavior right your reinforcement tokens once they get all their tokens there are enough tokens they exchange them for a break or an ipad or a cookie or whatever their reinforcer is okay if you're with the client they probably have a token board right or a token system in place so ask the bcba what is their reinforcement schedule what is their token economy okay and then implement it so that's something i forgot to mention if you're working with a novel client a client you don't normally work with it's okay to ask questions during the assessment it's encouraged please ask questions okay if you don't know what the reinforcement schedule is you don't know what the token economy is okay ask questions ask a lot of questions okay that's the whole idea basically behind this right do you know how to do it if not are you willing to communicate with me the bcba that you don't and if you don't that's fine it's my job as the bcba to communicate it to you okay especially if you've never worked with the client how will you deliver prompting and stimulus control and token systems and shaping if you don't know the client so ask questions okay okay crisis emergency implement crisis emergency procedures according to protocol so you'll probably role play this right because you don't want to evoke crisis situations with clients okay um unless it's just a bad day and you get caught in a situation where you're doing it uh with the client but if you're role playing it what is a crisis emergency well a crisis emergency is when you're in danger or i'm in danger or somebody's in danger okay when they say according to protocol right they're referring to what is your company policy okay and then what is ethically correct okay so i can't i'm not going to really role play this right because when we role play this right it's very over the top right we want you to react but um some examples might be me pulling your hair okay right so what is the protocol they should have you should have learned how to disengage that so i would imitate pulling your hair and you would disengage okay um swatting at you okay pawing at you hitting at you how would you block right blocking okay um i pick up a chair and i'm gonna throw it what do you do okay i try to elope out of um the house or the center what do you do okay all these things right are crisis emergency situations the client's in danger you're in danger somebody's in danger how do you react okay um so you'll learn about this through your training and then if you're doing your renewal and hopefully your your bcba and your company has gone over with you okay how to respond these situations that's what we want to see okay can you respond um in the moment as you're talking okay and then 15 demonstrate one of the below tasks okay so antecedent interventions differential reinforcement or extinction okay well differential reinforcement is easy because differential reinforcement right that's what you're doing during discrimination training right so touch blue right blue is reinforced yellow is extinction that's differential reinforcement right now dra okay dro right you need to know what these procedures are okay so what is dro dro is we're reinforcing when a behavior isn't happening okay so we pick a target behavior so if i'm role-playing right i say implement dro okay for me um taking my hat on and off so what would you do how would you implement dro there for me taking my hat off well as soon as i stop taking my hat off you reinforce okay dro is reinforcing in the absence of a behavior in that case taking my hat on on or off okay so what about dra dra is differential reinforcement of alternative behaviors okay so we're trying to teach a replacement behavior okay so we're reinforcing the proper behavior okay and putting the other behavior on extinction so let's role play um uh raising my hand in class instead of shouting out the answer okay so i'm roll playing it two plus two two plus two two plus two two plus two two plus two four four four four four four as soon as i raise my hand you reinforce me raising my hand you might say well the other behavior is happening as well agreed but that behavior is on extinction and only when i raise my hand do i receive reinforcement that's dra right those behaviors can occur at the same time but you're only reinforcing okay the one you want which is raising your hand okay what are antecedent interventions antecedent interventions are implementing interventions um for uh situations that occur before the behavior okay so motivating operations okay sds right so the most common would be um role play with me okay we're gonna manipulate an mo okay for me so i love ice cream right and you're gonna use ice cream as a reinforcer okay during our session manipulate the antecedent to make ice cream more valuable to me what would you do well you would withhold ice cream for me until session until i could get reinforced why because the more i'm deprived of ice cream the longer i go without ice cream the more valuable that becomes so antecedent right before the behavior before before i start engaging in the behaviors right you're manipulating my motivation to work for ice cream okay or do the right thing for ice cream okay what about uh motivating um the environment or i'm sorry manipulating the environment okay to prevent behaviors antecedent interventions preventative strategies right um let's say your client every time this is actually happens a lot every time you know you bring a cup not a lot but i've seen it happen you have a cup of water right and you know your client when they see that cup of water okay they're going to start swiping okay so role play with me what you would do with this cup of water right and this client i'm the client would you put that right in front of me okay no what am i gonna do what's the behavior i'm gonna knock it right off the table right you're manipulating things that happen before the behavior either the environment okay or motivating operations okay to uh