Registered

Behavior
Technician (RBT)
Toolkit & Manual
 ² RBT Compliance Checklist
² Competency Assessment and Questions
² Supervision Requirements and Tips
Training Content
² Principles of Behavior: Reinforcement (2 hrs)
Table of Contents

² Principles of Behavior: Behavior Reduction (2 hrs)

We didn’t
² Functions createand
of Behavior a new autism
FBA (3 hrs) treatment,
just a better
² Antecedent method(2tohrs)
Interventions train staff in
established
² Introduction autism
to Verbal interventions.
Behavior (1.5 hrs)
² Instructional Control (2 hrs)
² Consequence Interventions (2 hrs)
All ATS curriculum is -
² Teaching New Behavior (2 hrs)
² Teaching to Request/Mand (2 hrs)
• Based on naural environment video
²  Discrete Trial Instruction Part 1 (2 hrs)
intervention examples.
² Discrete Trial Instruction Part 2 (2 hrs)
• Approved
²  Intensive Trialby the Behavior
Teaching-ITT Analyst Certification
(2 hrs)
Board (BCAB) for continuing education credits.
² Naturalistic Teaching Strategies (2 hrs)
• Aligned
² Motor with the National
Imitation/Mimetic Autism
Behavior (1 hr) Center’s
(NAC)
² Verbal National Standards
Imitation/Echoics (1 hr) Project.
² Receptive Language/Listener
• Reviewed by the field’s Responding
leading minds(1 hr)
and in-
house Behavior
²  Introduction Analysts.
to Ethics and Client Rights (1 hr)
² Ethical Guidelines for ABA Practitioners (2 hrs.)
• Created through a rigorous 100 hour
² Introduction
production to process
ASD (1 hr)
² Introduction to Asperger's Syndrome (1 hr)
² Recording Behavior (3 hrs)
²  Graphing and Progress Evaluation (2.5 hrs)

www.AutismTrainingSolutions.com 2800 Woodlawn Drive Suite 175 Honolulu, HI 96822 866-966-9452

 RBT Compliance Checklist
   Step  1  
 
Eligibility  requirements    
q  Be  at  least  18  years  of  age  
q  Possess  a  minimum  of  high  school  diploma  or  equivalent  
q  Successfully  complete  a  criminal  background  registry  check  at  the  =me  of  applica=on  
q  $50  registra=on  fee  
 
   Step  2  
 
Training  Requirements  
q  Cumula=ve  dura=on  of  training  must  be  40  hrs  (may  be  offered  in  briefer  units)    
q  The  training  must  follow  RBT  Task  List  
q  At  least  3  hrs  of  the  training  must  be  devoted  to  ethics  and  professional  conduct  
q  The  training  can  be  in  person  or  online  
q  Can  be  lecture  based  or  hands-­‐on  
q  Training  completed  within  90  days  
q  The  training  must  be  conducted  by  a  BCBA  or  BCaBA.    
q  Agency  specific  training  must  be  conducted  separately  from  the  40  hrs.    
q  Trainers  must  keep  documenta=on  of  the  training  for  each  learner  for  a  minimum  of  7  
years.    
   
   Step  3  
 
RBT  Competency  Assessment  
q  This  assessment  is  the  basis  for  the  ini=al  and  annual  assessment  requirements  for  the  RBT  
creden=al.  The  Assessment  must  meet  the  following  requirements.    
q  Must  be  administered  by  a  BCBA  or  BCaBA  who  has  completed  the  8-­‐hrs  of  training  based  
on  BACB  Supervisor  Training  Curriculum  Outline.    
q  Must  be  administered  AFTER  the  40hrs  of  training  has  been  completed  
q  The  same  BCBA  or  BCaBA  must  complete  the  assessment.    
q  The  assessment  can  be  administered  in  person  or  live  via  the  internet  over  mul=ple  
sessions.    
q  The  assessor  must  provide  an  opportunity  for  the  candidate  to  perform  each  skill,  ini=al  
the  box  next  to  each  skill  aWer  the  candidate  has  demonstrated  competency,  and  sign  the  
aXesta=on  at  the  end  of  the  assessment  when  the  candidate  has  demonstrated  
competency  in  every  skill.  
 Competency Assessment
Once the trainee has finished their 40 hr training, they will need to pass the
RBT competency assessment. This assessment is the basis for the initial and annual
assessment requirements for RBT credential
Who can give the assessment?
The assessor must
•  possess a BCBA or BCaBA credential
•  have completed an 8-hour training based on the BACB Supervisor Training
Curriculum Outline
How is the assessment conducted?
•  The entire assessment must be administered by the same assessor
•  It may be conducted over several sessions
•  The assessor observes and interviews the candidate and determines if he/
she has demonstrated competency then initials each task that has been
demonstrated with competency and signs the attestation at the end of the
assessment.
•  Tasks are classified as either “Interview” or “Observation”

Interview Observation

Interview Observation
•  The interviewer needs to be the •  The assessor must directly observe
same person who does the the candidate performing the task in
observation. vivo with an actual client.
•  The interview must be done live and •  The observation can include role-
can be done in person or via the play of skills where circumstances do
internet. not permit assessment with clients but
•  During the interview the candidate the entire assessment can not be
must accurately describe or discuss demonstrated with role play only.
the relevant concept and provide •  If the candidate demonstrates
examples and non-examples of the competency of a specific task that is
concepts where applicable. categorized as an interview item, the
•  The interview can be done before or interview question for that specific
after the observation and can be done competency is not necessary.
over multiple sittings.
 Sample Interview Questions
We have created some sample interview questions you can use in the interview portion
of the competency assessment. There is no answer key because the answers may vary
depending on the RBT’s role at your organization or depending on how your organization
does things. It is recommended that the assessor develop an answer key and
hypothetical scenarios to present the candidate to determine if they demonstrate
competency in the interview. If the candidate does not demonstrate competency on
specific tasks, the assessor can provide additional training and re-administer no earlier
than the next day.

A-01 Prepare for data collection

What materials would be needed to collect data on (specific program)?

What type of data would you collect?

B-01 Define and provide examples of behavior and the environment in

observable and measurable terms
Show them behaviors occurring in-vivo or in a video and ask, “What
behavior(s) is/are occurring?” “What happened just before the behavior
occurred?” “What happened just after the behavior occurred?” (e.g. ATS
video-> Functions of Behavior-> Create a Behavior Definition
Tell me the problem behaviors you encountered in hands-on training that
data is being collected on in observable and measurable terms.

Tell me what new skills you have been trained to teach your client(s) in
hands on training in observable and measureable terms.

B-3 B-03 Describe how you would assist with individualized

assessment procedures (e.g., curriculum-based, developmental,
social skills.)
This question is focused on the tasks RBTs might do surrounding
administration of assessments such as documenting A-B-C data in FBAs or
probing for skills in curriculum-based or academic assessment such as the
ABLLS-R, VB-MAPP or Vineland.
What types of materials would be needed for (specific assessment)?

What types of data will you be collecting when you help with (assessment)?

Will prompts/cues be provided/allowed?

How much time will be given to respond to various areas?
 More Interview Questions
C-01 Identify the essential components of a written skill
acquisition plan
Provide a sample written plan from one of the clients they are training with in
hands-on training. Ask, “What are the essential components of a teaching
plan/program/skills acquisition plan?”
How do you determine the mastery criteria?
What procedural information will you find on a written skill acquisition plan/
protocol/program?

C-02 Prepare for the session as required by the skill acquisition

plan.
Provide a sample written plan from one of their clients they worked with in
hands-on training. Ask, “What materials do you need for this program?”

Why is each material needed?

Where will it be in the instructional area?

C-11 Implement generalization and maintenance procedures

Describe a maintenance and generalization plan for (specific program).
How often should it be done? What kind of data will be collected?
What score is needed to prove that the skill is still in the individual's
repertoire?
What if the individual is no longer able to conduct the skill?

C-12 Assist with the training of stakeholders (e.g., family,

caregivers, other professionals).
Explain how you might train parents to implement (specific teaching
procedure/program).
What are some ways you can teach a parent to implement (specific behavior
reduction procedure)?
 More Interview Questions
D-01 Identify the essential components of a written behavior
reduction plan.
Provide a sample behavior reduction plan from one of the clients they are
training with in hands-on training. Ask, “Tell me each section within a behavior
reduction plan?”
Why is (specific section) important?
What procedural information will you find on a behavior reduction plan/
behavior intervention plan?

D-02 Describe common functions of behavior

What are the most common functions of behavior?

What are some reasons why (client) engages in (behavior)?

E-01 Report other variables that might affect the client (e.g.,
illness, relocation, medication).
What are some other variables (environmental or internal) that may affect the
client's behavior?
Who should you report these variables to?
When and how should you report these variables to your supervisor?

Why is it important to report these variables as soon as possible?

E-03 Effectively communicate with supervisor

What things should be reported to your supervisor regarding your client? .

How should (situation) be reported to your supervisor and within what

timeframe?
Jenny’s mom reports that she has started on a different medication that may
have some side-effects? (how, when, and to whom should this be
communicated?)
You notice that Alex arrives with a cut on his face? (how, when, and to whom
should this be communicated?)
 More Interview Questions
E-04 Comply with applicable legal, regulatory and workplace
reporting requirements (e.g., mandatory abuse and neglect
reporting)
Lukas comes in with soiled clothes and new bruises. How will this be
documented and to whom and when?
Maggie’s team engaged in a restraint procedure. How will this be documented
and reported?

E-05 Comply with applicable legal, regulatory and workplace

requirements for data collection, storage and transportation
At the end of your session, what do you do with your data?
What are considerations you should take when transporting data?

F-01 Describe the role of the RBT in the service delivery system.

What is your job requirements as an RBT?

Give specific scenarios and ask if they are responsible for such, i.e, Is the
RBT responsible for writing new programs when one is mastered?
What are some of the responsibilities that you as an RBT are not required to
do?

F-03 Communicate with stakeholders (e.g., family, caregivers,

other professionals) as authorized
What information are you responsible to inform the family of after your
session? How will this information be transmitted?
If a parent or teacher asks you to make programmatic or procedural changes,
how should you respond?

F-04 Maintain professional boundaries (e.g., avoid dual

relationships, conflicts of interest, social media contacts).
Give me an example of dual relationship and why are dual relationships
discouraged?
If the parents of a client ask you to babysit, spend recreational time with them
or be friends on social media how should you respond?
 Supervision
Each staff member will carry a caseload of clients depending on how many
available hours they have to do sessions. Staff will more hours will have more
clients and will have more opportunities for team meetings and supervision. Each
staff member will need at least 2 face-to-face supervision sessions per month. One
can be in a group session.

Staff   Supervision  
Client  A   2  hrs  1:1  
Supervision  
Client  B  
4-­‐6hrs  Team  
Client  C   Mee=ngs  

40  hrs  
week   Client  D  
8  hrs  per  month  

2hrs  1:1  
Supervision  
Client  E   1-­‐1.5  hrs  1:1  
Supervision  
Client  B  
4-­‐5.5  hrs  Team  
30  hrs   Client  C   Mee=ngs  
week  
6  hrs  per  month  

2  hrs  hors  
f  11:1  
Client  A   1-­‐1.5  
Supervision  
Supervision  
:1  

10  hrs   2  hrs  per  month  

week  
 Tips to Meet Supervision Requirements
To meet the ongoing supervision requirement for the RBT, your staff must
be supervised for 5% of the hours spent providing ABA services. There
must be at least two occurrences of synchronous supervision sessions and
at least one session needs to be 1:1: Here are some tips to manage your
staff’s supervision efficiently.

Team meetings:
Host client team meetings at least one time a month with the whole team.
This team meeting counts towards the 5% of supervision time for each RBT.
•  In order to focus your time on your RBTs, schedule a separate meeting
with parents to review their child’s progress and programs. This allows
you to focus your energy on training and coaching your staff.
•  Host the team meeting at a centralized location (e.g. clinic or office
building).
•  Host a team meeting with some people onsite and some joining through
online meeting technologies.

