Virtual Training

Welcome to the virtual training for Registered Behavioral Technicians.

By
Rachel Green
George-The Specific Client

• George is a 20-year-old male.

• George has multiple diagnosis:
1) Bipolar Disorder
2) Major Depressive Disorder
3) High-Functioning Autism
• George has a PTSD from past trauma.
• George is currently residing in an institution due to criminal
background.
• George has a target behavior of self-injury.
Target Behavior

• Function is Escape.
 Self-injurious behavior • To be removed from an undesired environment
 Self-injurious behavior is harm  Goal for Target Behavior:
to oneself  First goal is to decrease the behavior
 George’s self-injury is cutting  Second goal is to eliminate the behavior
his arm completely.
• Injury by using a razor  Third goal is to increase the replacement
• Injury to oneself behavior.

• Another self-injury: Placing

inanimate objects in neck
 Placing an object (paperclip) in
the neck
Treatment Plan for George

 Non-Contingent Reinforcement
 Includes Multiple Intervals
 Delivery of reinforcers through independence of a presence of the certain
behavior
 Label Replacement Behavior/Teaching Strategies
 Generalization Treatment
 Consequential Strategy: Differential Reinforcement (DRO)
 Involvement of the delivery of a reinforcer after a specific period that the
target behavior does not occur
Data Collection Observation length: 1 hour
10
Interval minutes:

1 2 3 4 5 6 7 8 9
 Observation Observ
+ + + - + - - + -
er 1
• Method to collect evaluative
information. Observ
+ + - - - + - - +
er 2
 Checklists
• Method to state-specific information
• To help gather information
• Learn about the relation to the outcome.
Figure 1: For multiple observers. Place a + sign Client: George Observer:
for the behavior when it occurs and a - sign for if ObJectives 1 2 3 4 5 6 7 8 9 10
the behavior does not occur.
Figure 2: Complete this behavior chart for the
client. If the behavior was exhibited, put a 1 in the
blank. Place a 0 in the blank, if the behavior was
not exhibited. Under objectives write the
behaviors that are being observed.
Effective Treatment
 Daily Data Sheets for Observation
 Questionnaires
 Use this data sheet to help promote which
 This will be used to provide the observer with behaviors precede before the target behavior
the necessary information. is exhibited.
 Use this questionnaire with George by asking  Fill the data sheet out with the antecedent,
him the questions on the paper. type of self-injury, the frequency, and
duration of the behavior.
Visual Checklist

Behavior
• In this checklist, it will be given to RBT’s daily to observe multiple
behavior. Time of
Day
• On the top of the checklist, times will be placed Behavior
occurred
• Under Behavior, place what type of behavior
Cause of
• The time the behavior occurred Behavior

• The reason behind the behavior Adult

response
to
• How the observer responded to the behavior Behavior
• The Length of time Length of
time for
client
calmed
down
 Method for ensuring correct
treatment implementation after
Train with social learning.
training.


 Follow examples
 Mentors
 Refresher Courses
 Improve Recall
 Post-Training follow-up sessions
 Reinforce Key Learning Points
 Practice lessons
 Practice
 Cement newly acquired information
 Practice the Skills
In-Person Training

 Performance Monitoring
 Components of being monitored
 Starts with the intervention
 The teaching Strategy
 The Learning Opportunities

 RBT’s will be observed with the

 Client
 How the RBT’s are gathering the data
 How the RBT’s interact with the client
Feedback

 RBT’s will be observed

 Feedback will be given everyday after the observation
 Verbal
Expected Results from
Checklists/Data Sheets
 Results need to be clear
 Results need to be concise
 The checklists/data sheets need to be accurate
 Demonstrate levels of profieciency
References

Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied behavior analysis. (3rd ed.).

Hoboken, NJ: Pearson Education Inc.

Lee, J. C., Hayes, B. K., & Lovibond, P. F. (2018). Peak shift and rules in human generalization.

Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(12), 1955–

1970. https://doi.org/10.1037/xlm0000558.supp (Supplemental)

Mitteer, D. R., Greer, B. D., Randall, K. R., & Briggs, A. M. (2020). Further evaluation of

teaching behavior technicians to input data and graph using GraphPad Prism. Behavior

Analysis: Research and Practice, 20(2), 81–93. https://doi.org/10.1037/bar0000172

Wallace, M. D., Iwata, B. A., Hanley, G. P., Thompson, R. H., & Roscoe, E. M. (2012).

Noncontingent reinforcement: A further examination of schedule effects during

treatment. Journal of Applied Behavior Analysis, 45(4), 709-19.

doi:10.1901/jaba.2012.45-709
Visuals
Tools Needed for Observation

1 2 3 4 5 6 7 8 9
Obs
erve + + + - + - - + -
r1
Obs
erve + + - - - + - - +
r2
 Tools for Observation

Behavior
Time of Day
Cause of
Behavior
Adult
Response
Length of
time for
Client to
calm down