RBT practice test 16

B: Explain that the supervisor will go over the results with the caregiver. Interpreting assessment results and discussing them with the family is the supervisor's role. The RBT directs questions about services to the supervisor.

• A: Interpreting results for the family is outside the RBT's role.
• C: This is a false promise; no one can say that every child will catch up.
• D: RBTs do not diagnose or explain diagnoses from assessment scores.

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

B: It can be slow and needs close attention to each response. Shaping progress depends on the client's responses, so it can be slow, and the RBT must watch each response closely to reinforce only those that meet the current criterion.

• A: Shaping is used with motor, social and many other kinds of behavior, not only verbal behavior.
• C: Shaping uses reinforcement and extinction, not punishment.
• D: Shaping can be combined with prompts when the plan calls for it.

Task C.10 · 40-hour curriculum section E

A: That the plotted value matches the data sheet. An unusual point may reflect a real change or an entry error. Checking the data sheet first makes sure the RBT reports accurate information.

• B: Real data are never deleted because they look unusual.
• C: Averaging would hide what happened in that session.
• D: Redrawing the point would falsify the data.

Task A.4 · 40-hour curriculum section C

A: Monthly supervision is not required, but other maintenance requirements still apply. RBTs who are not providing services do not need monthly supervision, but they must still meet the other maintenance requirements. For a long break, the handbook suggests considering voluntary inactive status.

• B: Monthly supervision is required only while providing services.
• C: Not practicing does not by itself make the certification expire.
• D: No supervisor is needed for months with no services.

Task F.3 · RBT Handbook p. 21

C: Decline, since the haircuts are worth over $10 and ongoing. A gift does not have to be an object. A free service worth more than $10, repeated every month, exceeds the limit and becomes an expected source of value.

• A: Free services have monetary value, so they are gifts under the standard.
• B: A tip does not cover the value of the haircut, and the ongoing benefit remains.
• D: Each haircut is worth $35, and the gifts would still be a regular benefit.

Task F.8 · RBT Ethics Code 1.11

B: Extinction burst. A sharp increase right after extinction starts is an extinction burst. It is common and usually temporary if the reinforcer stays withheld.

• A: Spontaneous recovery is the return of a behavior after it had decreased, typically after a break; here extinction just started.
• C: Resurgence is the return of an older behavior when a replacement behavior loses reinforcement.
• D: Behavioral contrast is a change in behavior in one setting when consequences change in another.

Task D.6 · 40-hour curriculum section E

B: 30 minutes. 12 worksheets earn 12 tokens. 12 tokens divided by 4 tokens per exchange gives 3 exchanges, and 3 x 10 minutes = 30 minutes.

• A: 12 is the number of tokens earned, not the minutes of drawing.
• C: 40 minutes would require 16 tokens.
• D: 48 minutes is 12 x 4, which multiplies tokens by the exchange rate instead of dividing.

Task C.11 · 40-hour curriculum section E

D: Intervals 1 and 2. Play covered all of interval 1 (0-10 s) and interval 2 (10-20 s) but only half of interval 3 (20-25 s). Whole interval recording scores only intervals in which the behavior lasts the entire interval.

• A: Play lasted only 5 seconds of interval 3, so interval 3 does not meet the whole interval rule.
• B: Play also lasted through all of interval 2 (seconds 10 to 20), so interval 2 is scored too.
• C: Interval 3 contained only 5 seconds of play, so it is the one interval that is not scored.

Task A.2 · 40-hour curriculum section C

C: Quote the client's exact words. Exact quotes are the most objective way to record what a client said.

• A: "Refused" is a summary label, not what was said.
• B: This interprets what the client wanted.
• D: "Noncompliant" is a label, not what was said.

Task E.4 · 40-hour curriculum section F

C: Soon enough for the supervisor to act, and right away if it is urgent. Timely means the supervisor hears it while it can still help the client. Safety concerns are shared at once; other concerns are passed on promptly through the usual channel.

• A: The 30-day rule is for self-reporting certain events to the BACB, not for relaying team concerns.
• B: Monthly supervision contacts are a minimum, not a schedule for passing on concerns.
• D: The supervisor decides whether more data are needed; the RBT should not delay the report.

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

B: Read the crisis plan and ask the supervisor about unclear steps. RBTs prepare for service by reviewing the client's plan, including crisis procedures, and getting clarification and training from the supervisor before they need to use it.

• A: Each client's plan is individual; methods from past clients may not apply.
• C: There is no time to learn a plan during a crisis; it must be known in advance.
• D: Caregiver input is useful, but the RBT follows the supervisor's plan.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.04

B: Moving over 3 feet from the assigned area without permission. This definition names a movement and a distance that observers can see and judge the same way. The other options depend on guesses about what the client feels or intends.

• A: Boredom is an inferred state that observers cannot see.
• C: This builds a guess about function into the definition.
• D: "Good reason" is a judgment that observers would apply differently.

Task A.5 · 40-hour curriculum section C

A: During a delay, other behavior can occur and may be reinforced instead.. Reinforcement strengthens whatever behavior it closely follows. If the reinforcer is delayed, the client may do something else in the meantime, and that other behavior may be strengthened instead of the target response.

