RBT practice test 20

C: Record no response and follow the plan's next step. When the response window ends without a response, the RBT records the trial as the plan defines it and moves to the plan's prompting or error-correction step.

• A: Repeating the instruction can teach the client to wait for several instructions.
• B: The response window ends at 5 seconds; waiting longer changes the procedure.
• D: Delivering the reinforcer after no response reinforces not responding.

Task C.3 · 40-hour curriculum section E

D: Momentary time sampling. Looking at the behavior only at the moment each interval ends and recording whether it is occurring then is momentary time sampling.

• A: Partial interval recording would score an interval if the behavior happened at any point during it, which requires watching throughout.
• B: Whole interval recording would score an interval only if the client worked during the entire interval.
• C: Duration recording would time how long the client worked.

Task A.2 · 40-hour curriculum section C

D: A specific appropriate behavior in place of the problem behavior. DRA reinforces a chosen alternative behavior, such as asking for help, while problem behavior is placed on extinction.

• A: Reinforcing the absence of the behavior is DRO.
• B: Reinforcing a lower rate is DRL.
• C: DRA does not require the alternative to be incompatible; when it is, the procedure is called DRI.

Task D.3 · 40-hour curriculum section E

D: Say they follow the plan and will pass the request to the supervisor. Requests to change procedures go to the supervisor. The RBT keeps implementing the current plan and passes on the caregiver's request promptly.

• A: Adding a procedure that is not in the plan is outside the RBT's role.
• B: Training caregivers on new procedures is the supervisor's decision.
• C: This is inaccurate; time-out can be part of a plan.

Task D.5 · 40-hour curriculum section E · RBT Ethics Code 2.06 · RBT Ethics Code 2.05

D: Explain they can only serve the client and pass the request on. An RBT provides only the services set up for their client, under the supervisor. A request for help with another family member goes to the supervisor, who can discuss options with the family.

• A: Working with the sibling at any time is providing unauthorized services.
• B: Serving someone who is not the client goes beyond the RBT's defined role.
• C: Giving intervention advice for another child goes beyond the RBT's role.

Task E.1 · RBT Ethics Code 1.03 · RBT Ethics Code 2.06

A: Withhold the reinforcer, since 25 seconds misses the criterion. In shaping, only responses that meet the current criterion are reinforced. Changing the criterion is a supervisor decision unless the plan gives a rule for it.

• B: Responses below the current criterion are no longer reinforced, even if they improve on baseline.
• C: Changing the criterion without a plan rule changes the procedure without supervisor direction.
• D: Adding a bonus token reinforces a response that did not meet criterion and adds a procedure not in the plan.

Task C.10 · 40-hour curriculum section E

C: Dates of the supervisor's direct observations of the RBT. Supervision records include the days and times of services, dates and duration of supervision, its format (individual or group), dates of direct observations, names of supervisors and proof of the supervisor's relationship to the client.

• A: Pay rates are not part of the required supervision records.
• B: Insurance details are not part of supervision documentation.
• D: Exam results are not part of supervision documentation.

Task F.3 · RBT Handbook p. 21

D: Discuss it with the supervisor and ask for feedback. Identifying a personal bias is the first step. The RBT brings it to the supervisor, who can observe, give feedback and arrange training so the plan is applied the same way for every client.

• A: Treating the same behavior differently by gender is inequitable.
• B: Withdrawing services from a group adds harm instead of fixing the bias.
• C: The difference is in the RBT's behavior, so the RBT addresses it with the supervisor.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 1.08 · RBT Ethics Code 1.09

A: Little change in level or trend. The intervention data fall in the same range as baseline and stay flat, so there is no visible change. The RBT should report this to the supervisor.

• B: The intervention values are about the same as baseline.
• C: The intervention data stay flat.
• D: The intervention data do not fall across sessions.

Task A.7 · 40-hour curriculum section C

A: Escape. Escape means getting away from an aversive situation that is already happening. Running from the overcorrection procedure is escape; avoiding the RBT before it starts would be avoidance.

• B: An extinction burst happens when a reinforcer is withheld, not during punishment.
• C: Resurgence is an old behavior returning when an alternative loses reinforcement.
• D: Spontaneous recovery is an extinguished behavior reappearing after time away.

Task D.6 · 40-hour curriculum section E

B: Going to the supervisor first, then the next person in line. The chain of command is the order of people to contact. For RBTs it starts with the supervisor, then the next person the organization names if the supervisor is unavailable or involved.

• A: Skipping levels bypasses the supervisor who knows the client.
• C: The caregiver is not part of the clinical chain of command.
• D: The BACB is not the first contact for clinical questions.

Task E.2 · 40-hour curriculum section F

D: Guiding ethical decision-making. The handbook lists modeling ethical behavior and guiding the development of problem-solving and ethical decision-making repertoires as supervision activities. Talking through real situations builds those skills.

• A: No notes or data sheets are being reviewed.
• B: Fidelity measures how accurately a procedure is carried out.
• C: This builds problem-solving, not a list of job expectations.

Task F.4 · RBT Handbook p. 17

C: The last step. The terminal reinforcer follows completion of the final response in the chain. Backward chaining uses this by teaching the last step first.

