RBT practice test 22

C: The stack of folded shirts in the drawer. A permanent product is a tangible result of the behavior that remains after it is done. Folded shirts can be counted and checked against the definition of "folded."

• A: A statement about the work is a report, not the product of the behavior itself.
• B: Time spent in the room is not a product and does not show any folding happened.
• D: A rating of effort is an opinion, not a physical product of the behavior.

Task A.3 · 40-hour curriculum section C

B: Using it to punish a client for refusing a task. Restrictive procedures in crisis plans exist to prevent serious harm. They are never used as punishment, for convenience or to force compliance.

• A: This matches how restrictive procedures are meant to be used.
• C: Releasing promptly is part of using a hold correctly.
• D: Documenting the hold is required, not forbidden.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.01 · RBT Ethics Code 2.05

B: The RBT Requirements Coordinator. If an RBT has an RBT Requirements Coordinator, only the coordinator must list the RBT as a supervisee; the coordinator may also list the RBT Supervisors. Without a coordinator, every RBT Supervisor must list the RBT.

• A: With a Requirements Coordinator, only the coordinator must list the RBT.
• C: Supervisees do not list themselves; supervisors or the coordinator do.
• D: Observing does not create the listing duty in this structure.

Task F.3 · RBT Handbook p. 20

B: The time, the activity and the people present. Context such as the time, the activity and who was present helps the supervisor spot patterns in when and where behavior happens.

• A: Guesses about mood are not observable.
• C: Diagnosis and insurance details do not describe the event and add confidential information that is not needed.
• D: Opinions about other people are not objective data.

Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.10

A: Positive practice overcorrection. Positive practice overcorrection requires the person to repeat the correct form of the behavior several times after the problem behavior.

• B: Restitution means repairing the environment; here the student repeats the correct behavior.
• C: Time-out removes access to reinforcement; this adds effortful practice.
• D: No reinforcer is taken away.

Task D.5 · 40-hour curriculum section E

C: Variable ratio. Because the next reinforcer could come after any response, variable ratio schedules typically produce high, steady response rates with little or no pause after reinforcement.

• A: Fixed interval schedules typically produce a pause after reinforcement and speeding up near the end of the interval.
• B: Fixed ratio schedules typically produce a pause after reinforcement before responding resumes.
• D: Variable interval schedules typically produce moderate, steady rates rather than high rates.

Task C.1 · 40-hour curriculum section A

D: Follow the behavior plan, record it, and tell the supervisor. The RBT follows the existing behavior plan and records what happened. The supervisor decides whether to change the assessment, for example to a free-operant format that does not remove items.

• A: Changing the procedure in the moment is not the RBT's decision and may reinforce aggression.
• B: Abandoning the procedure without direction is an unapproved change.
• C: Choosing a different assessment format is the supervisor's decision.

Task B.1 · 40-hour curriculum section D · RBT Ethics Code 2.02

C: The behavior occurred at some point during half of the intervals. Partial-interval recording scores an interval if the behavior occurs at any point in it, so the result is the percentage of intervals with any occurrence. It tends to overestimate how much of the time the behavior actually occurred.

• A: An interval is scored even for a brief occurrence, so this does not tell how much time the behavior took up.
• B: Interval data do not give a count of responses.
• D: That describes whole-interval recording, not partial-interval recording.

Task A.6 · 40-hour curriculum section C

B: Feedback on correct answers can change responding and skew the results. When an assessment calls for neutral responses, reinforcing correct answers can teach the client during the test, so the results no longer show their skills under the assessment's conditions.

• A: There is no rule limiting tokens to functional analyses.
• C: Praise often works as a reinforcer; it does not always lower motivation.
• D: Adding praise after a response is not negative punishment, which removes something after a behavior.

Task B.2 · 40-hour curriculum section D

C: Tell your own supervisor and keep following your current plan. An RBT takes clinical direction from their own supervisor, who is responsible for the RBT's work. Suggestions from other providers, including other BCBAs, go to that supervisor.

• A: Caregivers do not decide clinical procedures for the RBT; the supervisor does.
• B: Splitting the procedure by setting is still an unapproved change.
• D: Holding a BCBA does not make someone your supervisor or responsible for your work.

Task E.1 · RBT Ethics Code 2.02 · 40-hour curriculum section F

C: Ask the supervisor or agency to correct it. An RBT's credentials should be represented accurately wherever they appear. Raising the error with the supervisor or agency is the first step; RBTs go further only if the issue is not resolved.

• A: Letting a false credential stand misleads families, even if someone else wrote it.
• B: The code asks RBTs to bring concerns to their supervisor first and escalate only if they are not resolved.
• D: A public post is not the first step; the fastest fix is to raise it with the supervisor or agency.

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

A: The behavior that was reinforced unpredictably. Behavior with a history of intermittent, especially variable, reinforcement is more resistant to extinction than behavior that was reinforced every time.

• B: Behavior reinforced on a continuous schedule usually extinguishes faster than intermittently reinforced behavior.
• C: The schedule of past reinforcement affects how long behavior persists during extinction.
• D: Extinction does not end behavior immediately, and resistance differs with the reinforcement history.

Task D.4 · 40-hour curriculum section E

A: No; DRO reinforces the absence of the problem behavior. Despite its name, DRO does not target a specific behavior. It reinforces the absence of the problem behavior during the interval. Reinforcing a specific behavior is DRA.

