RBT practice test 17

C: Document it and notify the supervisor promptly. A seizure is a significant health event that can affect the client's safety and behavior. The supervisor needs to know promptly.

• A: A scheduled meeting may not be timely for a health event.
• B: The RBT records what the caregiver shares but is not assessing the seizure.
• D: The event may affect today's session and should be reported.

Task E.3 · RBT Ethics Code 2.01 · 40-hour curriculum section F

A: Leave them, because client records stay with the agency. Client records belong to the agency and are protected by employer policy and privacy laws (Standard 2.08). An RBT does not take them for personal use, whether or not names are removed.

• B: Removing names does not authorize taking agency records, and other details may still identify clients.
• C: Secure storage does not make it acceptable to remove client records.
• D: The 7-year rule is about supervision documentation, not client records.

Task F.5 · RBT Ethics Code 2.08

C: The added attention means the condition no longer tests escape by itself. Each condition is designed to test one consequence. Adding attention in the demand condition mixes two consequences, so the results cannot show which one maintains the behavior.

• A: Each condition specifies its own consequences; comfort is not added to every condition.
• B: The tangible condition gives access to an item, not physical attention.
• D: The added attention changes the test even though the task was removed.

Task B.3 · 40-hour curriculum section D · Task A.8

B: Report the pattern to the supervisor with data. A skill that does not carry over to a new setting is a generalization issue. The RBT documents and reports it so the supervisor can plan for it.

• A: Changing the task analysis is the supervisor's decision.
• C: Limiting the setting changes the plan and does not address generalization.
• D: Scoring steps the client did not do alone as independent makes the data inaccurate.

Task C.5 · 40-hour curriculum section F

B: Say they must check with the supervisor, then tell the supervisor and document it. When asked to do something beyond the scope of their certification or competence, Standard 1.06 says RBTs immediately inform their supervisor and document the communication. Standard 2.06 sends caregivers' questions about services to the supervisor.

• A: Using untrained strategies outside the plan goes beyond the RBT's role and competence.
• C: RBTs do not choose or start new interventions; the supervisor decides.
• D: Sleep problems can be addressed behaviorally; the issue is that this is outside the RBT's plan and training.

Task F.2 · RBT Ethics Code 1.06 · RBT Ethics Code 2.06

C: A response prompt in the form of a vocal model. Saying the answer for the client to repeat is a vocal model prompt, a type of response prompt added after the SD to help the client respond correctly. It is faded as the plan directs.

• A: The SD is the block with the question "What color?"; "Red" was added help.
• B: The client had not yet responded, so this is not a consequence.
• D: A stimulus prompt changes the materials themselves; this was a spoken model.

Task C.3 · 40-hour curriculum section E

D: A vending machine stops giving snacks, and a client stops pressing its button. Pressing the button used to produce snacks. When it no longer produces them, pressing decreases. That is extinction: the reinforcer is no longer delivered.

• A: Losing something the client has after the behavior is negative punishment.
• B: Adding a reprimand that reduces behavior is positive punishment.
• C: Reinforcing an alternative behavior is differential reinforcement (DRA).

Task D.4 · 40-hour curriculum section E

B: The client started a new medication this morning. A medication change can affect behavior right away, so it is the most time-sensitive. A trip in three months matters for planning but is not urgent.

• A: A trip months away should be reported, but it is not urgent.
• C: A new interest may be useful for reinforcement but is not urgent.
• D: A new booster seat is unlikely to affect progress.

Task E.3 · 40-hour curriculum section F

C: Teaching the client to sign "eat" to get food. FCT teaches a communication response that produces the reinforcer maintaining problem behavior. Signing "eat" to get food replaces grabbing.

• A: Time-based delivery is NCR.
• B: Removing food after grabbing is negative punishment.
• D: Reinforcing the absence of grabbing is DRO.

Task D.3 · 40-hour curriculum section E

A: A preset standard showing that a skill has been learned. A mastery criterion, set by the supervisor, states the level of performance needed to consider a skill learned, for example a percentage correct across a number of sessions.

• B: The number of prompts on the first day is not a standard for mastery.
• C: How often to probe is a maintenance schedule, not a mastery criterion.
• D: The first baseline score is the starting point, not the standard to be met.

Task C.9 · 40-hour curriculum section A

A: Stop the physical prompt, follow any steps the plan gives for this, and contact the supervisor. Pulling away and saying "No touch" signal that the child is withdrawing assent to physical prompts. The RBT stops, follows any plan steps for this situation, and contacts the supervisor for direction instead of forcing the prompt.

• B: Pushing through clear signs that the child does not want to be touched risks harm and ignores the child's withdrawal of assent.
• C: Continuing without checking with the supervisor ignores the child's objection and delays needed direction.
• D: Changing the prompting procedure is the supervisor's decision.

Task C.7 · 40-hour curriculum section E · RBT Ethics Code 2.01 · RBT Ethics Code 2.06

B: Give a polite answer that does not mention services. When roles overlap in the community, the RBT protects confidentiality and keeps service matters out of personal settings. Even the fact that a family receives services is not shared.

• A: Whether a person receives services is confidential information.
• C: This confirms the child receives services and shares information about their progress.
• D: This discloses confidential information about the client in public.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 2.08 · 40-hour curriculum section G

A: Record the room change and the noise in the session note. Changes in the setting, like noise or a new room, can affect performance. Noting them gives the supervisor context for the data.

