RBT

RBT Assessment Test #3

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

Puzzles

Cars

Trains

IPad

Correct! Wrong!

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.

The customer is given a toy automobile by Jamie. The client takes the train and has roughly 30 seconds to interact with it. Following that, Jamieshows the client a train, but the client does not attempt to board it.

Janice shows the customer a toy vehicle and a train and asks them to choose one. She lets the client play with the train for around 30 seconds before circling it on the data sheet. She continues to symbolize two items at once.

Amie keeps track of how long a client spends doing various activities in a certain region. She gives the client complete freedom to participate in the action for as long as he or she want. Throughout the observation, the client is free to engage in any activity of his or her choosing.

In front of the client, Michael places a train, a toy vehicle, and a puzzle. When the client tries to select multiple items, Michael interrupts the answer, asks the client to pick one, and then represents the three items.

Correct! Wrong!

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.

In front of the client, Jane places five products. She lets the client to play with the item for around 30 seconds after he or she has chosen one. The item is then eliminated and the remaining things are displayed.

Jackson allows the client to participate in any activity in the house for as long as they like. He keeps track of the total amount of time he spends on various pursuits.

Katherine gives the client two items at random. She gives the client 30 seconds to interact with the object after she chooses one. She repeats the process until she has shown all item pairs at least three times.

Jane gives the client one item. She gathers information on whether the client eats, avoids, or ignores the product. She must symbolize each item three times.

Correct! Wrong!

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.

In front of the client, Mary displays four products. The client chooses one and has 30 seconds to interact with it. Following that, data is gathered, and the item is removed from the array.

Katherine gives the client with two goods. After the client chooses one, she has 30 seconds to interact with it. Katherine continues to present two objects at a time until all of them have been seen three times.

Carla displays three items to the client. Once the customer has chosen one, she has 30 seconds to interact with it before data is gathered. After that, the iten' is represented in the array once more, and all items are represented once more.

Brian is set to start working with a client on a program. "What do you want to earn?" he asks the client. "Piano," says the client. As a result, Brandon informs her that she may earn money by playing the piano after work and begins pitching tasks and expectations to her.

Correct! Wrong!

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.

Ethan is a new customer who likes to play video games. He is given the option of playing one of five videogames. He chooses one and can play for a limited amount of time. The videogame is then paused, and the same five videogames are shown to him as options once more.

Michael is a new autism center customer. A lollipop is offered to him. He snatches it and is given a few licks because he like lollipops. After that, he is given popcorn. He like it as well, therefore he is permitted to eat a small amount of popcorn.

Sheryl is a fun-loving young customer who enjoys interacting with her RBTs. The RBT approaches her and hands her a card with the word "tickles" written on it. Sheryl selects it and is tickled for a short period of time. The RBT then hands over a card that says "hug." Shelly does not want to be hugged, so she moves away from the card.

Wally is a young boy who has been receiving assistance for some time. He is asked what he wants to earn just before he starts work. He says he wants to go outside and play. Wally is permitted to play outside after completing his chores.

Correct! Wrong!

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.

Cathy offers the client with five options and asks them to choose one. After choosing one, the client is given 30 seconds to play with it. After that, the item is returned to the array, and all of the items are represented once more.

Sam groups stimuli into dyads by numbering them at random. He shows the client items 1 and 2 and asks her to choose one. After the client has made her decision, she has 30 seconds to play with the item. He then collects data and takes on the role of another dyad.

In the playroom, Jane places a customer. She shows the client four options and asks him to choose one. After selecting an object, the client has roughly 30 seconds to interact with it. She then takes the object away and represents the other items.

In front of the client, Jhonny places a toy. If the client tries to take the toy, Jhonny lets them interact with it for 30 seconds while recording data. He continues to present an item until each one has been presented three times.

Correct! Wrong!

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.

Prompt. the individual throughout the. assessment process

Identify common antecedents and consequences for problem behaviors

Test what the child knows from a large bank of skills

Collect narrative ABC data

Correct! Wrong!

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?

