International Behavior Therapist Training Course (IBT)

• Define Common presentation of Characteristics
• Define Persistent deficits in social communication
• Define social interaction across multiple contexts
• Define cognitive skills delays skills
• Define language Skills delays
• Define delays in adaptive skills
• Define low learning Rate
• Define variations of Disruptive Behavioral issues

• Provide 2 Definitions of Intellectual Disabilities

  State IDEA,s Definition of Intellectual Disabilities
• State DSM-5 Definition of Intellectual Disabilities
• Briefly describe Characteristics of Intellectual Disabilities
• List Possible Causes of Intellectual Disabilities
• Define Prevalence of Intellectual Disabilities
• Define Identification & Assessment of Intellectual Disabilities
• Define Assessing Intellectual functioning
• Define Assessing Adaptive Behavior
• Define 4 levels of Severity of Intellectual Disability
• Define Conceptual, Social, Practical domains of Mild level Intellectual Disability
• Define Conceptual, Social, Practical domains of Moderate level Intellectual Disability
• Define Conceptual, Social, Practical domains of Severe level Intellectual Disability
• Define Conceptual, Social, Practical domains of Profound level Intellectual Disability
• List Possible Preventions of Intellectual Disabilities

• Provide Definition of Down Syndrome
• Briefly describe Physical characteristics of Down Syndrome
• Define 3 Types of Down Syndrome
• List Possible Causes and Risk Factors for Down Syndrome
• List Available Diagnostic and screening Tests
• Define Prevalence of Down Syndrome
• Define Health Problems of Down Syndrome

• Provide Definition of Attention Deficit/Hyperactivity Disorder(ADHD)
• Define Diagnostic Criteria of ADHD
• Briefly describe Characteristics of ADHD
• List Possible Causes of ADHD
• Define Prevalence of ADHD
• Define Risk and Prognostic factors
• Define Differential Diagnosis of ADHD
• Define Co morbidity of ADHD
• Define other specified Attention-Deficit/Hyperactive Disorder
• List Possible treatment protocols for ADHD

• Definition of Reinforcement
• State Characteristics of Reinforcement
• Examples & Non Examples
• Types of Reinforcement
• Define Positive Reinforcement
• 2 Types of Positive Reinforcement
• Unconditioned Positive Reinforcement (SR+) Vs Conditioned Positive Reinforcement (Sr+)
• Define Negative Reinforcement
• 2 Types of Negative Reinforcement
• Unconditioned Negative Reinforcement (SR-) Vs Conditioned Negative Reinforcement (Sr-)
• Define Automatic Reinforcement
• Define Rein forcers
• State Types Of Rein forcers ( Unconditioned vs. Conditioned)

• Definition of Punishment
• State Characteristics of Punishment
• Examples & Non Examples
• Types of Punishment
• Define Positive Punishment
• 2 Types of Positive Punishment
• Unconditioned Positive Punishment (SP+) Vs Conditioned Positive Punishment (Sp+)
• Define Negative Punishment
• 2 Types of Negative Punishment
• Unconditioned Negative Punishment (SP-) Vs Conditioned Negative Punishment (Sp-)
• Define Punishers
• State Types Of Punishers ( Unconditioned vs. Conditioned)

• Definition of Operant Extinction
• State Characteristics of Operant Extinction
• Examples & Non Examples
• State Extinction Effects Rule
• Define Variables affecting Resistance to Extinction
• Describe Effective use of Extinction

• History of the terms establishing operation (EO) and motivating operation (MO)
• Introduction to motivating operations and their effects
• The basic 4-term operant contingencies
• Describe Availability versus Value
• Define types of motivating operations
• Provide Examples vs. Non Examples
• State 2 General Effects of Motivating Operations
• Define Value Altering Effects Of Motivating Operations
• Define Behavior Altering Effects Of Motivating Operations
• Classification of motivating operations (conditioned vs. unconditioned MOs)

• Definition of Discriminative Stimulus
• Examples & Non Examples
• Describe Availability versus Value
• Four basic types of discriminative stimuli
• State effects of SDs on Behavior
• Define the Term Stimulus Control
• Examples & Non Examples

• Define schedules of reinforcement
• Provide examples of schedules of reinforcement
• Define 2 specific schedules of reinforcement
• Define Continuous Reinforcement Schedules
• Define Intermittent Reinforcement Schedules
• Discriminate between continuous, extinction, and intermittent schedules
• List 4 Types of Intermittent Schedules of Reinforcement
• Define Fixed Ratio Schedules and its effects on Behavior
• Define Fixed Interval Schedules and its effects on Behavior
• Define Variable Ratio Schedules and its effects on Behavior
• Define Variable Interval Schedules and its effects on Behavior