• B: Reinforcing a specific replacement behavior is DRA.
• C: Reinforcing a low rate is DRL.
• D: Time-based delivery regardless of behavior is NCR.

Task D.3 · 40-hour curriculum section E

B: The client met the plan's standard for learning under teaching conditions. Mastery shows acquisition under the conditions that were used in teaching. Maintenance over time and generalization to new conditions must be checked separately.

• A: Mastery does not guarantee the skill will last without practice.
• C: Mastery in the teaching setting does not guarantee generalization.
• D: Mastered skills still need reinforcement, usually thinned or natural.

Task C.9 · 40-hour curriculum section A

A: A stopwatch or timer. Duration recording means timing each occurrence from onset to offset, so the RBT needs a stopwatch, timer or a data app with a timing function.

• B: A tally counter counts occurrences but cannot show how long each tantrum lasts.
• C: A task analysis checklist is used to score the steps of a skill chain, not to time a behavior.
• D: A list of preferred items helps with reinforcement, not with measuring how long a behavior lasts.

Task A.1 · 40-hour curriculum section C

A: Begin using the gestural prompt, as the plan states. In most-to-least prompting, the RBT moves to the next, less intrusive level when the plan's criterion is met. Following the criterion as written keeps fading on schedule.

• B: Delaying fading beyond the plan's criterion is a plan change and risks prompt dependence.
• C: Skipping levels changes the plan; the plan calls for a gestural prompt next.
• D: Going back to more help after success is the opposite of what the plan's criterion calls for.

Task C.7 · 40-hour curriculum section E · RBT Ethics Code 2.02

B: To arrange prompts so the learner makes few or no errors while learning. Errorless learning gives prompts early, often immediately after the instruction or with the most helpful prompt first, so that the learner contacts reinforcement for correct responses and rarely practices errors. The prompts are then faded.

• A: That is trial-and-error teaching with correction, the approach errorless procedures are designed to avoid.
• C: Withholding reinforcement after errors is extinction; errorless procedures try to prevent errors from happening.
• D: Errorless learning depends on prompts given early enough to prevent errors, which are then faded.

Task C.7 · 40-hour curriculum section E

A: Tell the caregiver they will pass the request to the supervisor. The amount of service is decided by the supervisor and the organization, often with the funder. The RBT relays the request instead of agreeing or refusing.

• B: Service hours can change; the supervisor and organization decide.
• C: Lengthening sessions also changes the amount of service without approval.
• D: The RBT does not set the amount of service.

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

B: Every time the behavior occurs, by everyone following the plan. Extinction must be consistent across times, settings and people. Any reinforcement of the behavior weakens the procedure.

• A: Reinforcing milder occurrences keeps the behavior going and can make it more persistent.
• C: Reinforcement during breaks would keep the behavior going.
• D: Occasional reinforcement creates an intermittent schedule that resists extinction.

Task D.4 · 40-hour curriculum section E

D: Hitting, kicking or biting a person with contact (not high fives). This definition names specific actions, requires contact, and excludes look-alike responses, so observers know exactly what to count.

• A: "Violent" and "hostile" are not defined, so observers will judge differently.
• B: Intent and feelings cannot be observed, so observers would have to guess.
• C: This repeats the label without saying which actions count.

Task A.5 · 40-hour curriculum section C

C: Summarizing what was said to check understanding. Active listening means giving full attention, then reflecting or summarizing the message and asking questions to confirm you understood it. It helps the other person feel heard and reduces misunderstandings.

• A: Planning a reply pulls attention away from what the speaker is saying.
• B: Jumping to advice skips understanding the speaker's full message.
• D: Interrupting suggests you are not listening and may get the message wrong.

Task F.9 · 40-hour curriculum section G

B: Their organization's requirements and any funder rules. Session note formats are set by employers and funders, so the RBT follows the workplace's requirements and asks the supervisor if unsure.

• A: The BACB does not publish one required note template.
• C: Personal preference does not set documentation standards.
• D: Caregiver preference does not set the format.

Task E.4 · 40-hour curriculum section F

D: Share the concern and data with the supervisor, and follow the plan. Seeking input and disagreeing respectfully means bringing concerns and data to the supervisor in a timely, private way, while continuing to implement the plan as written.

• A: Changing targets without the supervisor goes beyond the RBT role.
• B: Criticizing the supervisor to the family is unprofessional and does not get the plan reviewed.
• C: Concerns about the plan are best raised with the supervisor directly, not in front of the family.

Task F.9 · RBT Ethics Code 2.02 · RBT Ethics Code 2.06 · 40-hour curriculum section F

B: It marks the exact response and bridges the delay to the item. A conditioned reinforcer like "Yes!" can be delivered at the very moment of the approximation, while handing over an item takes a moment. It pinpoints the response being reinforced.

• A: "Yes!" follows the response; it does not prompt the next one.
• C: The plan still follows "Yes!" with the preferred item, which helps keep "Yes!" effective.
• D: Nothing in the plan links "Yes!" to the end of the session.

Task C.10 · 40-hour curriculum section E

B: The plan includes client choice, which helps keep backups effective. Letting clients choose their backup reinforcer is part of this plan and allows them to pick what they want most at that moment, which helps keep the tokens valuable.

• A: Cost is not the issue; skipping the client's choice is.
• C: The plan sets no minimum number of tokens for choosing.
• D: Changing the exchange into saving goes against the plan.

Task C.11 · 40-hour curriculum section E