Face-to-face supervision:
Schedule at least one supervision session with the RBT to focus on areas
on the RBT task list that the individual could use more training and coaching
in.
•  If face-to-face is difficult because of travel restraints, you can schedule
these sessions using online meeting technologies. Make sure your
webcam is working well so you can observe the RBT implementing
behavioral interventions and give feedback through the computer.
•  Have sessions in a clinic (even just once a month) to allow supervisors
to be onsite and observe sessions without extensive travel.
•  Have two BCBAs or BCaBAs assigned to an RBT so each of them can
share the load of scheduling supervision sessions. If one BCBA is
particularly busy or booked, the other BCBA could jump in and
schedule a supervision session.
 Principles of Behavior 4  Hours  
Curriculum
Training  Objectives  
Assessment and Progress Evaluation
•  Identify the origin of the principles of behavior analysis
•  Identify the ABCs of behavior
•  Identify positive and negative reinforcement and punishment
•  Be able to give examples of positive and negative reinforcement and
punishment
•  Identify and complete the definition for Motivating Operations (MO)
•  Identify the principles of reinforcer effectiveness in given scenarios
•  Identify and discriminate between different schedules of reinforcement
Professionalism
•  Identify and define extinction and punishment
•  Identify the risks associated with using punishment procedures
Collaboration

Terms  and  C    oncepts   Face-­‐to-­‐Face  Activities  

•   Applied  Behavior  Analysis  
•   Q  and  A  session  
•   B.  F.  Skinner  
•   ‘Identify  the  Procedure’  game-­‐  
•   Positive/Negative  Reinforcement   present  real-­‐life  or  client-­‐based  
•   Positive/Negative  Punishment   scenarios  and  have  them  identify  
what  procedure  was  used  
•   Schedules  of  Reinforcement   (positive/negative  reinforcement  
•   Motivation   or  punishment,  extinction)    

•   Deprivation   •     Group  generalization  sessions  

(Behavior  Jeopardy,  Role  Play,  
•   Immediacy   Case  Studies,  Charades,  Word  
•   Size     Search,  
Fluency  games)  
•   Contingency  
•   Have  trainees  review  journal  
•   Extinction/Extincion  Burst   articles  or  chapters  in  books  on  
ABA  theory  and  practice.    
 Quiz Questions- Principles of Behavior: Reinforcement
Curriculum
1. The field of Applied Behavior Analysis focuses on ______________ behavior
naughty
･
･ observable
･ respondent
reflexive
･
2. Who was the founder of modern behaviorism? Assessment and Progress Evaluation
･ Ivar Lovaas
･ B.F. Skinner
･ Pavlov
･ John B. Watson
3. What precedes behavior?
･ Reinforcement
･ Antecedents
･ Consequences
･ Punishment
4. What follows behavior?
･ Antecedent
･ Responses Professionalism
･ Consequences
･ Setting Events
5. Identify two consequences: Collaboration
･ behaviors and responses
･ positive and neutral extinction
･ reinforcement and punishment
･ motivating and abolishing operations
6. Another way to conceptualize negative in negative reinforcement and negative punishment is:
･ bad
･ aversive
･ removal
･ punishment
7. Reinforcement is any event that _________ behavior and _________ behavior.
･ supports, increases
･ precedes, increases
･ follows, increases
･ follows, decreases
8. When Kay talked to Nancy, she liked to complain about work. Nancy would listen and try to cheer her
up by talking with her. The more Nancy talked with Kay the more she complained. By talking with
Kay after she complained, Nancy used what principle?
･ positive reinforcement
･ positive punishment
･ negative reinforcement
･ negative punishment
9. Jane rarely used her phone. Whenever her annoying coworker approaches her and she is on the
phone her coworker walks away. Now Jane is always talking on the phone. What principle of
behavior accounts for this increase?
･ positive reinforcement
･ positive punishment
･ negative reinforcement
･ negative punishment
10. The definition of behavior is
･ anytime someone exhibits an action that is problematic
･ any response to an instruction
･ the way a person acts
･ any observable movement of a living thing
 Quiz Questions- Principles of Behavior: Behavior Reduction
Curriculum
1. Alyse didn t sing in music class often. One day, her teacher saw Alyse singing and complimented her
voice in front of the class. Alyse stopped singing in music class all together. What principle did
the music teacher use on Alyse s singing behavior?
･ positive reinforcement
positive punishment
･
･ negative reinforcement Assessment and Progress Evaluation
･ negative punishment
2. What is not a variable of reinforcer effectiveness?
･ attractiveness
･ size
･ immediacy
･ deprivation
3. Motivating Operations are events that can alter the effectiveness of some _____________ at a
particular moment.
･ dollar
･ stimulus
･ antecedent
･ behavior analyst Professionalism
4.__________________schedules of reinforcement are when only some of the responses are
reinforced.
Immediate Collaboration
･
･ Continuous
･ Intermittent
･ Irregular
5. Ratio Schedules are based on ______________ and interval schedules are based on
___________________.
･ the passage of time, number or intervals
･ the number of responses, number of intervals
･ the number of responses, passage of time
･ the passage of time, number or responses
6. Hilary has autism and she likes to push buttons on her toys over and over again. After a while, to her
parent s satisfaction, the batteries wore out of the toy. Hilary stopped pushing the buttons on the
toy. What decreased her behavior?
･ negative punishment
･ positive punishment
･ extinction
･ negative reinforcement
7. Jake yelled when he wanted music turned off and his parents would turn it off. One day, his parents
decided to ignore the yelling. Jake s yelling initially increased then decreased over the next
couple days as they continued to ignore. What occurred?
･ positive reinforcement
･ extinction burst
･ negative reinforcement
･ spontaneous recovery
8. Luke threw toys at his peers during free play. When the teacher caught him doing this, she would take
the toy that he threw and put it in a box that he couldn t access for the rest of the day. His
behavior decreased. This is an example of…
･ extinction
･ positive punishment
･ negative reinforcement
･ negative punishment (response cost)
 Quiz Questions- Principles of Behavior: Behavior Reduction
Curriculum
9. Joshua cracked jokes during the movies he watched in history class every week. When he did this the
teacher removed him from the class and had him sit in the library. Joshua stopped cracking jokes
during the movies. This is an example of
･ time out
positive reinforcement
･
･ extinction Assessment and Progress Evaluation
･ negative reinforcement
10.Motivating operations increase the relative value of a particular reinforcer and also:
･ increase the likelihood of any behavior that has produced that reinforcer in the
past
･ also make you thirsty
･ decrease the rate of future behavior that is paired with that SD
･ require extra response effort

Professionalism

Collaboration
 Functions of Behavior and FBA 3  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
• Recognize the need for a behavior plan
• Identify the purpose of Functional Assessments
• Name the steps involved in carrying out an FBA
• Write operational definitions of behaviors within different
scenarios
• Identify the components of the behavior plan
• Identify the four functions of behavior
• Determine antecedent conditions (proximal and distal)
Professionalism
• Fill out an ABC recording form in three virtual observations of
real children with problem behaviors
• Analyze Functional Interview assessment forms Collaboration
• Analyze data and formulate a hypothesis concerning the
function of behavior

Terms and Concepts Face-to-Face Activities

•  Behavior Intervention Plan •  Q and A session
•  Functions of Behavior •  “What’s the Function?” game-
give real-life or client-based
•  Functional Behavior Assessment
scenarios and have trainees
•  Target Behaviors identify possible functions,
antecedent and consequence
•  Behavioral Definitions
conditions to the behavior.
•  Antecedents
•  Have trainees review journal
•  Consequences articles or book chapters on
Functional Assessment
•  Socially Mediated Behaviors
•  Motivating Operations
•  Hands on coaching sessions
•  ABC Analysis
•  Functional Hypothesis
 Quiz Questions- Functions of Behavior and FBA
Curriculum
1. All of the following are functions of behavior EXCEPT?
To gain attention
･
･ To placate others
･ To gain an item or activity
To escape/avoid a task or situation.
･
2. Topography is the same as Assessment and Progress Evaluation
･ form; what the behavior looks like
･ function; what purpose the behavior serves
･ location; the place the behavior occurs
･ intervention; the program designed to target the behavior
3. What information can be generated from an FBA?
･ Whether to use Naturalistic Teaching or Intensive Teaching
･ What is an appropriate educational placement
･ What variables are likely to be involved in maintaining the behavior
･ What can I do to make the behaviors stop
4. Behavioral definitions must be both
･ Positive and comprehensive
･ Observable and measurable Professionalism
･ Impartial and multidimensional
･ Broad and articulate
5. Which of the following behaviors is observable and allows for data collection?Collaboration
･ throwing a tantrum
･ hitting with open hand
･ being upset
･ goofing off in class
6. Anne was up late watching TV. When her alarm went off in the morning she threw it across the room. Her
roommate came in and Anne yelled for her to leave her alone. What is the most likely distant setting
or motivating variable affecting Anne s behavior?
･ Lack of sleep
･ Not enough time alone
･ Too much TV
･ Recently aggressive
7. What situation might warrant a functional assessment of problem behavior and a behavior intervention
plan?
･ Candace throws items at her peers during class. This happens several times/hour,
and occasionally it causes injury.
･ Nate jiggles his foot repetitively when he sits in his high school class. He continues
to take notes and performs well on tests- but will engage in this repetitive
movement for up to 10 minutes at a time.
･ Kayla thinks that Sam is mean because he breaks her toys and he blames Kayla
when he has done something wrong in class. Kayla avoids Sam and doesn t play
with him. Her mom sees this as a problem and wants her to play with Sam.
･ David is in high school and memorizes one spelling word per day- while the typical
kids his age are
･ learning five to ten words per day in preparation for the SATs. His teacher wants
him to spend more time doing spelling, so he can catch up to his peers.
 Quiz Questions- Functions of Behavior and FBA
Curriculum
8. Kyle walked into his classroom. The teacher told him to get his math book. Kyle fell to the floor. The
teacher went to go tell the principal about Kyle s behavior instead of doing the math lesson. What
was the ANTECEDENT to falling on the floor?
･ The gluten in his breakfast
Being directed to sit down
･
･
Assessment and Progress Evaluation
Being told to get his math book
･ The teacher trying to pick him up
9. Kyle walked into his classroom. The teacher told him to get his math book. Kyle fell to the floor. The
teacher went to go tell the principal about Kyle s behavior instead of doing the math lesson. What
could be the REINFORCER?
･ The soft carpet
･ deep pressure
･ escape from math
･ recess
10. A Behavior Intervention Plan is
･ a list of inappropriate behaviors and the consequences for the behaviors.
･ a guide for parents, teachers and other professionals on how to decrease
Professionalism
inappropriate behaviors or teach replacement behaviors
･ a plan of action for the team to follow in regards to teaching a student new
academic skills.
Collaboration
a contract between professionals and their clients indicating the consequences of
･
their behaviors
11. Before you can make a hypothesis about the function(s) of the target behavior you must do all of the
following EXCEPT
･ Tell the parents to skip medication for a day so you can rule out medication effects
･ Define the target behaviors
･ Do a Functional Interview with key members of the team to note patterns in the
child's behavior before you directly observe
･ Directly observe and measure the behavior taking ABC data
 Antecedent Interventions 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Understand the importance of proactive procedures/antecedent
manipulations
•  Identify and recognize the definition of Discriminative Stimuli (SD)
•  Identify situations where a particular SD may or may not be under stimulus
control
•  Identify setting events
•  Identify antecedent interventions of escape maintained behavior (e.g. visual
supports, FCT, social stories, systematic desensitization/exposure therapy,
stimulus demand fading, pairing, errorless teaching) Professionalism
•  Identify antecedent interventions of attention maintained behaviors (e.g.
differential reinforcement, replacement behaviors, videoCollaboration
modeling)
•  Identify antecedent interventions for gaining access to items/activities (e.g.
visual supports, wait program, transition program)
•  Identify antecedent interventions for automatically reinforced behavior (e.g.
activity schedules)

Terms and Concepts Face-to-Face Activities

•  Behavior Intervention Plans •  Q and A session
•  Discriminative Stimulus •  Present different student
scenarios and have trainees
•  Stimulus Control
suggest antecedent interventions
•  Setting Events that might prevent the behavior
from occurring.
•  Functional Communication
Training •  Have trainees present case
studies of antecedent
•  Social Stories
interventions that were
•  Visual Supports successful
•  Demand Fading •  Have trainees review journal
articles of successful antecedent
•  Errorless Teaching
interventions
•  Pairing
Quiz Questions- Antecedent Interventions
1. Joseph engages in shouting out behaviors for the function of gaining attention. What antecedent
interventions would be best to use in the BIP?
･ non-contingent attention
･ enhanced predictability measures
･ stimulus demand fading
transition program
･
Assessment and Progress Evaluation
2.Cameron has tantrums and noncompliance for the function of escaping a task. What antecedent
interventions would be best to use in the BIP?
･ Social Stories
･ Systematic Desensitization
･ Stimulus Demand Fading
･ Wait Program
3. A Behavior Intervention Plan (BIP) is developed to
･ assist teachers in controlling only mild behaviors
･ decrease problem behaviors and teach or increase replacement behaviors in
all settings.
･ increase problem behaviors so they may be readily observed for a functional
behavior assessment
･ Professionalism
provide strategies for how to intervene with only severe problem behaviors
4.Which of the following is not a part of a Behavior Intervention Plan (BIP)?
･ Target behavior you are trying to eliminate or decrease
･ Antecedents that may be occurring before the behaviorCollaboration
･ How the child feels when the behavior is occurring
･ Antecedent Interventions
5.There are three types of behavior intervention strategies in the behavior plan; they are
･ Antecedent Interventions, Replacement Behaviors and Consequence
interventions.
･ Consequences, Extinction, and Punishment
･ Environmental, Covert, and Overt
･ Distant Setting events, Proximal Setting Events, and Punishers
6. Stimulus control is when
･ a behavior is emitted more often in the presence of a particular discriminative
stimulus than in it s absence.
･ a behavior is emitted more often in the presence of a prompt than in it s
absence
･ a behavior is emitted more often in the presence of a particular non-contingent
reinforcer than in it s absence
･ a behavior is emitted more often in the presence of a particular operationalized
stimulus than in it s absence
7. All of the following are examples of setting events, except:
･ Sleep
･ Mood
･ Medication
･ Diet
8. Pairing has occurred when
･ the teacher is paired with the setting event
･ the teacher is paired with reinforcement
･ the learner is paired with the discriminative stimulus (SD)
･ the learner is paired with behavioral intervention
9.If reinforcement is delivered after each number of responses listed which of the following is variable
ratio of 7 (VR7)?
･ 3, 11, 7, 7, 4, 10
･ 7, 7, 7, 7
･ 2, 12, 3, 7, 7
･ 1, 7, 1, 7, 1, 7
 Quiz Questions- Antecedent Interventions
Curriculum
10. If escape behaviors are occurring frequently, it is often due to
･ the reinforcement schedule being too thin
･ the reinforcement schedule being too dense
the reinforcement schedule being too variable
･
･
Assessment and Progress Evaluation
the reinforcement schedule being too negative
11. Using _______________________ to prevent problem behaviors is considered the proactive
approach.
･ consequence interventions
･ behavioral interventions
･ environmental interventions
･ antecedent interventions
12. Errorless teaching would be most appropriate to prevent
･ behaviors to escape/avoid something
･ behaviors to gain item/activity
･ behaviors to gain attention
･ behaviors to gain sensory stimulation
Professionalism
13. The Wait and Transitions program are both used as antecedent interventions for
･ behaviors to escape/avoid something
･ behaviors to gain item/activity
behaviors to gain attention Collaboration
･
･ behaviors to gain sensory stimulation
14.Systematic Desensitization/Exposure Therapy is most often used to treat:
･ Systems
･ Developmental Delays
･ Phobias
･ Toothbrushing for sensitive teeth
15._________________the pace of instruction can decrease the likelihood of escape behaviors.
･ Increasing
･ Decreasing
･ Always Varying
･ Changing
16.The inter-trial interval should last
･ as long as the child likes
･ 6-7 seconds
･ approximately 1/2 second
･ as long as it takes the child to process the answers
17.All of the following are MOs EXCEPT
･ Being thirsty
･ Being cold
･ Being angry
･ Being in pain
18.Levi screams whenever he wants his helicopter toy, what would be a good antecedent intervention?
･ Functional Communication Training (teach manding/requesting)
･ Video Modeling
･ Demand Fading
･ Systematic Desensitization/Exposure Therapy
19. A motor activity schedule could
･ increase the individual's awareness of their body
･ reduce the motivation for self stimulatory behavior.
･ teach the concept of turn taking
･ decrease symptoms of autism.
 Introduction to Verbal Behavior 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Give a definition of Verbal Behavior as outlined by Skinner
•  Understand the importance of teaching language based on its function ins
addition to its form
•  Identify and discriminate Skinner’s behavioral classifications of language: the
echoic, the mand, the tact, listener responding and the intraverbal when
presented with video illustrations
•  Identify skills that support the acquisition of verbal behavior such as Match to
Sample (MTS) and Mimetic Behavior (Imitation) Professionalism