• Define Unconditioned Rein forcers
• Provide examples of types of Unconditioned Rein forcers
• Define Conditioned Rein forcers
• Provide examples of types of conditioned Rein forcers
• Define Neutral Stimulus
• Describe Pairing Procedure to develop neutral stimulus as conditioned Rein forcer
• Describe Tokens as Conditioned Rein forcers
• Describe Backup Rein forcers
• State Examples of Backup Rein forcers
• Define Systems for Trading Tokens
• Describe how to establish tokens as reinforces
• Define Steps of Token Economy

• Define Fundamental properties of behavior
• List 3 types of Fundamental properties of behavior
• Define Dimensional quantities of behavior
• List associated Dimensional quantities of behavior
• Combination of 2 Fundamental properties
• Define Continuous Behavior
• Define Discontinuous Behavior

• Define Continuous Measurement Procedures
• Example Vs Non Examples
• Use Of Continuous Measurement Procedures

• Unit-3A Frequency/Count (IBTC- 3.3A)

  Define Frequency
• Example Vs Non Examples
• Provide Use of Frequency Recording
• Describe the procedures of frequency Recording
• List Required Tools for Frequency Recording
• Limitations Of Frequency Recordings

• Unit-3B Duration (IBTC- 3.3b)

  Define Duration
• Example Vs Non Examples
• Define Duration per Interval
• Define Duration per occurrence
• Define When To Use Duration Recording
• List Required tools for Duration Recording
• Limitations Of Duration Recording

• Unit-3C Latency (IBTC- 3.3C)

  Define latency
• Example Vs Non Examples
• Define When To Use Latency Recording
• List Required tools for Latency Recording

• Define Discontinuous Measurement Procedures
• Example Vs Non Examples
• Use of Discontinuous Measurement Procedures

• Unit-4A Partial Interval Recording (IBTC- 3.4A)

  Define Partial interval Recording
• List Steps to implement Partial Interval Recording
• Define Limitations of Partial Interval Recording
• Define When to use Partial Interval Recording
• Provide directions for the use of partial interval recording

• Unit-4B Whole Interval Recording (IBTC- 3.4B)

  Define Whole Interval Recording
• Steps to Whole implement Interval Recording
• Define Limitations of whole Interval Recording
• State When to use Whole Interval Recording
• Provide directions for the use of Whole interval recording

• Unit-4C Momentary Time Sampling (IBTC- 3.4C)

  Define Momentary Time Sampling
• Steps to implement Momentary Time Sampling
• Define Limitations of Momentary Time Sampling
• State When to use Momentary Time Sampling
• Provide directions for the use of Momentary Time Sampling

• Define Permanent -Product Recording
• Example vs. Non Examples
• State When to use Permanent-Product Recording
• Define Advantages of Permanent-Product Recording
• Define Limitations of Permanent-Product Recording
• Provide directions for the use of Permanent-Product Recording

• Define Graphs
• Describe Purpose & Benefits of Graphic Display
• State Benefits of Graphs
• List Types of Graphs Used in ABA

• Unit-6A Equal Interval Line Graph (IBTC-3.6A)

  Definition of Line Graph
• List of the Parts of an Equal Interval Line Graph
• Define The horizontal X-axis
• Define The vertical Y-axis
• State the conventions for the relative length of the Y-axis compared to the X-axis
• Define Data points
• Define The data path
• Define Condition and phase change lines
• Define Condition and phase change labels
• Define Figure legend

• Unit-6B Cumulative Record (IBTC- 3.6B)

  Describe Cumulative Records
• Give Examples

• Unit-6C Bar Graph (Histogram) (IBTC- 3.6C)

  Bar Graph (Histogram)
• Describe proper use
• Describe improper use

• Unit-6D Semi-logarithmic Graphs/Standard Celeration Chart (IBTC- 3.6D)

  Define Semi-logarithmic Graphs (Standard Celeration Chart)
• Contrast with equal interval line graphs
• Briefly discuss the use

• Unit-6E Visual Analysis of Graphs (IBTC-3.6E)

  Define Visual Data Analysis
• Describe the Purpose of Visual Analysis
• Describe the process of Interpreting Graphically Displayed Data
• 4 characteristics of the data plotted on the chart
• Define Level of data (Mean &Median Level)
• Define Variability in Data
• Define Trend of Data
• Define The number of data points required for visual analysis