To reduce bad behavior, Jenny should have withdrawn the client's highly preferred products for a half hour.

Jenny did not request that the client's caregiver obtain baseline data on her behalf.

While testing his ability to identify clothing items, Jenny did not provide any cues.

Jenny assumed that because the first trial was wrong, the client would be wrong on all subsequent trials if she didn't test.

Correct! Wrong!

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.

Raymond places six objects in a client's fight. The client chooses one and has thirty seconds to interact with it. Following that, Raymond gathers information, removes the item from the array, and depicts the remaining objects.

Christine inquires about the client's earnings goals. She declares that she wishes to engage in a game of hide and seek. Then Christine starts assigning tasks. Christine plays hide and seek with her when she eams all of her tokens.

The client is allowed by Archie. to participate "for any period of time with any activity in the day care," he sets a timer for two minutes and assesses how long the client spent with each activity.

The client receives one item from Danny. If the client chooses it, he notes the date and gives the client 30 seconds to engage with the item.

Correct! Wrong!

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?

Direct assessment

Indirect assessment

Functional analysis

Reactivity analysis

Correct! Wrong!

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?

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?

A partiatverbal prompt should be provided by the therapist. instead. For example, instead of saying 'Wabtef,' she should say 'Tah.'

While collecting baseline data, the therapist should not provide any prompts.

Before a response can be given, the client must have access to the object when teaching mands.

Correct! Wrong!

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?

When Jack gave an inaccurate response, Karla should have given prompts.

Karla should maintain the data instead of handing it to the BCBA and design a hand-washing program. She should then put it into practice with the client.

Karla should have given each correct a reinforcer. response

There's nothing wrong with gathering baseline data in this way.

Correct! Wrong!

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.

What form of evaluation is it when a client and their conduct are seen in person when assessing a problem behavior?

Direct

Indirect

Brief

Anecdotal

Correct! Wrong!

Direct assessment entails personally observing the client and his or her conduct. Indirect evaluation does not entail seeing the client or their problem behavior; rather, it entails filling out questionnaires with others who are familiar with the client and their goal behavior.

A therapist has been requested to evaluate a client's repertory of mands (i.e., asking for wants and needs to be met). As a result, the therapist shows the client a preferred object (e.g., an iPad) but does not give it to them. The therapist collects data while waiting to see if the client has made proper requests. What kind of evaluation is being carried out?

Preference assessment

Skill acquisition assessment

Functional assessment

Indirect assessment

Correct! Wrong!

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.

Which of the following is an illustration of a secondary reinforcer that is conditioned?

Money

Warmth

Tactile stimulation

Thirst

Correct! Wrong!

Primary reinforcers, also known as unconditioned reinforcers, are survival-related and don't require instruction or reinforcement. It is necessary to couple conditioned or secondary reinforcers with unconditioned reinforcers in order to learn them.

When Peter requests a break from his activities rather than dumping their items on the floor, this behavior is reinforced. What kind of reinforcement is this an example of, out of the ones listed below?

Positive unconditioned

Positive conditioned

Negative unconditioned

Negative conditioned

Correct! Wrong!

Negative reinforcement refers to the absence of stimuli, whilst positive reinforcement refers to the presence of stimuli.
In this case, Peter is able to stop their behavior from being reinforced, turning it against them.
In order to turn this behavior into a conditioned response, Peter is attempting to learn how to link a behavior with an unconditioned reinforcer.

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RBT Assessment Test #3

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

Choose the single item preference assessment from the alternatives offered.

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

Choose the paired choice preference assessment from the options offered.

Choose the paired choice preference assessment from the options offered.

Choose the paired choice preference assessment from the options offered.

BCBAs typically _______ when completing a skill acquisition evaluation.

Choose the paired choice preference assessment from the options offered.

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?

What form of evaluation is it when a client and their conduct are seen in person when assessing a problem behavior?

Which of the following is an illustration of a secondary reinforcer that is conditioned?

When Peter requests a break from his activities rather than dumping their items on the floor, this behavior is reinforced. What kind of reinforcement is this an example of, out of the ones listed below?

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