RBT practice test 14

D: The note does not match the data. Notes and data must agree. A note that contradicts the data is inaccurate and can mislead the supervisor.

• A: The data sheet records what happened; it should not be changed to match the note.
• B: Adding a percentage alone would not fix the contradiction.
• C: Listing trials would not fix a note that contradicts the data.

Task E.4 · RBT Ethics Code 2.02

D: BCBA. RBT Supervisors may be BCBAs or BCaBAs, but RBT Requirements Coordinators must be BCBAs. Both must complete training based on the Supervisor Training Curriculum Outline (2.0).

• A: A BCaBA can be an RBT Supervisor but not an RBT Requirements Coordinator.
• B: RBTs cannot be RBT Requirements Coordinators.
• C: Only BCBAs may serve as RBT Requirements Coordinators.

Task F.3 · RBT Handbook p. 19

D: Score it by the assessment's rules and report the difference to the supervisor. The RBT follows the assessment's scoring rules and reports what was observed. Telling the supervisor that the client says the word elsewhere gives them information to interpret the result.

• A: Changing a score on one's own, outside the scoring rules, makes the data inaccurate.
• B: Repeating until the client is correct changes the item and inflates the score.
• C: Leaving out an item hides information the supervisor needs.

Task B.2 · 40-hour curriculum section D

A: Seek support from their supervisor and other appropriate people at work. Because RBTs practice under close supervision, the code says they must seek support from their supervisor and other appropriate people in their workplace when interpreting the code or facing an ethical dilemma. The RBT Handbook adds that the BACB does not interpret ethics requirements.

• B: The BACB does not interpret ethics requirements for individuals; the code directs RBTs to their supervisor.
• C: RBTs work under close supervision, and the code tells them to seek support rather than act alone.
• D: Caregivers' views matter, but the code directs RBTs to their supervisor for help applying the code.

Task F.1 · RBT Handbook p. 23

B: Teach the plan's targets within the client's interests. In NET, the client's interests decide where and when teaching happens, but the supervisor's plan decides what is taught and how.

• A: Targets are chosen by the supervisor; the RBT teaches the plan's targets within the client's interests.
• C: NET is teaching, not free play; the RBT creates and uses learning opportunities.
• D: A fixed order ignores the client's motivation, which NET depends on.

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

D: The client may become dependent on the taps. When a prompt is never faded, the learner can become prompt dependent. The steps should be recorded as prompted, and the supervisor's plan for fading the taps should be followed.

• A: Satiation concerns the reinforcer, not the taps before each step.
• B: Tapping does not turn chaining into shaping.
• C: The taps come before steps as prompts, not at the end as a reinforcer.

Task C.5 · 40-hour curriculum section E

B: At least 7 years. The RBT and their supervisor must each keep supervision documentation for at least 7 years, even if the supervisory relationship has ended.

• A: One year is too short; the requirement is at least 7 years.
• C: Records must be kept for 7 years even after the supervisory relationship ends.
• D: Three years is too short; the requirement is at least 7 years.

Task F.3 · RBT Handbook p. 21

C: Frequent attention lowers its value as a reinforcer for a while. Regular attention acts as an abolishing operation, lowering the value of attention for a while, so behavior that produces attention becomes less likely. Problem behavior also no longer reliably produces extra attention.

• A: NCR is not a punishment procedure; nothing aversive follows the behavior.
• B: Teaching a request for attention is FCT.
• D: Giving attention only after appropriate behavior is DRA, which is contingent.

Task D.2 · 40-hour curriculum section E

A: Evacuate with the client using the emergency procedure. In an emergency, safety procedures replace the behavior plan. The RBT follows the evacuation procedure, getting help if needed, and reports what happened afterward.

• B: Behavior plan procedures never take priority over an emergency evacuation.
• C: Leaving a client behind during a fire alarm puts them at serious risk.
• D: Alarms are treated as real; the evacuation procedure starts right away.

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

D: Tell the caregiver the supervisor will get the request, and pass it on. The supervisor selects and writes goals with the family. The RBT's role is to pass caregiver requests and concerns to the supervisor in a timely way.

• A: RBTs do not write or change goals in a client's plan; that is the supervisor's job.
• B: Starting a new program without the supervisor goes beyond the RBT's role, even if the supervisor is told later.
• C: Toileting is a common target in ABA services, so this statement is false.

Task B.2 · 40-hour curriculum section D · RBT Ethics Code 2.06 · Task E.1

B: When it is in a documented plan and the supervisor has verified their competence. Standard 2.05 says RBTs implement restrictive or punishment-based procedures only when they are included in a documented behavior-change plan and after the supervisor has verified the RBT's competence with them.

• A: Restrictive or punishment-based procedures are never used just on the RBT's judgment.
• C: Caregiver permission does not replace the documented plan and verified competence.
• D: Reading the plan is not the same as having competence verified by the supervisor.

Task F.2 · RBT Ethics Code 2.05

B: The behavior is already decreasing in baseline. The baseline data path falls across sessions. A trend already moving in the desired direction is important information for the supervisor's decision about when to start intervention.

• A: The baseline values fall, not rise.
• C: The data are not stable; they show a clear decreasing trend.
• D: The points follow a steady downward path rather than bouncing.