• Define Stimulus Preference Assessment
• List Types of Stimulus Preference Assessment

• C) Define Free-Operant Methods of Preference Assessment

  List Types of Free-Operant Methods
• Define Naturalistic Observation Methods
• Define Contrived Observation Methods ,Examples vs. on-Examples

• D) Define Asking about Stimulus Preference Assessment Method

  List Types of Asking about Preference Assessment Method
• Define Open-ended Questions Methods, Examples vs. Non Examples
• Define Asking Significant others Methods, Examples vs. Non Examples
• Define offering a Pre task Choice Methods, Examples vs. Non Examples

• E) Define Trial Based Methods of Preference Assessment

  List Types of Trial- Based Methods of Preference Assessment
• Define Single Stimulus Preference Assessment
• Provide Data Collection Sheets Examples
• Define Procedure of Conducting Single Stimulus Preference Assessment
• Define Paired Stimuli Preference Assessment
• Define Procedure of Conducting Paired Stimulus Preference Assessment
• Provide Data Collection Sheets Examples
• Define Multiple Stimuli Preference Assessment
• List variations of Multiple Stimuli Preference Assessment
• Define Multiple Stimuli with Replacement (MSW)
• Provide MSW Data Collection Sheets Examples
• Define Multiple Stimuli with out Replacement (MSW0)
• Provide MSWO Data Collection Sheets Examples
• Define Guidelines for selecting and using Stimulus Preference Assessments

• Define Functional Behavior Assessment (FBA)
• List Functional Behavior Assessment Methodt
• Define Correlation Vs. Causation

• D) Describe Indirect Preliminary Assessment

  Lists Methods of Indirect Preliminary Assessment
• Define Structured Behavioral Interviews
• Define Behavior Rating Scales
• Define Behavior Observation Questionnaires
• Define Behavior Observation Checklists
• State Advantages Of Indirect FBA
• State Limitations OF Indirect FBA

• E) Define Direct Descriptive Functional Behavior Assessment Method

  List Types of Direct Descriptive Functional Behavior Assessment Methods

  1) Define ABC Continuous Recording

  State Limitations & Advantages of ABC Continuous Recording

• 2) Define ABC Narrative Recording

  State Limitations & Advantages of ABC Narrative Recording

• 3) Define Scatter plots

  List Steps of Using Scatter plots
• State Limitations & Advantages of Scatter Plot

• F) Define Functional Analysis

  List Learned Function Of Behavior
• Define Basic Procedures of Functional Analysis
• Define Measurement of Behavior and Test and Control Conditions
• List 4 Common Conditions of functional Analysis
• Define Attention Condition of functional Analysis
• Define Escape Condition of functional Analysis
• Define Access to Tangibles Condition of functional Analysis
• Define Automatic Condition of functional Analysis
• Define Control Conditions of functional Analysis
• List Advantages of Functional Analysis
• List Disadvantages of Functional Analysis
• Define Role of IBT in Functional Analysis

• G) Review of Steps Conducting a Behavior Assessment

  Define step 1. How to Gather Information
• Define step 2. How to Interpret Information and formulating Hypotheses
• Define step 3.How to Test Hypotheses
• Define step 4.How to develop Interventions

• Define Language and Functional Skills Assessments
• Describe Importance of Functional Skills Assessments in program Development
• DDescribe Benefits of Language and Functional Skills Assessments
• List Popular Types of Language and Functional Skills Assessments used in ABA

• Unit-4A Brief Introduction Verbal Behavior Milestones Assessment Placement Program (VB-MAPP) (IBTC- 4.4A)

  State VB-MAPP developed by and based on
• Provide Basics of VB-MAPP
• Define main 5 Components of VB-MAPP
• Define Language and Learning Milestones of 3 different learning Levels
• Define who can Complete it
• Define How to conduct the Assessment
• Define Master Scoring Form

• Unit-4B Brief Introduction Assessment of Basic Language and Learning Skills – Revised (ABLSS-R) (IBTC-4.4B)

  State ABBLS-R Developed by and revised in
• Define Criterion-reference Assessment
• Define How Abbls-r based on Skinner’s functional analysis of language
• List Special Features of ABBLS-R
• List 2 Components of ABBLS-R
• Define ABBLS-R Guide
• Define ABBLS-R Protocol
• State Purpose Of ABBLS-R
• State for whom ABBLS-R is appropriate
• List 25 skill areas covered in ABBLS-R
• State Limitations
• Define who can Complete it
• Define How to conduct the Assessment
• Describe Scoring Format (Grids)

