RBT practice test 18

A: Present the token just before or as the cracker is delivered.. Pairing works best when the neutral stimulus comes just before or together with the established reinforcer, so the token reliably signals that the cracker is coming.

• B: Presenting the token without the cracker weakens the pairing instead of building it.
• C: A longer delay after the cracker makes the token even less likely to signal it.
• D: Random presentation means the token does not predict the cracker, so pairing will not occur.

Task C.2 · 40-hour curriculum section E

A: A norm-referenced assessment. Norm-referenced assessments compare a person's score with scores from a large sample of people of the same age, so results are reported as above, at or below the average for that age.

• B: A criterion-referenced assessment compares performance with a set mastery standard, not with peers' scores.
• C: A functional analysis tests what maintains problem behavior; it does not compare scores with peers.
• D: A paired-stimulus preference assessment ranks preferred items.

Task B.2 · 40-hour curriculum section D

B: a clash of private and professional interests that risks services. A conflict of interest is an incompatibility between an RBT's private and professional interests that creates risk to services or to a professional relationship. Personal, financial or professional considerations might then influence the RBT's judgment.

• A: Professional disagreements are handled with the supervisor; they are not conflicts of interest.
• C: Differing goals are a clinical matter for the supervisor, not a private interest of the RBT.
• D: A scheduling clash is a logistics problem, not a conflict between private and professional interests.

Task F.7 · RBT Ethics Code 1.10

B: 75%. With 5 errors in 20 trials, 15 trials were correct, and 15 / 20 x 100 = 75%.

• A: 25% is the percentage of errors, not correct responses.
• C: 15 is the number of correct trials, not a percentage.
• D: This is a calculation error; 15 / 20 is 0.75.

Task A.6 · 40-hour curriculum section C

A: Massed trials. Massed trials present the same target repeatedly in a block. Supervisors may use them early in teaching and then move to mixed or rotated targets.

• B: Task interspersal mixes other targets, often mastered ones, between trials of the new target.
• C: Random rotation mixes targets in an unpredictable order instead of repeating one target.
• D: Expanded trials gradually add more trials of other targets between presentations of the target.

Task C.3 · 40-hour curriculum section E

A: Noncontingent reinforcement. Providing matched stimulation freely, without requiring any behavior, is NCR. For automatically reinforced behavior, the items aim to provide a similar sensation so the problem behavior is less needed.

• B: DRA would deliver a reinforcer only after a specific alternative behavior.
• C: Response cost removes a reinforcer after problem behavior.
• D: Overcorrection requires effortful behavior after problem behavior and is a punishment procedure.

Task D.2 · 40-hour curriculum section E

A: Extinction of interrupting and reinforcement of an alternative behavior. Withholding attention after interrupting is extinction. Giving attention after shoulder tapping is differential reinforcement of an alternative behavior (DRA). The two are commonly used together.

• B: No stimulus is added after interrupting, and attention is contingent on tapping, not noncontingent.
• C: No one is removed from reinforcement and no tokens are used.
• D: Tapping is reinforced, not fined, and reinforcement is not tied to an interval without interrupting.

Task D.4 · 40-hour curriculum section E

C: A short talk-out marks the whole interval, so actual talking time is probably lower. Partial interval data tell you in how many intervals the behavior occurred at least once. Because a brief talk-out scores an entire interval, the true share of time spent talking is likely less than 80%.

• A: Partial interval recording tends to overestimate time spent in a behavior, not underestimate it.
• B: 80% is a percentage of intervals, not a count of talk-outs.
• D: Looking only at the end of each interval is momentary time sampling, not partial interval recording.

Task A.2 · 40-hour curriculum section C

C: An acquisition procedure. The client is learning a skill that was not in their repertoire, with prompts and continuous reinforcement. That is an acquisition procedure.

• A: Maintenance procedures are for skills that are already mastered.
• B: A generalization probe tests a learned skill in new conditions without teaching.
• D: A mastery probe checks performance without prompts; this is prompted teaching.

Task C.9 · 40-hour curriculum section A

C: After a long time without any attention. Going without attention is a motivating operation (deprivation) that makes attention more valuable, so attention-maintained behavior becomes more likely.

• A: Recent plentiful attention lowers its value for a while, so calling out is less likely.
• B: Attention is already available during the game.
• D: Just-delivered attention lowers its momentary value, so calling out is less likely.

Task D.1 · 40-hour curriculum section A

D: Enter no data for it and tell the supervisor they were missed. Data must come from the measurement procedure, not from memory. The session is left without a data point and the supervisor is told the data were not recorded.

• A: A remembered estimate is not data collected under the procedure and could mislead the supervisor.
• B: A zero would state that no tantrums occurred, which is false.
• C: Copying another session's value invents data for this session.

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

D: Responses that come closer and closer to the target behavior. Successive approximations are the series of responses, each more like the terminal behavior than the one before, that are reinforced one after another during shaping.

• A: Linking separate behaviors into a sequence is chaining.
• B: Fading prompts from most to least intrusive is a prompting procedure, not a series of responses.
• C: Stimuli that signal reinforcement is available are discriminative stimuli.

Task C.10 · 40-hour curriculum section E

D: Right after the child completes the step, as the plan says. In escape extinction, problem behavior must not end the task. The task ends after the response the plan names, here completing the step; removing it at any point during the screaming would let screaming produce escape.