• A: The first step's result leads to the second step, not the end of the chain.
• B: The terminal reinforcer comes at the end of the chain, wherever the hardest step falls.
• D: Each step's result links to the next step; the terminal reinforcer comes only at the end.

Task C.5 · 40-hour curriculum section E

D: Continue the procedure as written and keep everyone safe. Bursts are expected and temporary. Staying consistent lets the behavior decrease; giving in during a burst reinforces the most intense form of the behavior.

• A: Reinforcing a burst teaches that more intense behavior works.
• B: Stopping during a burst can reinforce the escalation, and it changes the plan.
• C: A reprimand is not in the plan and may give attention.

Task D.6 · 40-hour curriculum section E

D: Move to a private place and discuss only what is needed for the job. Client information should be discussed only in private settings and only as needed for the job (Standards 2.08 and 2.10). Waiting rooms, hallways and public places are not appropriate.

• A: A first name and family details can still identify the client.
• B: Staff may discuss clients, but not where others can overhear.
• C: Others may still overhear; the setting is the problem.

Task F.5 · RBT Ethics Code 2.08 · RBT Ethics Code 2.10

D: To find which skills the client has and which still need to be taught. A skills assessment identifies a client's skill strengths and deficits. The supervisor uses the results to choose teaching goals and to track progress over time.

• A: Finding why a behavior happens is the purpose of a functional assessment, not a skills assessment.
• B: Finding preferred items is the purpose of a preference assessment.
• C: Diagnosis is made by qualified professionals with diagnostic tools; ABA skills assessments are used to plan teaching.

Task B.2 · 40-hour curriculum section D

B: Whether each step was done alone or prompted. Scoring each step (and the prompt level when the plan requires it) shows exactly where the learner is independent and where help is still needed.

• A: A yes-or-no for the whole task hides which steps need more teaching.
• C: Session length does not show progress on the steps.
• D: Reinforcer counts do not show which steps the client can do.

Task C.5 · 40-hour curriculum section E · 40-hour curriculum section C

C: Interval data cannot give that number. Interval procedures record whether the behavior occurred in each interval, not how many times. A count would need frequency recording.

• A: 60% is a percentage of intervals, not a count of hits.
• B: An interval may contain one hit or several; the data show only that at least one occurred.
• D: Partial interval recording does not measure how long hitting lasted, and it tends to overstate time spent in the behavior.

Task A.2 · 40-hour curriculum section C

A: 10. The range is the highest value minus the lowest value: 12 − 2 = 10.

• B: 6 is the mean (30 / 5), not the range.
• C: 5 is the median, not the range.
• D: 12 is the highest value, not the difference between the highest and lowest.

Task A.6 · 40-hour curriculum section C

C: Extinction. The polite requests stopped producing help, so they went through extinction. This is a reminder that appropriate behavior can be extinguished by accident if it is not reinforced.

• A: Nothing the client had was taken away after asking; the help simply stopped coming.
• B: Satiation means the reinforcer lost value from too much access, but the client still wants help.
• D: Generalization is behavior spreading to new stimuli, not a behavior weakening.

Task D.4 · 40-hour curriculum section E

D: Snacks often rank above leisure items when both share one array. When foods and leisure items are assessed together, foods are often chosen first, so toys can rank low even if they would work as reinforcers on their own. For this reason supervisors often assess edible and leisure items in separate arrays.

• A: Ranking below snacks shows relative preference; the toys may still work as reinforcers when snacks are not competing with them.
• B: Satiation on snacks would make them less likely, not more likely, to be chosen first.
• C: Choosing snacks first is a valid result that reflects relative preference within this array.

Task B.1 · 40-hour curriculum section D

B: What changed, when it changed and who reported it. Clear facts about what changed, when, and the source let the supervisor line the change up with the data.

• A: The RBT's opinion on cause is not the most useful information.
• C: Feelings may be relevant but do not show what changed or when.
• D: Plan changes are the supervisor's decision.

Task E.3 · 40-hour curriculum section F

D: It does not require choosing between several items. Single-stimulus assessment presents one item at a time and records approach or engagement, so it can be used with clients who do not yet make choices among several items.

• A: Removing items after each selection describes MSWO.
• B: Testing reinforcing effects requires a reinforcer assessment.
• C: Single-stimulus assessment gives less information about relative rank than choice-based formats.

Task B.1 · 40-hour curriculum section D

B: Reinforcing a response when one stimulus is present and not when other stimuli are present. Discrimination training is differential reinforcement across stimuli: the response is reinforced when the SD is present and not reinforced (extinction) when an S-delta is present. Over time the response occurs mainly in the presence of the SD.

• A: That describes shaping, which changes the form of a response rather than which stimuli it occurs in the presence of.
• C: That describes forward chaining, which links steps of a behavior chain.
• D: That describes programming for generalization, which spreads a response to new stimuli instead of narrowing which stimuli control it.

Task C.6 · 40-hour curriculum section E

A: Their value does not depend on one specific motivating operation.. Because tokens can be exchanged for many backup reinforcers, they stay valuable even when the client is satiated on one item. A single snack loses value as the client has more of it.

• B: Tokens are conditioned reinforcers, and they can lose value if their backup reinforcers lose value.
• C: Tokens can be delivered on many schedules, including intermittent ones.
• D: Preference varies by client; tokens are not always preferred over edibles.

Task C.2 · 40-hour curriculum section E