• Unit-4C Brief Introduction Essential for Living (EFL) (IBTC-4.4C)

  Define what is Essential For living Skills Assessment Who developed it
• List 2 Manuals of EFL
• Define Assessment and Record of Progress Manual or All Skills Learner Scoring Manual(ARP Manual)
• Define The Essential Assessment and Record of Progress Manual/Essential Eight Skills Learner Manual (EARP Manual)
• List 8 Essential Skills Describes in EFL
• Define Developmental skills from ABBLS-R/VB-MAPP vs. Functional skills from the EFL
• Describe Domains of the EFL
• Define Sequence of Domains
• Define Must-Have Domain of essential for living skills (Essential Eight)
• Define Should-Have Domain of essential for living skills
• Define Good-to-Have Domain of essential for living skills
• Define Nice-to-Have Domain of essential for living skills
• Define Activities for assessment of Skills Deficits with EFL
• Define Results (Grids)

• Unit-4D Brief Introduction Assessment of Functional Living Skills (AFLS)(IBTC-4.4D)

  State Assessment of functional Living Skills(AFLS) created by
• List Assessment of functional Living Skills(AFLS) Consists of
• Describe How does the AFLS System Work
• Define Grids Of Assessment
• Define The AFLS Guide includes
• List Six AFLS Individual Assessment Protocols
• Describe which Functional skills covers in Basic Living Assessment Protocol
• Describe which Home Skills covers in Basic Living Assessment Protocol
• Describe which Community Participation Skills covers in Basic Living Assessment Protocol
• Describe which School Skills covers in Basic Living Assessment Protocol
• Describe which Independent Living Skills covers in Basic Living Assessment Protocol
• Describe which Vocational Skills covers in Basic Living Assessment Protocol
• Describe Benefits of AFLS

• Define Discrete trial instruction (DTI)
• Describe Discrete trial instruction (DTI) Developed by
• List 5 Components Of DTT , Give Examples
• List Steps to Implement DTT Trials
• Describe how to increase effectiveness

A) Define Teaching Scripts

• Define Random Rotation
• Define Mass trials
• Define Block trials
• Define Expanded trials

• Define Incidental Teaching
• List another term for incidental teaching /Natural Environment Teaching (NET)
• Provide Examples of Incidental Teaching
• List the basic steps of Incidental Teaching
• Benefits of Natural Environment Teaching
• Define Capturing, Provide Examples
• Define Contriving, Provide Examples

• Define History and Skinner’s Verbal Behavior
• Define Concept of functional Language
• List Elementary Verbal Operant’s
• Define Mand ,Provide Examples
• Define Tact , Provide Examples
• Define Intraverbal, Provide Examples
• Define Formal Similarity, Provide Examples
• Define Point to Point Correspondence, Provide Examples
• Define Duplic Verbal operants ,Provide Examples
• Define Codic Verbal Operant ,Provide Examples
• List Applications of Verbal Behavior
• Define Role of Verbal Behavior in Language Assessment
• Define Role of Verbal Behavior in Language Intervention
• Define Mand Training and Provide Examples
• Define Echoic Training and Provide Examples
• Define Intraverbal Training and Provide Examples

• Define Task Analysis
• Define Constructing and Validating a Task Analysis
• Describe Importance of Task Analysis
• Task Analysis of Bed making Skills

• Define Discriminative Stimulus SD
• Define Stimulus Delta
• Define Stimulus Control
• Define Development of Stimulus Control A.K.A Stimulus Discrimination Training
• Provide Examples of Discrimination Training
• List 2 types of Discrimination Trainings
• Define Simultaneous Discrimination Training
• Define Successive Discrimination Training
• List Application of Discrimination Training
• Describe effect of Discrimination Training on Choice Making

• A) Define What is Prompt

  B) Provide Examples vs. Non-Examples

  C) Define Types of Prompts

  D) Define Response prompts

  List Types of Response Prompts
• Define Verbal Instruction (Vocal verbal vs Non Vocal Verbal)
• Define Modeling
• Define Physical Guidance
• Define Transfer of Stimulus control from Response Prompts to natural stimuli
• Define Response Prompt Fading
• List Types of Response Prompt Fading
• Define Most-to-Least Prompt
• Define Least-to-Most Prompt
• Define Graduated Guidance
• Define Delayed Prompting