Collaboration

Terms and Concepts Face-to-Face Activities

•  Verbal Behavior •  Do fluency activity where trainees
have to identify what verbal operant
•  B.F. Skinnner is being used in 1:1 sessions (e.g.
•  Language form vs function “What is it?” (pointing to picture)=
tact “Touch the yellow one”=listener
•  Verbal Operants responding, “What says meow?”(no
•  Mand picture)=intraverbal. Time the
trainees and work on decreasing
•  Tact latency of responding.
•  Intraverbal •  Review journal articles and book
•  Echoic chapters that discuss using the
verbal behavior approach to learning
•  Listener Response
•  Match to Sample
•  Mimetic Behavior
 Quiz Questions- Introduction to Verbal Behavior
Curriculum
1. Who wrote Verbal Behavior and broke down language into verbal operants?
Pavlov
･
･ Lovaas
･ Watson
Skinner
･
Assessment and Progress Evaluation
2. An airplane flies overhead and a girl says" airplane". This is an example of which verbal operant?
･ Imitation (mimetic)
･ Tact
･ Mand
･ Echoic
3.A man approaches a pizza counter and says, May I have a slice of cheese? This is an example of which
verbal operant?
･ Mand
･ Intraverbal
･ Listener response
･ Tact
4. As a dog walks in front of a boy, he says, "look a dog." This is an example of which verbal operant?
･ Tact Professionalism
･ Listener response
･ Echoic
Intraverbal Collaboration
･
5. Billy saying, my name is Ricky" after Ricky said, my name is Ricky is an example of which verbal
operant?
･ Intraverbal
･ Listener response
･ Mand
･ Echoic
6.Skinner's analysis of verbal behavior emphasizes __________ in addition to the form of language.
･ function
･ topography
･ order
･ classification
7.Vocal Imitation is synonymous with
･ mimetic behavior
･ gross motor behavior
･ echoic behavior
･ fine motor imitation
8._____________are usually the first form of communication to develop in typically developing children.
･ Mands
･ Tacts
･ Intraverbals
･ Following Directions
9. When people say "MO", they are referring to
･ mimetic operant
･ motivating operation
･ motor operants
･ manding operant
10.Which operant directly benefits the speaker?
･ the intraverbal
･ the tact
･ the mand
･ the echoic
 Quiz Questions- Introduction to Verbal Behavior
Curriculum
11.Mands can result in getting all of the following EXCEPT?
tangibles
･
･ actions
･ information
MOs
･
Assessment and Progress Evaluation
12. Non-specific reinforcement includes all of the following EXCEPT?
･ the object that was named
･ praise
･ nodding yes with your head
･ social attention
13.Skinner believed that learning a word in one operant
･ would readily transfer to all other operants
･ was sufficient for language acquisition
･ may not transfer to other operants
･ would always have to be taught in every single operant
14. Responses from this operant occur when someone names an item that is contacted through one of their
five senses. These responses are maintained by non-specific reinforcement.
･ mand Professionalism
･ tact
･ intraverbal
listener response Collaboration
･
15. Clapping upon seeing another individual clapping is an example of what behavior?
･ mand
･ listener response
･ imitation (mimetic behavior)
･ tact
16. Another term for listener responding is?
･ expressive language
･ mimetic language
･ imitative language
･ receptive language
17.A woman saying, Cynthia after being asked, What s your name? is an example of which verbal
operant?
･ intraverbal
･ mand
･ listener response
･ echoic
18. Behavior that is evoked by another s verbal behavior, such as conversation can be best described as
･ manding
･ tacting
･ intraverbal
･ echoic
 Instructional Control 2  Hours  
Curriculum
Training Objectives
•  Understand the characteristics of Assessment
motivation its paramount importance
and Progress Evaluation
when teaching language to children with developmental disabilities
•  Demonstrate understanding of the value of reinforcement, effort of the
response, rate of reinforcement, magnitude of reinforcement and immediacy
of reinforcement (VERMI).
•  Identify the importance of the pairing process in teaching and establishing
instructional control
•  Identify how to use non-contingent reinforcement within your pairing
process
Professionalism
•  Identify how to use stimulus demand fading procedures in order to
maintain your effective teaching
•  Discuss tips for effective reinforcement and identify reinforcers
Collaborationbased on
reinforcer inventories and preference assessments
•  Identify the steps of errorless teaching
•  Identify how to use a mixed and varied presentation, fast paced
instruction, and appropriate schedules of reinforcement in intensive
teaching

Terms and Concepts Face-to-Face Activities

•  Motivating Operations •  Q and A session
•  Value of Reinforcement •  Do role play of preference
•  Response Effort assessments, errorless teaching,
mixed and varied presentation,
•  Rate of Reinforcement fast paced instruction and
•  Magnitude of Reinforcement reinforcement fading. Provide
each other feedback.
•  Immediacy
•  Discuss reinforcement and
•  Pairing pairing ideas in a group format.
•  Non-contingent Reinforcement •  Hands on coaching
•  Demand Fading •  Video review of third person or
•  Errorless Teaching first person teaching session

•  Reinforcer Inventories
 Quiz Questions- Instructional Control
Curriculum
1.The matching law states that
･ rates of responding tend to equal the rate of punishment they avoid
･ relative rates of responding tend to equal the relative rates of reinforcement they
produce
･ behaviors Assessment and Progress Evaluation
are equal to their consequences
･ antecedents are equal to their behaviors
2. Many individuals with problem behaviors have established learning histories where teachers and learning
environments are
･ a worsening sets of conditions
･ the key to accessing reinforcement
･ the most positive part of their day
･ conditioned reinforcers
3. The value of a reinforcer
･ is always constant.
･ can change at any particular time and is determined by several variables.
･ is not important in session
is up to the instructor
･
Professionalism
4.Characteristics and variables of reinforcement that are components of the matching law can be
remembered with the acronym
･ DISC Collaboration
･ SAME
･ VERMI
･ ABA
5.This term refers to how hard or how much the learner needs to work in order to obtain the reinforcer
･ Value
･ Effort
･ Rate
･ Magnitude
6.Behaviors that are reinforced more often than others will be more likely to occur again in the future. This
corresponds with which variable of reinforcement
･ Value
･ Effort
･ Immediacy
･ Rate
7.A learner will be more likely to perform behaviors that earn him more reinforcement than he would a
behavior that produces less reinforcement. This refers to which characteristic of reinforcement.
･ Magnitude
･ Rate
･ Value
･ Immediacy
8. The first step of establishing instructional control is
･ pairing yourself, the teaching environment and the setting with reinforcement
･ giving frequent task demands so the child knows what a session consists of
･ allowing the child to deliver their own reinforcement
･ teach them to sit in a chair.
9. Once pairing has taken place, the teacher can become a ___________reinforcer
･ generalized
･ non-contingent
･ primary
･ conditioned
 Quiz Questions- Instructional Control
Curriculum
10. There is only one criteria for delivering non-contingent reinforcement, it is
･ the child must be engaging in the target behavior
･ the child must not be engaging in problem behavior when it is delivered
･ the child must be manding for the reinforcer
･ Assessment and Progress Evaluation
you must already be paired with reinforcement
11. You will know pairing has taken place when
･ at least 7 days have passed with no problem behaviors
･ you can place at least 10 demands without reinforcement
･ you no longer have to use reinforcers in your session
･ the child approaches you instead of avoids you
12. You SHOULD do the following
･ Deliver praise and name the item being targeted as you deliver the reinforcer
･ Use the child s name consistently when giving an SD or instruction
･ Do not talk when the child is consuming the reinforcer, so you don t interrupt them
･ Place multiple demands before you reinforce, so they don t get used to freebies
13. When a learner begins to become noncompliant, it most likely due to
the work being too easy for them
･
them being bored with the task
Professionalism
･
･ they are not getting enough reinforcement and the schedule of reinforcement is too
thin. Collaboration
･ them feeling angry or frustrated
14. Having your learner work for a break
･ tells them that the best reinforcer is getting away from the learning environment
･ allows them to regulate themselves and be ready to focus
･ is necessary for individuals with autism as they are over stimulated by tasks
･ should happen at least 1 time for every 10 minutes of work
15. Present difficult (acquisition) tasks approximately _________ percent of the time.
･ 20
･ 50
･ 35
･ 80
16. After you are paired with reinforcement if the learner engages in problem behavior you should
･ use extinction, but go back and analyze what went wrong
･ provide non-contingent reinforcement
･ lessen the task demand significantly
･ bring out higher value reinforcers and remind them what they are working for
 Consequence Interventions 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify the purpose of consequence interventions
•  Define extinction
•  Identify variables regarding extinction (extinction burst, spontaneous
recovery)
•  Identify differential reinforcement
•  Discriminate between DRI, DRA, DRO
•  Identify when to use each type of differential reinforcement in given scenarios
•  Identify unwanted side effects of punishment procedures
Professionalism
•  Discriminate between positive punishment and negative punishment
procedures
•  Identify overcorrection, time out and positive practice inCollaboration
scenarios.

