RBT practice test 2

A: Recovery from punishment. When a punishment contingency ends, the behavior often returns toward its earlier level, because the reinforcer that maintains it is still available. This is called recovery from punishment.

• B: No reinforcer was withheld; a punishment contingency was removed.
• C: Resurgence follows lost reinforcement for an alternative behavior, which is not described.
• D: Spontaneous recovery refers to extinguished behavior returning after time away.

Task D.6 · 40-hour curriculum section E

B: Accept it and thank the child. A child's drawing has no meaningful monetary value and works as an occasional expression of gratitude, which the code allows. A stricter employer policy would still take priority.

• A: The code allows small, occasional gifts of gratitude; it does not ban all gifts.
• C: Returning gifts is unnecessary and starts a pattern of gift exchange.
• D: Refusing a no-value expression of thanks is not required and could hurt the relationship.

Task F.8 · RBT Ethics Code 1.11

D: The final behavior that shaping aims to produce. The terminal behavior is the goal of the shaping program. Each successive approximation moves the client closer to it.

• A: The first behavior reinforced is the starting approximation.
• B: Earlier approximations are placed on extinction; the terminal behavior is the one being built.
• C: The term refers to the goal behavior, not to whatever ends a session.

Task C.10 · 40-hour curriculum section E

C: When another person can see or hear it. Observable behavior is something another person can detect, such as by seeing or hearing it, so it can be recorded.

• A: Feelings cannot be seen or heard by another person, so they do not make behavior observable.
• B: How often a behavior happens does not make it observable.
• D: Being in the plan does not make a behavior observable.

Task A.5 · 40-hour curriculum section C

C: Behavioral momentum. The high-p sequence is often described in terms of behavioral momentum: a run of reinforced compliance makes compliance with the next request more likely.

• A: Spontaneous recovery is the return of an extinguished behavior after a break.
• B: Stimulus generalization is responding to stimuli that resemble the trained ones.
• D: Response cost is removing a reinforcer after behavior.

Task D.2 · 40-hour curriculum section E

D: DRO. Tokens depend on the absence of biting for each 5-minute interval, which is DRO.

• A: NCR would give tokens every 5 minutes whether or not biting occurred.
• B: DRL would allow biting at a low rate, which is not acceptable for a dangerous behavior and is not what the plan says.
• C: DRI would reinforce a specific behavior that cannot occur with biting.

Task D.3 · 40-hour curriculum section E

A: Attention. The statements occur when staff attention is elsewhere, are followed by staff talking with the person, and are rare when attention is already available. That points to attention.

• B: No demands are placed before the statements occur.
• C: No item is withheld or delivered after the statements.
• D: The behavior depends on whether attention is available, which suggests a social function.

Task D.1 · 40-hour curriculum section A

B: Ratio strain from thinning the schedule too quickly. Ratio strain is the pausing and breakdown in responding that can happen when a ratio requirement is increased too fast. The RBT should report the data so the supervisor can adjust the thinning steps.

• A: A jump from FR 2 to FR 10 means fewer reinforcers, not more, so satiation is unlikely.
• C: An extinction burst is a temporary increase in responding when reinforcement stops; here responding has dropped.
• D: Spontaneous recovery is the reappearance of a behavior previously reduced by extinction, which is not what is described.

Task C.1 · 40-hour curriculum section A

A: have a clear start and end and similar length each time. A count is meaningful when each instance is easy to tell apart and roughly equal in length, such as hand raises, requests or throws.

• B: Long behaviors of varying length are better described by duration, because a count treats a 5-second and a 20-minute episode the same.
• C: When instances blur together the observer cannot count them accurately, so another procedure is usually chosen.
• D: Behaviors measured through their products are suited to permanent product recording.

Task A.1 · 40-hour curriculum section C

D: The skill has not generalized across people. Correct responding with one person but not with others means the response is under the control of that person. The skill has not yet generalized across people, which the supervisor needs to know.

• A: The skill is not mastered in all conditions, because it fails with every person except the RBT.
• B: Response generalization is the appearance of new response forms, not a lack of responding with new people.
• C: Maintenance concerns performance over time; the issue here is performance with different people at the same point in time.

Task C.8 · 40-hour curriculum section E

C: After their supervisor confirms they have demonstrated competence. Standard 1.06 says RBTs provide behavior-technician services only after their supervisor confirms that they have demonstrated competence, and they keep working with the supervisor to evaluate their competence over time.

• A: Training alone does not show competence; the supervisor must confirm it.
• B: Watching someone else does not demonstrate the RBT's own competence.
• D: Consent is needed for services, but it does not show the RBT is competent.

Task F.2 · RBT Ethics Code 1.06

A: It is not reinforced, and the plan's error correction is used. Discrimination training reinforces the response only when the SD is present. A response in the presence of the S-delta is not reinforced, and the RBT then uses the error correction written in the plan.

• B: Reinforcing "red" in the presence of the blue card teaches that "red" pays off with any card.
• C: Any reinforcement in the presence of the S-delta weakens the discrimination, and the plan says not to reinforce it.
• D: Removing tokens is response cost, a punishment procedure that is not in this plan; discrimination training relies on withholding reinforcement.