E) Define Stimulus Prompts

• List Types of Stimulus Prompts
• Define Movement Cues
• Define Positional Prompts Guidance
• Define Redundancy
• Define Transfer of Stimulus control from Stimulus Prompts to natural stimuli
• Define Stimulus Prompt Fading
• List Types of Stimulus Prompt Fading
• Define Positional Cue Fading
• Define Movement Cue Fading
• Define Shape Transformations

• Define Response Maintenance
• Provide Examples
• List Steps for Response Maintenance
• Provide Steps to Maintenance of the learned Behavior
• Provide Evaluation Process for Maintenance

• Define Generalization
• Define Setting/Situation Generalization
• Define Generalization Across Subjects
• Define Generalization across Behaviors( Response Generalization)
• Define Generalization across Time ( Response Maintenance)
• Define Stimulus Generalization
• Define Overgeneralization
• List Steps for Generalization of Behavior

• Define Antecedent Intervention
• Role of Antecedent in Treatment
• Define effects of abolishing operations in Antecedent Intervention
• List Functional Classification of Antecedent Intervention Strategies

A) Define Generic (Contingency Independent) Antecedent Intervention Strategies

• List Examples of Generic (Contingency Independent) Antecedent Intervention Strategies

• B) Define Function Based (Contingency dependent) Antecedent Intervention Strategies

  List Examples Function Based (Contingency dependent) Antecedent Intervention Strategies

• C) Define Non contingent Reinforcement (NCR)

  D) Define Non contingent Reinforcement (NCR) with positive Reinforcement

  List NCR Antecedent Interventions for Behavior maintained by Attention (Sr+)
• List NCR Antecedent Interventions for Behavior maintained by Tangible (Sr+)

• E) Define Non contingent Reinforcement (NCR) with Negative Reinforcement( Escape)

  List NCR Antecedent Interventions for Behavior maintained by Escape (Sr-)

• F) Define NCR with Automatic Reinforcement

  List NCR Antecedent Interventions for Behavior maintained by Automatic Reinforcement
• Define Effective use of Non contingent Reinforcement (NCR) Reinforcement
• Define Advantages of of Non contingent Reinforcement (NCR)
• Define Disadvantages of Non contingent Reinforcement (NCR)
• Define High-probability Request Sequence (Behavioral Momentum) as Antecedent intervention Strategies
• Define guidelines for using Behavioral Momentum

A) Define Differential Reinforcement

B) Provide Examples of Differential Reinforcement

C) List Types of Differential Reinforcement

D) Define Differential Reinforcement of Alternative Behavior (DRA)

• Provide Examples of DRA

• E) Define Differential Reinforcement for Other Behavior (DRO)

  Provide examples of DRO
• List General Types of DRO
• Define Interval DRO
• Define Fixed Interval DRO (FI-DRO)
• Define Variable Interval DRO (VI-DRO)
• Define Guidelines For Using DRO

• F) Define Differential Reinforcement for Incompatible Behavior (DRI)

  Provide Examples of DRI
• Define Guidelines for using DRI

• G) Define Differential Reinforcement of Low Rates of Responding(DRL)

  Provide examples of DRL
• List Types of DRL Procedures
• Define Full-Session DRL
• Define Interval DRL
• Define Spaced Responding DRL or DRL-T
• List Guidelines for using DRL

• Define Functional Communication Training (FCT)

• Define 3 Stages of FCT
• List Guidelines for Developing FCT Interventions

• A) Define Effective use of FCT

  Describe Schedule Thinning
• Describe Decreased Use of Verbal Prompts
• List Advantages vs. Disadvantages of Functional Communication Training

• Define Extinction
• Define Procedural vs. Functional form of Extinction

• Define Extinction Procedures

  Define Extinction of Behavior Maintained by Positive Reinforcement
• Define Extinction of Behavior Maintained by Negative Reinforcement
• Define Extinction of Behavior Maintained by Automatic Reinforcement

• Define Possible unwanted Effects of Extinction

  Define Gradual Decrease in Frequency
• Define Extinction Induced aggression
• Define Behavioral Contrast
• Define Extinction Burst
• Define Spontaneous Recovery

• Unit-5A Positive Punishment (ABATC- 6.5A)

  Definition of Positive Punishment
• State Characteristics of Positive Punishment
• Examples & Non-Examples
• Operation and Defining Effect of Punishment

Define Variables Effecting Resistance to Extinction

• Provide Examples

Describe How to use Extinction Effectively

• List Practical Considerations When Using Extinction
• List Practical Considerations for minimizing extinction Burst effects
• State Ethical use of Extinction and Clients Rights
• State when extinction Should not Use