RBT practice test 25

B: Label each worksheet with its date when collected. Products can be scored later, but each must still be matched to the session that produced it. Labeling products when they are collected prevents data from being entered in the wrong place.

• A: Entering all three as Friday's data puts results in the wrong sessions and distorts the graph.
• C: Averaging hides the separate results for each day.
• D: Scoring only one worksheet discards data from the other two days.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.02

C: Leave the tokens and follow the plan for throwing. Earned tokens stay with the client unless the plan includes response cost. The RBT responds to the throwing as the plan directs and can report the behavior to the supervisor.

• A: Removing a token is response cost, which this plan does not include.
• B: Removing all tokens is an unplanned punishment procedure.
• D: Threatening to take tokens adds a contingency that is not in the plan.

Task C.11 · 40-hour curriculum section E

C: Reactivity. Reactivity is a change in behavior because the person knows they are being observed. It can make observation data unrepresentative, so it should be reported to the supervisor.

• A: Observer drift is a change in how an observer applies a definition over time.
• B: An extinction burst is a temporary increase in behavior when reinforcement stops.
• D: Spontaneous recovery is the return of an extinguished behavior after time has passed.

Task B.3 · 40-hour curriculum section D · Task A.8

A: A driver pays a fine for speeding and speeds less afterward. Response cost is the loss of a specific amount of a reinforcer (here, money) after a behavior, which decreases that behavior.

• B: A horn sound is added, so that is positive punishment.
• C: Removing the alarm increases buckling, so that is negative reinforcement.
• D: Honking no longer producing its result is extinction.

Task D.5 · 40-hour curriculum section E

D: Describe it to the supervisor and ask for direction. Identifying a function and choosing an intervention are the supervisor's decisions. The RBT shares their observations and waits for direction.

• A: Starting extinction on a guessed function is designing an intervention.
• B: Waiting a month is not timely, and the supervisor decides what data to collect.
• C: Directing the caregiver is the supervisor's role.

Task E.2 · 40-hour curriculum section F

D: The supervisor uses it to find patterns and adjust the plan. Accurate crisis records show what happened before, during and after each incident. The supervisor uses them to look for triggers and adjust the plan to prevent future crises.

• A: Choosing procedures is the supervisor's role.
• B: Documentation does not replace timely notification.
• C: Crisis records are for the team's decisions and required records.

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

C: Record what was observed and tell the supervisor about both reports. Differences between caregiver report and direct observation are useful information. The RBT records what they saw and reports both to the supervisor, who interprets them.

• A: Direct observation showed prompts were needed, so scoring mastery would ignore the data.
• B: The child may do the skill differently at home; the RBT should not judge the report.
• D: The RBT was asked to record direct observation, so leaving it out loses key data.

Task B.2 · 40-hour curriculum section D

D: Cried for 4 minutes after the timer. This note gives the duration of the crying, which is a measurable dimension of behavior.

• A: "A lot" is not a measurement.
• B: "Hysterically" is a judgment, not a measure.
• C: "As usual" gives no measure.

Task A.5 · 40-hour curriculum section C

A: Reviewing written materials such as progress notes and data sheets. The handbook lists supervision activities such as developing performance expectations, observing, BST and performance feedback, modeling technical, professional and ethical behavior, guiding problem-solving and ethical decision-making, reviewing written materials, and evaluating service delivery and the effects of supervision.

• B: The RBT writes their own notes; the supervisor reviews them.
• C: RBTs manage their own certification and applications.
• D: Professional development is separate from ongoing supervision.

Task F.4 · RBT Handbook p. 17

B: Putting the task materials away until the child is calm. In escape extinction, the problem behavior must not remove or delay the demand. Putting materials away after dropping lets the behavior produce escape, which reinforces it.

• A: Re-presenting the instruction keeps the demand in place, which is what escape extinction requires.
• C: Prompting as written is part of the procedure and helps the child complete the task.
• D: Recording data is part of correct implementation, not a threat to it.

Task D.4 · 40-hour curriculum section E

C: Reinforcing a wrong choice can weaken stimulus control. Discrimination training works only if reinforcement follows correct choices and not incorrect ones. Reinforcing a wrong choice teaches that it can pay off, which weakens stimulus control. The RBT records the trial accurately and mentions it to the supervisor if it happens often.

• A: Many plans deliver tokens right after each correct response; the problem is which response earned this token.
• B: An extinction burst follows the withholding of reinforcement, not its delivery.
• D: One reinforced error does not create a need for physical prompts, though it can strengthen the wrong choice.

Task C.6 · 40-hour curriculum section E

B: Unplanned shaping of more intense responses. The caregiver reinforces only the most intense responses and not the milder ones. This differential reinforcement of more extreme forms is shaping, even though no one planned it.

• A: Spontaneous recovery is the return of a behavior after a period of extinction; here louder behavior is being reinforced.
• C: Response generalization is the appearance of untaught forms of a trained response; this change follows a pattern of reinforcing only louder screams.
• D: Stimulus generalization is a response occurring with new stimuli; the change here is in the intensity of the response.

Task C.10 · 40-hour curriculum section E

B: 15. The number of unique pairs is n × (n − 1) ÷ 2 = 6 × 5 ÷ 2 = 15 trials.

• A: 12 is twice the number of items, not the number of unique pairs.
• C: 30 counts each pair twice (6 × 5) without dividing by 2.
• D: 36 is 6 × 6, which would include items paired with themselves and repeated pairs.

