RBT practice test 10

C: The most recent point was entered wrong and needs correcting. The last plotted value does not match the data sheet. The RBT corrects the entry through the organization's procedure and lets the supervisor know.

• A: The data sheet is the original record; a mismatched graph point is the error.
• B: The apparent rise comes from an entry error, not from the client's behavior.
• D: Changing the original record to match an error would falsify data.

Task A.4 · 40-hour curriculum section C · RBT Ethics Code 2.02

D: To check observer agreement, which shows whether the data are reliable. Two observers recording the same responses independently allows interobserver agreement to be calculated. High agreement gives confidence that the scores reflect the client's behavior, not the observer.

• A: The second observer records the same responses; the client gets no extra chances.
• B: Testing performance with different adults is a generalization question, not the purpose of a second observer.
• C: Both observers score the same trials, so the number of trials does not change.

Task B.2 · 40-hour curriculum section D · Task A.8

C: "Client did 9 of 10 instructions within 5 seconds.". The objective entry gives a count and a time criterion instead of a label.

• A: "Compliant attitude" is a label.
• B: "Very good about listening" is a judgment.
• D: "Cooperative" is a label and "most" is vague.

Task E.4 · 40-hour curriculum section F

D: The time between the instruction and the prompt. Time delay fades a prompt by changing when it is given: the RBT waits a set number of seconds after the instruction before prompting, so the learner can respond before help arrives.

• A: That is the delay to reinforcement, which should be kept short; it is not the delay in time-delay prompting.
• B: That is the intertrial interval.
• C: That is the learner's response latency after the prompt, which the RBT does not set.

Task C.7 · 40-hour curriculum section E

C: The count stayed the same, but the rate doubled. Monday: 15 ÷ 10 = 1.5 problems per minute. Tuesday: 15 ÷ 5 = 3 problems per minute. The product count alone would hide this improvement, which is why work time is recorded when fluency matters.

• A: The count was 15 both days; the rate is what changed.
• B: The rate changed from 1.5 to 3 problems per minute.
• D: The rate went up, not down: 15 ÷ 5 = 3 per minute is higher than 15 ÷ 10 = 1.5.

Task A.3 · 40-hour curriculum section C

B: Teaching within the activity the learner picks. Following the lead means using the learner's current interests as the setting for teaching, which taps their motivation.

• A: Teaching still happens; the learner's choice decides the activity, not whether to teach.
• C: Imitating the learner is not what following the lead means.
• D: Learners rarely ask for lessons; the RBT uses moments of interest during activities.

Task C.4 · 40-hour curriculum section E

C: "Client's body stiffened and arms jerked for about 1 minute; no response to name.". The RBT describes what they saw, with times. Calling it a seizure is a medical judgment; medical staff interpret the description.

• A: This assumes a diagnosis and a cause.
• B: "Seizure" and "disoriented" are interpretations rather than what was seen.
• D: Labeling the event a seizure is a medical judgment, even with "appeared."

Task E.4 · RBT Ethics Code 2.02 · 40-hour curriculum section F

A: Mean duration. Mean duration is total duration divided by the number of episodes, which tells how long an episode lasts on average.

• B: Total duration is the sum of all episodes, not the length of a typical one.
• C: Rate tells how often episodes occur per unit of time.
• D: Percentage of intervals is an estimate from interval recording, not the length of an episode.

Task A.6 · 40-hour curriculum section C

D: Ask the supervisor for training before giving the assessment. RBTs provide services only after their supervisor has confirmed their competence, and they do not use unfamiliar procedures without proper training.

• A: A video alone is not training with the supervisor confirming competence.
• B: Errors in giving an assessment can make the results unusable.
• C: Handing the assessment to a caregiver does not solve the training gap and is not the RBT's decision.

Task B.2 · 40-hour curriculum section D · RBT Ethics Code 1.06 · RBT Ethics Code 2.04

D: DRO reinforces zero occurrences; DRL reinforces a low rate. DRO reinforces the absence of the target behavior for an interval. DRL reinforces the behavior when it occurs at or below a set rate.

• A: This reverses the two procedures.
• B: Reinforcing a specific alternative is DRA.
• C: Because DRL still allows the behavior, it is not used for dangerous behavior.

Task D.3 · 40-hour curriculum section E

A: High and stable, near the top of the scale. Level is where the data fall on the vertical axis. These points all sit close together near 100%, so the level is high and stable.

• B: The points are near the top of the axis, not the bottom.
• C: The points are well above the middle of the axis.
• D: The points stay near the same high value throughout.

Task A.7 · 40-hour curriculum section C

D: Through pairing with punishment, the staff member has become aversive. People and places paired with punishment can become conditioned aversive stimuli, so the client escapes or avoids them. This can damage rapport and learning.

• A: An extinction burst is an increase in a behavior on extinction, not avoidance of a person.
• B: If the attention were reinforcing, the client would approach, not avoid.
• C: Avoiding the staff member is not an old behavior returning after an alternative lost reinforcement.

Task D.6 · 40-hour curriculum section E

D: Politely decline, per the stricter agency policy. The code says that if an employer has a stricter gift policy, such as banning gift exchange, the RBT follows it. The $10 limit is a ceiling, not a guarantee that small gifts are allowed.

• A: When an employer's policy is stricter than the code, RBTs follow the employer's policy.
• B: Recording it does not make accepting it allowed under the agency's policy.
• C: Paying it back turns the gift into a personal transaction and still breaks the agency's rule.

