Free RBT practice test

D: The client may get stuck at that approximation, making the next step harder. If an approximation is reinforced too long, it becomes very strong and the client may keep repeating it rather than varying toward the next approximation.

• A: Staying at one step does not change the procedure into chaining.
• B: There is no fixed number of times an approximation may be reinforced; the plan sets the criterion for moving on.
• C: How long a step lasts does not change whether a reinforcer is conditioned or unconditioned.

Task C.10 · 40-hour curriculum section E

A: The distractions that were present, so the supervisor can consider them. Environmental conditions such as noise and distractions can affect a client's performance. Documenting them helps the supervisor interpret the results.

• B: Noise and distractions can affect how a client performs.
• C: Drawing a clinical conclusion about attention is beyond the RBT's role and the data.
• D: This is a judgment about the caregiver, not an objective description of the conditions.

Task B.2 · 40-hour curriculum section D · Task E.3

B: Tell the supervisor at once, work to resolve it, and document it. The code lists three actions: immediately inform the supervisor, work to resolve the relationship, and document what was done. Resolution may include reassignment, but that decision is made with the supervisor.

• A: The self-reporting list covers events such as legal charges and investigations, not this; the code sends this to the supervisor.
• C: The code says to inform the supervisor immediately, not months later.
• D: Abruptly stopping services can harm the client; the code asks the RBT to work with the supervisor to resolve it.

Task F.7 · RBT Ethics Code 1.10

C: Tell the supervisor now and help plan the handoff. When RBTs cannot meet a commitment, they work with their supervisors to address the situation in the best interest of clients, for example by planning a handoff to another RBT.

• A: Late notice gives the team no time to plan a smooth transition.
• B: Abruptly ending services can disrupt the client's progress.
• D: Private services outside supervision are not allowed and would create a multiple relationship.

Task F.9 · RBT Ethics Code 1.02 · RBT Ethics Code 1.03

D: They can be delivered quickly without interrupting the ongoing activity.. Tokens are portable and can be handed over in seconds, so reinforcement can be delivered immediately without stopping the shopping trip for tablet time.

• A: Tokens keep their value only if they continue to be exchanged for backup reinforcers.
• B: Tokens are conditioned reinforcers, not unconditioned ones.
• C: Tokens should still be delivered contingent on the target behavior.

Task C.2 · 40-hour curriculum section E

C: Keeping the client and others safe. In any crisis or emergency, the first priority is the safety of the client, the RBT and anyone nearby. The RBT follows the crisis plan and emergency procedures, then reports and documents.

• A: Teaching stops mattering when someone may be hurt; safety comes first.
• B: Immediate safety steps come first; the supervisor is contacted as soon as it is safe or as the plan directs.
• D: Data and documentation are completed once everyone is safe.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.01

B: An interactive meeting where 8 RBTs discuss similar cases with the supervisor. Small-group supervision is an interactive meeting of 2 to 10 RBTs who share similar experiences. The number of RBTs may not exceed 10 regardless of how many supervisors attend.

• A: Groups may not exceed 10 RBTs and must be interactive.
• C: The limit of 10 RBTs applies however many supervisors are present.
• D: A recording is not real-time, face-to-face supervision.

Task F.4 · RBT Handbook p. 17

B: Follow the plan and its error correction, record data and tell the supervisor. Errors are common when a comparison stimulus is first added. The RBT implements the plan as written, including its error correction, records accurate data, and lets the supervisor decide whether to change anything.

• A: Going back to an earlier step is a change to the plan that the supervisor decides, not the RBT.
• C: Reinforcing errors weakens the discrimination the program is trying to build.
• D: Dropping a program is a plan change; the RBT should follow the plan and report the data.

Task C.6 · 40-hour curriculum section E · RBT Ethics Code 2.02

D: The behavior itself produces the reinforcing outcome. Automatic reinforcement means the behavior itself produces the reinforcing consequence, such as a sensation, so no other person needs to be involved.

• A: Reinforcing every response is continuous reinforcement, a schedule, not a function.
• B: Time-based delivery regardless of behavior is noncontingent reinforcement.
• C: Unintended reinforcement from staff is still social reinforcement, because another person delivers it.

Task D.1 · 40-hour curriculum section A

A: Report the results and wait for the supervisor to add any color goals. The supervisor reviews the results and decides which goals to add to the plan. The RBT implements targets only after they are part of the plan.

• B: Starting a new target without the supervisor goes beyond the RBT's role.
• C: Repeating items until the client passes changes the results.
• D: Leaving out data the RBT collected makes the assessment inaccurate.

Task B.2 · 40-hour curriculum section D

A: A bar graph. Bar graphs are suited to comparing summary values, such as averages, across separate categories or conditions.

• B: A cumulative record shows a running total of responses over time, not two averages side by side.
• C: A scatterplot shows when behavior occurs across times of day and days, not a comparison of two averages.
• D: A session-by-session line graph shows change over time; the supervisor wants just two summary values compared.

Task A.4 · 40-hour curriculum section C

A: "They completed 8 of 10 tasks and had two short crying episodes.". Verbal reports to caregivers should be objective and professional, just like written notes, and should stay within what the supervisor has approved sharing.

• B: This is a negative judgment, not a description.
• C: This is an inaccurate, positive judgment.
• D: This is an interpretation and a prediction.

