RBT practice test 15

C: Stimulus control. When a response reliably occurs in the presence of a particular stimulus and not in its absence, the response is under stimulus control. Differential reinforcement in discrimination training is what produces it.

• A: Response generalization is the appearance of new, untrained responses similar to the trained one; here one response reliably occurs in the presence of one stimulus.
• B: No prompt is involved; the client responds correctly to the instruction and picture alone.
• D: Spontaneous recovery is the return of a behavior after extinction, often at the start of a later session; it does not describe accurate responding.

Task C.6 · 40-hour curriculum section E

D: Change the positions of the coins as the plan directs. Rotating the positions of items in the array between trials makes sure the client responds to the target itself and not to where it sits on the table.

• A: Leaving coins in place lets the client respond by location instead of by coin.
• B: Removing the other coins takes away the discrimination the program is teaching.
• C: Changing the reinforcement requirement is a plan change for the supervisor to make.

Task C.3 · 40-hour curriculum section E

D: The observer marks preset categories rather than writing notes. In structured (checklist) ABC recording, the supervisor lists likely antecedents and consequences ahead of time and the observer checks what occurred. In narrative ABC recording, the observer writes a description of each event.

• A: Changing consequences on purpose is a functional analysis.
• B: ABC recording captures antecedents and consequences, not only duration.
• C: ABC data are recorded as events happen, not from memory.

Task B.3 · 40-hour curriculum section D

B: Brief and lower than before extinction. Spontaneous recovery is typically short-lived and weaker than the original behavior, as long as the reinforcer is still withheld.

• A: That pattern describes a burst; recovered behavior is usually weaker.
• C: It usually fades again if the reinforcer stays withheld.
• D: It is usually short-lived if extinction continues.

Task D.6 · 40-hour curriculum section E

D: Record the data and follow the plan's steps for maintenance. Meeting mastery means the target is ready to move from acquisition to maintenance as the plan describes. The supervisor reviews the data and decides on new targets.

• A: Dropping a mastered skill completely risks losing it; mastered targets are usually maintained.
• B: Choosing new targets is the supervisor's role, not the RBT's.
• C: Continuing acquisition-level teaching after mastery does not prepare the skill to last under everyday conditions.

Task C.9 · 40-hour curriculum section A

A: Ask the supervisor for an operational definition first. Without a definition, each observer may count different things. The supervisor writes the definition; the RBT asks for it before recording.

• B: Defining targets is the supervisor's role, and a private definition would not match other observers.
• C: "Obvious" is a personal judgment that other observers would apply differently.
• D: An informal description is not an operational definition approved by the supervisor.

Task A.5 · 40-hour curriculum section C

A: Indirect assessment, descriptive assessment and functional analysis. Functional assessment includes indirect methods (interviews, rating scales), descriptive methods (direct observation in the natural setting, such as ABC data) and functional analysis (testing conditions directly).

• B: These are other kinds of assessments, not functional assessment methods.
• C: These are continuous measurement procedures.
• D: These are phases of intervention, not assessment methods.

Task B.3 · 40-hour curriculum section D

D: It is acquisition, because the client is learning a new skill. Whether a target is acquisition or maintenance depends on whether the skill is new or mastered, not on the teaching format or setting. A new skill taught during play is still acquisition.

• A: Natural settings are used for teaching new skills as well as mastered ones.
• B: Natural reinforcers are used in acquisition too; the type of reinforcer does not decide the phase.
• C: Baseline means measuring before teaching, and teaching is happening here.

Task C.9 · 40-hour curriculum section A

C: 60%. Total duration is 6 + 10 + 8 = 24 minutes. Dividing by the 40-minute class and multiplying by 100 gives 24 / 40 x 100 = 60%.

• A: 24 is the total minutes on task, not a percentage of the class.
• B: 8 minutes is the mean episode length, not a percentage.
• D: 40% is the percentage of the class the student was not on task.

Task A.6 · 40-hour curriculum section C

A: Follow the plan's safety steps and share nothing about the client. During a public crisis, the RBT keeps the client safe by following the plan and protects the client's privacy. Client information is not shared with the public.

• B: Sharing a client's diagnosis with strangers breaches confidentiality.
• C: Untrained bystanders should not be part of physical procedures.
• D: Leaving the client during a crisis is unsafe.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.08 · RBT Ethics Code 2.10

B: 40%. Percentage of session = engagement time ÷ session length × 100 = 4 ÷ 10 × 100 = 40%.

• A: 4% treats the minutes as a percentage without dividing by the session length.
• C: 60% is the percentage of the session not spent with the puzzle.
• D: 67% divides puzzle time by the 6 minutes not spent with the puzzle instead of by the 10-minute session.

Task B.1 · 40-hour curriculum section D

A: Specific, prompt feedback on what went well and what to change. Effective feedback is specific, delivered soon after the performance, and includes both praise for correct steps and clear direction for what to change.

• B: General praise does not tell the RBT which behaviors to keep or change.
• C: Long delays weaken feedback, and errors alone do not reinforce correct performance.
• D: Waiting for serious errors misses chances to build skills and praise correct work.

Task F.4 · 40-hour curriculum section G

A: Notes should include only what the services need. RBTs share only necessary client information in their documentation (Standard 2.10). Unneeded personal details add privacy risk without helping the client's services.