Terms and Concepts Face-to-Face Activities

•  Extinction
•  Q and A session
•  Extinction Burst
•  Present hypothetical scenarios/
•  Spontaneous Recovery client-based scenarios of
problem behavior and discuss
•  Differential Reinforcement
possible consequence
•  Differential Reinforcement of interventions that may decrease
Other Behavior the likelihood of the behavior
occurring again in the future.
•  Differential Reinforcement of
Incompatible Behavior •  Have trainees read research
articles that review successful
•  Differential Reinforcement of
implementation of consequence
Alternate Behavior
interventions.
•  Positive/Negative Punishment
•  Have a discussion about the
•  Overcorrection averse side effects of extinction
and punishment procedures and
•  Time out
ways to decrease these side
•  Positive Practice effects
 Quiz Questions- Consequence Interventions
Curriculum
1. All of the following should be included in a behavior plan EXCEPT
Function of the behavior
･
･ Definition of target behavior
･ Information on how and when data will be collected
Diagnosis of child
･
2.A good behavioral definition is Assessment and Progress Evaluation
･ operational
･ structured
･ organized
･ concise
3. What will guide you to an appropriate intervention?
･ topography of the behavior
･ function of the behavior
･ form of the behavior
･ definition of the behavior
4. Antecedent Interventions will be implemented after a behavior occurs
･ during a behavior
･ before a behavior Professionalism
･ at any time
5. What is another name for a fast trigger?
Distant setting event Collaboration
･
･ Consequence
･ Problem behavior
･ Antecedent
6.What might be an appropriate consequence intervention for screaming for attention?
･ a firm reprimand
･ a brief discussion of why screaming is not the way to access attention
･ ignoring the scream and later prompting them to call your name
･ having the child sit next to you so you can keep an eye on them
7. Extinction is withholding the __________that previously maintained a behavior
･ reinforcement
･ punishment
･ antecedent
･ trigger
8. Extinction functions the same as __________ because both __________ the rate of a behavior
･ reinforcement, increase
･ reinforcement, decrease
･ punishment, increase
･ punishment, decrease
9.Extinction is the most difficult to use with ___________ maintained behaviors
･ escape
･ tangible
･ attention
･ automatically
10. Spontaneous recovery is most commonly associated with
･ negative reinforcement
･ extinction
･ negative punishment
•  positive punishment
11.The following is an example of which differential reinforcement procedure: Every ten minutes Johnny is
rewarded with a gummy if he did not throw his toys.
･ DRA
･ DRI
･ DRO
 Quiz Questions- Consequence Interventions
Curriculum
12. The I in DRI stands for
Incompatible
･
･ Interval
･ Incompetent
Incomparable
･
Assessment and Progress Evaluation
13.The following is an example of which differential reinforcement procedure: Leila engages in hand
mouthing. She is reinforced every time she is engaged in a behavior that is incompatible with hand
mouthing (drawing or building with legos).
･ DRA
･ DRO
･ DRI
･ DRL
14. Why is the following not an example of punishment? After Johnny threw his toys his teacher gave him a
gentle reprimand and told him that throwing was not nice. Later that day Johnny threw his toys four
times.
･ the reprimand was gentle and needed to be firmer
･ he threw his toys four times after the reprimand
･ Professionalism
because she gave an explanation and punishment does not include explanations
･ he likes throwing his toys
15. Punishment can cause all of the following unwanted side effects, EXCEPT
Punishment may produce lasting emotional and aggressive Collaboration
reactions
･
･ It may cause an increase in escape and avoidant behaviors
･ The person receiving the punishment may start imitating the punishment behaviors
･ The behavior may increase in frequency indefinitely
16.Which of the following are negative punishment procedures
･ time out and overcorrection
･ time out and response cost
･ restitutional overcorrection and planned ignoring
･ response cost and positive practice
17.Which of the following is an example of Overcorrection?
･ Zach has to go to his room when he talks back to his parents
･ Maria loses her video game if she doesn t do her homework
･ Claire has to write a sorry letter to the teacher and all of her friends when she yells
at her friends in class
･ Luke receives a after school clean up duty for talking in class
18. Why is the following behavior not likely to be easily extinguished? When Keenan and his mother go to
the zoo, Keenan always whines to ride the train. Most of the time his mother always says no but
when she is really tired she might say yes.
･ she has reinforced his whining on a very thin variable ratio schedule
･ she has reinforced his whining on a continuous schedule
･ she has reinforced his whining on a very dense variable ration schedule
･ she has reinforced his whining on a fixed ratio schedule
19.Which of the following should be used first when dealing with problem behaviors?
･ positive punishment
･ extinction
･ negative punishment
･ antecedent interventions
20. All of the following are rules of thumb with time out EXCEPT
･ The time out period should be between 2-10 minutes in length.
･ Explain time out rules to the individual such as behavior during time out, and how
long time out is.
･ Make sure the time out procedure is done consistently.
･ Evaluate the effectiveness of time out by identifying if the child is sad when they are
in time out
 Teaching New Behavior 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Learn ways to teach new skills using shaping and chaining
•  Identify different prompting procedures
•  Learn how to use imitation and modeling to teach novel skills
•  Learn how to use video modeling and video self modeling to teach new
behaviors
•  Identify the purpose of using time delay with prompting procedures
•  Identify and define discrimination training
•  Identify when to use a most to least vs. least to most prompt hierarchy.
•  Learn how to task analyze a behavior Professionalism
• Differentiate forward chaining, backward chaining and total task presentation
Collaboration

Terms and Concepts Face-to-Face Activities

•  Prompting •  Q and A session
•  Prompt hierarchy •  Provide multi-step tasks and have
•  Shaping trainees break them down into small
teachable steps and create a task
•  Chaining analysis
•  Backwards Chaining •  Have trainees create a prompt
•  Total Task Presentation hierarchy for teaching different skills

•  Forward Chaining •  Have trainings discuss how they

could provide least intrusive prompts
•  Task Analysis for different skills and systematically
•  Modeling fade the prompts
•  Imitation
•  Time Delay
•  Discrimination Training
 Quiz Questions- Teaching New Behavior
Curriculum
1. A phonemic prompt is
a small verbal prompt that gets the learner to emit the desired response
･
･ when the item is placed closest to the individual to assist in evoking the desired
･ highlighting a physical dimension of the stimuli to evoke the desired response
asking a question to assist the learner in emitting the desired response
･
Assessment and Progress Evaluation
2. Imitation training can be used to teach students take cues from
･ Verbal prompts
･ Physical prompts
･ Model prompts
･ Gesture prompts
3.True or False: Video Modeling is a new area of research in the field of education and behavior analysis.
･ True
･ False
4. When creating video-self modeling videos
･ You video-tape the student engaging in the desired behavior and edit out any other
behaviors
･ You video-tape the student engaging in non-examples and show them what not to
do Professionalism
･ You video-tape a peer engaging in the desired behavior
･ You video-tape the student engaging in approximations of the desired behavior to
encourage them to keep trying Collaboration
5. The purpose of using time delay when prompting is to
･ To fade prompts and transfer the response to the SD
･ To keep the child waiting for a prompt
･ To increase the latency of the response
･ To decrease the time between the SD and the response
6. Discrimination training requires
･ Two responses and one antecedent condition
･ One response and one antecedent condition
･ Two responses and two antecedent conditions
･ One response and two antecedent conditions
7.When teaching new behavior you should use which type of prompt hierarchy?
･ Least to most
･ Most to least
･ Alternate between most to least and least to most
･ there should be no prompts in the early learning phase
8.Verbal prompts are some of the __________ prompts to fade.
･ easiest
･ most difficult
9. The following is an example of what procedure? Johnny is reinforced first for saying ba, then baba, then
bottle.
･ Shaping
･ Forwards chaining
･ Phonemic prompting
･ Total task presentation
 Quiz Questions- Teaching New Behavior
Curriculum
10. Breaking a complex skill into smaller, teachable units is the definition of
task analysis
･
･ shaping
･ backwards chaining
discrimination training
･
Assessment and Progress Evaluation
11. Which type of chaining results in the learner being reinforced after they perform the final step in the
chain?
･ forwards chaining
･ backwards chaining
･ total task presentation
12. This an example of what? When teaching Bob to discriminate boys and girls, his teacher used pictures
of exaggerated versions of genders (girls had long hair and dresses, boys wore pants, had short
hair) Over time, she used less exaggerated features.
･ Least to most prompting
･ Shaping
･ Stimulus Fading
･ Chaining
13. Task Analysis is the first step in Professionalism
･ Prompting
･ Chaining
Shaping Collaboration
･
･ Stimulus Fading
14. The three steps of discrimination training are
･ Review mastered items, present new item, random rotate
･ Teach in isolation, add distracters, mix in mastered items
･ Present both targets, prompt, reinforce
･ Present SD, prompt, reinforce
15.What is the best prompt to use when first teaching imitation?
･ Model prompts
･ Physical prompts
･ Gesture prompts
･ Verbal Prompts
16.What kind of prompt is being used when the teacher flashes the light off then on to get the classes
attention?
･ Visual prompt
･ Physical Prompt
･ Verbal Prompt
･ Gesture Prompt
17.During episodes of non-compliance it may be necessary to use which type of prompt?
･ phonemic
･ intraverbal
･ gestural
･ physical
18.Video modeling is beneficial because
･ some children with autism already imitate videos and watching videos is often
reinforcing
･ All children with autism are shown to be visual learners that benefit from watching
target behaviors displayed visually
･ since children with autism don't relate to people, they learn better from videos than
from personal interactions
･ all children with autism are interested in electronics, so they will watch something
on a television more readily than watching a person
 Teaching to Request / Mand 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Define and identify the mand and understand the importance of increasing
functional communication through mand training
•  Identify different types of mands
•  Identify ways to contrive and capture motivating operations (MOs) to evoke
additional mand training opportunities
•  Identify steps in teaching novel mands through mand training
•  Identify ways of recognizing motivating items and activities through
preference assessments
Professionalism
•  Identify how to use transfer trial procedures in mand training
•  Identify different topographies of verbal behavior in mand training such as
iconic communication or sign language Collaboration

Terms and Concepts Face-to-Face Activities

•  Motivating Operation •  Q and A session

•  Specific Reinforcement •  Make a list of clients/student most

common mands, make a list of
•  Deprivation mands the client/student needs to
•  Sanitizing the Environment learn and make a list of how to
expand the length of the phrases
•  Preference Assessments from the current list of mands
•  Transfer Trial •  Discuss different modes of
•  Scrolling manding (Augmented
Communication Devises, PECS,
•  Pure Mand Sign language) and how it can be
taught with the same procedures.
•  Do a session and fill out the self
evaluation form provided on the ATS
website.
 Quiz Questions – Teaching to Request/Mand
Curriculum
1. Why do most professionals in the field of ABA recommend to start teaching language by teaching an
individual to mand?
･ Because mands are the easiest operant to teach
･ Because mands are automatically reinforcing
Because mands benefit the speaker; they say it, they get it.
･
･
Assessment and Progress Evaluation
Because all children learn to mand first.
2. Teaching your student to mand can decrease problem behaviors because
･ they become nicer when they start manding.
･ they can now use functional communication to get their needs met instead of
problem behaviors.
･ they have no time to engage in problem behaviors anymore.
･ mands are aversive and decrease behavior over time
3. Which of the following BEHAVIOR is an example of a mand?
･ Antecedent: Lucy smells popcorn and wants it. Behavior: Lucy says, popcorn .
Consequence: teacher gives Lucy some popcorn
･ Antecedent: Jose sees a bird and doesn t want it. Behavior: Jose says, "bird".
Consequence: Jose s friend looks at the bird
･ Professionalism
Antecedent: Sara s friend says, "Gross!" Behavior: Sara says, "Gross!"
Consequence: Both girls laugh.
･ Antecedent: Jackson s teacher asks, "Who is it?" Behavior: Jackons says, "me."
Consequence: Jackson s teacher says, "nice job!" Collaboration
4. Which of the following BEHAVIOR is an example of a mand?
･ Antecedent: Kari sees her doll but doesn t want it. Behavior: Kari says "this is my
doll." Consequence: Kari s friend picks up her doll.
･ Antecedent: Kari s mom says, "Put your doll away" Behavior: Kari puts her doll
away. Consequence: Kari s mom says, "Thank you"
･ Antecedent: Kari s mom says, "where is your doll?" Behavior: Kari says, "I don t
know." Consequence: Kari s mom says, "ok"
･ Antecedent: Kari wants to know where her doll is. Behavior: She asks her brother,
"Where is my doll?" Consequence: Her brother says, "out in the garden"
5. All of the following are important benefits of mand training EXCEPT
･ Mand training will increase receptive language skills.
･ Mand training can decrease problem behavior
･ Mand training can assist in developing the value of social interaction.
･ Mand training can help condition teachers as reinforcers.
6. A mand is controlled by
･ motivation
･ Discriminative Stimuli
･ prompts
･ reinforcers
7. Motivating Operations are
･ antecedents for all language.
･ changes in the environment that temporarily increases the value of a particular
object or event.
･ reinforcers that motivate people to increase the rate of mands.
･ ways to arrange the environment so that the student will want to mand more.
8. True or False: If there is no MO or motivation, there is no mand.
･ True
･ False
9.True or False: Typical children mand hundreds of times per hour.

