RBT practice test 12

A: An adult can watch for safety while giving no social consequences. The ignore condition tests whether behavior continues without social consequences, like the alone condition, while an adult stays present to keep the client safe.

• B: Giving attention would turn it into an attention condition.
• C: Presenting tasks would turn it into a demand condition.
• D: Delivering items would turn it into a tangible condition.

Task B.3 · 40-hour curriculum section D

D: Momentary time sampling. Discontinuous procedures record a sample of the behavior instead of every occurrence. Momentary time sampling looks at the behavior only at the moment each interval ends.

• A: Frequency recording counts every occurrence during the observation period, so it is continuous.
• B: Duration recording times every occurrence from start to end, so it is continuous.
• C: Interresponse time recording times every gap between responses, so it is continuous.

Task A.2 · 40-hour curriculum section C

B: 2.8. Add the counts (3 + 0 + 5 + 2 + 4 = 14) and divide by the 5 days: 14 / 5 = 2.8.

• A: This divides by 4, leaving out the day with zero; a zero day still counts.
• C: 3 is the median, not the mean.
• D: 14 is the weekly total, not the mean per day.

Task A.6 · 40-hour curriculum section C

A: Bring the concern to their supervisor and document the steps they take. When an RBT suspects an ethics violation, the code says to try to resolve it by first bringing it to the supervisor's attention and to document all actions taken, such as dates, people involved and the outcome. Recording data for a session that did not happen is dishonest documentation.

• B: The code says to first bring a suspected violation to the supervisor; a BACB report follows if it is not resolved.
• C: Going to the caregiver is not the first step the code describes; the RBT goes to the supervisor.
• D: Waiting lets false records stand; the code calls for raising the concern with the supervisor.

Task F.1 · RBT Ethics Code 1.01 · RBT Ethics Code 2.02

C: Report it to the supervisor and document what they saw. Data recorded for a session that did not happen may be falsification. RBTs bring suspected violations to the supervisor first and document their actions.

• A: The code's first step is to bring it to the supervisor.
• B: Handling it privately leaves the supervisor unaware of possible falsification.
• D: Altering the record is not the RBT's role.

Task E.2 · RBT Ethics Code 1.01 · RBT Ethics Code 2.02

B: Escape from demands. When problem behavior is high only in the condition where it produces a break from tasks, the results suggest the behavior is maintained by escape (negative reinforcement).

• A: Behavior was low in the attention condition, so attention is not suggested.
• C: Behavior was low in the tangible condition, so access to tangible items is not suggested.
• D: Behavior was low in the alone condition, which does not suggest automatic reinforcement.

Task B.3 · 40-hour curriculum section D · Task D.1

B: Automatic reinforcement. The behavior occurs at similar rates with or without other people and produces no social consequence, which suggests the behavior is reinforced by the sensation it produces.

• A: No one responds to the rocking, and it happens just as often when alone.
• C: No demands are present when the rocking occurs.
• D: No item is withheld or delivered after the rocking.

Task D.1 · 40-hour curriculum section A

A: The teacher said, "Stop that," and moved the chair. This reports what the teacher said and did. Words like "reinforced" or "punished" describe an effect on future behavior, which a single observation cannot show.

• B: Punishment is defined by a decrease in future behavior, which cannot be known from one event.
• C: Reinforcement is defined by an increase in future behavior, which cannot be known from one event.
• D: "Gave in" is an interpretation, not a description of what the teacher did.

Task A.5 · 40-hour curriculum section C

A: Instruction, learner response, consequence, intertrial interval. A discrete trial begins with a brief instruction (the discriminative stimulus), followed by the learner's response and then a consequence, with a short intertrial interval before the next trial. A prompt, when the plan calls for one, is given with or right after the instruction.

• B: The consequence follows the response; it cannot come before the instruction that starts the trial.
• C: A discrete trial starts with the instructor's instruction (the SD), and the response comes after it.
• D: The intertrial interval is the pause after the consequence, between one trial and the next.

Task C.3 · 40-hour curriculum section E

B: Responding to joint attention. Following another person's point or gaze to share attention to an object is responding to joint attention, a social communication skill.

• A: A mand would be the child requesting the toy.
• C: A tact would be the child naming the toy.
• D: Motor imitation would be the child copying the RBT's movement.

Task B.2 · 40-hour curriculum section D

B: The supervisor is also the RBT's landlord. Renting housing from the supervisor adds a business relationship to the supervisory one, which can create conflicts of interest. The other examples are ordinary supervision activities.

• A: Observation is a normal part of supervision.
• C: Group supervision is still one professional relationship.
• D: Reviewing documentation is part of the supervisory role.

Task F.7 · RBT Ethics Code 1.10

A: 5 towels folded to criterion out of 8. Products are scored against the operational definition. Five towels meet it, so the record is 5 of 8 (62.5%).

• B: Three of the towels do not meet the definition, so they are not counted as correct.
• C: Three is the number that did not meet the definition.
• D: The definition gives no partial credit for towels folded in half.

Task A.3 · 40-hour curriculum section C

D: Ask the family open questions about routines and preferences. Each family is the expert on its own culture. Respectful, open questions help the RBT learn what is important for this family rather than relying on generalizations.

