RBT practice test 29

B: The client's crisis plan and the organization's emergency procedures. Crisis and emergency procedures are planned ahead by the supervisor and the organization. The RBT follows them as trained, not on-the-spot ideas.

• A: Speed alone is not a guide; unplanned actions can harm the client.
• C: Procedures from other clients' plans may not be safe or approved for this client.
• D: The RBT follows the written plan and policy and reports any conflict to the supervisor.

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

A: Clarity. A clear definition is readable and unambiguous, so that someone new could read it and accurately put it in their own words.

• B: The problem is wording that is hard to follow, not reference to unobservable states.
• C: A definition can list every boundary and still be too hard to read; that is a clarity problem.
• D: Reliability describes consistent measurement, not how a definition is worded, although an unclear definition can lower it.

Task A.5 · 40-hour curriculum section C

C: The client ate a large lunch just before the session.. An abolishing operation temporarily decreases the value of a reinforcer. Eating a large meal just before the session makes food less effective as a reinforcer.

• A: Skipping a meal is deprivation, which increases the value of food.
• B: Going a long time without an item is deprivation, which increases its value.
• D: A session just before a meal typically follows a period without food, which tends to increase food's value.

Task C.1 · 40-hour curriculum section A

C: Maintained by social negative reinforcement. Another person ends an aversive activity after the behavior, which is social negative reinforcement (escape).

• A: Positive reinforcement adds something; here the brushing is removed.
• B: The consequence comes from the caregiver stopping, not from a sensation the behavior produces.
• D: Punishment decreases behavior; this behavior is being maintained.

Task D.1 · 40-hour curriculum section A

B: Tell the supervisor about the family's view. Cultural responsiveness means bringing the family's values into decisions about goals. The RBT passes the information to the supervisor, who reviews the goal with the family, and keeps following the plan until it changes.

• A: Plans can be revisited, and the supervisor needs the family's view to do that.
• C: Dropping a target is a plan change that only the supervisor can make.
• D: This dismisses the family's values, and goals are set with the family by the supervisor.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 2.06

C: Report the school change to the supervisor. A new school changes the client's daily routine and environment. The supervisor needs to know.

• A: Delaying the report is not timely.
• B: Contacting the school without direction goes beyond the RBT's role.
• D: Changes outside sessions can affect behavior in sessions.

Task E.3 · 40-hour curriculum section F

C: Responses are occurring closer together, so the rate is rising. Interresponse time and rate are closely related: when the time between responses shrinks, more responses fit into the same amount of time, so the rate goes up.

• A: Interresponse time is the gap between responses, not how long each response takes.
• B: The delay after an instruction is latency, not interresponse time.
• D: Shorter gaps between responses within the same session length mean more responses, not fewer.

Task A.1 · 40-hour curriculum section C

C: The caregiver said, "Bath time," and turned off the TV. The entry describes exactly what happened just before the behavior: what the caregiver said and did.

• A: This states an effect on the client's feelings, not what the caregiver did.
• B: This is a guess about what the client wanted.
• D: A "bad mood" is an inferred state, not an observable event.

Task A.5 · 40-hour curriculum section C

C: Tell the supervisor early and work with them on a plan that serves the client. RBTs try to follow through on work commitments. When a commitment cannot be met, Standard 1.02 says they work with their supervisor to address the situation in the best interest of clients.

• A: Simply stopping breaks a work commitment without addressing the client's needs.
• B: Rearranging services alone bypasses the supervisor, who must be involved.
• D: Arranging coverage without the supervisor may place an untrained person with the client.

Task F.1 · RBT Ethics Code 1.02

D: It uses the teen's real interest and a natural result. Naturalistic teaching uses a real moment of motivation and the natural result of the skill. Here the teen's interest set up the opportunity and joining the game reinforced the request.

• A: The skill is being taught with a prompt, so it is not mastered.
• B: No token was used; joining the game was the reinforcer.
• C: Practice before recess would be structured teaching, not naturalistic teaching.

Task C.4 · 40-hour curriculum section E

D: Note the noise and the client's behavior, and tell the supervisor. Ongoing changes in the setting can affect behavior and performance. The RBT records the conditions and what the client did, and the supervisor decides whether to adjust anything.

• A: Changing the session setting is a decision for the supervisor.
• B: Conditions the clinic cannot control can still affect the data.
• C: Adding headphones is a change to the plan without direction.

Task E.3 · 40-hour curriculum section F

D: Set up chances for the child to ask. Arranging the environment so preferred items are visible but need help to reach creates motivation and a reason to communicate, which the RBT then uses to prompt and reinforce a mand.

• A: Seeing the cars without having them tends to increase motivation, not lower it.
• B: The aim is for the child to get the cars by asking, not to keep them away.
• C: This is not an assessment of motor skills; it sets up communication.

Task C.4 · 40-hour curriculum section E

C: Report the observation and data to the supervisor. If the behavior may be producing a reinforcer the plan does not address, extinction may not be complete. The RBT reports it so the supervisor can look at the function and adjust the plan.

• A: Adding a procedure without the supervisor changes the plan.
• B: The observation may matter to the plan and should be shared, not dismissed.
• D: Stopping the procedure is a plan change only the supervisor can make.