･ True
･ False
 Quiz Questions - Teaching to Request/Mand
Curriculum
10. When you alter the environment to create motivation for something, you are"
using the principles of DISC
･
･ setting up for your session.
･ disrupting others in the class.
contriving and capturing motivating operations.
･
11.What does it mean to "sanitize the environment?"Assessment and Progress Evaluation
･ Use disinfectant to clean all surfaces and materials.
･ Clear the area of all clutter and distracting items.
･ Prevent free access to items the students wants so they can mand for it.
･ Clear the area of flashy colors and too many hangings on the walls.
12.All of the below are examples of sanitizing the environment EXCEPT
･ putting toys they want out of reach.
･ putting items in hard to open containers.
･ spraying the materials with anti-bacterial soap everyday.
･ purposefully leaving out an essential item from an activity.
13. There a number of modes of communication you can teach in mand training. All of the following are
good options to teach in mand training EXCEPT
･ pulling person towards desired item. Professionalism
･ Picture Exchange Communication System
･ keyboarding
sign language Collaboration
･
14. When deciding what mands to teach you should...
･ choose what mands YOU want them to learn first.
･ always teach them to say "please" after each mand.
･ do a preference assessment to determine what motivates your learner.
･ not choose food items since it s distracting to other children around them.
15. When a learner is first learning to mand avoid teaching...
･ generalized words like "more" or "eat".
･ carrier phrases such as "I want.." or "Can I have".
･ mands for yes and no.
･ all of the above.
16.You can verify that there is motivation when
･ the individual is looking intently at the item.
･ the individual is reaching for the item.
･ the individual is moving toward the item.
･ all of the above
17. James is reaching for a gummy worm you have in your hand, he isn t saying "gummy" what is the most
intrusive prompt you can give?
･ model the word "gummy"/ echoic prompt.
･ model a part of the word "guh"/ partial echoic
･ wait a little longer for him to respond/ time delay
･ point at the gummy/ gesture
18. You can transfer the control of the mand to the motivation operation alone by...
･ systematically fading your prompts.
･ prompting least to most.
･ requiring your learner to mand 100 times a day.
･ always prompting with the most intrusive prompt so they are always successful.
19. You can track your learners progress in mands by...
･ taking frequency data and graphing the results to be analyzed over time.
･ track frequency of problematic behaviors.
･ ask the parent how many times they mand at home.
･ make an educated guess on how often your learner is manding per hour because
it's not realistic to take frequency data.
 Discrete Trial Instruction 4  Hours  
Curriculum
Training Objectives
•  Identify components of the discrete trial
Assessment
•  Identify Dr. Ivar Lovaas’s early work and ways andover
DTI has evolved Progress Evaluation
the last few decades
•  Identify correct ways to deliver an SD, a prompt, and give appropriate feedback
•  Identify different types of prompting procedures
•  Identify the steps of acquisition including mass trials and discrimination training
•  Identify the purpose of expanded trials and when to use them
•  Identify the importance of the shaping and chaining processes in DTI
•  Identify how to use task analyses to break skills into small teachable steps
•  Understand the importance of data collection
•  Identify the steps in using a preference assessment to determine reinforcers
•  Identify reinforcement hierarchies
•  Review of the principles of reinforcer effectiveness Professionalism
•  Identify how to use reinforcement schedules to fade reinforcement
•  Identify how to determine mastery and generalization in a learnerCollaboration
•  Identify how to use best practices and current research to enhance DTI sessions by adding
in errorless teaching, natural environment teaching, and multiple exemplars

Terms and Concepts Face-to-Face Activities

•  Discriminative Stimulus (SD) •  Q and A session
•  Prompt Dependence •  Role play with partner various DTI
•  Discrimination Training procedures (Teaching a receptive skill
vs an expressive skill)
•  Acquisition
•  Watch the Lovaas video
•  Distracter
•  Review related research and book
•  Shaping chapters (Lovaas study etc)
•  Chaining •  Observe sessions and fill out an
• Task Analysis evaluation form on the therapist you
are observing.
•  Reinforcers
•  Reinforcement Hierarchy
•  Mastery
•  Maintenance
•  Generalization
•  Errorless Teaching
•  Multiple Exemplars
 Quiz Questions- Discrete Trial Instruction
Curriculum
1. The definition of discrete trial is
doing ten trials of one specific task and then moving on to another task
･
･ breaking skills down into small steps and teaching one sub-skill at a time until
mastery.
providing reinforcement for correct responding and punishment for incorrect
･
responding Assessment and Progress Evaluation
･ working at a table with a child providing SDs
2. Who conducted the pivotal studies on discrete trial that are still referenced for using DTI today?
･ Skinner
･ Lovaas
･ Watson
･ Partington
3.The Discrete Trial Instruction strategy involves all of the following except
･ Breaking skills down into small steps
･ Teaching one step at a time until mastery
･ Presenting each target only once
･ Prompting and prompt fading procedures
4. A discrete trial has 3 main parts, in order they are Professionalism
･ SD→R→SR
･ SR→SD→R
SD→ITI→SR Collaboration
･
･ ITI→SD→R
5. In DTI the inter-trial-interval (ITI) generally lasts how long?
･ 1/2 second
･ as long as it takes the child to consume the reinforcer
･ 5-7 seconds
･ 1-3 seconds
6.Which of the following is the instruction?
･ Prompt
･ Inter-Trial-Interval
･ Discriminative Stimulus
･ Reinforcing Stimulus
7. True or False: the informational "no" is not necessary in DTI
･ True
･ False
8.In the Discrete Trial cycle, the prompt should occur when?
･ just before the SD
･ simultaneously with the instruction, or just after it
･ a few seconds after the SD
･ anytime before the response
9. Prompts are a critical part of the learning process because they
･ help students in the early phase of learning.
･ reduce frustration
･ increase the rate of learning
･ all of the above
10. The following is an example of what concept: The teacher glances at the cow toy as she presents the
instruction give me the cow?
･ stimulus fading
･ over prompting
･ inadvertent prompting
･ instructional Control
 Quiz Questions- Discrete Trial Instruction
Curriculum
11. Which of the following is the correct order for steps of acquisition?
Mass Trial target 1 with distracters→Mass trial Target 1→ MT target 2 w/
･
distracters→ MT target 2
･ Mass trial target 1→MT target 1w/ distracters→MT target 2→MT target 2 w/
distracters→Random Rotate
･
Assessment and Progress Evaluation
Mass trial target 1→Mass trial target 2→ Mass trial both targets with
distracters→Random Rotate
･ Random Rotate→ Mass trial target 1→Mass trial target 2→ Mass trial both targets
with distracters
12. True or False: With expressive targets you can use expanded trials?
･ True
･ False
13. Shaping is
･ teaching separate behaviors and linking them together.
･ reinforcing successive approximations of a target behavior.
･ teaching verbal articulation.
･ changing behavior over time.
14. Data collection is important primarily because it Professionalism
･ provides concrete evidence of progress and guides the decision making process for
the program
･ is collected weekly by supervisors to analyze individualCollaboration
programs
･ it appeases parents and professionals supervising the program
･ is used for research.
15.How can you tell if an item functioned as a reinforcer?

･ If the behavior was actually repeated in the future after receiving the item
･ If the child appeared to enjoy consuming the item
･ If it made the individual happy to have the item
･ If the individual smiled while interacting with the item
16. With regards to reinforcement all of the following rules should be followed EXCEPT

･ Pair yourself with reinforcement

･ Use the Hierarchies to deliver the reinforcement based on the response (i.e
differential reinforcement)
･ Appropriately Use and Fade Reinforcement
･ Reinforcers should always be delivered non-contingently
17. Generalization means demonstration of mastery across
･ time, people, and materials
･ 2 teachers and 2 locations
･ only various stimuli
･ only across time
18.Instructors can help facilitate generalization by
･ varying the therapy setting, SDs, and stimuli
･ having only one teacher to make sure the target behavior is well established
･ using only one phrase for the SD and the feedback
･ using contrived reinforcers
19. There are many terms for Naturalistic approaches in DTI, they are all of the following except
･ "Pivotal Response Training"
･ "Incidental Teaching"
･ "Milieu Therapy"
･ "Classroom Environment Teaching"
 Quiz Questions- Discrete Trial Instruction
Curriculum
20. Teaching Johnny to label his clothing items as he dressed would be an example of what?
Stimulus prompting
･
･ Natural environment teaching (NET)
･ Parental response training
Prompt fading
･
21.Errorless learning is when Assessment and Progress Evaluation
･ The individual already knows the answer so they don t miss anything
･ The instructor provides prompting when the target is presented so that student
response is correct
･ You only deliver previously mastered SDs
･ The answers are written next to the learner so they can refer to them throughout
academics
22. Task variation involves the random interspersing of
･ Materials within one SD
･ Tasks during a therapy session
･ Tasks during the week, teaching only one each day
･ Leisure tasks between DTI drills
Professionalism

Collaboration
 Intensive Trial Teaching 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify different assessment tools that can be used as effective curriculum
guides for program and placement
•  Identify different schedules of reinforcement in ITT and how to use them
effectively
•  Identify what errorless teaching is and how it is paramount in effective
teaching procedures
•  Identify how to use prompt fading, error correction, and transfer trial
procedures in ITT
Professionalism
•  Recognize how to make use of the operants to transfer stimulus control using
known operants as prompts for teaching other operants.
Collaboration

Terms and Concepts Face-to-Face Activities

•  Verbal Operants •  Q and A session
•  Mand •  Role Play with a partner and
work in errorless teaching,
•  Echoic
transfer trials, error correction,
•  Tact mix and varying task and
increasing fluency.
•  Intraverbal
•  Observe a session and fill out
•  Match to Sample
ITT evaluation checklist on
•  Listener Response person you observed
•  Transfer Trial
•  Fluency
•  Errorless Teaching
•  Mixed and Varied Presentation
•  Variable Ratio Schedules
•  Known Targets
 Quiz Questions - Intensive Trial Teaching
Curriculum
1. What is a very common type of data used in ITT that takes little time?
cold probe
･
･ ten trial
･ trial by trial
final probe
･
Assessment and Progress Evaluation
2. In the normal progression in ITT, materials go from being
･ from a messy to an orderly array
･ from a vertical to horizontal row
･ from an orderly to messy array
･ from a horizontal to vertical row
3. The "knowns" serve all of the following purposes, except
･ they are used as distractors
･ they are used as maintenance
･ they are used to build fluency.
･ they are used to keep reinforcement very thin.
4. The following is an example of which transfer procedure? SD: point to the cat? R: child points to cat SD:
What is it?(holding cat card) R: child says "cat"
･ listener response to tact transfer Professionalism
･ imitation to listener response transfer
･ echoic to tact transfer
echoic to intraverbal transfer Collaboration
･
5. During error correction after you represent the SD with a prompt you should:
･ take a break
･ do a distractor trial
･ do a transfer trial
･ do three distractor trials
6. Using transfer trials will help eliminate________________.
･ deprivation
･ satiation
･ prompt dependency
･ boredom
7. Errorless Teaching uses a _________ to ____________prompt hierarchy.
･ least/most
･ most/least
8. When our learner is on a roll with responding reinforcement should be:
･ kept at or near current levels.
･ faded out so it doesn't interrupt the flow of the session.
･ removed immediately
･ made more dense
9. When teaching in ITT, the goal is to fade the frequency of reinforcement from a(n) ___________schedule
to a(n)__________schedule.
･ continuous/intermittent
･ intermittent/continuous
10. True or False: SDs should be delivered in a variety of ways.
･ True
･ False
11. In ITT the format is:
･ Response-->Sd/Instruction
･ Response-->Inter-Trial-Interval
･ Response-->Prompt
･ Sd/Instruction-->Response
 Quiz Questions - Intensive Trial Teaching
Curriculum
12. What assessments can be helpful in setting up a VB program?
･ ABLLS-R and the VB-MAPP
･ Parson's Language Sample and the ABLLS
･ an IQ test and the Vineland
･ Wechsler Intelligence test and Stanford-Binet IQ tests.
Assessment and Progress Evaluation
13. All the following factors should be considered when determining which skills to target EXCEPT?
･ which skills would be most functional
･ how many hours the child receives
･ skills that are socially relevant
･ skills that are easiest for the instructor to teach.
14. T or F: If the child starts engaging in task avoidance because the reinforcement grew too thin, we should
bring reinforcement back to a very dense schedule within that sitting.
･ True
･ False

Professionalism

Collaboration
 Naturalistic Teaching Strategies 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify the history and seminal research related to incidental teaching and
naturalistic teaching procedures

•  Identify other procedures that use naturalistic teaching strategies such as

Natural Language Paradigm (NLP), Pivotal Response Training (PRT), Activity
Based Instruction, Incidental Teaching and Millieu teaching

•  Identify the defining characteristics, strengths and limitations, and similarities

and differences between these approaches. Identify Professionalism
how to collect data in a
naturalistic teaching situation.
Collaboration

