RBT practice test 24

A: A $6 box of cookies given once at the end of the year. An acceptable gift is worth $10 or less, given occasionally as thanks, and brings no financial benefit. The cookies meet all three conditions.

• B: Even a one-time gift card is over the $10 limit.
• C: A gift that is regularly expected can violate the standard even if each is small.
• D: Cash is a financial benefit, and $20 is over the limit.

Task F.8 · RBT Ethics Code 1.11

C: is an occasional thank-you that brings no financial benefit. A gift is acceptable if it functions as an occasional expression of gratitude and does not result in financial benefit to the recipient, and if the employer's policy allows it.

• A: Being easy to value is not a condition in the code, and cash is the clearest form of financial benefit.
• B: The code describes acceptable gifts as occasional expressions of gratitude, not rapport-building.
• D: Funders do not approve gifts; the code sets the conditions.

Task F.8 · RBT Ethics Code 1.11

A: Attention condition. In the attention condition, the adult's attention is withheld until problem behavior occurs, and then brief attention, such as a reprimand or a statement of concern, follows it. This tests whether attention maintains the behavior.

• B: The escape condition presents tasks and removes them after problem behavior.
• C: In the alone condition, no one gives the client social consequences.
• D: In the play condition, attention and preferred items are freely available with no demands.

Task B.3 · 40-hour curriculum section D

A: Listen without arguing and tell the supervisor promptly. A caregiver who is thinking of ending services has a serious concern that the supervisor needs to hear quickly. The RBT listens respectfully and relays it rather than trying to resolve it alone.

• B: Quoting contract terms is not the RBT's role and does not address the concern.
• C: The supervisor needs to know when a family is unhappy with services.
• D: Persuading the caregiver is not the RBT's role and may dismiss a real concern.

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

C: Presenting difficult or nonpreferred tasks. Escape-maintained behavior is evoked by aversive demands, because those are what the behavior removes.

• A: With no demands present, there is nothing to escape.
• B: Withholding attention sets the occasion for attention-maintained behavior.
• D: Removing a preferred item sets the occasion for tangible-maintained behavior.

Task D.1 · 40-hour curriculum section A

A: Skills can weaken over time without practice or reinforcement. Mastery shows the skill was learned, not that it will last. Periodic checks catch any decline early so the supervisor can respond.

• B: Mastered skills are checked, not retaught from the start on a schedule.
• C: Baseline data are collected before teaching, not after mastery.
• D: Maintenance checks look at performance over time; generalization is a separate goal with its own procedures.

Task C.9 · 40-hour curriculum section A

C: 25%. 10 minutes is 600 seconds, and 600 ÷ 15 = 40 intervals. Then 10 ÷ 40 = 0.25, or 25% of intervals.

• A: 10 is the number of scored intervals, not the percentage.
• B: 15 is the interval length in seconds, not the percentage.
• D: 40 is the total number of intervals, not the percentage.

Task A.2 · 40-hour curriculum section C

A: Its quick effect negatively reinforces the staff's use of it. When punishment stops a problem behavior right away, the problem behavior ends for the person using it. That relief negatively reinforces their use of punishment, which can lead to overuse.

• B: Punishment has known side effects, and its effects are often temporary.
• C: Documentation is not the reason; the quick relief for staff is.
• D: Punishment reduces behavior; it does not build appropriate behavior.

Task D.6 · 40-hour curriculum section E

B: End access on time per the plan, then run the next trial. The amount of reinforcement is part of the plan. Ending access on time keeps the contingency consistent and helps prevent satiation; trouble with ending access should be reported to the supervisor.

• A: Open-ended access changes the reinforcer and cuts down on teaching time.
• C: Withholding earned reinforcement breaks the plan's contingency.
• D: Changing the amount of reinforcement is a plan change for the supervisor to make.

Task C.3 · 40-hour curriculum section E

C: Time spent playing cooperatively with a sibling. Duration fits behaviors that last for a stretch of time and where the length matters, such as play, on-task behavior or tantrums.

• A: Saying "thank you" is brief and discrete, so a count describes it better than a duration.
• B: Handing in a worksheet is a brief, discrete event that is better counted.
• D: Hitting is brief and discrete, so the team usually wants to know how often it happens, not how long it lasts.

Task A.1 · 40-hour curriculum section C

A: End the session as the safety rules state and tell the supervisor. Functional analyses are run with safety rules set by the supervisor. The client's safety comes first, so the RBT follows the termination rules and reports right away.

• B: Complete data are never more important than the client's safety or the termination rules.
• C: The rules call for ending the session, not continuing it.
• D: Changing conditions on one's own and not reporting an injury both break the protocol.

Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.01

A: Reinforcement for every correct response. When a skill is being learned, dense reinforcement, often continuous reinforcement for every correct response, produces the fastest learning. Reinforcement is usually thinned later, as the skill moves toward maintenance.

• B: A thin variable schedule is more typical once a skill is learned and being maintained.
• C: Relying only on natural consequences is a later goal, not the usual arrangement during initial learning.
• D: Monthly probes are a maintenance check, not an acquisition procedure.

Task C.9 · 40-hour curriculum section A

B: Give the instruction as written and score by the assessment's rules. Assessment items must be presented exactly as written so that the results reflect the client's skills under the conditions the assessment describes. Changing the wording or helping makes the score inaccurate.

