RBT key terms

Recording every instance of a target behavior during the observation, including when it starts and stops, so the data show the true count and timing instead of an estimate.

The total number of times a target behavior occurs during a defined observation period, recorded as a tally and reported without reference to how long the behavior lasted.

The number of responses divided by a unit of time, such as responses per minute, which lets a technician compare sessions or observation periods of different lengths.

The total time a behavior lasts, measured from its start to its finish with a stopwatch or timer; best for behaviors that continue for more than a moment.

The time that passes between an instruction or other stimulus and the start of the learner's response, showing how quickly the learner begins after a cue.

The time from the end of one response to the start of the next response, used when the spacing between behaviors matters more than the total number.

A discontinuous recording method in which the observer marks an interval if the behavior happens at any point during it; it tends to overestimate how much behavior occurred.

A discontinuous recording method in which the observer marks an interval only when the behavior continues for the entire interval; it usually underestimates how often behavior occurs.

A discontinuous recording method in which the observer notes whether the behavior is happening at the exact instant each interval ends, giving an estimate without continuous watching.

The number of correct or target responses divided by the total number of opportunities, multiplied by one hundred; common when a teaching program has a set number of trials.

Measurement of behavior by examining the physical or digital result it leaves behind, such as a completed worksheet or a tidy room, so recording can happen after the fact.

The extent to which two observers independently record the same behavior in the same way, calculated by comparing their records to show the measurement can be trusted.

Data collected on a behavior before any intervention begins; it shows the current level of performance and is the comparison point for judging whether treatment worked.

A structured procedure for finding out which items or activities a learner is likely to work for, done by presenting options singly or in pairs and watching what the learner chooses.

A process of gathering information about the events that reliably come before and after a problem behavior in order to identify the function, or purpose, that behavior serves.

Anecdotal recording of what happened right before a behavior, what the behavior looked like, and what happened right after, used to spot patterns about why it keeps occurring.

An experimental assessment that arranges and compares conditions such as attention, escape from demands, access to tangibles, and being alone to identify which consequence maintains a behavior.

A structured teaching format in which the instructor gives a brief instruction, provides a prompt if needed, the learner responds, and a consequence follows; trials are repeated in a planned order.

Teaching within everyday routines and play, using materials and activities the learner is currently motivated for, so skills are practiced in realistic settings as they naturally come up.

Breaking a complex skill into smaller, sequenced steps that can each be taught, prompted, and measured, and that together make up the whole behavior.

Teaching a task analysis one step at a time, either beginning with the first step, beginning with the last step, or teaching all steps with assistance that is gradually removed.

Reinforcing closer and closer versions of a target behavior, starting with something the learner can already do and gradually requiring more before the reinforcer is given.

An extra cue or bit of help, such as a gesture, a model, or physical guidance, added so the learner produces the correct response and that response can be reinforced.

Gradually removing prompts, or waiting longer and longer before giving one, so the learner responds to the natural instruction instead of relying on the added help.

The condition in which a behavior occurs reliably when a particular instruction or stimulus is present and does not occur without it, showing the learner discriminates what is expected.

The appearance of a learned skill in new settings, with different people, or with different materials than were used in teaching; it must be planned for and checked.

The continued performance of a learned skill after direct teaching ends, checked with occasional probe sessions to confirm the skill has held up over time.

A consequence delivered after a behavior that makes that behavior more likely to happen again; it can involve adding something preferred or removing something unpleasant.

Discontinuing the reinforcer that has been keeping a behavior going; the behavior usually gets worse for a while before it gradually decreases.

A temporary and predictable worsening of a behavior when extinction starts, such as more frequent, more intense, or different-looking responses; the plan should be followed consistently.

Reinforcing an acceptable alternative behavior while withholding reinforcement for the problem behavior, so the learner can still get the same outcome in a better way.

Teaching a learner an easy, appropriate way to ask for what the problem behavior used to obtain, such as requesting a break, and honoring that request every time.

Changing conditions before the behavior happens, for example by offering choices, simplifying instructions, or scheduling breaks, to make the problem behavior less likely.

A written summary of a session in plain, factual language that states the target behaviors observed, the data collected, the procedures used, and how the learner responded, without opinions or guesses.

A factual, promptly written account of an unusual event such as an injury, restraint, or property damage, describing what happened, who was involved, and what was done, following agency policy.

Voluntary permission from a client or legal representative to receive services, given after they are told the purpose, procedures, risks, benefits, and alternatives, and documented appropriately.

Protecting client information by sharing it only with authorized people for legitimate reasons and by storing records, data, and conversations securely.

Having a second role with a client or family, such as friend, employee, or business partner, beyond the professional one; this can cloud judgment and should be avoided or disclosed.

The required oversight of a technician's work by a qualified behavior analyst, including observation, regular meetings, feedback on performance, and guidance on cases.

The set of duties a behavior technician is trained and allowed to carry out; tasks beyond it, such as designing behavior programs, must be handed to the supervisor.