RBT practice test 32

A: Refuse, since logins must not be shared. Logins protect confidential records and show who made each entry. Sharing them breaks security requirements and makes the record misleading.

• B: Sharing a login even once breaks security rules.
• C: Working with the same client does not allow sharing a login.
• D: Changing the password later does not undo entries made under the wrong name.

Task E.4 · RBT Ethics Code 2.08

A: Positive reinforcement. Tablet time is added right after the worksheet is finished, and finishing worksheets increases. Adding a stimulus that increases the behavior it follows is positive reinforcement.

• B: Negative reinforcement removes a stimulus; here something is added.
• C: Negative punishment removes a stimulus and decreases behavior; here behavior increases.
• D: Noncontingent reinforcement is delivered on a time schedule, but here the tablet depends on finishing the worksheet.

Task C.1 · 40-hour curriculum section A

B: Watching a skilled person do the task. Task analyses are commonly built by watching competent performers, asking experts, or doing the task oneself and recording each step. The supervisor writes or approves it.

• A: Reinforcing approximations is shaping, not writing a task analysis.
• C: Ranking items is a preference assessment.
• D: Counting occurrences is frequency recording.

Task C.5 · 40-hour curriculum section E

B: Tapping the caregiver's arm and saying "Play with me". In FCT, the taught response should produce the same reinforcer as the problem behavior. For attention-maintained screaming, that is a request for attention.

• A: Asking for a break matches an escape function.
• C: Asking for a snack matches a tangible function.
• D: Pointing to a tablet requests a tangible item.

Task D.3 · 40-hour curriculum section E

C: Record and graph all the data accurately. Accurate data, including bursts, let the supervisor interpret the procedure correctly. RBTs record and report data honestly.

• A: Leaving out data makes the record inaccurate.
• B: Changing data to look better is falsification.
• D: Skipping sessions hides the burst the supervisor needs to see.

Task D.6 · 40-hour curriculum section E · RBT Ethics Code 2.02

D: A general tip on pairing yourself with reinforcers. General professional content that contains nothing about a specific client is fine to post. Photos, videos and written details that could identify a client are not shared on social media or websites.

• A: A voice and a first name can identify a client, so the clip shares identifying information.
• B: A school, a grade and a described incident can identify the client to people who know them.
• C: A photo of a client is identifying information, and caregiver permission does not create an exception.

Task F.6 · RBT Ethics Code 2.09 · 40-hour curriculum section G

B: It includes a guess about Mom's reasons instead of only what Mom did. ABC entries should describe observable events. An objective entry would state what Mom did, such as "Mom handed the client the tablet," without guessing why.

• A: What Mom did after the behavior belongs in the consequence column.
• C: Length is not the problem; the guess about Mom's reasons is.
• D: Caregiver responses are important consequences to record.

Task B.3 · 40-hour curriculum section D · Task E.4

B: When it is work-related or clearly risks others' health or safety. The code covers all behavior-technician activities in every modality, including online. It does not cover purely personal behavior unless that behavior clearly poses a risk to the health and safety of clients, stakeholders or coworkers.

• A: The code applies across all modalities, so posting about work on a personal account is covered.
• C: Timing does not decide it; posts about clients made at night are still covered.
• D: A post that identifies a client is covered whether or not the employer is named.

Task F.6 · 40-hour curriculum section G

A: Not reply, and tell the supervisor. Even when a client's family speaks publicly, the RBT keeps client information confidential. The RBT tells the supervisor, who decides how the agency responds.

• B: Sharing client data in a public reply breaches confidentiality.
• C: Confirming that the family receives services and naming a diagnosis discloses confidential information.
• D: Prompting reviews from people who did not receive services is dishonest and misleading.

Task F.6 · RBT Ethics Code 2.06 · RBT Ethics Code 2.08 · RBT Ethics Code 2.09

C: The target may be marked mastered before the client can do it alone. Recording prompted responses as independent inflates the percentage correct. The supervisor may then judge the skill mastered, move on, and later find that the client cannot perform it independently.

• A: Inflated data make the intervention look more effective, not less.
• B: The recording does not change the client's behavior; the risk is a wrong decision based on inflated data.
• D: Counting prompted responses as independent makes performance look better, not worse.

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

D: DRL. Reinforcing the behavior when it occurs at or below a set number in a period is differential reinforcement of low rates (DRL).

• A: DRO would require no asking at all during the interval.
• B: DRA reinforces a different behavior; here the same behavior is reinforced at a lower rate.
• C: DRI reinforces a behavior incompatible with the target.

Task D.3 · 40-hour curriculum section E

A: Tears paper or throws objects off the desk. This names specific actions that anyone watching could see and count. The other options rely on feelings or labels that each observer might interpret differently.

• B: Anger is an inferred feeling, and "ruins things" does not say what the client does.
• C: "Destructively" is a general label that does not say which actions count.
• D: "Meltdown" and "wrecks things" are labels that observers could interpret differently.

Task A.5 · 40-hour curriculum section C

A: Tell the supervisor so new targets can be added. Selecting targets is the supervisor's job. Letting the supervisor know promptly avoids lost teaching time.

• B: Choosing targets is a clinical decision for the supervisor.
• C: Running mastered targets for weeks wastes teaching time; the supervisor needs to know now.
• D: Pausing the program until a monthly visit is not timely.