• B: Timing and magnitude are separate dimensions; delivering quickly does not change the amount.
• C: Satiation depends on how much of a reinforcer the client has had, not on how quickly it is delivered.
• D: Immediacy matters for both positive and negative reinforcement.

Task C.1 · 40-hour curriculum section A

A: Low attention makes attention more valuable, testing whether it maintains behavior. Going without attention acts as an establishing operation that makes attention more valuable. If behavior then increases when it produces attention, attention likely maintains it.

• B: Withholding attention is a motivating condition, not a punishment procedure.
• C: A break from demands is the consequence tested in the escape condition.
• D: A functional analysis assesses behavior; it does not teach play skills.

Task B.3 · 40-hour curriculum section D

B: Use the approved correction method so the original stays readable. Records must show what was changed and when. A common method is a single line through the error with initials and date, but the RBT follows the organization's procedure.

• A: Covering errors hides the original entry, which is not acceptable in a record.
• C: Making the original unreadable hides what was changed.
• D: Destroying the original note removes part of the record.

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

A: A zero was plotted for a session that did not occur. A zero means the behavior was observed and did not occur. When no session took place, no data point should be plotted, and the absence can be noted.

• B: The graph shows only one condition, and nothing suggests the phase is misplaced.
• C: The issue is not the value but that any value was entered for a session that did not happen.
• D: Plotting an average would also invent data for a session that did not happen.

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

B: Access to the activity. Hitting follows the loss of a preferred activity and is followed by getting the activity back. Tangible functions include access to preferred activities as well as objects.

• A: Nothing is demanded after game time ends, so there is no task to escape.
• C: The caregiver's response is to restore the game, and that is what ends the hitting.
• D: The behavior occurs when a socially controlled activity is removed and stops when it is returned.

Task D.1 · 40-hour curriculum section A

B: Their effectiveness still depends on motivating operations such as deprivation.. Unconditioned reinforcers need no learning history, but how effective they are at a given moment still depends on motivating operations. Food works well when a person is hungry and much less well after a large meal.

• A: Unconditioned reinforcers lose effectiveness with satiation.
• C: Unconditioned reinforcers need no pairing; it is neutral stimuli that are paired to become conditioned reinforcers.
• D: Well-established conditioned reinforcers can be more effective than unconditioned reinforcers in some situations.

Task C.2 · 40-hour curriculum section E

A: Whether the behavior persists with no social consequences at all. With no social consequences available, behavior that continues in the alone condition suggests that the behavior produces its own reinforcement (automatic reinforcement).

• B: No attention is delivered in the alone condition.
• C: No demands are placed in the alone condition.
• D: No preferred items are delivered in the alone condition.

Task B.3 · 40-hour curriculum section D

B: One that takes no more effort than the problem behavior. Alternatives that are easy for the client and produce the same reinforcer are more likely to replace problem behavior.

• A: A harder alternative may lose out to the easier problem behavior.
• C: Function-based DRA uses the reinforcer that maintains problem behavior.
• D: Behaviors already in the client's repertoire, or easy to teach, are usually chosen so they can be reinforced right away.

Task D.3 · 40-hour curriculum section E

C: Visual prompt. Visual prompts include pictures, written words, checklists and other displays that cue a response. They can often stay in place or be faded, depending on the plan.

• A: A model prompt is a demonstration of the response; the checklist shows written steps.
• B: A gestural prompt is a movement such as pointing.
• D: A verbal prompt is spoken help from another person.

Task C.7 · 40-hour curriculum section E

A: What happens just before and after each instance. Functions are identified from antecedents and consequences. Recording what happens just before and after each instance gives the supervisor the information needed.

• B: Other clients' behavior does not show what maintains this client's behavior.
• C: An opinion is not data; objective antecedent and consequence records are.
• D: Diagnosis and age do not identify the consequence that maintains the behavior.

Task D.1 · 40-hour curriculum section A

B: Decline, because the claim misrepresents service outcomes. The post uses the RBT credential to back a claim the RBT cannot support, and it refers to clients. RBTs do not make misleading statements about their services or outcomes, wherever they post.

• A: Initials do not fix an unsupported outcome claim and may still identify clients.
• C: The post draws on the RBT's professional role and clients, so the code applies.
• D: A disclaimer does not make an unsupported claim about clients accurate.

Task F.6 · RBT Ethics Code 1.05 · RBT Ethics Code 2.09 · 40-hour curriculum section G

B: Tell the supervisor so they can arrange language support. Families should be able to communicate about services in a language they understand. The supervisor can arrange supports such as a qualified interpreter or translated materials.

• A: A child, especially the client, should not be put in the role of interpreter for their own services.
• C: Volume and speed do not solve a language difference.
• D: The parent still needs information about their child's services.

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

C: Shaping changes one behavior gradually; chaining links behaviors in a sequence. In shaping, the form or another dimension of one behavior changes step by step. In chaining, several distinct behaviors that are already possible or taught are linked in a set order, such as the steps of hand-washing.

• A: Chaining also uses reinforcement.
• B: Both procedures can be used with verbal and motor skills.
• D: Starting with the last step describes backward chaining, which is one type of chaining, not shaping.

Task C.10 · 40-hour curriculum section E