• B: RBTs can document relevant family information in their notes.
• C: Nothing requires a separate sealed report; the issue is whether the detail is needed at all.
• D: Family information can be included when it is relevant to services.

Task E.4 · RBT Ethics Code 2.10

A: Bring the question to their supervisor instead. RBTs direct questions about their services to their supervisor and do not share identifying client information online. Several details together can identify a client even without a name.

• B: Age, diagnosis and location together could identify the client, and clinical questions go to the supervisor.
• C: A smaller group is still social media, and the details still identify the client.
• D: Deleting later does not undo the disclosure, and advice from strangers is not supervisor direction.

Task F.6 · RBT Ethics Code 2.06 · RBT Ethics Code 2.09 · RBT Ethics Code 2.10

A: How long the client took to finish it. A product shows the result of the behavior, not how long it took. If the plan needs speed, the RBT must also record the start and end times.

• B: The number correct can be counted directly from the worksheet.
• C: The number incorrect can be counted directly from the worksheet.
• D: The percentage correct can be calculated from the worksheet: 18 ÷ 20 = 90%.

Task A.3 · 40-hour curriculum section C

B: 2 envelopes per minute. Rate = count ÷ time. 30 envelopes ÷ 15 minutes = 2 envelopes per minute. Product counts can be turned into rates when the work time is recorded.

• A: 0.5 is 15 ÷ 30, which is minutes per envelope, not envelopes per minute.
• C: 15 is the number of minutes worked, not a rate.
• D: 30 is the total count for the whole task, not the count per minute.

Task A.3 · 40-hour curriculum section C

C: Escape from the task. Sitting down follows a request and results in the task being taken over by the caregiver. Removal of the demand suggests an escape function.

• A: The clear outcome is that the teen no longer has to push the cart, not added attention.
• B: No preferred item is delivered after sitting down.
• D: The behavior is tied to a request and a social outcome.

Task D.1 · 40-hour curriculum section A

A: Single-opportunity method. In the single-opportunity method, the assessment stops at the first error (or no response), and that step and all remaining steps are scored as not performed.

• B: In the multiple-opportunity method, the RBT would complete step 3 and let the client try each later step.
• C: Total task chaining is a teaching procedure, not a way of assessing the chain before teaching.
• D: Backward chaining is a teaching procedure that starts with the last step.

Task C.5 · 40-hour curriculum section E

C: Share what is needed for the discussion, as the supervisor directs. Standard 2.10 allows RBTs to discuss confidential information under their supervisor's direction and limits what is shared to what is necessary. Group supervision is a job-related setting where this applies.

• A: Discussing cases under the supervisor's direction is allowed and useful.
• B: No written promise is required; the limits are direction and necessity.
• D: Only the information needed for the discussion should be shared.

Task F.5 · RBT Ethics Code 2.10

C: Follow up with the supervisor, then the chain of command if needed. Timely direction matters. Following up, and using the chain of command if needed, gets an answer without the RBT making a clinical decision.

• A: Peers do not give clinical direction.
• B: Stopping a program is a change the RBT should not make alone.
• D: The RBT does not make clinical decisions alone.

Task E.2 · 40-hour curriculum section F

B: Pass the suggestion to the BCBA who is covering this week. When the supervisor is away, the organization's chain of command identifies who covers. Suggestions go to that person so they are not delayed.

• A: Changes can be considered by the covering BCBA.
• C: The supervisor's absence does not let the RBT change the plan.
• D: Holding it may not be timely when someone is covering.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

A: DRA. A specific appropriate behavior (raising a hand) is reinforced with the attention that calling out used to get, and calling out is placed on extinction. That is DRA.

• B: DRO reinforces the absence of calling out over an interval, not a specific behavior.
• C: DRL reinforces calling out at a low rate; here call-outs are never reinforced.
• D: NCR delivers attention on a time schedule, not after a specific behavior.

Task D.3 · 40-hour curriculum section E

B: Brief loss of access to reinforcers after the target behavior. Time-out is negative punishment: for a brief, set period after the behavior, the client loses access to reinforcers. It can be done with or without removing the client from the setting.

• A: A break given after a request is reinforcement of that request, not time-out.
• C: Letting the client leave a task can reinforce escape; it is not time-out.
• D: Requiring effortful behavior is overcorrection, a positive punishment procedure.

Task D.5 · 40-hour curriculum section E

C: fitting services to the client's culture and values. A culturally responsive RBT, under the supervisor's direction, takes the client's and family's culture, language and values into account in how services are delivered.

• A: Responsiveness is about how services are delivered, not about matching staff to clients.
• B: Identical materials can ignore what is familiar and meaningful to each client.
• D: Responsiveness requires learning about the family's culture, often by asking.

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

C: Water for a client who is thirsty. Unconditioned (primary) reinforcers, such as food, water and warmth, are effective without any learning history, although their value still depends on motivating operations such as thirst.

• A: Praise gains its value through a history of pairing with other reinforcers, so it is a conditioned reinforcer.
• B: Stickers become reinforcers through learning, so they are conditioned reinforcers.
• D: Tokens gain their value by being exchanged for backup reinforcers, so they are conditioned reinforcers.

Task C.2 · 40-hour curriculum section E