RBT practice test 3

A: Refer them to the child's doctor and tell the supervisor. RBTs stay within their role and refer questions they cannot answer. A possible medication change is also a variable that could affect progress, so the supervisor needs to know.

• B: Medication advice is far outside the RBT role.
• C: Sharing other families' information breaches confidentiality and is still medical advice.
• D: An RBT's opinion on medication can still influence the parent and is outside their role.

Task F.9 · RBT Ethics Code 1.06 · 40-hour curriculum section F

C: The behavior is decreasing across sessions. The data path falls steadily, which is a decreasing trend, the desired direction for a behavior targeted for reduction.

• A: The values get lower over time, not higher.
• B: The values change steadily from session to session.
• D: The points follow a steady downward path with little bounce.

Task A.7 · 40-hour curriculum section C

A: Suggest the idea to the supervisor and keep implementing the current plan.. Removing tokens is response cost, a punishment procedure. Adding it is a change to the plan, so the RBT shares the suggestion with the supervisor and keeps following the current plan.

• B: Adding a punishment procedure without the supervisor's direction goes beyond the RBT's role.
• C: A trial run is still an unauthorized change to the plan.
• D: Caregiver permission does not replace the supervisor's clinical decision.

Task C.2 · 40-hour curriculum section E

A: One session may be unusual; trend is a pattern. A single high or low session may reflect a one-time event. Trend describes the direction of the data across several sessions.

• B: Each session is shown as its own data point.
• C: There is no fixed number of sessions in the definition of trend.
• D: Trend comes from the pattern across sessions, not one point.

Task A.7 · 40-hour curriculum section C

D: Fidelity checks will show higher accuracy than the RBT's usual implementation. If implementation improves only when someone is watching, fidelity measured during observations is higher than everyday fidelity. The supervisor may then attribute poor client progress to the plan rather than to the usual implementation.

• A: Observer drift is a recording problem, not a change in implementation under observation.
• B: IOA concerns agreement between observers' records of client behavior, not this problem.
• C: Scores during the supervisor's visits would be higher than usual, not lower.

Task A.8 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: Antecedent intervention. The schedule is reviewed before activities change, so it alters conditions before the behavior. It is an antecedent intervention.

• B: A consequence-based procedure acts after a behavior occurs.
• C: Extinction withholds a reinforcer after a behavior.
• D: Punishment follows a behavior and reduces it.

Task D.2 · 40-hour curriculum section E

A: The length of time observed in each session. A count from a 90-minute session cannot be fairly compared with a count from a 30-minute session. Recording the observation time lets the count be turned into a rate (count divided by time), which can be compared.

• B: Knowing who was nearby can be useful context, but it does not make counts from sessions of different lengths comparable.
• C: Percentage of intervals comes from a discontinuous procedure; it is not something added to a count to make sessions comparable.
• D: Where a hit lands describes its form, not how often hitting occurs over time.

Task A.1 · 40-hour curriculum section C

B: As the caregiver's report, attributed to them. Information from others is attributed to its source, so readers can tell what the RBT observed and what was reported.

• A: Relevant events before a session can be included when attributed to the source.
• C: The RBT cannot assume the morning caused later behavior.
• D: The RBT did not see it, so it cannot be written as an observation.

Task E.4 · 40-hour curriculum section F

D: Rehearsal. Rehearsal is the learner practicing the skill, often in role-play first, so the trainer can see the performance and give feedback before it is used with a client.

• A: Modeling is the supervisor demonstrating; here the RBT performs.
• B: Instructions describe the steps; this is practice.
• C: Feedback comes after the practice, describing what went well and what to change.

Task F.4 · 40-hour curriculum section G

D: Which item the client selected. MSWO data are the order of selection: which item was picked on each trial. That order gives the ranking.

• A: Counting items touched does not identify the selection.
• B: Engagement duration is free-operant data.
• C: Approach to a single item is single-stimulus data.

Task B.1 · 40-hour curriculum section D

C: Nonexclusionary time-out. In nonexclusionary time-out, the client stays in the setting but cannot take part in reinforcing activities for a short time. Watching from the edge of the group is a common form, called contingent observation.

• A: The student is not taken out of the setting; they stay and watch.
• B: No set amount of a reinforcer, such as tokens, is taken away.
• D: The student loses access to the game, which is more than withholding the reinforcer for grabbing.

Task D.5 · 40-hour curriculum section E

D: 11:30. The first interval would end at 5:00, but hitting at 3:00 restarts the timer, so the next interval would end at 8:00. Hitting at 6:30 restarts it again, so the first 5 minutes with no hitting end at 6:30 + 5:00 = 11:30.

• A: Hitting at 3:00 reset the timer before 5:00 was reached.
• B: Hitting at 6:30 reset the timer before 8:00 was reached.
• C: 10:00 is two full intervals from the start; the resets mean the interval is counted from the last hit at 6:30.

Task D.3 · 40-hour curriculum section E

A: Keep contact to work topics and tell the supervisor. A personal friendship with a caregiver is a multiple relationship that is developing. The RBT tells the supervisor, works to resolve it by returning to work-only contact, and documents these steps.

• B: Rapport is professional; personal friendship is a second role that can affect services.
• C: Deleting messages hides the relationship rather than resolving it.
• D: This deepens the personal relationship instead of ending it.

