RBT practice test 11

B: Offering tokens during problem behavior can reinforce it. Offering reinforcers while problem behavior is happening can teach the client that the behavior leads to tokens. Tokens should follow the target behaviors in the plan, and the plan's procedure for crying should be followed.

• A: Tokens can be given at any time the plan's target behaviors occur.
• C: The number offered is not the issue; the offer itself follows problem behavior.
• D: Target behaviors can be social, self-care or other skills, not only academic tasks.

Task C.11 · 40-hour curriculum section E

C: Not count it, because it does not meet the definition. The operational definition decides what counts as a product. A toy on the lid is not inside the bin, so it is not counted; if the definition seems unclear, the RBT asks the supervisor.

• A: Counting effort that does not meet the definition makes the data inconsistent with other sessions and observers.
• B: The definition does not allow partial credit, and inventing it changes the measure.
• D: Changing the product before counting it records the RBT's behavior, not the child's.

Task A.3 · 40-hour curriculum section C

B: 3 breaks. Tokens kept = 22 earned - 4 removed = 18. 18 / 5 = 3 breaks, with 3 tokens left over.

• A: 2 breaks would cost only 10 tokens, and the client has 18.
• C: 4 breaks would need 20 tokens; this answer ignores the 4 tokens removed.
• D: 5 breaks would need 25 tokens; this answer adds the removed tokens instead of subtracting them.

Task C.11 · 40-hour curriculum section E

B: Mand. A mand is a request controlled by a motivating operation (wanting juice) and reinforced by the specific thing asked for (getting juice).

• A: A tact names something the speaker contacts and is reinforced by social feedback, not by receiving the item.
• C: An echoic repeats what someone else just said; no one said "juice" first.
• D: An intraverbal answers someone else's words; here the child's wanting juice controlled the response.

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

D: So every item is compared directly with every other. Comparing every item against every other item lets the RBT calculate how often each item is chosen when available and rank the items.

• A: Paired-stimulus assessments take more trials than formats like MSWO.
• B: Every trial requires a choice between two items.
• C: Pairing is about comparing items; the client gets only the chosen item, not equal time with all.

Task B.1 · 40-hour curriculum section D

A: Tell the supervisor that the data and what they see do not match. Data that do not match what is observed are an irregularity. The supervisor can check definitions and agreement.

• B: Adding data is falsification.
• C: Changing the definition is the supervisor's decision.
• D: The RBT's observation suggests the data may be wrong.

Task E.2 · 40-hour curriculum section F

B: Stop and continue the talk later in private. Maintaining a client's dignity includes not discussing them in front of them or others. Private matters are discussed in private with the people who need to know.

• A: The client and others can still hear a private matter.
• C: Assuming a client cannot understand does not respect their dignity.
• D: Talking about a client in their presence in code is still disrespectful.

Task F.9 · RBT Ethics Code 2.08 · 40-hour curriculum section G

C: The code's $10 limit. RBTs follow both the code and their employer's requirements. When the employer is stricter, its policy applies; when it is looser, the code's $10 limit still applies.

• A: An employer's looser policy does not override the code; only stricter policies replace it.
• B: Families do not set the limit.
• D: A written policy that is looser than the code does not remove the code's limit.

Task F.8 · RBT Ethics Code 1.11 · RBT Ethics Code 1.01

D: Prompt dependence. Prompt dependence means the response occurs only when a prompt is given, so the prompt rather than the natural cue controls it. Planned, timely prompt fading helps prevent it.

• A: Response generalization is the appearance of new, similar responses; here the client waits for help.
• B: An extinction burst is a temporary increase in behavior when reinforcement stops.
• C: Stimulus generalization is responding to new, similar stimuli; here the client responds only after a prompt.

Task C.7 · 40-hour curriculum section E

A: At the start of a session after time away. Spontaneous recovery typically appears at the beginning of a session after a break, such as a weekend, once the behavior had decreased under extinction.

• B: That describes when resurgence is likely.
• C: That describes when an extinction burst is likely.
• D: Spontaneous recovery is linked to extinction, not to adding punishment.

Task D.6 · 40-hour curriculum section E

A: To find items that can reinforce participation during the assessment. A long assessment asks a lot of the client. Knowing which items the client currently prefers lets the team reinforce cooperation and offer breaks with items the client will work for.

• B: Function is found with a functional assessment, not a preference assessment.
• C: Mastered skills are found with the skills assessment itself.
• D: A preference assessment ranks items; it does not choose teaching targets.

Task B.2 · 40-hour curriculum section D · Task B.1

B: Tell the supervisor privately and note it as directed. A major family change can affect the client's behavior and routine, so the supervisor needs to know. Sensitive details are shared only as needed (Standard 2.10).

• A: A change in living arrangements is a variable the supervisor should know about.
• C: The reasons are private and not needed for the client's services.
• D: Recording more personal detail than necessary goes beyond what the record needs.

Task E.3 · RBT Ethics Code 2.10 · 40-hour curriculum section F

D: The services and activities the RBT can accurately carry out. The code's glossary defines scope of competence as the behavior-technician services and activities an RBT can accurately carry out. It is individual and grows as the RBT is trained and shows new skills.

