RBT Assessment Test #3

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Look at the figure. Based on the data from this single item preference assessment, what item was the most preferred?

Correct! Wrong!

Explanation:
The most interacted with item is selected as the most liked item in the single item preference assessment. The least preferred item is decided by how little it was interacted with.

Choose the single item preference assessment from the alternatives offered.

Correct! Wrong!

Explanation:
The single item preference evaluation entails just showing one object to the learner at a time, allowing the client to interact with the item for around 30 seconds, and recording whether the client consumed, avoided, or ignored the item.

Choose the free operant preference assessment from the list of alternatives.

Correct! Wrong!

Explanation:
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.

Choose the paired choice preference assessment from the options offered.

Correct! Wrong!

Explanation:
Multiple stimulus without replacement (MSWO) entails presenting the customer with a variety of items. When an item is chosen, it is withdrawn from the next trial. The process is continued until no items remain, reducing the number of alternatives available. The multiple stimulus with replacement (MSW) is distinct in that when the item is chosen, it is represented as an option in the subsequent trial. As a result, rather of continuing until no items remain, as in the MSWO, the number of items is constantly at its maximum.

Choose the paired choice preference assessment from the options offered.

Correct! Wrong!

Explanation:
A variety of things are offered to the learner in the multiple stimulus with replacement (MSW) method. The student chooses one and spends around 30 seconds interacting with it. The item is then returned to the array. The number of possibilities available in the MSW is always at its maximum. The multiple stimulus without replacement (MSWO) method is unique in that an item is picked and then withdrawn. The process is continued until no items remain, reducing the number of alternatives available.

Choose the paired choice preference assessment from the options offered.

Correct! Wrong!

Explanation:
A paired choice preference evaluation entails offering two options to the client and allowing them to choose one. After selecting an object, the client has roughly 30 seconds to interact with it. After that, data is gathered, and the customer is provided with two more things.

BCBAs typically _______ when completing a skill acquisition evaluation.

Correct! Wrong!

Explanation:
Assessments of skill acquisition measure what a youngster knows from a vast set of skills. Many assessments, for example, may include criteria such as "Mands for 1 item," "Mands for 2-3 things," "Mands for over 10 items," and so on. The client's repertoire would then be checked off by therapists and/or BCBAs. When conducting a skill acquisition evaluation, clients should not be given prompts because the goal is to see where the client is at without any assistance.

Jenny is an RBT tasked with gathering baseline data on a client's ability to distinguish between different types of clothing. She intended to collect statistics during her shift later that evening. When she arrived at the shift, however, the client's replies were unusual. He was disobedient to instructions and eloped from the job location on several occasions. However, because the BCBA had asked her to collect baseline data that evening, she tried to put the probes in place. She placed a couple pieces of clothing on the table and said, "Give me the shirt." The client, on the other hand, eloped from the work location after receiving the command. Jenny went ahead and marked "incorrect" across all clothing items due to the difficulties of the first try. What's the harm in gathering baseline data this way?

Correct! Wrong!

Explanation:
Although Jenny was supposed to collect baseline data for a skill acquisition program during that session, it would be more useful to obtain baseline data on identifying pieces of clothing when the client's response is more representative of most sessions. If a session is much more difficult than others, the accuracy of the baseline may be harmed. We can't tell whether a client can't or won't identify garments if they're engaging in problem behaviors. We must teach this talent to the client if they are unable to recognize them. If the customer refuses to identify clothes despite having the necessary skills, we must motivate the client to do the task. Another issue is that Juliet assumed that if the client couldn't recognize one stimulus, he wouldn't be able to identify the others either. Finally, Jenny should only collect information if the client is following the directions.

Choose the paired choice preference assessment from the options offered.

Correct! Wrong!

Explanation:
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.

A teacher is dealing with a student who is constantly fighting with other students on the playground. The teacher watches and documents the events that occur shortly before and after the child's fighting behavior. Which method does the instructor use to conduct a functional behavior assessment?

Correct! Wrong!

Explanation:
Direct assessment entails watching the client and the goal response when conducting a functional behavioral assessment. Looking at the customer and keeping track of environmental events acts as a direct assessment in this scenario.

A therapist is performing a baseline assessment on a client's command (i.e., request) repertory. The therapist hands over a tablet, which is one of the client's favorite belongings. The therapist says, "Tablet," just after showing the client the tablet, and the client imitates by saying, "Tablet." She marks the datasheet with a "+," indicating that the client is already aware of how to request the tablet. What's the harm in gathering baseline data this way?

Correct! Wrong!

Explanation:
When gathering data for skill acquisition programs, it's vital to avoid giving the client prompts. The goal of a baseline is to gather information about a client's response before starting treatment. If the therapist gives cues, the baseline reflects the therapist's rather than the client's knowledge.

Karla is an RBT who is gathering baseline data on Jack's ability to wash his hands accurately. Kristen observes Jack's reactions when he uses the restroom. She marks a + (correct) or a - (incorrect) for each hand washing component (e.g., turns on faucet, places hands under water, obtains soap, rubs hands, etc.). Karla records the data and continues to observe without intervening if Jack responds incorrectly. They exit the bathroom after she gathers the data across all steps, and she gives the data to the BCBA. What's the harm in gathering baseline data this way?

Correct! Wrong!

Explanation:
Karla acquired valid baseline data by avoiding the use of pre-scripted instructions or prompts. Furthermore, the faster the data is sent to the BCBA, the faster the BCBA can build a program to target the skill. RBTs are not allowed to design and implement interventions on their own. Finally, we don't usually give reinforcers at baseline since we want to see how the customer responds without any extra help.

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RBT Assessment Test 4

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