RBT practice test 28

D: The learner may make more errors before reaching a prompt that works. Because least-to-most prompting starts with little or no help, a learner who does not yet know the skill may respond incorrectly at the first levels before receiving enough help. That is why it is often used once a learner has some of the skill.

• A: That describes the starting point of most-to-least prompting.
• B: Least-to-most prompting builds in fading, since each trial starts with no prompt.
• C: Each least-to-most trial begins with an opportunity to respond independently.

Task C.7 · 40-hour curriculum section E

B: The snack may not reinforce this response; report it to the supervisor. A highly preferred item does not always function as a reinforcer for a given response. The RBT reports the data so the supervisor can decide on next steps, such as a reinforcer assessment or different items.

• A: An extinction burst follows the removal of reinforcement, which is not what happened here.
• C: Preference results can be accurate even when an item does not reinforce a particular response, and the RBT does not decide to stop assessments.
• D: No data show that responding decreased, and changes to programs are the supervisor's call.

Task B.1 · 40-hour curriculum section D

A: That the client ate just before and refused the edibles. Eating just before a session can reduce the value of edible reinforcers for a while (satiation). Documenting the facts lets the supervisor decide what, if anything, to change.

• B: A judgmental label is not objective documentation.
• C: This overgeneralizes from a single situation.
• D: One session of refusal after a big meal does not show the edibles no longer work.

Task E.3 · 40-hour curriculum section F

A: The client is starting tasks sooner. The vertical axis shows latency. A decreasing latency means less time passes before the client begins, so the client is starting sooner.

• B: The latency values fall over time, which means less waiting, not more.
• C: The graph shows time before starting, not time spent working.
• D: The graph shows time to start, not how many tasks are completed.

Task A.7 · 40-hour curriculum section C

D: Keep honoring requests and tell the supervisor. Changing the reinforcement schedule is a plan decision. The RBT keeps implementing the plan and brings the data to the supervisor, who may add schedule thinning.

• A: Ignoring requests without a plan can put the request on extinction and bring back problem behavior.
• B: A new work requirement is a plan change the supervisor must make.
• C: Switching procedures is the supervisor's decision.

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

B: Antecedent, behavior, consequence. ABC data record the antecedent (what happened just before), the behavior (what the client did) and the consequence (what happened just after).

• A: Attention and compliance are not what the A and C stand for.
• C: These are other ABA terms, not the parts of ABC data.
• D: This ABC model comes from cognitive therapy, not from ABC data in behavior analysis.

Task B.3 · 40-hour curriculum section D

A: Thank the parent, apologize, and learn to say it correctly. Cultural humility includes accepting correction and learning from families. Saying a client's name correctly is a basic sign of respect.

• B: Choosing a different name for the client is not respectful.
• C: The client's name is the family's to define, not the RBT's.
• D: Asking a client to change their name to suit the RBT is disrespectful.

Task F.10 · RBT Ethics Code 1.08

D: 10 minutes. Total duration is the sum of the durations of every episode: 3 + 5 + 2 = 10 minutes.

• A: 3 is the number of tantrums (and the length of the first one), not the total time.
• B: 3.33 minutes is the mean duration per tantrum (10 ÷ 3), not the total.
• C: 5 minutes is the longest single tantrum, not the total.

Task A.1 · 40-hour curriculum section C

A: Immediately after each occurrence of the target behavior. Punishment works best when it is immediate and consistent, following every occurrence. The RBT delivers it exactly as the plan specifies.

• B: A delayed consequence is weakly linked to the behavior and works poorly.
• C: Punishment is most effective when it follows every occurrence, especially at first.
• D: Slowly increasing intensity can let the person adapt to the punisher.

Task D.5 · 40-hour curriculum section E

A: Respectfully ask about upcoming dates to plan around. Cultural humility means learning from the family about what matters to them. Asking about upcoming dates shows respect and helps the team schedule services.

• B: Cancelling for a holiday is not uncooperative, and the note would be a biased judgment.
• C: Pressuring the family puts the schedule ahead of their values.
• D: Respectful questions help the RBT learn and plan.

Task F.10 · RBT Ethics Code 1.07

A: 5% of the hours they spend providing services each calendar month. RBTs must receive ongoing supervision for at least 5% of the hours they spend providing behavior-analytic services in each calendar month.

• B: The 5% is calculated each calendar month, not averaged over a year.
• C: The minimum is 5%, not 10%.
• D: The minimum depends on hours worked; it is a percentage, not a fixed number of hours.

Task F.3 · RBT Handbook p. 16

C: Say they will ask the supervisor, who can arrange training. Training others to implement a plan, and sharing plan documents, are decisions for the supervisor. The RBT passes on the request.

• A: Sharing the plan document is the supervisor's decision.
• B: Other team members may be trained to implement plans; the supervisor decides.
• D: Training the teacher without direction goes beyond the RBT's role.

Task E.1 · RBT Ethics Code 2.06 · RBT Ethics Code 2.10

A: Suggest the candy to the supervisor and use only approved items. The supervisor selects items with the client's needs in mind, including diet, allergies, and caregiver wishes. The RBT shares useful observations and follows the approved protocol.

• B: Swapping items is an unapproved change to the protocol and may conflict with dietary rules.
• C: Adding an unapproved item changes the protocol and may conflict with dietary rules.
• D: Running an unapproved assessment bypasses the supervisor.