• A: Removing the task while the screaming is loudest lets the most intense screaming produce escape.
• B: The plan's rule is completing the step, not a time limit; ending the task during screaming lets it produce escape.
• C: Ending the task before the step is done still lets the episode end in escape, and it departs from the plan's rule.

Task D.4 · 40-hour curriculum section E

D: It must not be false, misleading or exaggerated. RBTs do not knowingly make false, misleading or exaggerated statements about their qualifications or their behavior-technician services. Accuracy is the test, whether the statement is on a résumé, a profile or in conversation.

• A: The code does not require BACB approval of statements; it requires that they be accurate and not misleading.
• B: RBTs may describe their training and work; the rule is about accuracy, not about how much they say.
• C: The rule applies to statements made to anyone, including employers, supervisors and the public.

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

D: To see how procedures are actually carried out and give timely feedback. Records show results, but only observation shows how the RBT implements procedures. That lets the supervisor check fidelity and give timely, specific feedback.

• A: Reviewing data sheets and notes is a listed supervision activity.
• B: Observation is how the supervisor gets the information for feedback.
• C: Supervision does not count toward PDUs.

Task F.4 · RBT Handbook p. 17

A: It would create a multiple relationship with the supervisor. Working for the supervisor in a personal job mixes employer and supervisory roles and can make it hard for the RBT to raise concerns or receive objective feedback. The RBT should avoid it and, if needed, raise it with the supervisor's manager or human resources.

• B: The rule against employing a supervisor does not make other mixed roles acceptable.
• C: Multiple relationships can involve supervisors, not only clients.
• D: How the pay is handled does not remove the second role.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 1.04

C: A successive approximation of playing next to peers. Each step reinforces play at a distance that is closer to the goal than the step before. These steps are successive approximations of the terminal behavior, playing next to peers.

• A: The terminal behavior, playing next to peers, is the end goal and is not reached until the last step.
• B: Reinforcing a behavior that cannot occur with a problem behavior is DRI; playing closer to peers is a step toward the goal behavior.
• D: Reinforcing the absence of a behavior during an interval describes DRO, not shaping.

Task C.10 · 40-hour curriculum section E

B: Record that there was no opportunity to observe the skill. A skill can only be scored when the situation calls for it. Recording "no opportunity" tells the supervisor the item still needs to be observed, instead of wrongly suggesting a deficit.

• A: Scoring "not demonstrated" suggests the client failed when there was no chance to respond.
• C: Scoring a skill that was not seen is not based on the observation.
• D: An adult greeting is not a peer greeting, so it does not test the item as written.

Task B.2 · 40-hour curriculum section D

D: Document what the caregiver reported and tell the supervisor. A change in the client's school routine, and whatever led to it, can affect behavior. The RBT records what the caregiver reported and tells the supervisor.

• A: Events at school can affect behavior in sessions and should be reported.
• B: Requesting school records without direction goes beyond the RBT's role and raises confidentiality issues.
• C: Adding a new teaching activity changes the plan without direction.

Task E.3 · 40-hour curriculum section F

C: Report the increase and medication to the supervisor. Changes in graphed data and variables that may affect progress, such as medication changes, are reported to the supervisor in a timely way. The RBT does not decide the cause.

• A: A sharp increase and a known medication change should be reported promptly.
• B: The RBT cannot determine the cause, and medical advice is outside the RBT role.
• D: Real data must stay on the graph even when they look unusual.

Task A.7 · 40-hour curriculum section C · 40-hour curriculum section F

D: Pass the concern to the supervisor, who decides on any change. The teacher's concern affects how services are delivered at school, so it goes to the supervisor. The RBT does not change the arrangement on their own.

• A: Moving the student out of class is a major change only the supervisor and team can make.
• B: Reassurance dismisses a real concern.
• C: Changing where the RBT works is a change to how the plan is carried out.

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

B: Present a new copy of the worksheet so the work demand stays in place. For escape-maintained behavior, extinction means the behavior no longer ends or delays the demand. The task stays in place, so tearing does not work to get out of it.

• A: If the work stops while the teen sits, tearing still produces escape and is reinforced.
• C: A break after tearing gives escape from the work, which reinforces the tearing.
• D: Removing tokens is response cost, a punishment procedure, and is not in this plan.

Task D.4 · 40-hour curriculum section E

C: Tell both supervisors and ask for one direction. Supervisors who share a case are expected to coordinate. The RBT points out the conflict so the supervisors can agree on one direction.

• A: Splitting the directions creates an inconsistent plan.
• B: The most recent direction may not reflect what both supervisors intend.
• D: Experience does not settle which direction is current.

Task E.2 · RBT Handbook p. 19 · 40-hour curriculum section F

D: As soon as possible after each occurrence. Recording each occurrence as soon as possible keeps the details of antecedents and consequences accurate.

• A: Memory fades and details are lost by the end of the day.
• B: The protocol defines which occurrences to record; leaving out milder ones distorts the data.
• C: Weekly summaries lose the details of each occurrence.

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

B: A sequence of linked steps in a set order. In a behavior chain, each response produces a stimulus change that reinforces that response and serves as the cue for the next one, ending with a terminal reinforcer.

• A: Unrelated skills are not linked; a chain is a fixed sequence of linked steps.
• C: Gradually changing one response is shaping.
• D: A maintenance list is not a sequence of linked responses.

Task C.5 · 40-hour curriculum section E