RBT Assessment Test #1
A therapist has amassed a collection of goods that could serve as favored stimuli for a client. The therapist offers materials to the client in a methodical manner and records whether or not the client engages with them. What kind of evaluation is the therapist performing?
Presenting preferred stimuli to the client and collecting data on whether the client reacts with the item constitutes a preference evaluation. The purpose of the preference evaluation is to find potential reinforcers for customers.
What sort of preference evaluation entails 1) pairing two items at random on a data sheet (e.g., 1 and 3; 5 and 2), 2) showing two things at once and enabling the client to choose one, and 3) documenting which item was selected [or, if no items were selected]?
A paired choice preference evaluation entails offering two options to the client and allowing them to choose one.
Kathy is getting ready to start working with a new customer. As a result, she inquires about the client's earnings goals. The customer responds and chooses a reinforcer. Kathy then starts giving task requests and tokens. She gives the client his chosen reinforcer after he has done working and earned all of his tokens.
In ordinary practice, the frequent, brief multiple stimulus is most usually used. When the client's motivation appears to be lagging, the preference evaluation is undertaken before work. The following items are included in the frequent, brief preference assessment: 1) giving the customer a choice of preferred activities / items, 2) having the client perform work, and 3) delivering the client's chosen preferred activity / item after work.
What type of preference evaluation entails displaying all objects in front of the learner, documenting what item was selected [allow 30 seconds with the item], representing the remaining items and allowing the client to choose again, and repeating until no items remain?
Presenting all things in front of the learner is the multiple stimulation without replacement. After the learner has chosen one, remove it and replace it with all of the other objects. The process is repeated until no items remain, without replacing the chosen object.
What sort of preference evaluation entails offering one object to the learner at random, noting whether the learner engages with the item [allow 30 seconds], makes no response to the item, or avoids the item, and then repeating until all items have been presented three times?
Only one item is shown to the learner at a time in the single item preference evaluation. Before going on to the next item, the client is given around 30 seconds to access the item.
When doing a paired choice preference evaluation, how should the RBT behave if the client tries to take both objects at the same time?
If the client tries to take both goods, the RBT should prevent them from doing so, remove the items, and recreate the trial using the identical items. This will most likely put an end to the client's attempt to take several things. The item is then handed to the client after he or she has chosen one, which may reinforce the client's response of choosing one thing. If the client continues to try to take both things, resulting in issue behaviors, speak with the client's BCBA to see if a different preference evaluation might be more appropriate.
Maria has never worked with a client before and has no idea what their preferences are. As a result, Maria takes the client to the playroom and gives him free reign over all of the toys. He can only interact with one toy at a time, according to her. She keeps the toy in the playroom after he's through with it so he may get it again if he wants, and she continues to watch what he gravitates to. Maria is undertaking a preference evaluation of what kind?
Presenting all things in front of the learner is part of the multiple stimulus with replacement technique. The item is returned to the array once the learner selects one, so the client can select it again. The process is repeated until the predetermined period of time has passed, and all products are always available.
Which of the following preference assessments is the most popular and practical method of incorporating preference evaluations into a typical client session?
The most popular and practical technique for therapists to determine a client's preference is to use a frequent, brief multiple stimulus. The following items are included in this form: 1) offering preferred activity I item alternatives to the client, 2) having the client perform work, and 3) delivering the client's preferred activity I item after work.
Michael is trying to establish a rapport with a client, but he has no idea what the client appreciates. As a result, he gives the client a puzzle and keeps track of whether or not the client interacts with the item. He then does the same thing with a teddy, a fidget spinner, and a snow globe. He examines his statistics to see which things the customer prefers. What kind of preference survey did Michael conduct?
The single item preference evaluation entails just showing the learner one thing at a time and documenting whether or not the client interacts with it.
Before teaching a client how to respond securely to a stranger's enticement, the therapeutic team gathers data on the client's understanding of stranger danger. What kind of evaluation is being carried out by the clinical team?
Before teaching a skill, a skill acquisition evaluation is performed to obtain baseline data on the skill. The baseline refers to a client's skill set prior to any teaching. Before teaching any skill, it is critical to collect data; without a baseline, it is impossible to measure the intervention's effectiveness. Additionally, you may squander time targeting a talent that the client already has or a skill that is too tough for the client to learn right now, both of which may waste the customer's time unwittingly.
Janice has never previously worked with a customer. As a result, she assigns the customer to the playroom. She begins by setting a timer for 5 minutes. She lets the client to interact with any of the items in the playroom during this time. She records the length of time the youngster spends interacting with various items in the room. He spends 3 minutes on the piano, 1.5 minutes dealing with vehicles, and 0.5 minutes playing with the dollhouse, she notices. What kind of preference analysis is she doing?
Allowing the client unfettered access to activities in the region is part of the free operant preference evaluation. Because the client can participate in the free operant preference assessment for as long as he or she wants, it is unique. The customer is only allowed to engage with the item for a brief time in the other preference assessments (e.g., approximately 30 seconds). The top favored activity is shown by the highest period of time spent engaged with the activity, which is based on duration data.
The baseline data for a client's parallel play with peers is collected by an RBT. The therapist collects complete interval data during baseline. A YES (i.e., the response occurred) is marked if the client engages in parallel play throughout the whole 10-second interval. The RBT translates partial interval data during intervention. A YES (i.e., the response occurred) is marked if the client interacts in parallel play for at least 1 second during the 10-second time. On the graph, the RBT does not identify the shift in data collection. What's wrong with this method of data collection?
Partial interval recording tends to overestimate behavior, while whole interval recording tends to underestimate it. Switching from a whole interval baseline to a partial interval treatment in a skill acquisition program is unethical since it inflates the client's development. It's possible that the client is responding identically to baseline, but the alternative data collecting approach gives the impression that the client is interacting in more parallel play. All changes must be reflected on the graph, and treatment data should ideally be of the same measurement type as baseline data; otherwise, comparing the two would be difficult.
Janice saw that her son began hitting his head and participating in self-injurious conduct. As a result, she gathered information on what conditions "provoked" the conduct. She also kept track of how she and others reacted to the conduct. Janice employs what kind of evaluation?
Janice is completing a functional assessment to determine the self-injurious behavior's potential function. Collecting ABC data is a part of doing a functional assessment. What happened prior to the act is referred to as the antecedent. The manner in which the behavior was manifested (i .e., operational definition). What happened as a result of the behavior.
The goal of a _____ assessment is to figure out why there is a behavioral outburst.
Functional behavior assessments are used to figure out why a behavior occurs (i.e., to figure out what function(s) the behavior serves).
Simon is a 12-year-old boy who enjoys playing on the playground with his buddies. Elopement is one of Simon's problem behaviors, which entails leaving his house and running out to the neighborhood playground without asking permission. This usually happens while his parents are at work or cleaning the house. Simon's pals are always glad to see him when he arrives to the playground, and they laugh and joke together until Simon's parents discover that he has left the house. Identify the example's conclusion.
What happened after the goal response is the consequence (i .e., elopement). In this scenario, the result is that he can see his pals (e.g., smiles, talks, jokes). Access to friends (i.e., positive reinforcement / attention function) is most likely maintaining the elopement issue behavior.
When analyzing a problem behavior, what form of evaluation is used to discuss the behavior and ask questions of those who are familiar with the client?
Indirect evaluation entails talking to people who are familiar with the client and the target behavior and filling out questions with them. Direct assessment, on the other hand, entails monitoring the client and his or her behavior in person.