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

D: Deliver brief praise or another planned reinforcer. Each instance of compliance with a high-p request is reinforced, usually briefly so the sequence stays quick.

• A: Reinforcing high-p compliance is part of the procedure, not something to skip.
• B: A long break between requests weakens the sequence.
• C: Moving quickly matters, but brief reinforcement for each compliance is still delivered.

Task D.2 · 40-hour curriculum section E

A: No, one event cannot count as both. Ongoing supervision and professional development are separate requirements, and one event cannot cover both. Ongoing supervision is client focused and may not count toward PDUs.

• B: Topic does not matter; supervision and PD are separate requirements.
• C: No portion of ongoing supervision counts toward PDUs.
• D: A BCBA leading it does not make supervision count as PD.

Task F.3 · RBT Handbook p. 17

D: Respect the family's view and ask the supervisor to review the goal with them. Cultural responsiveness means taking a family's values seriously. Goals belong to the supervisor and the family, so the RBT relays the concern quickly and respectfully.

• A: Stopping a goal is a plan change the supervisor must make.
• B: Sending the family elsewhere does not get the concern to the supervisor.
• C: Arguing for the goal disregards the family's values, and goal decisions are the supervisor's.

Task E.1 · RBT Ethics Code 2.06 · RBT Ethics Code 1.07

B: Generalization is responding the same way to similar stimuli; discrimination is responding differently to different stimuli. In stimulus generalization, a response learned with one stimulus also occurs with similar stimuli. In stimulus discrimination, the response occurs in the presence of some stimuli and not others. Teaching usually needs both: enough generalization to new examples and enough discrimination to avoid non-examples.

• A: Both are defined by how responding relates to stimuli, and both can occur in any setting.
• C: Discrimination is built through differential reinforcement (reinforcement in the presence of the SD, none in the presence of the S-delta), not punishment.
• D: A change in response form describes response generalization; stimulus discrimination is about which stimuli occasion the response.

Task C.6 · 40-hour curriculum section E

D: The target behavior increases when it produces tokens.. Like any reinforcer, a token is shown to be a reinforcer by its effect: the behavior that produces it increases. Signs of interest are not enough.

• A: Smiling may show interest but does not show that tokens strengthen behavior.
• B: Asking about backups does not show that tokens strengthen the target behavior.
• C: Holding on to tokens does not show that earning them strengthens behavior.

Task C.2 · 40-hour curriculum section E

B: Generalization steps are written into the plan instead of being left to chance. Generalization often does not happen on its own. Programming it means the plan includes specific strategies, such as multiple exemplars, varied settings and people, and probes, that the RBT carries out.

• A: Programming generalization does not mean waiting for months of maintenance before testing it.
• C: Teaching in one setting until performance is perfect is the opposite of planning for generalization.
• D: The supervisor writes the generalization steps; the RBT implements them rather than choosing them.

Task C.8 · 40-hour curriculum section E

C: Visual activity schedule. A visual activity schedule shows the sequence of upcoming activities in pictures or words, which makes the session more predictable.

• A: A token economy delivers tokens for target behavior that are exchanged for backup reinforcers.
• B: Demand fading changes the number of demands over time.
• D: A high-p sequence uses easy requests before a harder one.

Task D.2 · 40-hour curriculum section E

A: Rotate through the listed instructions as the plan directs. Rotating the listed instructions teaches the client to respond to several wordings of the same request, which promotes generalization. Following the program sheet as written also keeps procedural fidelity.

• B: Using only one wording goes against the plan and can tie the response to that wording.
• C: Adding new wordings that are not in the plan changes the procedure without supervisor direction.
• D: Choosing only the easiest instruction changes the plan and limits generalization.

Task C.8 · 40-hour curriculum section E

D: 80%. Combine the trials first: (6 + 18) / (10 + 20) = 24 / 30, and 24 / 30 x 100 = 80%.

• A: 75% is the average of the two session percentages (60% and 90%), which gives the 10-trial session too much weight.
• B: 90% is the afternoon percentage only.
• C: 24 is the number correct, not a percentage.

Task A.6 · 40-hour curriculum section C

A: The client's breathing and physical condition. Restrictive procedures carry a risk of serious injury. Staff continuously watch the client's breathing and physical condition and stop or adjust as their training and policy require.

• B: Agreement is not a safety check during a hold.
• C: Holds end when the release criteria are met, not at a set session length.
• D: Onlookers' opinions do not affect the safety checks.

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

C: 80%. Total count IOA = smaller count ÷ larger count × 100 = 16 ÷ 20 × 100 = 80%.

• A: 20% is the 4-count difference divided by 20, which is not the IOA formula.
• B: 44% comes from dividing 16 by the combined total of 36, which is not the formula.
• D: 125% divides the larger count by the smaller one; IOA cannot exceed 100%.

Task A.8 · 40-hour curriculum section C

D: Conditioned reinforcers. The check marks have no value on their own; they gain value because they can be exchanged for video game time. That makes them conditioned reinforcers (tokens).

• A: Unconditioned reinforcers need no learning history, but check marks gain their value through exchange.
• B: The video game time is the backup reinforcer; the check marks are what is exchanged for it.
• C: An abolishing operation reduces the value of a reinforcer; check marks are delivered as consequences.

Task C.2 · 40-hour curriculum section E