RBT practice test 23

C: Get the supervisor's direction and record what happened. Seeking direction in a timely manner is a core professional skill. The RBT keeps the client safe, records what happened objectively, and asks the supervisor what to do.

• A: Designing interventions is the supervisor's role.
• B: Waiting delays the supervisor's direction on a new behavior.
• D: Caregiver input is valuable, but direction on services comes from the supervisor.

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

D: So the supervisor can see the pattern and judge whether the procedure is working. Extinction often produces a temporary increase before a decrease. Complete, accurate data let the supervisor tell a burst from a failing procedure and make decisions.

• A: Ending or changing a procedure is the supervisor's decision.
• B: Showing records to the client is not the purpose of extinction data.
• C: Extinction data are not used to choose punishers; they show progress.

Task D.4 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: Calling out is still reinforced at home, so it continues there. Behavior responds to the contingencies in each setting. If the behavior still pays off at home, it will continue there. The supervisor uses this information when working with the family.

• B: Extinction affects behavior where reinforcement is withheld; it does not automatically spread.
• C: A burst happens when extinction starts; at home reinforcement is still delivered.
• D: Nothing suggests a data error; the difference matches the different contingencies.

Task D.4 · 40-hour curriculum section E

D: A skill seen in one setting may not occur in another, so this checks generalization. A skill learned in one place or with one person may not appear in other places or with other people. Testing across settings and people shows whether the skill has generalized.

• A: There is no general rule that an assessment is valid only when given in two places.
• B: Scores do not reliably go up or down in any particular setting.
• C: Avoiding boredom is not why skills are tested across settings and people.

Task B.2 · 40-hour curriculum section D

A: Reinforcing successive approximations of a terminal behavior. Shaping builds a new behavior by reinforcing responses that are closer and closer to the target behavior while no longer reinforcing earlier, less similar forms.

• B: Reinforcing steps of a task analysis in order from the first step is forward chaining.
• C: Gradually removing an added cue is stimulus fading.
• D: Reinforcement on a time schedule regardless of behavior is noncontingent reinforcement.

Task C.10 · 40-hour curriculum section E

A: 0.4 per minute. Rate uses only the time observed. The client was observed for 60 − 15 = 45 minutes, so 18 / 45 = 0.4 per minute.

• B: This divides by the full 60 minutes, including time when no data were collected.
• C: This divides by the 15-minute break instead of the observed time.
• D: This divides the observed minutes by the count (45 / 18).

Task A.6 · 40-hour curriculum section C

D: It bridges the delay between the response and the backup reinforcer.. A key advantage of conditioned reinforcers is that they can be delivered immediately, bridging the time between the response and a backup reinforcer that comes later.

• A: Tokens delivered after each correct response are contingent, not noncontingent.
• B: Tokens keep their value only while they continue to be exchanged for backup reinforcers.
• C: Tokens are conditioned reinforcers, not unconditioned ones.

Task C.2 · 40-hour curriculum section E

D: Higher than the most recent point. The data show a steady increasing trend. If nothing changes, the next point is most likely to continue in the same direction.

• A: Nothing in the data path suggests a drop.
• B: The data have moved well away from the first value.
• C: The data are rising, so the next point is likely to be above earlier values.

Task A.7 · 40-hour curriculum section C

D: Notify the supervisor and document per policy. Missed sessions affect the client's progress and must be handled through the organization's process.

• A: Scheduling make-up sessions is not the RBT's decision alone.
• B: The supervisor needs to know about missed services.
• C: Arranging coverage informally skips the supervisor and organization.

Task E.3 · RBT Ethics Code 1.02 · 40-hour curriculum section F

B: Teaching multiple response examples. Teaching several response forms that serve the same function gives the client more than one way to get a break and promotes response generalization, so the client is less likely to depend on one form that may not work in every situation.

• A: Programming common stimuli concerns the stimuli in teaching and target settings, not the number of response forms taught.
• C: Indiscriminable contingencies concern unpredictable reinforcement schedules.
• D: Sequential modification introduces the intervention setting by setting.

Task C.8 · 40-hour curriculum section E

A: Easy requests first, then the harder request. In a high-p sequence, the RBT gives several quick requests the client reliably follows, reinforces each, and then presents the request the client is less likely to follow.

• B: The easy requests come first; giving them after the hard request does not build up compliance before it.
• C: Removing and then adding back demands is demand fading.
• D: Choosing the task order is a choice-making strategy.

Task D.2 · 40-hour curriculum section E

A: Added help given before or during a response to make the correct response more likely. A prompt is a supplementary stimulus added to the instruction or materials so the learner is likely to respond correctly. Because it is not part of the natural situation, a prompt is planned to be faded.

• B: That describes a reinforcer, which follows the response.
• C: That describes an S-delta.
• D: That is prompt-level data, not the prompt itself.

Task C.7 · 40-hour curriculum section E

D: Follow the illness policy and notify the supervisor. Illness affects the client's comfort, behavior and data. The RBT follows the organization's illness policy, informs the supervisor and documents what happened.

