RBT Competency Assessment Lecture Notes

Introduction

• Covers both initial and renewal assessments.
• Initial: Complete before the exam.
• Renewal: Complete when license is about to expire.
• Same material and tasks for both.

Structure of the Assessment

• Conducted by a BCBA.
• Includes interview and role-play tasks.
• Objectives: Ensure understanding of basics; not designed to be tricky.

Continuous Measurement

• Interview: Key Questions
  • Frequency Data: Count occurrences of behavior.
  • Duration Data: Record time length of behavior.
  • Latency Data: Time between instruction and behavior start.
  • IRT (Inter-Response Time): Time between two responses.
• Role Play: Tasks
  • Frequency: Count instances during role-play (e.g., nose-touching).
  • Duration: Measure how long behavior lasts.
  • Latency: Measure time from instruction to behavior.
  • IRT: Measure time between behaviors.

Discontinuous Measurement

• Interview
  • Difference from continuous: Data on certain parts only.
  • Types: Partial interval, whole interval, momentary time sampling.
  • Explain each type with examples.
• Role Play
  • Use intervals (e.g., 10 seconds) to record behaviors.
  • Demonstrate understanding of each type through practical scenarios.

Data and Graphs

• Common graph type: Line graph.
• Ideal frequency of graphs: Every session.
• X-Axis: Time; Y-Axis: Behavior.
• Demonstration: Plot data points and identify trends (e.g., increasing).

Assessment Role

• RBT's role: Assist BCBA with assessments.
• Conduct preference assessments.
  • Types: Single stimulus, forced choice, multiple stimulus.
  • Role-play forced choice assessments.

ABC Data

• Definitions
  • Antecedent: What happens before behavior.
  • Behavior: The actual behavior.
  • Consequence: What happens after.
• Role-play scenarios to practice collecting ABC data.

Skill Acquisition and Behavior Reduction

Discrete Trial Training (DTT)

• Controlled teaching environment.
• Steps: Deliver SD, observe behavior, provide reinforcement or corrective feedback.

Naturalistic Teaching

• Teaching in natural environment.
• Look for natural opportunities to reinforce desired behaviors.

Chaining

• Task analysis followed by chaining (forward, backward, total task).
• Role-play common tasks (e.g., hand washing).

Shaping

• Reinforce successive approximations towards a full behavior.
• Role-play shaping specific behaviors.

Discrimination Training

• Teach clients to differentiate between stimuli.
• Reinforce correct responses, place others on extinction.

Stimulus Control Transfer

• Fade prompts to transfer control to SD.
• Example: Fade verbal prompts for math answers.

Prompting

• Types: Verbal, gestural, physical, etc.
• Prompt fading: From least to most or vice versa.

Token Systems

• Tokens act as secondary reinforcers.
• Fixed ratio schedules for distribution and exchange for primary reinforcers.

Crisis and Emergency Procedures

• Role-play common scenarios (e.g., disengaging from aggression).
• Follow company protocols.

Professionalism and Requirements

Session Notes

• Should be objective, complete, and relevant.
• Review notes with BCBA to ensure standards.

Client Dignity

• Maintain dignity by respecting clients and involving them in planning.
• Examples: Age-appropriate communication, inclusion.

Professional Boundaries

• Avoid dual relationships.

Supervision Requirements

• 5% of monthly hours need supervision.
• Maintain and submit documentation.

Clinical Direction

• Seek direction in unfamiliar or challenging situations.

Conclusion

• Assessment ensures readiness for RBT exam or continuous skill maintenance.
• Encourage questions and communication with BCBA.
• Use timestamps for review and further study.