RBT practice test 26

A: Avoidance. Escape and avoidance of the people, places and tasks linked with punishment are side effects of punishment. Bursts, resurgence and spontaneous recovery are linked with extinction.

• B: An extinction burst is a secondary effect of extinction.
• C: Resurgence is linked to extinction of an alternative behavior.
• D: Spontaneous recovery is a secondary effect of extinction.

Task D.6 · 40-hour curriculum section E

B: Rankings depend on which other items are offered. Preference assessments show preference relative to the items offered together. Adding a more preferred item moves the others down without meaning they lost all value.

• A: A consistent pattern with a sensible shift is not random.
• C: Dropping one rank because a new item was added does not show a loss of reinforcing value.
• D: Nothing in the scenario indicates an implementation error.

Task B.1 · 40-hour curriculum section D

A: Keep the schedule and tell the supervisor. Thinning the schedule is a plan change. The RBT keeps implementing the plan as written and brings the data and suggestion to the supervisor.

• B: Even with good data, the schedule change is the supervisor's decision.
• C: Stopping NCR is a plan change and may bring back problem behavior.
• D: A smaller change is still a change to the plan.

Task D.2 · 40-hour curriculum section E · RBT Ethics Code 2.06

C: Complete an incident report and tell the supervisor. Injuries are documented through the organization's incident process, factually and promptly, and reported to the supervisor.

• A: Reporting should be prompt, not delayed.
• B: Injuries must be documented in the official record.
• D: Assigning fault is not objective.

Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 2.01

B: It states a function of the behavior as if it were observed. Functions are hypotheses that the supervisor tests through assessment. A note should describe what happened before and after the scream, not say why it happened.

• A: Not every behavior is summarized as a percentage.
• C: The entry is not too detailed; it adds an unobservable reason.
• D: Notes can say what the RBT did; naming the RBT is not the problem.

Task E.4 · 40-hour curriculum section F

B: A neutral stimulus. A stimulus that has no reinforcing effect yet is a neutral stimulus. Pairing it with established reinforcers can turn it into a conditioned reinforcer.

• A: A backup reinforcer is what tokens are traded for, and the chip currently has no effect on behavior.
• C: An unconditioned reinforcer works without learning, but the chip has no effect at all.
• D: A discriminative stimulus signals that reinforcement is available for a response; the chip has no such history yet.

Task C.2 · 40-hour curriculum section E

D: Using both hands to build with blocks. Building with both hands cannot happen while the thumb is in the mouth, so it is incompatible with thumb sucking.

• A: A child can listen to a story while sucking a thumb.
• B: A child can suck a thumb while sitting in a chair.
• C: A child can look at a book while sucking a thumb.

Task D.3 · 40-hour curriculum section E

B: The client's own willingness to take part, shown through words or behavior. Assent is the client's own agreement to participate, which can be shown through words or behavior such as approaching, engaging and staying with the activity. It is different from legal consent, which a legally authorized person (for example, a parent of a minor) gives.

• A: That is consent from a legally authorized person; assent comes from the client.
• C: Plan approval is a clinical decision by the supervisor, not the client's agreement.
• D: Preference results show which items a client chooses, not whether they agree to take part.

Task F.1 · 40-hour curriculum section B

B: It is permanent product recording of a behavior targeted for decrease. Torn pages are a lasting result of the tearing. Counting them after the fact is permanent product recording, which works for problem behavior as well as skills when the behavior reliably leaves a product.

• A: Momentary time sampling checks for the behavior at set moments; here the results of the behavior are counted afterward.
• C: Permanent product recording can be used for problem behavior that leaves a lasting result, not only for skills.
• D: Latency recording times the delay between a cue and a response; nothing is timed here.

Task A.3 · 40-hour curriculum section C

A: Run the program as written and report the protests to the supervisor. Benefiting others and behaving with integrity mean following the plan accurately and being honest in records. The client's protests are important information, so the RBT reports them and the supervisor decides whether to change anything.

• B: Skipping without direction changes the plan, and blaming time is not truthful.
• C: Recording a program that was not run is falsifying data.
• D: RBTs do not change the plan; the supervisor decides whether the program should change.

Task F.1 · RBT Ethics Code 2.02 · RBT Ethics Code 2.06

B: They may increase, because leaving the room lets the student escape reading. For escape-maintained behavior, removal from the task is the reinforcer. Sending the student out after disruptions gives that reinforcer, so disruptions may increase.

• A: Time-out only works if time away is less reinforcing than being in class; here, leaving gives escape from reading.
• C: The consequence is directly related: it delivers the escape that maintains the behavior.
• D: Removal from an aversive task is reinforcing for this student, not a loss.

Task D.1 · 40-hour curriculum section A

D: Each trial ends with the learner finishing the task. Because the learner always performs the last step, every trial ends in contact with the terminal reinforcer, the finished task plus any planned reinforcement.

• A: Practicing every step each session is total task chaining.
• B: Teaching the first step first is forward chaining.
• C: Earlier steps are still done or prompted by the instructor in backward chaining.

Task C.5 · 40-hour curriculum section E

D: They can cause conflicts of interest and harm to clients. Mixing roles can create conflicts of interest, cloud the RBT's objectivity and put the client at risk of harm. That is why the code tells RBTs to avoid them and to act quickly when one develops.