Task E.4 · 40-hour curriculum section F

B: 7 minutes 30 seconds. Add the minutes (2 + 1 + 3 = 6) and the seconds (30 + 45 + 15 = 90 seconds, which is 1 minute 30 seconds): 6 minutes + 1 minute 30 seconds = 7 minutes 30 seconds.

• A: This drops 60 of the 90 seconds when adding the seconds.
• C: This counts 90 seconds as 2 minutes 30 seconds.
• D: 2 minutes 30 seconds is the mean duration, not the total.

Task A.6 · 40-hour curriculum section C

A: 75%. Divide the independent steps by the total steps and multiply by 100: 6 / 8 x 100 = 75%.

• B: 6 is the number of independent steps, not a percentage.
• C: 25% is the percentage of steps not completed independently.
• D: This is a calculation error; 6 / 8 is 0.75.

Task A.6 · 40-hour curriculum section C

B: Report it now and say when they learned of it. Late reporting is better than no reporting. The RBT is honest about when they learned it so the supervisor can line it up with the data, and does not backdate records.

• A: Waiting longer makes the delay worse.
• C: The RBT cannot assume the supervisor knows.
• D: Backdating makes the record false.

Task E.3 · RBT Ethics Code 3.02 · RBT Ethics Code 2.02

B: Review the protocol and gather the items. Preparing for an assessment means knowing the procedure and having the listed items ready, in the right setting, before the client arrives at the table.

• A: Items come from the supervisor's protocol, not the RBT's choice.
• C: Choosing reinforcers for programs is directed by the supervisor based on the results.
• D: The supervisor chooses the format.

Task B.1 · 40-hour curriculum section D · 40-hour curriculum section B

D: The teacher usually removes the assignment after yelling. Function statements describe observable relations between behavior and the consequences that follow it. Removal of the assignment after yelling is something anyone can see and record.

• A: Frustration is an inferred feeling, not an observable consequence.
• B: "Manipulate" guesses at intent and is not an observable event.
• C: A diagnosis does not describe the consequence that maintains the behavior.

Task D.1 · 40-hour curriculum section A

A: Note the recent illness and tell the supervisor. A recent illness can still affect behavior and data for a while. Documenting it gives the supervisor context.

• B: Recent illness can still affect the data.
• C: Detailed medical history is not needed.
• D: Changing the plan is the supervisor's decision.

Task E.3 · 40-hour curriculum section F

C: Write an objective incident report and notify the supervisor. After a crisis, the RBT documents what happened in objective terms and notifies the supervisor (and others, such as caregivers) as the organization's policy requires, in a timely manner.

• A: Crises need timely reporting, not a wait until a routine meeting.
• B: Guesses about feelings and causes are not objective documentation.
• D: Organization policy requires written documentation, not only a verbal mention.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.02

C: Tact. A tact is a response controlled by something the speaker sees, hears or otherwise contacts, and it is maintained by social reinforcement such as the adult's comment.

• A: A mand is controlled by wanting something and reinforced by getting it; here the child named a picture.
• B: An echoic repeats someone else's words; no one said "truck" first.
• D: An intraverbal responds to someone else's words; here the picture controlled the response.

Task C.4 · 40-hour curriculum section A · 40-hour curriculum section E

D: When the target does not yet occur and is hard to prompt. Shaping builds behavior that is not yet in the client's repertoire, starting from something the client already does. It is especially helpful when the behavior cannot simply be prompted, as with many speech sounds.

• A: If the behavior already occurs at high rates, there is nothing new to shape.
• B: Linking separate steps into a routine is chaining.
• C: Reducing a behavior to zero is not the purpose of shaping.

Task C.10 · 40-hour curriculum section E

D: Treating others with dignity and respect. Protecting privacy, explaining what will happen and avoiding unnecessary help during personal care treat the client with dignity and respect. Dignity matters for every client, and especially in personal routines like toileting and dressing.

• A: Integrity is about honesty and accountability; protecting privacy during personal care is mainly about dignity.
• B: Competence is about having the skills to do the task; the focus here is how the client is treated.
• C: Mandated reporting concerns suspected abuse or neglect, which is not part of this situation.

Task F.1 · 40-hour curriculum section G

B: Interresponse time. Interresponse time (IRT) is the time from the end of one response to the start of the next response of the same kind. Timing the gap between two sips is IRT.

• A: Latency is timed from a stimulus, such as an instruction, not from the end of the client's previous response.
• C: Duration would time how long each sip lasts, not the gap between sips.
• D: Momentary time sampling checks whether a behavior is happening at set moments; it does not time anything.

Task A.1 · 40-hour curriculum section C

D: Give the warning and start the timer as planned. Antecedent strategies are carried out before problem behavior, every time the plan calls for them, whether or not the client seems upset. Skipping the step on calm days or waiting for problem behavior changes the procedure.

• A: The warning is planned for every transition; skipping it when the client seems calm changes the plan.
• B: A warning given after problem behavior becomes a consequence and loses its preventive purpose.
• C: Extending play is not in the plan and skips the planned transition routine.

Task D.2 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: Breaking a skill into small, ordered steps. A task analysis lists the separate steps of a complex skill in the order they are performed, so each step can be taught, prompted and scored.

• B: That describes shaping, which changes one response rather than listing steps.
• C: That describes most-to-least prompting.
• D: That describes a generalization probe.

Task C.5 · 40-hour curriculum section E