Task E.2 · 40-hour curriculum section F

B: Tell the supervisor that the client has started a new service. Other services can affect the client's schedule, skills and behavior. The supervisor needs to know and may coordinate with the new provider.

• A: Advising the family about services is outside the RBT's role.
• C: Sharing data with another provider requires the supervisor's direction and proper consent.
• D: Other services can affect progress whatever their type.

Task E.3 · RBT Ethics Code 2.10 · 40-hour curriculum section F

B: Response cost. Response cost is the loss of a specific amount of a reinforcer, such as tokens, points or minutes, right after the target behavior.

• A: Time-out removes access to reinforcement for a period of time, not a set number of tokens.
• C: Overcorrection requires effortful corrective behavior after the misbehavior.
• D: Extinction withholds the maintaining reinforcer; here earned tokens are taken away.

Task D.5 · 40-hour curriculum section E

C: The count may not match what happened, leading to wrong decisions. Counts reconstructed from memory are estimates, and estimates are easily too high or too low. The supervisor relies on these numbers to decide whether the plan is working, so inaccurate counts can lead to the wrong decision. Behavior should be recorded as it occurs, following the data procedure in the plan.

• A: Nothing about late recording by itself would make the hitting increase.
• B: A rate can still be calculated from any count and time; the problem is that the count may be wrong.
• D: Recording late does not turn a count into an interval or time-sampling procedure; it simply makes the count unreliable.

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

A: Tell the supervisor about the post. When an RBT becomes aware of a possible ethics problem, the first step is to bring it to the supervisor and document the actions taken. That gets the problem handled through the right channel without drawing more attention to the client.

• B: RBTs act when they see client confidentiality at risk, even if someone else caused it.
• C: The code asks RBTs to bring concerns to their supervisor first and escalate only if they are not resolved.
• D: A public comment draws more attention to the client's image.

Task F.6 · RBT Ethics Code 2.09 · RBT Ethics Code 2.08

D: Enter the data as usual and tell the supervisor. The RBT records accurate data and reports what they see. Deciding that a target is mastered and moving it to maintenance is the supervisor's decision.

• A: Changing the phase is a plan change that the supervisor makes, not the RBT.
• B: Stopping a target changes the plan without the supervisor's direction.
• C: Holding back data delays the graph the supervisor needs to make the decision.

Task A.4 · 40-hour curriculum section C

A: Single stimulus. Single-stimulus assessment presents items one at a time in succession, and the client accepts or does not accept each one, which is why it is also called successive choice.

• B: Free-operant assessment involves no presentation trials.
• C: Paired-stimulus assessment is known as forced choice.
• D: MSWO presents several items at once.

Task B.1 · 40-hour curriculum section D

D: Time the seizure, keep the client safe and follow the protocol. During a seizure, the RBT moves hazards away, protects the head, times the seizure and follows the client's seizure protocol, including when to call 911.

• A: Restraining a person during a seizure can cause injury and does not stop the seizure.
• B: Objects in the mouth can cause choking or injury.
• C: Moving a person during a seizure can cause injury; hazards are moved away from them instead.

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

A: The conditions are designed to evoke problem behavior. Test conditions are designed to create the situations in which problem behavior occurs. The supervisor sets safety rules, such as when to end a session, and the RBT follows them.

• B: Functional analyses test existing behavior; they are not designed to teach new problem behavior.
• C: Functional analysis conditions test reinforcement, not punishment.
• D: Assessments are done with informed consent from the client or their caregivers.

Task B.3 · 40-hour curriculum section D

D: A mixed order can slow learning and muddy the data. All staff should follow the written task analysis. Inconsistent implementation lowers procedural fidelity and makes it hard to tell whether the procedure is working.

• A: Mixed step orders usually make a chain harder to learn.
• B: Generalization training is planned by the supervisor, not created by changing the steps.
• C: Both the order and accurate data matter for judging progress.

Task C.5 · 40-hour curriculum section E

D: The cup itself, rather than the spoken instruction. The client picks the cup on every trial regardless of the instruction or the cup's position, so the cup is controlling the choice. In a conditional discrimination, the instruction must determine which item is chosen.

• A: The client does the same thing whatever is said, so the instruction is not controlling which item is chosen.
• B: The client chooses the cup even when the items switch places, so position is not the cue.
• C: No prompts are given in this program.

Task C.6 · 40-hour curriculum section E

B: Follow the plan's rule and return the target to acquisition. The last two probes (70% and 60%) are both below 80%, so the plan's rule has been met. Following a written decision rule is implementing the plan, and the supervisor should still be told.

• A: The plan requires two consecutive low probes, not three, and that condition has been met.
• C: Removing a target is not what the plan says and is a supervisor decision.
• D: Continuing as before ignores the plan's decision rule.

Task C.9 · 40-hour curriculum section A

B: The plan returns to a more assistive prompt level. Most-to-least prompting aims to keep errors low. When errors appear at a less intrusive level, plans typically go back to the previous, more helpful level before fading again.

• A: Removing all help after errors would lead to more errors, which most-to-least prompting is designed to avoid.
• C: Lengthening the wait before a prompt describes time delay, not an error rule in most-to-least prompting.
• D: Reinforcing errors strengthens them; the plan instead gives more help so the correct response occurs.

Task C.7 · 40-hour curriculum section E