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Audit

Organization/Professionalism

RBT arrives on-time and prepared?

RBT begins promptly/avoids wasted time?

RBT maintains professional demeanor?

Data sheets are up-to-date and targets are appropriate to session?

Reinforcers, data sheets, materials ready and easily accessible?

Direct Instruction

RBT establishes instructional control?

RBT establishes attention before placing instructional demand?

RBT confirms MO of the learner?

Instructions and prompts are clear and concise?

Sd presented only 1 time before either a response or prompt? (No repeated Sds)?

Tone of voice neutral?

Appropriate level of enthusiasm?

Tasks are mixed and varied across operants?

Appropriate ratio of easy (mastered) vs. difficult (acquisition) tasks? 80/20 rule?

Errorless teaching is used with appropriate time delay?

RBT maintains appropriate pace of instruction (inter-trial intervals no more than 3 seconds)?

SDs are varied?

Teaches to fluency?

Updates maintenance targets and practices them within trials?

Reinforcement

Were reinforcers delivered immediately?

Did the RBT maintain control of the reinforcers?

Was the reinforcement schedule appropriate for the learner?

Did the RBT utilize differential reinforcement?

Did the RBT use a variety of reinforcers?

RBT paired behavior-specific praise with tangible reinforcers?

Reinforcers were delivered contingent upon correct responses, attending, and lack of inappropriate behavior?

RBT completed a preference assessment?

Consequences: Prompting and Error Correction

Are prompts provided when necessary?

Was there only a 3 second delay between the Sd and the response or prompt?

Are transfer trials presented after each prompted response?

RBT uses prompts that reliably evoke the appropriate response?

Are prompts varied depending on the skill being taught?

Were prompts progressively and systematically faded?

Are correction procedures implemented correctly? (Re-states Sd with 0 second time delay after error/no response?)

Was every instruction followed by a consequence (reinforcement, prompt, or correction procedure)?

Behavior Management

Problem behavior protocols utilized correctly as outlined in BSP?

Implements antecedent strategies appropriately when unwanted behaviors are not occurring?

Utilizes appropriate behavior intervention when behavior occurs?

Provides positive reinforcement for an appropriate behavior following behavior intervention?

Maintains composure during procedures?

RBT recorded appropriate data?

Data Collection/Program Management

Begins and ends session with pairing?

Program book is fully updated and maintained?

Anecdotal notes are objective, clear, and complete?

All supervisory recommendations are being followed/implemented?

Review

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RBT Supervision Form Checklist

Created by: Casey Ayer | Industry: Health Services | Downloads: 217

Treatment Checklist

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Audit

Organization/Professionalism

RBT arrives on-time and prepared?

RBT begins promptly/avoids wasted time?

RBT maintains professional demeanor?

Data sheets are up-to-date and targets are appropriate to session?

Reinforcers, data sheets, materials ready and easily accessible?

Direct Instruction

RBT establishes instructional control?

RBT establishes attention before placing instructional demand?

RBT confirms MO of the learner?

Instructions and prompts are clear and concise?

Sd presented only 1 time before either a response or prompt? (No repeated Sds)?

Tone of voice neutral?

Appropriate level of enthusiasm?

Tasks are mixed and varied across operants?

Appropriate ratio of easy (mastered) vs. difficult (acquisition) tasks? 80/20 rule?

Errorless teaching is used with appropriate time delay?

RBT maintains appropriate pace of instruction (inter-trial intervals no more than 3 seconds)?

SDs are varied?

Teaches to fluency?

Updates maintenance targets and practices them within trials?

Reinforcement

Were reinforcers delivered immediately?

Did the RBT maintain control of the reinforcers?

Was the reinforcement schedule appropriate for the learner?

Did the RBT utilize differential reinforcement?

Did the RBT use a variety of reinforcers?

RBT paired behavior-specific praise with tangible reinforcers?

Reinforcers were delivered contingent upon correct responses, attending, and lack of inappropriate behavior?

RBT completed a preference assessment?

Consequences: Prompting and Error Correction

Are prompts provided when necessary?

Was there only a 3 second delay between the Sd and the response or prompt?

Are transfer trials presented after each prompted response?

RBT uses prompts that reliably evoke the appropriate response?

Are prompts varied depending on the skill being taught?

Were prompts progressively and systematically faded?

Are correction procedures implemented correctly? (Re-states Sd with 0 second time delay after error/no response?)

Was every instruction followed by a consequence (reinforcement, prompt, or correction procedure)?

Behavior Management

Problem behavior protocols utilized correctly as outlined in BSP?

Implements antecedent strategies appropriately when unwanted behaviors are not occurring?

Utilizes appropriate behavior intervention when behavior occurs?

Provides positive reinforcement for an appropriate behavior following behavior intervention?

Maintains composure during procedures?

RBT recorded appropriate data?

Data Collection/Program Management

Begins and ends session with pairing?

Program book is fully updated and maintained?

Anecdotal notes are objective, clear, and complete?

All supervisory recommendations are being followed/implemented?

Review

Select date
Add signature