Task F.7 · RBT Ethics Code 1.10

B: "You put your shoes on all by yourself, nice work!". Behavior-specific praise names the behavior that earned it and is delivered right after that behavior, which makes the contingency between the response and the reinforcer clear.

• A: General praise does not name the behavior being reinforced.
• C: Praise at the end of the session is delayed and is not tied to the shoe behavior.
• D: Encouragement before the task comes before the behavior, so it cannot reinforce it.

Task C.1 · 40-hour curriculum section A

D: The two spoken instructions. Here the instructions are the discriminative stimuli: "Clap" should occasion clapping and "Stomp" should occasion stomping. The child currently responds the same way to both, so the instructions do not yet control different responses.

• A: Clapping and stomping are the responses; discrimination is about the stimuli that come before them.
• B: Nothing in the situation involves different staff; the same RBT gives both instructions.
• C: Reinforcers follow the response; the child must respond differently to the two instructions that come before it.

Task C.6 · 40-hour curriculum section E

A: Give brief access to it, as the protocol states, then begin the next trial. The client gets brief access to the chosen item, for the time set in the protocol, so the choice produces the item. Then the next trial begins.

• B: Giving the item for the rest of the session would end the assessment early.
• C: Selections are followed by brief access to the item, not immediate removal.
• D: Asking for reasons is not part of the procedure and is not possible for many clients.

Task B.1 · 40-hour curriculum section D

A: Strategies matched to the reinforcer are more likely to work. When the plan addresses the consequence that maintains the behavior, it can withhold that reinforcer for problem behavior and provide it for appropriate behavior, which makes success more likely.

• B: Function describes a behavior-environment relation; it does not determine a diagnosis.
• C: Function-based plans favor reinforcement-based strategies; they are not a route to punishment.
• D: How often a behavior occurs is measured with frequency or rate, not by identifying function.

Task D.1 · 40-hour curriculum section A

C: Train and hope. "Train and hope" describes teaching a skill and then simply expecting generalization without planning or checking for it. It is a common reason skills fail to appear outside teaching.

• A: Sequential modification applies the intervention in each setting where generalization has not occurred, which is an active plan.
• B: General case analysis carefully selects teaching examples to cover real-world variation.
• D: Programming common stimuli adds features of other settings to teaching, which is also an active strategy.

Task C.8 · 40-hour curriculum section E

C: Tell the supervisor and get training before using the guidance. RBTs use only procedures they have been trained in and found competent at. When a plan includes something new, the RBT tells the supervisor and gets training first.

• A: Using an unfamiliar procedure without training risks harm and poor fidelity.
• B: Allowing breaks after protests changes the plan and reinforces escape.
• D: Handing a procedure to a caregiver is not the RBT's decision and does not solve the training gap.

Task D.4 · 40-hour curriculum section E · RBT Ethics Code 2.04 · RBT Ethics Code 1.06

C: 75%. Percentage correct is the number correct divided by the total trials, times 100: 12 / 16 = 0.75, and 0.75 x 100 = 75%.

• A: 60% would be 9.6 of 16 trials.
• B: 70% would be 11.2 of 16 trials.
• D: 80% would be 12.8 of 16 trials.

Task E.4 · 40-hour curriculum section F

B: "It sounds like you're worried. What have you noticed?". Reflecting the parent's feeling and asking an open question shows they have been heard and gathers the details. The RBT then passes the concern to the supervisor promptly.

• A: This dismisses the parent's concern and skips hearing what they have seen.
• C: The concern does go to the supervisor, but brushing the parent off is not listening.
• D: This gives advice before understanding the concern.

Task F.9 · 40-hour curriculum section G · RBT Ethics Code 2.06

A: Pause the assessment, offer a break as the plan allows, and inform the supervisor. Crying, pushing materials away and leaving are signs the client may be withdrawing assent. The RBT pauses, follows the plan, and lets the supervisor decide how to continue. Results taken while the client is distressed would not reflect their skills.

• B: Holding a client in place is a restrictive procedure that is not part of an assessment and ignores the client's signs of distress.
• C: Items the client was never given cannot be scored as incorrect.
• D: Rushing ignores the client's distress and would make the results less accurate.

Task B.2 · 40-hour curriculum section D · 40-hour curriculum section B

D: It produces new forms, some closer to the target, that can be reinforced. Extinction of the earlier approximation tends to increase variation in responding. Among those new variations are responses closer to the target, which the RBT can reinforce under the new criterion.

• A: More variable responding does not mean the terminal behavior has been reached.
• B: Variability is an expected effect of extinction of the old approximation, not a sign the reinforcer has lost value.
• C: Variability does not by itself call for physical prompts.

Task C.10 · 40-hour curriculum section E

B: What happened before, what the client did, and what followed. Describing the antecedent, behavior and consequence in observable terms gives the supervisor the context to interpret it.

• A: Without context, the supervisor cannot interpret the event.
• C: Reasons are hypotheses for the supervisor.
• D: Feelings are interpretations.

Task E.4 · 40-hour curriculum section F

A: The skill produces natural reinforcement in the client's daily life. Skills that keep producing reinforcement in everyday life, such as getting a drink after asking for one, tend to be maintained without formal teaching.

• B: Reliance on edible reinforcers that disappear when services end makes maintenance less likely.
• C: Skills that are never practiced or reinforced after mastery are at risk of being lost.
• D: Teaching only at a table does not by itself support maintenance in daily life.

Task C.9 · 40-hour curriculum section A