alter or control the behavior so you would put that cup either you keep the top on you keep it far away from me you're manipulating antecedents and then extinction what is extinction extinction is uh removing reinforcement from a previously reinforced behavior okay um so this this is really good with the client extinction procedures okay um because with uh role playing with me it's almost too contrived but you might have an opportunity with the client to do it so let's say your client was previously reinforced um every time i uh said the word uh dog okay you were to respond wolf and wolf was reinforced was me saying dog now i just say dog all the time i want to put that on extinction saying the word dog how would you put that on extinction okay so i must role play dog dog dog dog dog dog dog dog if you're not saying woof and delivering reinforcement it's extinction right extinction is just stopping reinforcement for previously reinforced behavior very straightforward and then i might ask you um what's an extension burst you would say and it's an expected increase in behavior when you put it behind your own extension okay all right there you go so you get through the hardest part of it right and we get to professionalism and requirements which are all interview stuff okay um so i as the bcba will start asking you questions on what i kind of expect right in terms of client dignity professional boundaries things like that so for session notes typically i would as a bcba say well let me see your session notes i will just i will just read a few of your session notes and see what they look like and what am i looking for i'm looking at their objective they're complete okay um and that they contain relevant information okay i don't want a bunch of opinions in the session notes the session note should tell me exactly what happened i'm not there okay i should be able to read it and know exactly what happened during session at least the important things right i'm not looking for a book right we need to know would you run did you use any new reinforcers was anything mastered the behaviors occur okay did parents mention anything did anything change okay stuff very relevant to the client in an objective fashion and that'll be session notes right i'll probably read your session notes if it's a brand new initial competency okay i might ask you okay what do you need and that's what you would tell me right oh you want me objective if you want me complete okay etc provide examples of how to maintain client dignity i would say give me an example of maintaining client dignity you would say not withholding food and water right you would say including the client in treatment planning you would say treating the client how i would treat anyone else right you would say talking to the client at a skill in an age appropriate level okay client dignity is really all about respect okay um and respecting your client in a way you would respect anyone else that's that's a great answer you told me that i would love it right give me examples okay talk to them at age level don't talk to a 15 year old like there too right um get on their level right get to know them build rapport okay all these all the all of these things are examples of client dignity okay good professional boundaries provide examples of how to maintain professional boundaries um the correct answer the best answer here is no dual relationships with the door relationship a door relationship is when you hold a professional and a personal relationship with your client so if you're working with the client okay you don't become best friends with mom and dad right you don't go golfing with dad that you don't go to the gym with mom right you don't babysit on your off time you don't attend parties on your off time okay professional boundaries means no door relationships that's the right answer supervision requirements i would say how much supervision do you need you would say i need five percent of the hours i work in a month okay um what you mean you would need me the bcba or your bcba to be out there supervising you okay you would also need to get your form signed right and you need to turn those forms in okay so it's your responsibility as rbt to keep track of your supervision monthly 5 and in clinical direction describe one situation to me when you would seek clinical direction you might say when a behavior occurs that i haven't seen before when i'm running a new program that i don't understand when i feel that parents are crossing the line when i feel that abuse might be going on when i am confused about a program when i accidentally reinforce the behavior when parents ask me a question about the new diet they read parents requested parent training i mean there's a million answers to clinical direction and boom you've done your assessment okay you're either now if it's your initial okay ready to apply for the rbt exam if it's a renewal okay you're just gonna continue being an rbt right um and then i would just you know uh sign names right certification bcba boom boom okay um and you're good to go right we turn that in submit it ready to rock okay and there you go that's your initial competency again don't overthink it okay um that's all there is to it right we want to make sure that you have the skills necessary okay before you take your exam again if you've already taken your exam okay are you maintaining the skills necessary to be an rbt don't freak out right it's not meant to be a stressful thing okay um it's it's a necessary thing okay so um again i'll put all the timestamps below right so you can jump around um any questions please reach out hope it's helpful um as always if this is your initial okay um please come back and watch my exam videos okay help you pass the exam get some study materials um any questions about the exam reach out let me know other than that uh keep working hard if you're in rbt already keep doing good if not um good luck on your journey and i'll be back wednesday