Task F.8 · RBT Ethics Code 1.11

C: Suggest they ask the prescriber, and tell the supervisor. Medication decisions belong to the prescriber. The RBT refers the caregiver to that person and reports the caregiver's concern to the supervisor.

• A: The RBT has no basis to interpret a side effect.
• B: Advising a change in medication is outside the RBT's role.
• D: Telling the caregiver to continue is also medical advice.

Task E.3 · RBT Ethics Code 1.06 · 40-hour curriculum section F

C: Asking the supervisor to observe a hard routine and give feedback on it. The 40-hour curriculum asks RBTs to understand and advocate for effective supervision practices, such as supervisory observations and regular feedback. Inviting observation where help is most needed makes supervision useful.

• A: The supervisor needs to observe the RBT's own work.
• B: Hiding difficult situations prevents useful feedback.
• D: This is falsifying supervision records.

Task F.4 · 40-hour curriculum section G

D: Share the idea with the supervisor and keep following the plan. RBTs implement punishment procedures only when they are written in the client's behavior plan and the supervisor has verified their competence. Suggestions go to the supervisor.

• A: Using an unplanned procedure, even as a trial, is outside the RBT's role.
• B: Caregiver agreement does not let an RBT add a procedure that is not in the plan.
• C: Any use of an unplanned punishment procedure breaks the plan.

Task D.5 · 40-hour curriculum section E · RBT Ethics Code 2.05

A: Tell the supervisor and stay out of the hiring process. The client's job application creates a possible multiple relationship. Informing the supervisor and keeping out of hiring decisions protects the client and keeps confidential information out of the process.

• B: This uses confidential information and mixes the professional role with an employer role.
• C: Becoming the client's boss creates a direct second role.
• D: Sharing the plan breaches confidentiality without the supervisor's direction.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 2.10

B: As soon as the situation is safe, following policy. Crisis incidents, especially those involving restrictive procedures, are reported promptly so the supervisor can respond, review and adjust the plan.

• A: Crises and holds need prompt reporting, not a wait until a routine meeting.
• C: The supervisor needs to know about any hold or crisis, injury or not.
• D: Reporting does not depend on a complaint.

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

C: When it is in a documented plan and the RBT's competence is verified. The RBT Ethics Code allows restrictive or punishment-based procedures only when they are part of a documented behavior-change plan and after the supervisor has verified the RBT's competence. Laws and organization policies may add further limits.

• A: Refusal alone does not justify a restrictive procedure.
• B: Caregiver requests do not meet the code's requirements.
• D: Use with other clients does not put it in this client's plan.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.05

B: The client may choose by position instead of by the picture. When the correct answer is always in the same place, a client can be correct by choosing that position. Arranging the positions as the procedure directs ensures correct answers reflect the skill being assessed.

• A: Boredom is not the main issue; the problem is that position becomes a cue.
• C: The position does not make recording harder.
• D: Picture placement does not change the response from selecting to naming.

Task B.2 · 40-hour curriculum section D · Task C.6

B: Go back to the previous approximation, as the plan states. A step that is too large can lead to a breakdown in responding. The plan's rule tells the RBT to drop back to the previous approximation, where the client can contact reinforcement again.

• A: Holding a criterion the client cannot meet means no reinforcement, which can extinguish responding altogether.
• C: Skipping steps makes the requirement larger, not smaller, and is not in the plan.
• D: Giving the reinforcer for free is not part of the plan and would not strengthen any approximation.

Task C.10 · 40-hour curriculum section E

A: So it strengthens that exact approximation, not other behavior. A delay lets other behavior occur between the approximation and the reinforcer, and that other behavior may be reinforced instead. Immediate delivery makes clear which response is being strengthened.

• B: Quick satiation is not a goal; it would reduce the reinforcer's effectiveness.
• C: Earlier approximations are meant to stop being reinforced, not to be strengthened.
• D: Immediate reinforcement does not remove the need for data.

Task C.10 · 40-hour curriculum section E

D: Fixed interval 2 minutes. On a fixed interval schedule, the first response after a set amount of time has passed is reinforced. Responses before the interval ends are not reinforced.

• A: A fixed ratio 2 would reinforce every second request, regardless of time.
• B: A fixed-time schedule delivers reinforcement every 2 minutes whether or not the client responds.
• C: A variable interval schedule uses intervals that change around an average, not a set 2 minutes.

Task C.1 · 40-hour curriculum section A

C: Explain this is outside their role and pass the question to the supervisor. Diet decisions are outside the RBT role. Standard 2.06 says RBTs direct questions or concerns from caregivers about services to their supervisor, and Standard 1.06 keeps RBTs within their competence.

• A: Recommending a diet is outside the RBT's role and competence.
• B: Giving advice on diet, for or against, is outside the RBT's role.
• D: Caregivers' questions are valid; they should be directed to the supervisor.

Task F.2 · RBT Ethics Code 1.06 · RBT Ethics Code 2.06

B: Shaping. The RBT is reinforcing responses (the written letters) that come closer to the target size. The paper does not change, so it is shaping of the response.

• A: Stimulus shaping changes the form of an antecedent stimulus, but the paper stays the same.
• C: Total task chaining teaches all steps of a sequence each time; writing letters smaller is not a chain of steps.
• D: Graduated guidance is a physical prompting procedure, and no physical prompting is described.

Task C.10 · 40-hour curriculum section E