• B: Discarding data loses information; the note explains it.
• C: Cancelling is not the RBT's decision and may not be needed.
• D: Environmental conditions are part of an accurate session record.

Task E.3 · 40-hour curriculum section F

C: Politely decline and let the supervisor know about the request. Working for the client's family in a second, private role is a multiple relationship that can affect objectivity and the client's services. The RBT declines and tells the supervisor so the request is on record.

• A: Babysitting adds a paid personal role with the family whatever is done during it.
• B: Billing babysitting as services would be inaccurate, and the second role would remain.
• D: A paid job with a client's family is not purely personal behavior; it mixes roles with the client.

Task F.7 · RBT Ethics Code 1.10 · 40-hour curriculum section G

D: Use the plan's early-step strategies right away. Many crisis plans include steps for precursor behaviors, the early signs that a crisis may follow. Acting early, as written, can prevent escalation.

• A: The plan calls for acting at the early signs, before aggression.
• B: The plan names these signs and gives specific steps to take.
• C: Holds are not for early signs, and this plan calls for a break card and reduced demands.

Task D.7 · 40-hour curriculum section E

B: It stays level at the previous total. A cumulative record can only rise or stay flat. A session with no responses adds nothing, so the data path stays at the same height as the session before.

• A: A cumulative total never falls back to zero; a zero would only appear on a noncumulative graph.
• C: Nothing is subtracted on a cumulative record; the running total is carried forward.
• D: The path rises only when responses occur; no responses means no rise.

Task A.4 · 40-hour curriculum section C

A: Latency. Latency is measured from the onset of a stimulus, such as an instruction, to the start of the response. It answers the question "How long did it take the client to begin?"

• B: Duration is how long a response lasts once it has started.
• C: Interresponse time is the time between two responses in a row, not between an instruction and a response.
• D: Rate is the number of responses per unit of time.

Task A.1 · 40-hour curriculum section C

B: The teacher saying, "Put away your blocks". The antecedent is what happens immediately before the behavior. Here, the instruction to put the blocks away came just before the throw.

• A: Throwing the block is the behavior.
• C: Allowing more play time came after the behavior, so it is the consequence.
• D: The schedule is a general condition, not the event just before the behavior.

Task B.3 · 40-hour curriculum section D

C: Nothing; it is delivered every 2 minutes. A fixed-time schedule delivers the reinforcer when the time passes, with no response required. That is what makes it noncontingent.

• A: Requiring a response after the interval is a fixed-interval schedule.
• B: Requiring no problem behavior during the interval is DRO.
• D: Requiring a request makes delivery contingent on a mand, as in FCT.

Task D.2 · 40-hour curriculum section E

A: The client is performing near the level that guessing between two cards would produce. With two choices, a learner who guesses will be correct about half the time. Steady scores around 50% suggest the instruction is not yet controlling the choice. The RBT reports this to the supervisor, who decides on any change to the program.

• B: With two cards, about 50% correct is what random choice produces, so it does not show partial learning.
• C: An overall percentage cannot show this; the client could be choosing at random or always choosing one card or side.
• D: Scores that stay between 45% and 55% for three weeks are flat, with no increasing trend.

Task C.6 · 40-hour curriculum section E

C: Single stimulus. In a single-stimulus assessment, items are presented one at a time and the RBT records approach or engagement. It does not require the client to choose between items.

• A: MSWO presents several items in an array.
• B: A free-operant assessment makes all items available together.
• D: A paired-stimulus assessment presents two items per trial.

Task B.1 · 40-hour curriculum section D

C: An extinction burst followed by a decrease. Screaming rose above baseline when extinction began (a burst), then dropped steadily as extinction continued. This is a typical extinction pattern.

• A: Spontaneous recovery happens after a decrease, not at the start of extinction.
• B: Resurgence requires an alternative behavior losing reinforcement, which is not described.
• D: The behavior rose above baseline, then fell well below it.

Task D.6 · 40-hour curriculum section E

C: Pushed the worksheet off the table and said "no". This note reports exactly what the client did and said, so anyone reading it knows what happened without having to interpret.

• A: Frustration is an inferred feeling, not an observed action.
• B: This guesses at the reason for the behavior instead of describing it.
• D: "Bad attitude" is a judgment that does not say what the client did.

Task A.5 · 40-hour curriculum section C

A: Highly variable, with no trend. The points jump between high and low values from session to session without moving in one overall direction. That pattern is high variability.

• B: The high and low points stay at about the same values over time, so the data do not rise overall.
• C: The data do not fall overall; the highs and lows stay about the same.
• D: Stable data stay close together; these points spread far apart.

Task A.7 · 40-hour curriculum section C

D: The available backup items have lost value, so the tokens have lost value too.. A token's value depends on the value of what it can buy. If the client is satiated on the available backup items, the tokens are worth less and responding drops. The RBT should note this and report it to the supervisor.

• A: Tokens remain conditioned reinforcers; they do not become unconditioned.
• B: Nothing suggests tokens are decreasing working; the backup items have lost value.
• C: An extinction burst is a temporary increase in responding when reinforcement stops, not a drop while tokens are still delivered.

Task C.2 · 40-hour curriculum section E