Task B.1 · 40-hour curriculum section D

C: 3. There are 5 intervals. Hitting at 1:30 falls in the first interval, and hitting at 5:10 and 5:50 both fall in the third (4:00-6:00). The second, fourth and fifth intervals had no hitting, so 3 tokens are earned.

• A: 2 subtracts one token per hit, but two hits fell in the same interval.
• B: 4 counts only one lost interval; both the first and third intervals contained hitting.
• D: 5 ignores the hitting; two of the five intervals contained it.

Task D.3 · 40-hour curriculum section E

C: Speak to the client in an age-appropriate way. Age is one of the diversity factors in the code. Respecting an adult client means speaking to them as the adult they are, whatever their skill level; any concerns about age-appropriate materials go to the supervisor.

• A: Skill level does not change the respect owed to an adult.
• B: Leaving the client out of conversations does not respect their dignity.
• D: This removes communication rather than making it respectful.

Task F.10 · RBT Ethics Code 1.08 · 40-hour curriculum section G

D: I carry out my supervisor's plans and help with assessments. RBTs implement behavior-technician services designed by their supervisor and assist with assessments. Describing their role accurately avoids misrepresenting their qualifications.

• A: RBTs implement plans; designing them is the supervisor's role.
• B: RBTs do not diagnose or set treatment hours.
• C: RBT supervision is provided by BCBAs and BCaBAs, not by RBTs.

Task F.6 · RBT Ethics Code 1.05 · RBT Ethics Code 1.03 · RBT Handbook p. 1

B: Completing 12 professional development units in each 2-year cycle. From 2026, RBTs who certify or recertify move to a 2-year recertification cycle that requires 12 professional development units (PDUs) earned within the cycle, for example from in-service training, ACE Provider events or university coursework.

• A: RBTs do not retake the exam to recertify.
• C: The 40-hour training is an initial requirement, not a yearly one.
• D: The requirement is 12 units per 2-year cycle, not per year.

Task F.2 · RBT Handbook p. 30

D: Tell the caregiver they will pass the concern to the supervisor, then do so promptly. New concerns from caregivers go to the supervisor, who decides whether and how to address them. The RBT acknowledges the concern and relays it soon enough for the supervisor to act.

• A: Recommending an extinction procedure is designing an intervention, which is the supervisor's job.
• B: Adding a new target or activity changes the plan without the supervisor's direction.
• C: The RBT cannot decide what the services will or will not cover; the supervisor needs to hear the concern.

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

D: A second observer independently records the same session for comparison. Interobserver agreement (IOA) compares the records of two observers who measured the same behavior at the same time without seeing each other's data. Agreement between independent observers is the usual check on how consistent and believable the data are.

• A: A trend shows the direction of the data, not whether the data were recorded consistently.
• B: Recounting tallies only checks arithmetic; it cannot show whether the tallies matched the behavior.
• C: A caregiver's signature confirms the session took place, not that the measurement was reliable.

Task A.8 · 40-hour curriculum section C

C: The RBT's glance is partly controlling the student's choices. An unplanned cue such as a glance can become an SD for the correct choice. When the glance is absent, accuracy drops because the printed word alone does not yet control the response. The RBT should keep a neutral gaze and tell the supervisor what they noticed.

• A: A mastery criterion guides decisions about when a target is learned; it does not change the student's accuracy within a session.
• B: An extinction burst is a temporary increase in behavior when reinforcement stops; nothing suggests the coworker stopped reinforcing correct responses.
• D: Lower accuracy with the coworker shows the skill has not carried over; full generalization would mean similar accuracy with both.

Task C.6 · 40-hour curriculum section E

B: Intraverbal. Filling in a song or phrase is an intraverbal: a verbal response to someone else's words that does not match them.

• A: The child did not repeat the RBT's words; they completed them with a different word.
• C: No star was present; the child responded to the RBT's words.
• D: The child was not requesting anything.

Task C.4 · 40-hour curriculum section A

D: 50 seconds. Convert to one unit first: 45 + 75 + 30 = 150 seconds. Then divide by 3 episodes: 150 / 3 = 50 seconds.

• A: 150 seconds is the total duration, not the mean.
• B: 45 seconds is the median episode, not the mean.
• C: This reads 1 minute 15 seconds as 45 seconds, so the total becomes 120 seconds instead of 150.

Task A.6 · 40-hour curriculum section C

C: The alternative is physically incompatible. DRI is a type of DRA in which the reinforced alternative is physically incompatible with the problem behavior, such as sitting in a seat versus walking around the room.

• A: Reinforcing the absence of problem behavior describes DRO.
• B: Reinforcing a lower rate describes DRL.
• D: DRI, like other differential reinforcement, uses reinforcement and not punishment.

Task D.3 · 40-hour curriculum section E

B: Resume recording, mark the gap and tell the supervisor. Missing data are a data irregularity. The RBT records only what was actually observed, shows the gap clearly and lets the supervisor know so it can be taken into account.

• A: Data recorded from memory are estimates, not observations.
• C: Entering a typical value is inventing data.
• D: Discarding the data that were collected loses real information.

Task E.2 · RBT Ethics Code 2.02 · 40-hour curriculum section F

A: Magnitude. Loudness is the force or intensity of a response, its magnitude. The form of speech stays the same while the plan shapes this one dimension.

• B: Duration is how long a response lasts, not how loud it is.
• C: Latency is the time from a cue to the start of a response.
• D: Frequency is how many times a response occurs, not how loud each one is.

Task C.10 · 40-hour curriculum section E