Task A.7 · 40-hour curriculum section C

A: Follow the plan and share the data with the supervisor promptly. When progress stalls and the plan gives no rule, the supervisor needs the data to decide whether to change the step size, add prompts or make another change.

• B: Lowering the criterion is a supervisor decision when the plan has no rule.
• C: Adding prompts changes the procedure without supervisor direction.
• D: Stopping a program is also a change the supervisor must make.

Task C.10 · 40-hour curriculum section E

D: Noncontingent reinforcement. Attention is delivered on a fixed-time schedule that does not depend on behavior, which is NCR. The reinforcer is matched to the function of the problem behavior.

• A: DRO would give attention only if problem behavior had not occurred during the interval.
• B: FCT teaches the client a communication response that produces attention.
• C: Demand fading changes the number or difficulty of demands.

Task D.2 · 40-hour curriculum section E

B: High-p request sequence. Several quick requests with a history of compliance, each followed by praise, come right before a request with low compliance. That is a high-p request sequence.

• A: Shaping reinforces successive approximations of a new behavior.
• C: Priming previews an activity or material before it happens.
• D: Demand fading removes demands and then adds them back gradually.

Task D.2 · 40-hour curriculum section E

D: The product may not reflect the client's own behavior. Permanent product data are valid only if the product was produced by the client's target behavior. The RBT should report the problem so the supervisor can decide how to handle it.

• A: Toys in a bin are a lasting result that can be counted later; the issue is who produced it.
• B: If a sibling helps, the count is more likely to be too high than too low.
• C: Cleanup can be measured several ways, including by its products.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.06

C: Let the supervisor know about the upcoming gap. Schedule changes affect services and progress. Telling the supervisor early lets them plan.

• A: The family's plans are their own decision.
• B: Scheduling extra sessions is not the RBT's decision.
• D: Reporting after the fact gives the supervisor no time to plan.

Task E.3 · 40-hour curriculum section F

C: The RBT saying "bus". The response occurs only after the verbal model, so the prompt controls it. The goal of prompt fading is to transfer control to the picture and question, so the client says "bus" without hearing it first.

• A: The client does not say "bus" when the picture is shown alone, so the picture does not yet control the response.
• B: The question is asked on every trial, but the client answers only after hearing "bus."
• D: A reinforcer follows the response; it cannot be what occasions it on that trial.

Task C.7 · 40-hour curriculum section E

B: 4 tokens. Tokens come after responses 3, 6, 9 and 12, which is 4 tokens. Responses 13 and 14 count toward the next token but have not yet earned one.

• A: 3 tokens would cover only 9 correct responses.
• C: 5 tokens would require 15 correct responses.
• D: 14 tokens would mean a token for every correct response, but the plan uses every third response.

Task C.11 · 40-hour curriculum section E

B: Treatment drift. Treatment drift is a gradual change in how an intervention is carried out so that it no longer matches the written plan. It lowers procedural fidelity, often without the implementer noticing.

• A: Stimulus fading is a planned, gradual removal of an added stimulus prompt, not an unplanned change.
• C: Observer drift is a change in how a behavior definition is applied when recording, not in how the intervention is delivered.
• D: Reactivity is a change in behavior caused by being observed.

Task A.8 · 40-hour curriculum section E

C: Indirect assessment. Interviews and rating scales gather information from people who know the client rather than observing the behavior directly, so they are indirect assessments.

• A: Descriptive assessment involves directly observing the behavior as it happens.
• B: A functional analysis arranges test conditions and measures the behavior directly.
• D: A scatterplot is filled in by observing when the behavior occurs across the day.

Task B.3 · 40-hour curriculum section D

C: When a behavior is fine at low rates but occurs too often. DRL reduces the rate of a behavior without eliminating it, so it fits behaviors that are acceptable in moderation, such as asking questions.

• A: DRL still allows some of the behavior, so it does not fit dangerous behavior.
• B: DRL is used to reduce an existing behavior, not to build a new one.
• D: Reinforcing an incompatible behavior is DRI.

Task D.3 · 40-hour curriculum section E

D: "What does your child do and say then?". Asking what the child does and says turns a label into a description of behavior that the supervisor can use.

• A: This asks for an explanation, not for a description of the behavior.
• B: The caregiver's feelings matter, but this does not describe the child's behavior.
• C: This invites another label rather than a description.

Task A.5 · 40-hour curriculum section C

A: Soon after the session, within the organization's deadline. Notes written soon after the session are more accurate. Organizations and funders often set deadlines, and the RBT follows them.

• B: Details are forgotten and mixed up over a week.
• C: A note written in advance would describe things that have not happened.
• D: Notes are required for every session, not only on request.

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

D: Give praise only and record the trial as prompted. This plan uses differential reinforcement: stronger reinforcement for independent responses than for prompted ones, which helps move the client toward independence. The RBT follows it exactly and records the prompt.

• A: The response needed a prompt, so it is not independent and does not earn the toy under this plan.
• B: The response was correct with a prompt; the plan calls for praise and a prompted score.
• C: The data are right, but the plan reserves the toy for independent responses.

Task C.3 · 40-hour curriculum section E