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Study Guide for
Training Manual for Behavior Technicians
Working with individuals with Autism
(Tarbox and Tarbox, 2017)

Chapter 3 Measurements

1. What are the steps for data collection?
2. Why is data collection important?
3. What is continuous measurement and what are the types (definitions and two examples)?
4. What type of measurement (frequency, latency, rate, or duration) will you use in these cases and why
Behavior
Measurement Type
Tantrum

Crying

Time to start working

Time to begin making the bed

Biting nails

Playing

Manding

Hitting

Dressing

5. What is discontinuous measurement and what are the types (definitions and two examples)?
6. What are the advantages of discontinuous vs continuous measurements?
7. Complete the table
Discontinuous measurement
Underestimate
Overestimate
Both
Whole interval

Partial Interval

Momentary Sampling

8. Define permanent product and give 5 examples.
9. Make a graph with this data and label each part of the graph accordingly.
10. Make a graph with this data

Chapter 4 Assessment

1. Define operational definition and provide its characteristics.
2. Define preference assessments and types. Provide examples of each.
3. Define functional assessment.
4. Define each type of ABC recording and its components.
5. Define the four functions of behavior.
6. Complete this table.
Function of Bx.
Definition
Antecedent
Replacement Bx.

7. Fill in this table please.
Antecedent
Bx.
Consequence
Function

Tantrum
Demand was removed

Yelling

Alone in a room
Feet flapping

Reprimand was given
Attention

Chapter 5 Skill Acquisition
Session 1

1. Define the parts of an acquisition plan and give examples of each component.
2. What is reinforcement, what does it do to behavior, why is it used in skill acquisition.
3. What is the prompt hierarchy? Give a list of least-to-most and most-to-least prompting.
5. Define what are the types of reinforcement and provide examples.
6. What are conditioned and unconditioned reinforcement, if you may, provide examples.
7. What is respondent conditioning and operant condition.
8. What are continuous and intermittent schedules of reinforcement.
9. What are the four types of intermittent schedules of reinforcement? Define and provide an example of each.
10. What are effectives ways to deliver reinforcements and give examples of each.
11. Define motivation operations, establishing operations/deprivation, and abolishing operations/satiation.
12. Define what is DTT, its benefits, and general characteristics.
13. What are the steps to conduct DTT procedure?
14. What is error correction procedure?
15. What is the most commonly used mastery criteria in ABA?
16. Provide a definition and three examples of naturalistic teaching procedures.
17. What are the steps to naturalistic teaching.

Chapter 5
Skills Acquisition
Session 2

1. What skills are commonly taught during naturalistic teaching procedures?
2. What are some benefits of using naturalistic teaching?
3. Define shaping.
5. What are the different types of chaining.
6. What is discrimination training and provide 3 examples?
7. Define stimulus control and provide three examples.
8. Define SD and S-delta.
9. Define prompting and describe the different types of prompting.
10. What is extra stimulus prompts and intra stimulus prompts. What are the differences.
12. Describe least to most fading and most to least fading. Provide examples of each. What is prompt dependency?
13. Define stimulus control transfer procedure give an example.
14. What is generalization and what are the two types of generalization, please provide examples.
15. Define maintenance procedures and its types.

Chapter 6
Behavior Reduction
1. What is a behavior intervention plan and what are his components?
2. Define antecedent modifications.
3. Define replacement behaviors.
4. Complete the table
Antecedent
Bx.
Consequence

Tantrum
Demand was removed

Yelling

Alone in a room
Feet flapping

Reprimand was given

5. What are antecedent modifications and list all types.
6. Define differential reinforcement, types and provide 3 examples of each.
7. Complete the table
Behavior
Name the Function
Talk to learner when she talks politely, do not talk to learner when she has a tantrum.

Give the learner a 2-minute break when she completes work requirement, do not give her a break when she rips worksheet.

Reinforcing tapping on shoulder or arm.

Give the child a turn with a toy when she shares with others, do not give the child the toy when she hits peer to get it.

Reinforce appropriate asking for items or activities.

Request to delay an activity.

Reinforce singing along with cartoon instead of out-of-context vocalizations.

Reinforce touching every key of a piano instead of the same key several times.

8. Define functional communication training.
9. Define extinction and describe extinction procedures by function. Provide one example of each extinction procedure by function.
10. Define extinction bursts.

Chapter 7
Documentation and Professional Conduct
1. What are the main characteristics of documentation?
2. What is mandated reporting?
3. What is an incident report and what information should it include?
4. Is it appropriate to have client’s documentation in the front seat of a car facing up while ordering food from a drive through? Why or why not?
5. Is it appropriate to share information with parents about the client while in the lobby full of people? Why or why not?
6. Is it appropriate to take pictures with clients and post them on social media? Why or why not?
7. Should you save client’s information under lock and cabinet? If so, who should be providing the storage location?
8. What should you do if you are not clear on how to run a specific target or deal with a specific problem behavior?
9. If you have a new idea for a client, should you test it on the client before telling your supervisor? Why or why not?
10. Are these characteristics of an RBT: seek out feedback, be humble and don’t take constructive feedback personally? Why or why not?

11. Complete table

12. Define multiple relationship and explain if it is appropriate or not, and why.
13. Is it appropriate to post comments and/or information about a client on social media? Why or why not?
14. Is it appropriate to add client’s parents on social media and exchange client information via social media? Why or why not?
15. Why is it important to avoid multiple relationships?
16. You are at a client’s school and the child must use the restroom. The client requests for assistance in the bathroom and you leave the door open where other kids and teachers can see the client. What rule are you breaking?

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