Terms and Concepts Face-to-Face Activities

•  Incidental Teaching •  Q and A session
•  Milieu Teaching •  Brainstorm ways to turn natural
occurring situations into teaching
•  Natural Language Paradigm
moments
•  Pivotal Response Training
•  Discuss clients current target
•  Preference Assessments skills and how they can be taught
incidentally
•  Free Operant
•  Make a lesson plan that
•  Forced Choice
includes play-based and child
•  Functional Relationships lead activities and include
strategies on how to embed the
•  Generalization
activities with current target skills
•  Multiple Exemplars
 Quiz Questions – Naturalistic Teaching Strategies
Curriculum
1. Which of the following methods are based on the principles of ABA?
Discrete Trial Instruction (DTI)
･
･ Naturalistic Teaching Strategies are teaching (NaTS)
･ Floor Time
Both DTI and NaTS
･
Assessment and Progress Evaluation
2. Both DTI and NaTS involve all of the following EXCEPT:
･ Breaking skills down into small steps
･ Teaching steps until mastery
･ Providing only one trial of each skill
･ Use of positive reinforcement to increase the frequency of correct responses.
3. T or F: Both Discrete Trial Instruction and Naturalistic Teaching Strategies are ESTABLISHED treatments
for developmental disorders.
･ true
･ false
4.In Discrete Trial Instruction the reinforcer _______related to the material being taught and in Naturalistic
Teaching Strategies the reinforcer ________ related to the material being taught.
･ is/is not
･ is not/is Professionalism
5. The basic assumptions of Naturalistic Teaching Strategies are all of the following EXCEPT
･ Behavior should always be taught in a contrived environment, such as a classroom
before it is taken into the environment where it naturallyCollaboration
occurs.
･ The learner s items and activities of interest should set the occasion for teaching
･ Teaching sessions should be across a variety of settings, materials, types of
responses and verbal operants.
･ The focus of teaching should be on functional language and skills
6. Rob is learning body parts, and loves frogs. His teacher draws a frog, but leaves out parts of its body.
When he points at the missing part, she prompts him to say the body part, then draws it. This is an
example of NaTS because
･ the reinforcer was directly related to the material being taught
･ she prompted him right away
･ It was teaching done during play time
･ The activity focuses on teaching language
7.Which of the following is NOT a Naturalistic Teaching Strategy?
･ Incidental Teaching
･ Milieu
･ Natural Language Paradigm
･ Discrete Trial Instruction
8. Which of the following IS a benefit of NaTS:
･ teaches when and how to use skills
･ provides the highest number of teaching trials vs. other ABA procedures
･ does not require any reinforcement
･ is always done with peers
9. T or F: What someone says they want is the best predictor of reinforcer effectiveness?
･ true
･ false
10. Free Operant preference assessments involve
･ watching what your learner chooses to do when they can play with anything
available
･ providing a field of 3 toys and seeing which one you learner chooses
･ asking parents/caregivers what the child s preferred reinforcers are
･ allowing a few minutes with each reinforcer, then removing and providing another
one
 Quiz Questions – Naturalistic Teaching Strategies
Curriculum
11. Which effective teaching procedures can be used in NaTS to maintain motivation?
using errorless teaching and varying tasks
･
･ using fast paced instructions (at least 16-25/min) and VR schedule of reinforcement
12. Something you can do to prevent the student from losing motivation in Naturalistic Teaching is
Provide reinforcement for every response
･
･ Allow frequent breaks Assessment and Progress Evaluation
･ Sing and dance for them
･ Change activities at a pace that is just slightly faster than the learner is losing
interest in them in following
･ teaching sessions
13. There is a Functional Relationship between a behavior and a consequence when that behavior naturally
produces that______________.
･ MO
･ Toy
･ Consequence
･ Punisher
14. To help establish Functional Relationships, you should do which things?
･ Professionalism
Perform preference assessments and allow the child to choose the task/activity
･ Teach intraverbals and tacts before mands
･ Always choose the reinforcer for your learner and follow a schedule
･ Teach self help and occupational skills before languageCollaboration
and academic skills
15.What can you do to teach a concept in a way that will more easily generalize to other person, settings
and related behaviors?
･ Do repeated trials, at least 10 trials a day
･ Use errorless teaching
･ Teach every behavior and concept using naturalistic teaching strategies
･ Teach with many different examples of the same item or activity
16. Leslie's teachers say she isn t motivated by anything. She shows little interest in toys, activities or food.
An exception appears to be one CD that she enjoys listening to exclusively. What can Leslie s
teachers do to broaden her reinforcement repert
･ Prompt her through playing with toys and she will eventually like it.
･ Allow her to listen to music every time she engages in good behavior.
･ Pair toys, food, and activities with the music she loves and then start to fade the
music volume down.
･ Limit her food intake so she will be hungry and work for food reinforcers.
 Motor Imitation/Mimetic Behavior 1  Hour  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Understand the ABCs of imitation
•  Identify types of imitation (Object/Toy Imitation, Gross Motor Imitation, Fine
Motor Imitation, Oral Motor Imitation)
•  Steps in teaching imitation skills

Professionalism

Collaboration

Terms and Concepts Face-to-Face Activities

•  Imitation •  Q and A session
•  Modeling •  Role play teaching imitation
with a partner (Gross Motor
•  Non-Verbal Imitation
Imitation, Object Manipulation,
•  Gross Motor Imitation Fine Motor Imitation, Oral Motor)
•  Fine Motor Imitation
•  Object Manipulation
•  Oral Motor Imitation
•  Mimetic Behavior

www.AutismTrainingSolutions.com 2800 Woodlawn Drive Suite 175 Honolulu, HI 96822 866-966-9452

 Quiz Questions – Motor Imitation/Mimetic Behavior
1. The SD for an Imitation skill should be
Curriculum ･ Do this
Copy me
･
･ Do what I'm doing
･ All of the above
2. Which is the proper ABC form of imitative (mimetic) behavior?
･
Assessment and Progress Evaluation
A-stimulus involving only words emitted by a model, B-non-verbal motor movement,
C-reinforcement of the action
･ A-stimulus involving action performed by a model, B-vocal verbal response, C-direct
reinforcement
･ A-stimulus involving motor movement by a model, B-non-verbal and mimics the
movements of the model, C-reinforcement of the imitative behavior
･ A-stimulus involving action paired with vocal SD specifying the action, B-imitative
response, C-direct reinforcement
3. True or False: The SD "raise arms" should be used to teach imitation (mimetic behavior).
･ True
･ False
4. For ASD children that do not easily acquire imitation, skills may need to be
･ Professionalism
broken down into basic components, directly taught, and reinforced.
･ removed from the child's program because imitation does not develop in children with
ASD.
expanded in complexity and difficulty. Collaboration
･
･ taught without the use of reinforcement, so they generalize more readily.
5. ________ is perhaps the most fundamental means of acquiring new behaviors and knowledge for humans.
･ Listener responding
･ Conversational language
･ Tacting
･ Imitation
6. It s important to remember that _______ action(s) should be taught for the same toy in imitation.
･ only one
･ multiple
･ less than three
7. Teachers can expand the motor skills by chaining them together. The following is example of this is
･ tying shoes
･ brushing teeth
･ writing name
･ all of the above
8. True or False: It can be useful to choose imitation targets that are being addressed in other program areas.
･ true, this overlapping can make transfer of skills more natural
･ false, this just confuses the learner
9. Having a child copy an instructor as she opens and closes her mouth is an example of
･ vocal imitation
･ verbal imitation
･ oral motor imitation
･ gross motor imitation
10. The four areas of Motor Imitation are
･ Vocal Imitation, Gross Motor Imitation, Fine Motor Imitation, and Oral Motor Imitation.
･ Toy/Object Imitation, Gross Motor Imitation, Fine Motor Imitation, and Oral Motor
Imitation.
･ Toy/Object Imitation, Gross Motor Imitation, Verbal Imitation, and Oral Motor Imitation.
･ Verbal Imitation, Vocal Imitation, Fine Motor Imitation, and Oral Motor Imitation.
 Quiz Questions - Motor Imitation/Mimetic Behavior
Curriculum
11. For a student to be able to begin imitation training, they need to engage in some pre-requisite behaviors
including
･ responding in the absence of reinforcement, imitating peers readily
･ staying seated and attending to the teacher
keeping hands off materials and engaging in problem behaviors at high rates
･
･
Assessment and Progress Evaluation
scanning and tracking materials and readily imitating peers and teachers
12. The following sequence should be followed in teaching imitation:
･ probe ->, present model-> prompt ->gradually fade-> reinforce all approximations -
>mix up the actions with other mastered actions.
･ probe-> present the model->reinforce only exact imitations->mix up the actions with
other mastered actions.
･ probe-> present the model-> prompt->reinforce only exact imitations ->continue
teaching only one imitation at a time.
･ Prompt ten consecutive trials-> reinforce all prompted trials->fade prompts-> mix up
the actions with other mastered actions.
13. It is important to remember throughout imitative skills training that the end goal is to have the student
･ imitate approximately ten functional skills.
･ Professionalism
readily imitate their skills trainer/paraprofessional.
･ imitate in response to specific SDs.
･ imitate others in his natural environment.
Collaboration
 Verbal Imitation/Echoics 1  Hour  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Define echoic behavior
•  Identify automatic reinforcement’s role in echoic language
•  Define and demonstrate stimulus-stimulus pairing
•  Define and demonstrate echoic training
•  Identify targets in echoic training at different levels
•  Identify assessments and techniques that can be used with echoic training

Professionalism

Collaboration

Terms and Concepts Face-to-Face Activities

•  Echoic •  Q and A
•  Stimulus-Stimulus Pairing •  Role play verbal imitation
programs with a partner
•  Articulation
•  Observe typical children
•  Babbling
between the ages of 12 and 24
•  Automatic Reinforcement months, write down what they
say and their interactions with
•  Volume
adults. Reflect and write up
•  Pitch hypotheses on how they learned
the words they used.
•  Inflection
•  Word shells

www.AutismTrainingSolutions.com 2800 Woodlawn Drive Honolulu, HI 96822 866-966-9452

 Quiz Questions- Verbal Imitation/Echoics
Curriculum
1. Which is an example of echoic behavior?
A→ candy , B→ yes, please C→ given candy
･
･ A→ candy , B→ candy C→ non-specific reinforcement
･ A→ candy , B→child touches candy C→ given candy
A→ candy , B→ child touches candy C→ non-specific reinforcement
･
Assessment and Progress Evaluation
2. When children produce sounds that resemble those produced by their parents, these sounds may
function as:
･ automatic reinforcement
･ punishers
･ motivating operations
･ SSPs
3. In the beginning level learner you may first want to target
･ sounds or parts of words
･ multi-syllabic words
･ two-word phrases
･ volume/pitch
4. As the student becomes more proficient with verbal imitation, what procedure should be used to shape
articulation? Professionalism
･ Punishment
･ Extinction
Differential reinforcement Collaboration
･
･ Variable Ratio of 5
5. Karen is singing Winnie the Pooh and stops and says, "say aah". Once her learner repeats "aah" she
begins singing again. This is an example of what?
･ An anticipatory game
･ An intraverbal fill in
･ Discrete trial teaching
･ All of the above
6. The ________________can be used to help gauge echoic skills and can be of help when determining
starting points with a given learner.
･ The Early Echoic Skills Assessment (VB-MAPP)
･ Kaufman Speech Praxis Treatment Kit
･ All of the above
7. The Kaufman method has been used at the Carbone clinic in children with autism and is found to be
_________ an echoic protocol.
･ as successful as
･ more successful than
･ less successful than
8. Which of the following is an example of the 2-step procedure for stimulus-stimulus pairing?
･ 1. the target sound "buh" is made by the teacher while a toy is presented 2. the
sound "buh" becomes paired with reinforcement
･ 1. the target sound "ball" is made by the teacher is holding a ball 2. the child must
mand "ball to receive the ball
9. Similar to classical conditioning, when a _____________such as parent vocalizations are paired with a
____________ such as food, the vocalizations may become reinforcing themselves.
･ neutral stimuli/reinforcer
･ unconditioned stimuli/neutral stimulus
･ reinforcer/punisher
･ reinforcer/neutral stimulus
 Quiz Questions- Verbal Imitation/Echoics
Curriculum
10. Stimulus-Stimulus Pairing is a fancy name for the procedure of
Presenting stimuli whenever the student points and talks
･
･ Shaping new verbalizations
･ Shaping articulation
Pairing reinforcement with vocalizations so talking alone provides reinforcement
･
Assessment and Progress Evaluation
11.All of the following should be taken into consideration when choosing targets, EXCEPT:
･ Developmentally "easier" sounds
･ Sounds/words that have multiple syllables.
･ Sounds/words associated with reinforcers
･ Sounds/words that are pertinent to play activities and interests
12. The following is appropriate to teach in verbal imitation/echoic training?
･ Volume
･ Multi word sentences
･ Intonation
･ All of the above

Professionalism

Collaboration
 Receptive Language/Listener Responding 1  Hour  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify and Define Receptive Language / Listener Responding
•  Identify what teaching receptive instructions looks like
•  Identify tips for teaching receptive instructions
•  Identify what teaching receptive identification of common objects and body
parts looks like
•  Identify tips for teaching receptive identification of common objects and body
parts
•  Identify steps to increase the complexity of receptive language skills for
teaching intermediate and advanced learners Professionalism
•  Define LRFCC and identify examples of SDs for teaching LRFFCs
Collaboration

Terms and Concepts Face-to-Face Activities

•  Listener Responding •  Q and A session
•  Non-Specific Reinforcement •  Role play teaching receptive
language programs with a
•  Receptive Instructions
partner
•  Receptive Identification of
•  Practice asking different LRFFC
Objects
SDs about an item with a partner
•  LRFFC (Listener Responding (e.g. Banana- “which one is
by Feature, Function and Class) yellow?”, “Show me a fruit”)
Quiz Questions- Receptive Language/Listener Res.
1. Listener responding involves responding ____________ to the verbal behavior of another.
･ verbally
･ non-verbally
･ with sign language
･ Assessment and Progress Evaluation
with iconic (picture) exchange
2. Which of the following is an example of receptive language/listener responding?
･ touching or looking at a picture or object when it is named
･ labeling a car when it is seen
･ answering the questions " what is your name?" and " how old are you? "
･ asking for a cookie
3. The ABC of Receptive Language is:
･ Antecedent: another person s verbal behavior Behavior: Verbal response
Consequence: Non-specific reinforcement
･ Antecedent: another person s verbal behavior Behavior: Verbal response
Consequence: Specific reinforcement
･ Antecedent: another person s non-verbal behavior Behavior: Non-verbal
response Consequence: Specific reinforcement
Antecedent:
Professionalism
another person s verbal behavior Behavior: Non-verbal
･
response Consequence: Non-specific reinforcement
4. Which of the following is an example of non-specific reinforcement? Collaboration
･ Behavior→child, cookie Consequence→child is given a cookie
･ Behavior→child, look a plane Consequence→mom looks at plane
･ Behavior→teacher, Go wash your hands Consequence→ child washes
hands and is given a cookie
･ Behavior→child requests a toy Consequence→child is handed a toy
5. In the Receptive Instructions Program, generally the first step should be:
･ Give instruction to perform preferred tasks out of context
･ Give instructions that are neutral or non-preferred
･ Give instructions to perform preferred tasks in context
･ Give instructions quickly and immediately increase the number and
complexity of instructions
6. Which of the following is a good receptive skills program for early learners?
･ Multi Step Receptive Instructions
･ LRFFC
･ Conditional Directions
･ Receptive Identification of Body Parts
7. Which of the following is NOT an example of receptive identification?
･ Touch car
･ Show me the wheel
･ Do you have a cat?
･ Give me the circle
8. True or False: Objects are generally presented before pictures when teaching receptive identification.
･ true
･ false
9. When teaching receptive identification if it useful to begin with identification of
･ neutral stimuli
･ animals
･ preferred stimuli
･ vehicles
Quiz Questions - Receptive Language/Listener Res.
10. In receptive identification it is recommended that the array of items should
･ increase in size and become messier
･ increase in size and be very organized
･ stay between 3-5 items in a linear pattern
･ Assessment and Progress Evaluation
stay between 4-6 items in a square or rectangular pattern
11. If a child can respond correctly to "Touch the car", but not respond correctly to "Touch the one you drive"
they may be missing what skill?
･ Intraverbals
･ Tacting for Function Feature and Class
･ Listener Responding for Function Feature and Class
･ mands
12. If shown an array of photos and asked, "give me the one that you jump on." This is an example of
･ Feature
･ Function
･ Class
･ All of the above
Professionalism

