RBT Training Modules: Course Syllabus

Print this page TITLE OF COURSE: RBT Training Modules ABOUT THE COURSE: The Registered Behavior Technician (RBT) Training Modules were specifically written for the RBT in training based on the RBT task analysis list from the BACB. These modules provide Rationale for each task section, Terms pertaining to the section, Non- Examples, Examples as well as Composite Skill Questions to be completed by the RBT in training. Main sources of ABA used in this ABA training: Cooper, J. O., et al. (1987). Applied Behavior Analysis. Merrill-Prentice-Hall: Columbus, OH. Fisher, W. W., et al. (2011). Handbook of Applied Behavior Analysis. Guilford Press: New York, NY.
DATE AND LOCATION OF COURSE: Online instructor presence via interactive PowerPoints Modules or Use of RBT Training Modules as well as face to face, and/or face to face video consults with trainer. Trainer will have online presence to keep program interactive (meaning learner questions will be responded to in a timely manner).
TOTAL DURATION OF COURSE: Duration – 40 hours Important: If a learner completes this course in less than 40 hours then that learner will need advanced supplementary training and must contact the instructor by email: qualitybcweb@gmail.com.
COURSE REQUIREMENTS: Required:
  • High Speed internet connection
  • VSEE-Video conferencing (www.vsee.com)
  • Participant will then send that email used to sign up for VSEE to the instructor: qualitybcweb@gmail.com
  • BACB Gateway Account (www.bacb.com)
  • There will be at least 3 video sessions with a course instructor during for this course (at beginning, after Module C, and at the end) Notify instructor if when you get to these points in the course to set up video meeting.
Recommended:
  • One of the 2 textbooks listed above
COURSE PROCEDURE/ACTIVITIES: During this course you will have 3 face to face-video meetings with an instructor, as well as be required to answer questions for each module to be returned by email. Also for each question the participant will read feedback for incorrect answers for each question to see why each incorrect answer is incorrect to learn from non-examples as well as examples. Getting Started: Set up a time to meet with instructor for one hour. Purpose: Course Orientation Complete Module A: Then answer the following question and send response to qualitybcweb@gmail.com. What is the difference between frequency data and duration data? Complete Module B: Then answer the following question and send response to qualitybcweb@gmail.com. Name 3 continuous measures and name 3 discontinuous measures in ABA. Complete Module C: Then answer the following question and send response to qualitybcweb@gmail.com. Name 3 necessary components of a skill acquisition plan. Complete Module D: Then answer the following question and send response to qualitybcweb@gmail.com. What is the difference between extinction and punishment? Set up a time to meet with instructor Purpose: Cover Modules A-D Complete Module E: Then answer the following question and send response to qualitybcweb@gmail.com. Why is confidentiality of records important? Complete Module F: Then answer the following question and send response to qualitybcweb@gmail.com. Name 3 problems that may come about as to failure to maintain professional boundaries? Complete Module G: Then answer the following question and send response to qualitybcweb@gmail.com. (We will go over ethics in our last meeting) Set up a time to meet with instructor for final meeting Take the Cumulative Quiz and pass at 80% or higher, then send Certificate of Completion to: qualitybcweb@gmail.com. The learner (participant) must complete the RBT Training Timesheet with signatures for each time interval working on this course before a certificate is awarded. From there, the instructor will sign, then return the certificate to the participant by email and the RBT Coursework is complete, and the participant pursuing the RBT Credential will follow the steps to complete the RBT (www.bacb.com)
NAME OF TRAINERS Jonathan Redding, MA, BCBA, LBA, LBS EVENT COVERS THE FOLLOWING BEHAVIOR ANALYSIS CONTENT (check all that apply): _x__ Practice _x__ Theory _x__ Methodology EVENT IS DESIGNED FOR: __x_ Person on route for RBT (Registered Behavior Technician) EVENT LEVEL: __x__Basic

LEARNING OBJECTIVES FOR PARTICIPANTS:

RBT Training Modules

Module A: Measurement

Training Objectives:
  • Learners will be able to prepare for data collection
  • Learners will be able to implement continuous measurement procedures (e.g., frequency, duration)
  • Learners will be able to implement discontinuous measurement procedures (e.g., partial and whole interval, momentary time sample):
  • Learners will be able to implement permanent product recording process
  • Learners will be able to enter data and update graphs

Module B: Assessment

General course objective: Learners will be able to assist with assessment Training Objectives:
  • Learners will be able to describe behavior and environment in observable and measurable terms
  • Learners will be able to conduct preference assessments
  • Learners will be able to assist with Individualized assessment procedures (e.g., curriculum based, developmental, social skills)
  • Learners will be able to Assist with Functional assessment procedure

Module C: Skill Acquisition

Training Objectives:
  • Learners will be able to identify the essential components of a written skill acquisition plan
  • Learners will be able to prepare for the session as required by the skill acquisition plan NEED
  • Learners will be able to use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules)
  • Learners will be able to implement discrete trial teaching procedures
  • Learners will be able to implement naturalistic teaching procedures (e.g., incidental teaching)
  • Learners will be able to implement task analyzed procedures
  • Learners will be able to implement discrimination training
  • Learners will be able to implement stimulus control transfer procedure
  • Learners will be able to implement stimulus fading procedures
  • Learners will be able to implement prompt and prompt fading procedures
  • Learners will be able to implement generalization and maintenance procedures
  • Learners will be able to assist with the training stakeholders (e.g., family, caregivers, other professionals)

Module D: Behavior Reduction

Training Objectives:
  • Learners will be able to identify the essential components of a written behavior reduction plan
  • Learners will be able to describe common functions of behavior
  • Learners will be able to implement interventions based on modifications of antecedents such as motivating/ establishing operations and discriminative stimuli
  • Learners will be able to implement differential reinforcement procedures (e.g., DRA, DRO)
  • Learners will be able to implement extinction procedures
  • Learners will be able to implement crisis/emergency procedures according to protocol

Module E: Documentation and Reporting

Training Objectives:
  • Learners will be able to report other variables that might affect the client (e.g., illness, relocation, medication)
  • Learners will be able to generate objective session notes by describing what occurred during sessions
  • Learners will be able to effectively communicate with supervisor
  • Learners will be able to comply with applicable legal, regulatory, and workplace reporting requirements (e.g., mandatory abuse and neglect reporting)
  • Learners will be able to comply with applicable legal, regulatory and workplace requirements for data collection, storage and transportation

Module F: Basic ABA Practical Applications

Training Objectives:
  • Learners will be able to describe the role of the RBT in the service delivery system
  • Learners will be able to respond appropriately to feedback and maintain or improve performance accordingly
  • Learners will be able to communicate with stakeholder (e.g., family, caregivers, other professionals) as authorized
  • Learners will be able to maintain professional boundaries (e.g., avoid dual relationships, conflicts of interest, social media contacts)
  • Learners will be able to maintain client dignity
LEARNER ASSESSMENT: Learners must score 80% or higher using all questions on the training to gain certificate of completion. If not, feedback will be given and target items will be taken over by the learner.