Task C.6 · 40-hour curriculum section E

D: The vague definition leads each RBT to count different behavior. A definition that does not name observable actions leaves each observer to decide what counts. That produces low agreement. The RBTs should tell the supervisor so the definition can be rewritten in observable, measurable terms.

• A: Aggression is commonly counted with frequency recording once it is clearly defined.
• B: Both RBTs recorded the same sessions, so the client's behavior was the same for both records.
• C: Fidelity concerns implementation; differing counts of the same sessions point to the definition.

Task A.8 · 40-hour curriculum section C

A: Let the family decide whether to greet them, and not mention services. Being seen with an RBT can reveal that a family receives services. Letting the family lead and keeping service details out of public conversation protects their privacy.

• B: Talking about services in public can reveal confidential information.
• C: This tells a third person that the family receives services.
• D: Discussing services in public risks others overhearing.

Task F.5 · RBT Ethics Code 2.08

B: Folded 4 towels in 30 minutes, then put head on the table. This reports counts, time and an observable action, so the reader knows what happened.

• A: Motivation is inferred; the note does not say what the client did.
• C: This is a guess about the client's attitude.
• D: "Lazy" and "slow" are judgments that do not describe behavior.

Task A.5 · 40-hour curriculum section C

D: Tell the supervisor they need training before running it. A new format is a training need. The RBT asks for training so they can run it competently (Standards 1.06 and 2.04).

• A: One-to-one skills may not transfer to a group without training.
• B: Caregivers do not provide the RBT's training.
• C: Watching once does not establish competence.

Task E.2 · RBT Ethics Code 1.06 · RBT Ethics Code 2.04

A: Allow free access to all items. The RBT stays out of the way and lets the client engage with any items, recording engagement. No items are presented by trial or removed.

• B: Presenting items one at a time is single-stimulus assessment.
• C: Prompting equal time would hide the client's preferences.
• D: Removing items after touch is not part of free-operant assessment.

Task B.1 · 40-hour curriculum section D

C: So the supervisor can see how the system is working. Token data show how often target behaviors occur and whether the system is effective. The supervisor uses them to decide on changes.

• A: Backup reinforcers are part of treatment, not something the client pays for with money.
• B: Changing the exchange rate is the supervisor's decision.
• D: Sharing one client's data publicly would breach confidentiality.

Task C.11 · 40-hour curriculum section E

B: Tell the supervisor at once and follow mandated-reporting rules and policy. A report that a client may have been harmed calls for immediate action. The RBT tells the supervisor, follows organization policy and any mandated-reporting duties, and documents what was done.

• A: Waiting delays protection for the client; the RBT does not need proof before reporting.
• C: Investigating is not the RBT's role and could interfere with an investigation.
• D: Leaving it to the caregiver does not meet the RBT's own obligations.

Task E.1 · RBT Ethics Code 2.07 · RBT Ethics Code 2.01

D: Let the family and supervisor know as early as possible. RBTs are accountable and follow through on commitments. When something gets in the way, they let the people affected know promptly and follow agency procedures.

• A: Not telling anyone leaves the family waiting and can lead to inaccurate records.
• B: Skipping without notice fails a commitment to the family.
• C: Waiting until the start time gives the family less notice than possible.

Task F.9 · RBT Ethics Code 1.02

A: The glance can act as an unplanned prompt and inflate the client's score. Clients can learn to follow small cues from the adult, such as eye gaze. An unplanned cue can produce correct responses without the client knowing the word, so the score overstates the skill.

• B: The concern is that the glance helps the client, not that it makes the item harder.
• C: The item still tests listener responding; a mand is a request for something wanted.
• D: A client can notice a glance whether or not they make eye contact, so the cue is a problem either way.

Task B.2 · 40-hour curriculum section D · Task C.7

C: Presenting items and recording which one the client picks. Direct preference assessments observe the client's behavior with the actual items, such as choices, approaches, or engagement time.

• A: A caregiver survey is indirect.
• B: Reviewing records does not observe the client's current choices.
• D: A questionnaire collects reports, which makes it indirect.

Task B.1 · 40-hour curriculum section D

D: What the caregiver said, as interpreted, and that an interpreter was used. Reporting what was said, and noting that it came through an interpreter, gives the supervisor accurate information and a clear picture of how it was communicated.

• A: Filtering the concern leaves out information the supervisor needs.
• B: The RBT's guess about meaning may distort the concern.
• C: Waiting for English is not timely and is not culturally responsive.

Task E.1 · 40-hour curriculum section F

B: Time-based reinforcer delivery, independent of behavior. In NCR, the reinforcer is delivered on a time-based schedule (for example every 2 minutes) that does not depend on what the client is doing.

• A: Reinforcing the absence of problem behavior is DRO, which requires the behavior not to occur.
• C: Reinforcing an alternative behavior is DRA.
• D: Withholding the maintaining reinforcer is extinction.

Task D.2 · 40-hour curriculum section E

D: Model prompt. A model prompt is a demonstration of all or part of the response for the learner to imitate. It can be live, as here, or on video.

• A: A gestural prompt points to or signals the response; here the RBT actually performs it.
• B: A partial physical prompt involves touching the learner, such as a tap on the arm; the RBT does not touch the teen.
• C: A visual prompt is a picture, written cue or similar display; a live demonstration is a model.

Task C.7 · 40-hour curriculum section E