Collaboration
 Ethics and Client Rights 1  Hour  
Curriculum
Training Objectives
Assessment
•  Identify ethical issues that arise in Behavior Analysisand Progress Evaluation
•  Identify the right of consumers
•  Identify some key points of the Behavior Analyst Certification Board (BACB)
Ethics Task List
•  Answer questions that will guide professional practice
•  Identify issues related to adoption of behavior management techniques
•  Identify least restrictive alternatives for learners
•  Identify when to use punishment, crisis management and emergency
procedures
•  Understand the HIPAA Privacy Rule Professionalism
•  Understand who must comply with HIPAA and what information must be
Collaboration
protected
•  Know when authorization/consent is required to disclose educational or
health records
•  Understand client’s confidentiality rights
•  Know how to safeguard protected health information
•  Know how to work with business associates while maintaining confidentiality

Terms and Concepts Face-to-Face Activities

•  HIPAA Privacy Rule •  Q and A
•  BACB Ethics Task List •  Present different hypothetical or
real scenarios and discuss what
•  Confidentiality to do.
•  Aversive Procedures •  Pair up and have groups
•  Consent to Release discuss different scenarios
Information
•  Role play situations that might
•  Data Safeguards come up on the job (e.g. a parent
asks you to baby-sit)
 Quiz Questions – Ethics and Client Rights
1. The main goal of the Health Insurance Portability and Accountability Act of 1996 (HIPAA) was to
Curriculum ･ allow unrestricted access to all individual medical records for doctors and health
personnel
･ allow people to carry insurance from one employer to another and to protect the
privacy and security of medical records and information
allow unrestricted access to medical records of persons with autism for research
･
and study purposes Assessment and Progress Evaluation
2. In the book, Ethics for Behavior Analysts, Bailey and Burch outlined 9 guidelines that can and should be
followed when
･ making decisions about our clients
･ discarding data in accordance with HIPAA guidelines.
･ ensuring protection of privacy for all clients
･ designing discrete trial programs
3. Respect autonomy, benefit others, and be just are all
･ HIPAA Guidelines
･ from the BACB Code of Ethics
･ from Ethics for Behavior Analysts by Bailey and Burch
･ from the Hippocratic Oath
4.Behavior Analysts adhere to Code of ethics that seeks to protect the Professionalism
･ rights of its consumers
･ secrets of behavior analysis
confidentiality of behavior analysts Collaboration
･
･ workplace and its policies
5. All of the following are areas covered by the BACB Guidelines for responsible conduct EXCEPT
･ The Behavior Analyst's Ethical Responsibility to Society
･ The Behavior Analyst's Responsibility to Clients
･ The Behavior Analyst's Ethical Responsibility to Occupational Therapy
･ The Behavior Analyst's Ethical Responsibility to the Field of Behavior Analysis
6. Whenever punishment is going to be used, the client or the person whom makes decisions for the client,
such as a parent or guardian, must
･ believe it will work
･ have already attempted positive reinforcement
･ attend workshops discussing the effective use of punishment
･ give informed consent
7. The one time you should violate confidentiality is
･ when there is suspected abuse or neglect
･ when it will benefit other cases
･ when it will benefit the field of behavior analysis
･ when your supervisor says it is okay
8. Punishment is used to
･ decrease behaviors
･ teach children right and wrong
･ increase some dimension of a desirable behavior
･ decrease only the intensity of a behavior
9. Behavior Analysts adhere to code of ethics that suggests guidelines for conduct including teaching what
kind of skills?
･ academic
･ functional
･ age appropriate
･ ones chosen by a speech pathologist
10. True or False: It is ethical to discuss clients publicly using their first name as long as you never say last
names
･ True
･ False
 Ethical Guidelines for the ABA Practitioner 2  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify the role of RBT in the service delivery system
•  Review all BACB Guidelines for Responsible Conduct relevant for RBTs
•  Respond Appropriately to Feedback
•  Maintain Integrity while delivering ABA services
•  Maintain professional and scientific relationships.
•  Understand the rights and prerogatives of clients
Professionalism
•  I’m sending to your email so it’s easier to read
Collaboration

Terms and Concepts Face-to-Face Activities

•  Registered Behavior Technician •  Role Play scenarios where an
RBT needs to communicate
•  Guidelines for Ethical Conduct
something to their supervisor or
•  Reliance on Scientific appropriately responding to
Knowledge feedback.
•  Competence •  Have your front-line staff create
a crisis plan for themselves on
•  Integrity
what they will do regarding
•  Dual Relationships communication with clients and
supervisors if they encounter a
•  Conflicts of Interest
crisis situation.
•  Confidentiality
•  Ethics and Social Media
•  Misrepresentations
Quiz Questions – Ethical Guidelines for ABA Pract
1. ABA would be an effective intervention for which of the following?
•  businesses
•  children with autism
•  persons suffering from alcoholism
•  all of the above
Assessment and Progress Evaluation
2. Who laid out a series of guidelines for Board Certified Behavior Analysts to follow, known as the BACB
Guidelines for Responsible Conduct for Practitioners?
•  APBA-Association for Professional Behavior Analysts
•  ABAI- Association for Behavior Analysis International
•  BACB-Behavior Analysis Certification Board
•  APA-American Psychological Association

3. True or False: the BACB stated that all of their Guidelines for Responsible Conduct for are to be followed
by Registered Behavior Technicians.

4. RBT stands for

•  Registered Behavioral Therapist Professionalism
•  Research Based Technician
•  Registered Behavior Technician
•  Research Behavior Therapy Collaboration

5. The role of the RBT is to

•  Design behavior analysis programs for children with autism
•  Provide direct support and education with individuals receiving ABA services
•  Analyze the data that is collected by paraprofessionals working with individuals with autism
•  All of the above

6. True or False: It is the role of the RBT to carry out behavioral treatment plans.

7. All of the following are some appropriate ways to respond to feedback, EXCEPT:
•  Try not to get upset or explain away the feedback.
•  Show that you ve listened to your supervisor s feedback by asking clarifying questions.
•  Explain to your supervisor why you did what you did. They may be wrong in their feedback
•  Try to apply what you have learned from the feedback.

8. What is recommended if you find that you do not have the training needed to provide services in a
particular area?
•  Start with the client and you will learn through the experience
•  Start working with the client, but only provide services in areas that you are trained in
•  Seek additional training and supervision from person s competent in those areas
•  Any of the above are acceptable responses.

9. Practitioners who engage in professional activities maintain a reasonable level of awareness of current
scientific and professional information in their fields of activity; you can do this by:
•  reading the appropriate literature
•  attending conferences and conventions
•  participating in workshops and online training
•  all of the above

10. True or False: Journal clubs are recommended as one way to stay current on research.
Quiz Questions – Ethical Guidelines for ABA Pract
11. True or False: If you have commitments that get in the way of service delivery, it is okay as long as
services are not disrupted for over 2 weeks, as that is when regression occurs.

12. True or False: All activities of a practitioner falls under these Guidelines at all times regardless of if the
activity is part of his or her work-related functions or the activity is behavior analytic in nature.
Assessment and Progress Evaluation
13. If practitioners’ ethical responsibilities conflict with law, ABA practitioners should:
• make known their commitment to these Guidelines and take steps to resolve the conflict
• call or write the BACB and ask them to rule on the matter
• notify their supervisor and then notify the BACB directly afterwards
• put aside their ethical responsibilities and proceed

14. True or False: The BACB dictates all crisis procedures for our field.

15. True or False: Practitioners should only use technical language and terms regardless of who they are
addressing as it is important for everyone to understand behavior analytic terms.

Professionalism
16. If a Practitioner cannot ensure the competence of their service due to differences of age, gender, race,
etc. they should do which of the following?
• obtain additional training training, experience or consultation
• get the supervision necessary to ensure their competence Collaboration
• make appropriate referrals
• All of the above may be appropriate courses of action

17. Which of the following is deemed acceptable when it comes to avoiding dual relationships?
• Babysitting for a client and accepting money
• Babysitting for a client for free
• Going to a client’s family party
• None of the above are acceptable

18. If a practitioner finds that, due to unforeseen factors, a potentially harmful multiple relationship has
arisen, what is recommended?
• attempt to resolve with the best interests of the affected person and maximal compliance with the
Guidelines
• immediately cease all services with the clients, but provide written explanation of the reason
• Report it to the BACB so it can be legally documented
• Any of the above are appropriate actions that can be taken

19. True or False: Bartering is encouraged in exchange for Behavior analytic services if the clients cannot
pay for their services.

20. Who can be defined as a client of ABA services?

• an individual person
• parent or guardian of a service recipient
• an institutional representative
• any of the above

21. Our clients have certain rights and prerogatives that need to be maintained. The client must be
provided on request
• their home or cell number in case of emergency with the client
• an accurate, current set of the practitioner’s credentials
• their social security number to look up their criminal background
• all of the above
Quiz Questions – Ethical Guidelines for ABA Pract
22. True or False: Consent for electronic recording of interviews and service delivery sessions is not
required each time as it is a legal right to record all services provided.

23. It is appropriate to discuss clients with which of the following?

• Your family members (as long as they understand to remain confidential)
• Any co-workers at your agency, school, etc.Assessment and Progress Evaluation
• Anyone in the field of behavior analysis
• None of the above

24. True or False: It is acceptable to discuss clients on social media or share pictures of them as long as
you do not post last names

25. Practitioners disclose confidential information without the consent of the individual only as mandated by
law. Which of the following would be an acceptable time to share information?
• to provide needed professional services the client
• to protect the client or others from harm
• to obtain payment for services
• Any of the above Professionalism
26. Which of the following would be the most appropriate report about behaviors observed in a session?
• Johnny had a huge tantrum today and seemed very tired Collaboration
• Johnny engaged in 4 episodes of hand biting today
• Johnny was very upset when Chris pushed him at lunch
• Johnny was acting up in class when he was asked to push in his chair

27. If the demands of an organization conflict with these Guidelines, practitioners should
• contact the BACB and ask that they review the organization’s rules
• clarify the nature of the conflict with their supervisor, make known their commitment to these
Guidelines and try to resolve the conflict
• default to the rules of the organization as they take precedence over the Guidelines
• contact the BACB and file a written complaint against the organization for ethical violations

28. True or False: Lack of awareness or misunderstanding of a conduct standard is a plausible defense to
a charge of unethical conduct.

29. True or False: there are many others that call themselves titles like behavior analyst or certified
behavioral instructor, when they don’t actually have the certification or registration and this is acceptable as
titles do not mean much.

30. When practitioners believe that there may have been an ethical violation by another practitioner, or non
behavioral colleague, they attempt to resolve the issue, first by:
• Contacting the BACB
• Discussing it with their direct supervisor
• Bringing it to the attention of that individual
• Providing documentation of the violation to their superior

31. True or False: Practitioners can solicit testimonials from current clients as long as they report on the
positive aspects of behavior analysis.