• A: Rewording until the client succeeds changes the item, so the score no longer means what the assessment intends.
• C: Pointing is a prompt; a prompted response cannot be scored as independent.
• D: Scores must reflect what the client did, not what the RBT believes the client knows.

Task B.2 · 40-hour curriculum section D

C: Tell the supervisor so the task analysis can be revised. RBTs report problems with a procedure to their supervisor, who updates the plan. Accurate data and an accurate task analysis both depend on it.

• A: Revising the task analysis is the supervisor's role.
• B: Scoring a skipped step as independent makes the data inaccurate.
• D: Stopping a program is a plan change the RBT cannot make on their own.

Task C.5 · RBT Ethics Code 2.02 · RBT Ethics Code 2.06

C: Session 8. Sessions 3 and 4 were at 90% or higher, but session 5 (85%) broke the streak. Sessions 6, 7 and 8 are the first three consecutive sessions at 90% or higher, so the criterion was met in session 8.

• A: Only two consecutive sessions (3 and 4) were at 90% or higher at that point.
• B: Session 5 was 85%, below the criterion, which ended the streak.
• D: By session 7, only two consecutive sessions (6 and 7) met the criterion.

Task A.6 · 40-hour curriculum section C

C: A handwritten thank-you note. The gift limit applies to supervisors as well as clients and stakeholders. A note or a gift worth $10 or less is an acceptable way to express thanks.

• A: This is four times the $10 limit, which also applies to gifts to supervisors.
• B: This is more than the $10 limit.
• D: Even this smaller gift is over the $10 limit.

Task F.8 · RBT Ethics Code 1.11

B: It gives enough help from the start to keep errors low. Starting with a prompt that reliably produces the correct response keeps errors low while the skill is new. Help is then reduced step by step as the learner succeeds.

• A: That describes least-to-most prompting.
• C: Prompts given in most-to-least prompting must still be faded.
• D: Most-to-least prompting often starts with physical prompts; it is not limited to verbal ones.

Task C.7 · 40-hour curriculum section E

A: Poor sleep the night before that makes demands more aversive. A setting event is a condition, often earlier in time or in the background, that changes how likely behavior is by temporarily changing the value of consequences. Poor sleep, illness and hunger are common examples.

• B: A token after each step is a consequence (a conditioned reinforcer).
• C: Praise after a response is a consequence.
• D: An instruction right before a response is an immediate antecedent (a discriminative stimulus), not a background condition.

Task E.3 · 40-hour curriculum section F

A: Extinction burst, response variation, resurgence. Common secondary effects of extinction include the extinction burst, response variation, resurgence, spontaneous recovery and emotional responding. Escape, avoidance and behavioral contrast are associated with punishment.

• B: These are side effects of punishment.
• C: These are punishment procedures, not secondary effects.
• D: Satiation is a motivating operation and overcorrection is a punishment procedure.

Task D.6 · 40-hour curriculum section E

A: At 2:14 p.m. the client hit the RBT's arm 4 times with an open hand. Objective documentation states observable facts: time, what the client did, how often and what staff did. It avoids labels and guesses about inner states.

• B: "Meltdown" is vague, and the cause is a guess about feelings.
• C: "Violent" and "out of control" are labels, not observable facts.
• D: "Bad mood" and "lashed out" are interpretations, not observations.

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

B: Document it, tell the supervisor at once and follow mandated reporting. A possible sign of harm calls for immediate action. The RBT describes what they see, tells the supervisor, follows organization policy and mandated-reporting requirements, and documents these actions.

• A: Questioning the child is a job for trained investigators and may interfere with an investigation.
• C: Waiting may leave the client at risk.
• D: Guessing who caused it is not objective and may be wrong.

Task E.3 · RBT Ethics Code 2.07 · RBT Ethics Code 2.01

D: A brief increase, then a decreasing trend. Right after intervention began, the behavior rose above baseline and then declined steadily. A temporary increase when extinction begins is consistent with an extinction burst.

• A: The first intervention sessions are higher than baseline, not lower.
• B: The behavior rises only at first and then falls.
• C: The intervention data first rise above and then fall well below baseline.

Task A.7 · 40-hour curriculum section C

C: Not share it, since confidentiality extends to others in the workplace. Standard 2.08 says RBTs protect the confidentiality and privacy of clients, stakeholders and others in the workplace. A coworker's health information is private.

• A: Standard 2.08 also covers stakeholders and others in the workplace.
• B: A promise does not make it acceptable to share another person's private information.
• D: The information is not the RBT's to pass on.

Task F.5 · RBT Ethics Code 2.08

A: Escape extinction. Complaining used to remove the chore (negative reinforcement). When complaining no longer removes it, the behavior is on escape extinction and decreases.

• B: Negative reinforcement would be the chore being removed after complaining, which increased complaining before.
• C: Nothing the teen has is taken away after complaining.
• D: No stimulus is added after complaining to reduce it.

Task D.4 · 40-hour curriculum section E

B: After every occurrence of the target behavior. Early on, tokens are usually delivered after every instance of the target behavior (continuous reinforcement) so the client quickly learns what earns them. The plan may thin the schedule later.

• A: Delivering tokens only after every tenth response is a thin schedule that is more typical after the system is established.
• C: One delivery at the end of a session is too delayed to link tokens to specific behaviors.
• D: Tokens given on a time schedule are not tied to the target behavior.

Task C.11 · 40-hour curriculum section E