• A: General descriptions of a group may not fit this family.
• B: Avoiding it means missing information that matters for services.
• C: A coworker cannot speak for this family's beliefs and practices.

Task F.10 · RBT Ethics Code 1.07 · 40-hour curriculum section G

A: Remove dangerous items and review the plan's safety steps. Preparing the environment and knowing the plan's safety steps lets the RBT stay consistent during a burst while protecting everyone.

• B: Giving in during a burst reinforces the escalation.
• C: Delaying the plan is the supervisor's decision.
• D: Adding an unplanned procedure is outside the RBT's role.

Task D.6 · 40-hour curriculum section E

D: Reinforce every second correct response, as the plan states.. The supervisor has already written the next step and the criterion for it. The RBT implements the plan as written, which means moving to FR 2 (reinforcing every second correct response).

• A: Skipping steps changes the plan and can cause responding to break down.
• B: The plan sets the criterion for the change; the RBT does not wait for the client to signal it.
• C: Mastery leads to schedule thinning in this plan, not to stopping reinforcement altogether.

Task C.1 · 40-hour curriculum section A

B: This is not acceptable, because the RBT needs a supervisor for every client. The RBT must have an RBT Supervisor or RBT Requirements Coordinator for every client, and that supervisor must have client-specific knowledge, through the same employer or a contract with the client. Having a supervisor for three clients but not the fourth is not allowed.

• A: Every client must have a supervisor; covering most of them is not enough.
• C: Meeting the 5% total does not fix the lack of a supervisor for one client.
• D: Caregivers cannot serve as RBT Supervisors.

Task F.3 · RBT Handbook p. 20

C: Model "push swing" and push the swing once the child says it. In incidental teaching, the adult uses the learner's initiation to prompt a more elaborate response (the target), then delivers the item or activity the learner wanted.

• A: The target is two-word requests, so the RBT prompts the target response before reinforcing.
• B: Ignoring the initiation wastes the teaching moment the child created.
• D: Unrelated demands are not part of the incidental teaching step for this target.

Task C.4 · 40-hour curriculum section E

B: Add a late entry dated today, as the organization requires. Late information is added in a way that shows when it was written. Backdating or replacing a note makes the record misleading.

• A: Important information should still be added.
• C: Deleting the original note removes part of the record.
• D: Adding it as if written earlier is backdating.

Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 3.02

B: It makes the full instruction, not other cues, the signal for reinforcement. For the instruction to become the SD, reinforcement must follow responses that occur in its presence. Reinforcing responses made before the instruction strengthens responding to other cues and weakens control by the instruction.

• A: An early response may land on the right card by chance; the issue is that the instruction did not control it.
• C: Waiting a second or two does not cause satiation, and that is not the reason for the rule.
• D: Prompt dependence is waiting for help before responding, which is the opposite of responding too early.

Task C.6 · 40-hour curriculum section E

D: Changing a student's seat before class starts. Changing where the student sits before class changes the conditions in which behavior occurs, so it is an antecedent intervention. It does not depend on anything the student does.

• A: A token after correct answers is a consequence for the answer.
• B: Withholding attention after whining is extinction, a consequence procedure.
• C: Removing a token after hitting is response cost, a consequence procedure.

Task D.2 · 40-hour curriculum section E

B: Tell the supervisor and ask for training before starting. RBTs do not provide services to unfamiliar client populations until they have been properly trained (Standard 2.04). The RBT tells the supervisor so training can be arranged.

• A: Methods for young children may not fit an adult at work, and the RBT is untrained.
• C: A job coach does not provide the RBT's training on behavior-technician services.
• D: The RBT should first seek training; declining is not the expected first step.

Task E.2 · RBT Ethics Code 2.04

A: To find out whether the skill occurs under conditions not used in teaching. A generalization probe tests whether a skill occurs with people, places or materials that were not part of teaching. The results tell the supervisor whether more generalization programming is needed.

• B: A probe tests performance; it is not extra prompted teaching.
• C: Checking agreement between two observers is interobserver agreement, not a generalization probe.
• D: Identifying the function of problem behavior is part of functional assessment, not a generalization probe.

Task C.8 · 40-hour curriculum section E

C: The preferred item itself. NCR is most closely matched when the scheduled reinforcer is the one that maintains the problem behavior. For a tangible function, that is the preferred item.

• A: Attention matches an attention function.
• B: A break matches an escape function.
• D: Sensory items are matched to automatically reinforced behavior.

Task D.2 · 40-hour curriculum section E

D: Nothing yet, because the same behavior can serve different functions. Function is identified from what happens before and after the behavior, not from its form. Hitting may be maintained by attention for one client and escape for another, so more information is needed.

• A: Hitting can be maintained by attention, but nothing here shows that it is for either client.
• B: Hitting can be maintained by escape, but nothing here shows that it is for either client.
• C: Behaviors with the same topography can have different functions; form does not identify function.

Task D.1 · 40-hour curriculum section A

B: It has a clear start and a clear end. Each discrete trial is a separate learning unit with a definite beginning and end, which makes it easy to count trials and record the response for each one.

• A: DTT can take place in many settings; the name refers to the trial structure.
• C: Trials usually last a few seconds, and no fixed length defines them.
• D: Sessions often include many targets; each trial is one learning opportunity.

Task C.3 · 40-hour curriculum section E