• A: Multiple relationships are not on the list of events that must be self-reported; the code asks RBTs to tell their supervisor.
• B: The code does not tie recertification to multiple relationships; the concern is harm to the client.
• C: Personal, family and social relationships can create conflicts even when no money is involved.

Task F.7 · RBT Ethics Code 1.10 · 40-hour curriculum section G

A: Check with the supervisor and organization policy first. Whether an RBT may give medication depends on organization policy and the law. The RBT checks before acting.

• B: It may or may not be allowed; the RBT should check rather than guess.
• C: Documenting it does not make it allowed.
• D: Caregiver permission alone may not make it allowed.

Task E.3 · 40-hour curriculum section F

D: Duration recording. The RBT is timing how long the client stays seated, from the start of the behavior to its end. That is duration recording.

• A: Latency recording would time from a cue, such as being called to lunch, until the client sat down.
• B: Interresponse time recording would time the gap between two separate responses.
• C: Momentary time sampling would check only whether the client was seated at set moments.

Task A.1 · 40-hour curriculum section C

C: Speaking calmly with few words and giving the client space. De-escalation usually means a calm voice, simple words, more space and fewer demands, as the client's plan describes.

• A: A raised voice can add to the escalation.
• B: Long explanations add demands and attention during escalation.
• D: Crowding the client can escalate behavior and puts the RBT at risk.

Task D.7 · 40-hour curriculum section E

C: The client may be responding to the pattern, not the instruction. A predictable order lets the client respond to the sequence rather than to what the RBT says. Plans present targets in a varied, unpredictable order so that only the instruction predicts which response will be reinforced.

• A: Being correct on nearly every trial means reinforcement is frequent.
• B: No prompts are being used; prompt dependence means waiting for help before responding.
• D: Clear differences between targets make a discrimination easier, not harder.

Task C.6 · 40-hour curriculum section E

C: The skill was not maintained after teaching ended. The client met mastery, so the skill was acquired. Losing it over time after practice stopped is a failure of maintenance.

• A: The problem is a loss over time, not a lack of performance in new settings.
• B: Response generalization would be the appearance of new response forms, not a loss of correct responses.
• D: The client met the mastery criterion, so the skill was acquired.

Task C.9 · 40-hour curriculum section A

A: DRO. Reinforcing the absence of a behavior for a set interval is differential reinforcement of other behavior (DRO). Here tokens are the reinforcer used.

• B: DRA reinforces a specific alternative behavior, not the absence of hitting.
• C: DRI reinforces a specific behavior that cannot occur at the same time as the problem behavior.
• D: Response cost removes tokens after a behavior; this plan gives tokens.

Task C.11 · 40-hour curriculum section E

D: Momentary time sampling. Checking who is engaged at a set moment at the end of each interval is a group version of momentary time sampling, sometimes called a planned activity check (PLACHECK).

• A: Whole interval recording requires watching for the full interval and scoring only if the behavior lasted throughout.
• B: Partial interval recording requires watching the full interval and scoring any occurrence.
• C: Frequency recording counts every instance of behavior across the observation.

Task A.2 · 40-hour curriculum section C

A: 1.5 per minute. Rate = count ÷ time. Here 15 hits ÷ 10 minutes = 1.5 hits per minute.

• B: 0.67 comes from dividing 10 by 15, which flips the calculation.
• C: 15 is the count for the whole 10-minute session, not per minute.
• D: 150 comes from multiplying instead of dividing.

Task B.3 · 40-hour curriculum section D · Task A.6

D: The data may show more improvement than actually occurred. When an observer's expectations shape borderline decisions in one direction, the data are biased toward the expected result. Here the bias makes the intervention look more effective than it is. Applying the definition the same way regardless of phase prevents this.

• A: A biased observer would likely disagree more with an independent observer, not less.
• B: Recording unclear instances as non-occurrences lowers the count, which overstates improvement.
• C: That describes reactivity in the client, not a bias in the observer.

Task A.8 · 40-hour curriculum section C

B: Multiple stimulus with replacement. Returning the chosen item to the array on every trial is what defines multiple stimulus with replacement (MSW).

• A: A paired-stimulus assessment presents two items per trial.
• C: Single-stimulus assessment presents one item at a time.
• D: In MSWO, the chosen item is left out of the array.

Task B.1 · 40-hour curriculum section D

B: Ask the supervisor for specific feedback on particular skills. RBTs are expected to seek ongoing feedback and advocate for effective supervision, including regular, useful feedback. Asking for feedback on specific skills, such as prompt timing, makes supervision more useful.

• A: Caregivers can give input, but clinical feedback comes from the supervisor.
• C: Vague feedback does not show that performance is error-free.
• D: Requirements are being met; asking for clearer feedback is the right first step.

Task F.4 · 40-hour curriculum section G

D: Delaying the backup after exchange can weaken the tokens. Tokens keep their value because they reliably lead to backup reinforcers. Adding demands after the exchange breaks that rule and can weaken the tokens.

• A: Adding any extra tasks after the exchange goes against the plan, whatever the number.
• B: Tablet time is a common and appropriate backup reinforcer.
• C: Removing tokens here would be response cost without a plan, and the client did nothing to warrant it.

Task C.11 · 40-hour curriculum section E