32. True or False: Practitioners should not approach potential clients uninvited and ask for business.
 Introduction to ASD 1  Hour  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify the definition of autism based on the DSM-IV for various Autism
Spectrum Disorders (ASD) i.e, autism, Asperger's Syndrome, Retts
Syndrome, Childhood Disintegrative Disorder and PDD-NOS

•  Understand the history and culture of autism and discuss renowned

individuals in the field, such as Dr. Bettelheim, Asperger and Lovaas

•  Identify the behavioral excesses and deficits of ASD

Professionalism
•  Recognize signs, symptoms and characteristics of individuals across the
spectrum of early, intermediate and advanced learners Collaboration

•  Understand the impact of autism on families from diagnosis to advocacy

across the lifespan

Terms and Concepts Face-to-Face Activities

•  Pervasive Developmental •  Watch Clips of Movies/TV
Disorder (PDD) shows (e.g., Rain Man, Temple
Grandin, Mercury Rising,
•  Leo Kanner
What’s Eating Gilbert Grape)
•  DSM
•  Q and A session
•  Splinter Skills
•  Have a person with ASD be a
•  Self Stimulatory Behaviors guest speaker
•  “Movie Talk”, “Scripting” •  Read books about ASD or
written by those with ASD (e.g.
•  Ritualistic Behaviors
Thinking in Pictures by Temple
•  Self injury Grandin)
•  Psychiatric Medications
•  Established Treatments
 Quiz Questions – Intro to ASD
Curriculum
1.  The  prevalence  of  autism  is...  
･ 1  in  500
   
･  1  in  250  

･  1  in  110  
 1  in  70  
･
Assessment and Progress Evaluation
2.  All  of  these  are  a  diagnostic  criteria  for  autism  EXCEPT...  
･  Sensitivity  to  certain  sensory  stimuli  

･  Marked  impairment  in  verbal  and  non-­‐verbal  communication  

･  Engagement  in  repetitive  or  stereotypic  movements,  phrases,  or  movements  of  objects  

･  Qualitative  impairment  in  social  interactions  

3.  People  with  Asperger's  Syndrome  usually  have  the  following  characteristics  EXCEPT  
･  Have  a  average  or  above  average  IQ  

･  Have  good  "social  smarts"  

･  Have  dif]iculty  understanding  ]igurative  language  such  as  humor,  idioms,  sarcasm,  and  
teasing  
･   D espite  high  cognitive  ability  ,  most  young  adults  with  Asperger s  Syndrome  continue  
to  live  at  home  or  are  unable  to  keep  a  job.  
Professionalism
4.  In  the  1950s  and  1960s,  what  was  the  common  belief  for  the  cause  of  autism?  
･  Immunizations  
 Lack  of  maternal  warmth  
･
Collaboration
･  Trauma  in  the  birth  canal  

･  Genetics  
5  .  True  or  False:  There  is  no  known  cause  for  autism.  
･  True  

･  False  
6.  You  have  been  assigned  a  new  client.  The  parents  don't  think  he  has  autism  because  he  can  read  and  repeats  
lines  in  movies.  When  observed,  the  boy  is  able  to  read,  but  only  communicates  with  grunts  and  yells.  
Are  these  characteristics  of  autism?  
･  Yes  

･  No  
7.  True  or  False:  Lack  of  big  smiles  or  joyful  expressions  by  six  months  of  age  can  be  a  sign  of  autism.  
･  True  

･  False  
8.  Who  on  the  child's  team  is  the  most  affected  by  treatment  decisions  that  will  impact  the  child's  whole  life?  
･  Special  Educators  

･  Certi]ied  Behavior  Analysts  

･  Clinical  Psychologists  

･  Parents  or  Legal  Guardians  

9.  The  treatments  for  autism  that  have  repeatedly  demonstrated  positive  outcomes  all  fall  under  the  umbrella  of  
what  approach?  
･  Applied  Behavior  Analysis  

･  Discrete  Trial  Teaching  

･  Biomedical  Interventions  

･  Eclectic  Treatments  
10.  Some  people  with  autism  are  known  to  repeat  words,  or  phrases  rather  than  engaging  in  typical  language  or  
conversation  when  spoken  to.  This  is  also  known  as...  
･  babbling  

･  echolalia  

･  apraxia  
 Introduction to Asperger’s Syndrome 1  Hour  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•   Identify  what  Asperger’s  Syndrome  is  and  its  diagnostic  criteria  
•   Identify  multiple  characteristics  of  Asperger’s  Syndrome  
•   Discuss  the  history  of  Asperger’s  Syndrome  
•   Discuss  the  impact  on  the  families  of  an  individual  with  Asperger’s  
     Syndrome  
•   Discuss  the  impact  of  Asperger’s  Syndrome  on  the  educational  and  
professional  life  into  adulthood  
•   Identify  treatments  and  accommodations  for  individuals  
Professionalism with  
   Asperger’s  Syndrome  
Collaboration

Terms and Concepts

  Face-to-Face
  Activities
•   Pervasive  Developmental   •   Watch  clips  from  Movies/TV  
     Disorder  (PDD)    shows  (Temple  Grandin,  Mozart  
and  the  Whale,  Big  Bang  Theory,  
•   DSM  
Napoleon  Dynamite)    
•   Hans  Asperger  
•   Q  and  A  sessions    
•   Perseverative  Interests  
•   Have  a  person  with  Asperger’s  
•   Temple  Grandin   Syndrome  present    
•   Psychiatric  Medications     •   Watch  Film,  “The  Asperger’s  
Difference”  from  Center  for  
Spectrum  Services.    
 Quiz Questions – Asperger’s Syndrome
Curriculum
1.  Asperger's  Syndrome  is  part  of  a  continuum  of  disorders  known  as___________  
･ Pervasive  Developmental  Disorders
   
･  Autism  Syndromes  

･  ADHD  

･  Psychosocial  Disorders  

Assessment and Progress Evaluation

2.  Those  with  Asperger s  Syndrome  tend  to  be  of  ___________  functioning  levels  than  those  with  Autism.  
･  lower  

･  equal  

･  higher  
3.  True  or  False:  Often  the  ]irst  indicators  of  Asperger s  syndrome  come  in  the  form  of  language  delays.  
･  true  

･  false  
4.  Asperger's  Syndrome  is  characterized  by  all  of  the  following  EXCEPT:  
･  impairment  in  social  interaction  

･  stereotyped  and  restricted  patterns  of  behavior,  activities  and  interests  

･  no  clinically  signi]icant  delay  in  cognitive  development  

･  marked  delays  in  general  language  development.  

5.  Which  of  the  following  is  a  characteristic  of  Asperger s  syndrome?  
･  Strong  perspective  taking  skills  
Professionalism
･  Dif]iculty  reading  facial  expressions  and  body  language  

･  Prefers  multiple  changes  to  routines   Collaboration

･  Often  identi]ied  as  very  empathic  
6.  True  or  False:  The  plan  for  the  next  version  of  the  DSM  due  out  in  2013  is  to  eliminate  Asperger's  Syndrome  
as  a  separate  diagnosis.  
･  true  

･  false  
7.  Individuals  with  Asperger s  often  have  strength  in  areas  of  _______________and  weaknesses  in  areas  of  
_________________.  
･  rote  memorization/abstract  reasoning  

･  abstract  reasoning/  rote  memorization  

8.  Individual s  with  Asperger s  are  often  referred  to  as  lacking  all  of  the  following  EXCEPT___________.  
･  street  smarts/common  sense  

･  perspective  taking  skills  

･  math  skills  

･  ability  to  empathize  

9.  _________________is  one  such  individual  on  the  autism  spectrum  who  took  his/her  perseverative  interests  in  
cattle  and  animal  pens  and  forged  a  successful  career.  
･  Temple  Grandin  

･  Stephen  Shore  

･  Elizabeth  Moon  

･  Tony  Attwood  
10.  Which  of  the  following  ABA  Interventions  is  generally  NOT  appropriate  for  individuals  with  Asperger s:  
･  naturalistic  teaching  strategies  NaTS  

･  video  modeling  

･  beginning  level  DTT  

･  social  skills  training  

11.  True  or  False:  ABA  services  can  include  teachings  things  such  as  complex  behaviors  and  social  skills  .  
･  true  

･  false  
12.  A  continuing  theme  is  that  individual s  with  Asperger s  will  most  likely  need  programs  to  address  
_____________issues.  
･  academic  

･  social  

･  speech  
 oral  motor
･
 
 
 Recording Behavior 3  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Identify direct vs. indirect recording methods
•  Identify the pros and cons of using direct vs. indirect recording methods
•  Identify different types of measurement (latency, frequency, intensity, duration
etc)
•  Practice using event recording, duration recording, time-sample recording
and interval recording
•  Identify when to use these different types of recording
Professionalism

Collaboration

Terms and Concepts Face-to-Face Activities

•  Q and A session
•  Direct/Indirect Recording
•  Present problem behaviors that
•  Outcome Recording need to be tracked and discuss
•  Event Recording the best method of measuring
progress or lack of progress with
•  Behavioral Definition that behavior.
•  Frequency •  Read related research and
•  Intensity chapters in books

•  Duration •  Have trainees observe actual or

video recorded sessions and
•  Latency take data.
•  Rate •  Have trainees bring in their
•  Interval Recording sample data sheets from ATS
training and do reliability checks
•  Partial Interval and discuss results.
•  Whole Interval
•  Momentary Time Sampling
 Quiz Questions-Recording Behavior
Curriculum
1. What is the first step in creating a behavioral treatment?
Define the behavior and select a measurement technique.
･
･ Decide if punishment is warranted
･ Write out the plan for the whole team to follow
Take baseline data
･
Assessment and Progress Evaluation
2. An operational definition is used for a behavior so that
･ Its operation will be known to the entire team.
･ Two independent observers will agree on occurrences and non - occurrences of the
behavior.
･ The problem behavior will decrease in frequency, and be replaced by more
appropriate behaviors.
･ Subjective reports can guide the intervention plan.
3. Find the best definition for hitting
･ Any occurrence of touching another person separated by 3 seconds
･ Putting a hand onto another person with the intention of hurting them.
･ Trying to be the top dog in the classroom
･ Forceful contact between the learner's hand and another person.
4. Indirect assessment consists of: Professionalism
･ Interviews, rating scales, questions, surveys, etc.
･ the VB-MAPP or ABLLS
observing the behavior and recording it as it occurs Collaboration
･
･ having another observer watch the behavior and record it as it occurs
5. Outcome recording could be used for which behavior?
･ Dancing ballet
･ Giving a speech
･ Writing an essay
･ Sitting nicely
6.Frequency recording would be appropriate to use for which behavior?
･ Humming
･ Watching TV
･ Running
･ Key strokes
7. If a Behavior Analyst measured the length of time that it took Andrew to respond to someone calling him,
she would be measuring the
･ Duration
･ Latency
･ event
･ inter-trial interval
8. If a Behavior Analyst watched Jimmy for 5 minute periods and recorded if he were humming for ANY part
of that 5 minutes period, she would be using
･ Duration Recording
･ Whole Interval Recording
･ Time Sampling
･ Partial Interval Recording
9. Which kind of data should be recorded on a graph for visual analysis
･ Interval recording
･ Frequency data
･ All data
･ None of the data discussed
10. True or False: When labeling the vertical or y-axis you should indicate the specific measurement of
behavior.
･ True
･ False
 Graphing and Progress Evaluation 2.5  Hours  
Curriculum
Training Objectives
Assessment and Progress Evaluation
•  Plot Baseline and Treatment Conditions
•  Examine data using line graphs
•  Examine data using bar graphs
•  Examine data using cumulative graphs
•  Creating various types of graphs for percentage, duration, latency,
frequency, and rate data
•  Examine changes in mean, level and trend

Professionalism

Collaboration

Terms and Concepts Face-to-Face Activities

•  Baseline •  Q and A session
•  Y axis •  Practice Visual Inspection skills
by review graphs from research
•  X axis
studies or clients. Analyze the
•  Visual Inspection trends, slope and level. Make
hypothesis based on the data
•  Phase Change Line
(e.g. should the treatment
•  Line Graphs continue, is the treatment having
an effect?)
•  Bar Graphs/Histograms
 Quiz Questions – Graphing and Progress Evaluation
Curriculum
1. During baseline, behavior is assessed in
the natural environment
･
･ a clinical setting
･ a contrived environment
the home only
･
2. Visual Inspection is the process whereby data isAssessment and Progress Evaluation
･ Discussed with a multidisciplinary team
･ Inspected for mistakes
･ Graphed and analyzed
3. Data should be graphed
･ before a treatment is introduced
･ during treatment
･ after a treatment is introduced
･ All of the above
4. The graph most commonly used in ABA is:
･ line graph
･ bar graph
･ cumulative graph Professionalism
･ scatterplot
5. True or False: The x-axis represents some unit of time during which data is obtained.
true Collaboration
･
･ false
6. The Phase Change line demonstrates a change in conditions on a graph and is represented by
･ a solid horizontal line
･ a dotted horizontal line
･ a solid vertical line
･ a line connecting the x and y axes
7. Line Graphs can be used for:
･ Percentage and duration
･ Intensity and latency
･ frequency and rate
･ all of the above
8. True or False: In line graphs the data points are generally connected with a solid line.
･ true
･ false
9. When you observed Sally, she kicked 7 times. Your observation was from 1pm to 3 pm. Sally s kicking
rate per hour is
･ 14 per hour
･ 7 per hour
･ 3.5 per hour
･ 1.75 per hour
10. Bar Graphs/Histograms represent the ______________of some data under different conditions.
•  average
•  total number
•  difference
 Quiz Questions – Graphing and Progress Evaluation
Curriculum
11. One disadvantage of bar graphs is that they
are very difficult to create
･
･ display averages
･ are extremely time consuming to collect data for
do not display changes in trend, duration of conditions, or fluctuations of the data
･
Assessment and Progress Evaluation
12. In which kind of graph would you demonstrate a change in mean by drawing a horizontal line through
the data set?
･ bar graph
･ line graph
13. What can be used to predict for behavior in the future?
･ a horizontal line through the mean of the data set
･ a trend line in the direction of the behavior change
･ a phase change lines indicating treatment change
14. Bar graphs can omit information, such as:
･ the duration of the conditions
･ the means or averages for the conditions
･ the number of conditions
･ none of the above Professionalism

Collaboration