• A: Running a full session ignores the illness policy and the client's well-being.
• B: Giving medication is outside the RBT's role.
• C: Changing the session on their own is not the RBT's decision; the illness policy and supervisor guide it.

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

C: The client met criterion on Target B in fewer trials. Trials to criterion counts how many trials were needed to reach the criterion. Fewer trials means the target was learned with less practice.

• A: Target A needed 45 trials, more than the 20 for Target B.
• B: Trials to criterion does not report percentage correct.
• D: The summary gives the number of trials needed, not how strict each criterion is.

Task A.6 · 40-hour curriculum section C

A: Attention. Screaming happens when the caregiver's attention is elsewhere and is followed by the caregiver turning to the child and talking, even though the words are a reprimand. That pattern points to attention.

• B: No task or demand is placed on the child before the screaming, so there is nothing to escape.
• C: No item is withheld or handed over in this pattern.
• D: The behavior depends on the caregiver's attention being diverted and is followed by a social response, so it is not likely automatic.

Task D.1 · 40-hour curriculum section A

D: Arrange choices and small portions as the plan allows. Environmental arrangement, like offering choices, giving small portions and keeping items in view but out of reach, creates more opportunities. If opportunities stay low, the RBT tells the supervisor.

• A: Changing the teaching format is the supervisor's decision.
• B: Recording opportunities that did not happen falsifies data.
• C: Free access removes the motivation needed for mands.

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

A: A checklist of defined, observable results. Breaking the goal into defined, observable products lets anyone check each item the same way. The results can be summarized as the number or percentage of checklist items completed.

• B: A general rating depends on the rater's opinion rather than defined, observable results.
• C: A self-report is not a measure of the product itself.
• D: A passing impression is not a systematic count of defined products.

Task A.3 · 40-hour curriculum section C

B: Thank them and pass the request to the supervisor promptly. RBTs direct questions and concerns that caregivers have about services to their supervisor and communicate them promptly. The supervisor decides whether the plan should change.

• A: The caregiver's view matters, but changing the plan is the supervisor's decision.
• C: Plans can be changed by the supervisor; dismissing the request shuts out useful input.
• D: Concerns from caregivers should reach the supervisor in a timely way.

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

A: Holding a favorite snack in view but out of reach and waiting for a request. A mand is a request controlled by motivation for a specific item or action. Having a wanted item visible but out of reach sets up an opportunity to request it.

• B: Naming a pictured item tests a tact.
• C: Repeating a spoken model tests an echoic.
• D: Answering a question with no item present tests an intraverbal.

Task B.2 · 40-hour curriculum section D · 40-hour curriculum section A

A: The pattern in the data, with the days it occurs. The RBT reports the observable pattern. The supervisor decides what might explain it and what to do.

• B: Patterns linked to events outside sessions can still matter.
• C: The RBT cannot determine the cause from a pattern.
• D: Recommending changes to visits is outside the RBT's role.

Task E.3 · 40-hour curriculum section F

D: 6 hours. The minimum is 5% of service hours in the month: 120 x 0.05 = 6 hours of supervision in March.

• A: 12 hours is 10% of 120; the requirement is 5%.
• B: 5 hours would be 5% of 100 hours, not of 120 hours.
• C: 2 hours is less than 5% of 120 hours.

Task F.3 · RBT Handbook p. 16

A: No exam question content, now or later. Candidates agree that they are permanently prohibited from disclosing exam question content in any form, including social media and online study sites. The ethics code also bars helping others cheat and distributing exam materials.

• B: Reconstructing questions from memory is still disclosure of exam content.
• C: The ban on disclosing exam content is permanent, not time-limited.
• D: Private electronic messages are a form of disclosure and are covered by the ban.

Task F.6 · RBT Handbook p. 12 · RBT Ethics Code 3.03

C: Say the supervisor will review the data and share the findings. Interpreting functional assessment data is the supervisor's role. The RBT passes the question on and lets the supervisor share the findings.

• A: Stating a function goes beyond the RBT's role.
• B: Sharing records and interpreting them are the supervisor's decisions.
• D: Guessing a function goes beyond the RBT's role and could mislead the teacher.

Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.06 · RBT Ethics Code 2.10

B: A stimulus is added after the behavior. In behavior analysis, "positive" means a stimulus is added and "negative" means a stimulus is removed. Neither word means good or bad.

• A: Positive refers to adding a stimulus, not to whether it is pleasant.
• C: Positive does not mean good; it means something is added.
• D: Punishment always means the behavior decreases.

Task D.5 · 40-hour curriculum section E

A: Offer other backup reinforcers from the plan's menu for the client to choose.. Tokens keep their value only if the exchange is honored. Offering another backup reinforcer from the plan's menu keeps the tokens paired with real reinforcers.

• B: More tokens do not replace the backup reinforcer and do not honor the exchange.
• C: Canceling the exchange breaks the link between tokens and backup reinforcers.
• D: A long delay with nothing else offered weakens the value of the tokens.

Task C.2 · 40-hour curriculum section E