• A: The outline lists exam content; competence is what the RBT can actually carry out accurately.
• B: An employer's assignment does not mean the RBT can carry out the task accurately.
• C: A supervisor's scope is much broader than an RBT's.

Task F.2 · RBT Ethics Code 1.06

C: Follow the action plan: use the auto-injector and call 911. For a medical emergency, the RBT follows the client's emergency action plan as trained, without delay, then notifies the supervisor and caregiver.

• A: The emergency plan already says what to do, and delay can be life-threatening.
• B: Trouble breathing is an emergency that needs immediate action, not monitoring.
• D: A severe allergic reaction requires emergency services, not a later doctor's visit.

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

C: A decreasing trend. The goal for a behavior targeted for reduction is for it to occur less, so a downward trend shows progress.

• A: An increase would mean the behavior is happening more, the opposite of the goal.
• B: Variability describes bounce, not progress toward reducing the behavior.
• D: A flat, high data path means the behavior has not decreased.

Task A.7 · 40-hour curriculum section C

D: Escape from the task. The behavior occurs when a demand is presented and is followed by removal from the task. Removal of an aversive task is negative reinforcement, so the pattern points to escape.

• A: Being sent to the hallway reduces contact with the teacher; the clear outcome is that the work ends.
• B: No preferred item is withheld or delivered in this pattern.
• C: The behavior is linked to demands and to a social consequence, not to sensation it produces by itself.

Task D.1 · 40-hour curriculum section A

B: Emotional responding. Extinction often produces emotional responses such as crying, anger or frustration. These are expected secondary effects, recorded and reported as the plan directs.

• A: Spontaneous recovery is the return of an extinguished behavior after time away.
• C: Resurgence is the return of an old behavior when an alternative loses reinforcement.
• D: Behavioral contrast refers to changes in other settings.

Task D.6 · 40-hour curriculum section E

B: Response variation. During extinction, people often try new forms of behavior. This response variation is a common secondary effect of extinction.

• A: Spontaneous recovery is the return of the original behavior after time away.
• C: Resurgence is the return of previously reinforced behavior, not new forms.
• D: Behavioral contrast is a change in another setting, not new forms in this one.

Task D.6 · 40-hour curriculum section E

A: Hit their forehead with a fist, leaving a red mark. This names the body part, the form of the action and a visible result, all of which another person could confirm.

• B: "Very hard" is a judgment that different observers would rate differently.
• C: This states a judgment of harm without describing the action or result.
• D: "Severe" is a rating, not a description of what happened.

Task A.5 · 40-hour curriculum section C

C: "Caregiver reported the client slept about 4 hours last night.". Information from someone else should be attributed to its source. The RBT did not observe the sleep, so the note says who reported it.

• A: It claims a cause that the RBT cannot know.
• B: It states the RBT's interpretation as fact.
• D: It presents the caregiver's report as the RBT's own observation and adds a judgment.

Task E.3 · RBT Ethics Code 2.02 · 40-hour curriculum section F

C: A task analysis. A task analysis breaks a complex skill into smaller, ordered steps. Scoring each step shows exactly where the client needs teaching.

• A: A scatterplot shows when a behavior happens across times of day.
• B: A functional analysis tests what maintains problem behavior.
• D: A preference hierarchy ranks items by how much the client prefers them.

Task B.2 · 40-hour curriculum section D · Task C.5

B: evaluate their own biases and ability to work with diverse people. RBTs actively evaluate their own biases and their ability to work with people from diverse backgrounds, and they get any needed training under their supervisor's direction.

• A: Limiting services this way is inequitable and does not address bias.
• C: Learning about clients is part of cultural responsiveness, not a threat to objectivity.
• D: The supervisor helps, but the code says RBTs themselves actively evaluate their biases.

Task F.10 · RBT Ethics Code 1.07

A: Tell the supervisor promptly, explain what happened, and follow their direction. The supervisor needs to know about implementation errors to interpret the data correctly and decide what to do. RBTs are honest and accurate with their supervisor and correct mistakes openly.

• B: Deleting data without the supervisor's direction hides information the supervisor needs.
• C: Without being told, the supervisor will read that week's data as if the plan had been followed.
• D: Changing data to what might have happened is falsification.

Task A.8 · RBT Ethics Code 3.02 · RBT Ethics Code 2.02

D: Shaping changes the response; stimulus fading changes the antecedent stimulus. In shaping, the requirement for the response changes step by step. In stimulus fading, the response stays the same while an added feature of the antecedent stimulus is gradually removed.

• A: This option reverses the two procedures.
• B: Shaping uses reinforcement of the current approximation along with extinction of earlier ones.
• C: Shaping is mainly used to build behavior, not only to reduce it.

Task C.10 · 40-hour curriculum section E

C: Frequent teaching trials, prompts as needed and dense reinforcement. When a skill is being learned, the plan typically provides many learning opportunities, prompts that are faded over time and frequent reinforcement.

• A: Occasional trials with independent responses and intermittent reinforcement describe maintenance.
• B: Testing with new people and settings describes generalization probes.
• D: Measuring the current level without teaching describes baseline.

Task C.9 · 40-hour curriculum section A