Task D.4 · 40-hour curriculum section E · RBT Ethics Code 2.06

B: The actions taken, relevant dates, the parties involved and the outcome. The code asks RBTs to document all actions taken to address a suspected violation, for example a list of actions, relevant dates, the parties involved and a description of the outcome, and to save all relevant documentation.

• A: Opinions about character are not objective facts and are not what the code asks for.
• C: The code asks for a record of all actions taken, not just the outcome.
• D: Listing unrelated clients is not required and shares more confidential information than needed.

Task F.1 · 40-hour curriculum section G

B: Tell the supervisor and record what happened accurately. Honest reporting of implementation errors lets the supervisor interpret the data and support the RBT. It is part of accurate documentation (Standard 2.02).

• A: Adding a reprimand is an unplanned consequence.
• C: Leaving it out makes the record inaccurate.
• D: Adding reinforcement is an unplanned change.

Task E.2 · RBT Ethics Code 2.02 · RBT Ethics Code 3.02

C: Follow the plan's steps and note the event for the supervisor. The plan already covers unavailable items, so the RBT follows those steps and notes what happened so the supervisor can review it.

• A: The plan gives a set response for unavailable items; the RBT follows it.
• B: Ignoring the taught request can weaken it and bring back problem behavior.
• D: Discouraging the request works against the response FCT is building.

Task D.3 · 40-hour curriculum section E · RBT Ethics Code 2.02

D: The records were consistent but did not match the current definition. IOA shows that observers recorded the same thing, not that they recorded the right thing. Two observers using the same outdated definition can agree perfectly and still produce data that do not match what the team now needs to measure.

• A: Agreement does not guarantee accuracy; both observers can make the same error.
• B: High agreement does not fix a measurement of the wrong thing.
• C: IOA is about measurement; fidelity is about how the intervention was carried out.

Task A.8 · 40-hour curriculum section C

C: Tell the supervisor which items are unscored instead of guessing. Assisting with data summaries means reporting the data accurately. Missing data should be reported, not filled in.

• A: Guessed responses are not data and would make the summary inaccurate.
• B: Counting unscored items as correct inflates the results.
• D: Counting unscored items as incorrect without noting it lowers the results and hides the problem.

Task B.2 · 40-hour curriculum section D

C: To review what happened and whether the plan should change. Reviewing a crisis helps the team understand what led up to it, how the procedures worked, and what changes might prevent it in future.

• A: The review is about client safety and improving the plan, not blame.
• B: Holds are a last resort; the aim is to prevent future crises.
• D: Billing is not the purpose of a crisis review.

Task D.7 · 40-hour curriculum section E

B: Get soap; rub hands; rinse; dry hands. A good task analysis lists specific, observable actions in the order they happen, so each step can be prompted and scored.

• A: These are general goals, not observable actions in order.
• C: Understanding and wanting cannot be observed or scored.
• D: These describe qualities, not specific observable steps.

Task C.5 · 40-hour curriculum section E

D: A skill that is absent or below the level expected for the client. A skill deficit is something the client cannot yet do, or cannot do at the expected level. Skills assessments are designed to find these deficits so they can be taught.

• A: A behavior that occurs too often is a behavioral excess, not a skill deficit.
• B: A reinforcer losing value through satiation is a motivating operation effect.
• C: A setting event is an antecedent condition, not a missing skill.

Task B.2 · 40-hour curriculum section D

B: In all behavior-technician activities, in any setting or modality, such as text or video. The code applies to all of an RBT's behavior-technician activities across settings (home, clinic, community) and modalities (phone, email, text, video, in person). Personal behavior is covered only when it clearly poses a risk to the health and safety of clients, stakeholders or coworkers.

• A: The code also covers communication by phone, email, text and video, not only direct sessions.
• C: The code does not cover personal behavior unless it clearly poses a risk to the health and safety of clients, stakeholders or coworkers.
• D: All RBT applicants and certificants must follow the code; it does not depend on an employer's document.

Task F.1 · 40-hour curriculum section G

B: Little responding right after reinforcement, with responding speeding up as the end of the interval nears. Fixed interval schedules typically produce a pause after reinforcement and a gradually increasing rate as the end of the interval nears, often called a scallop on a cumulative record.

• A: High, steady responding with few pauses is typical of variable ratio schedules.
• C: A pause followed by a fast run until a set count is reached is typical of fixed ratio schedules.
• D: Moderate, steady responding is typical of variable interval schedules.

Task C.1 · 40-hour curriculum section A

A: Reports may not match what the client chooses. Indirect reports are a useful starting point but can be inaccurate. Direct assessments that observe actual choices or engagement are generally more accurate, which is why teams use them.

• B: Direct observation of choices is generally considered more accurate than reports.
• C: Decisions about program items belong to the supervisor, and preferences can change.
• D: A disagreement with a report does not make a correctly run MSWO invalid.

Task B.1 · 40-hour curriculum section D

A: At the same time as the instruction, or immediately after it. A 0-second prompt delay means the prompt comes right with the instruction, so the client responds correctly from the start. The delay is increased later as the plan directs.

• B: Waiting before prompting is a later step in time delay, not a 0-second delay.
• C: Prompting after errors is error correction; errorless teaching prompts before an error can happen.
• D: The prompt is given with the instruction once the client is attending, or it will not help.

Task C.3 · 40-hour curriculum section E