RBT practice test 33

C: 30 percentage points. January: 8 ÷ 40 × 100 = 20%. June: 20 ÷ 40 × 100 = 50%. The increase is 50% − 20% = 30 percentage points.

• A: 12 is the increase in the number of items (20 − 8), not in percentage points.
• B: 20% is the January score, not the increase.
• D: 50% is the June score, not the increase.

Task B.2 · 40-hour curriculum section D · Task A.6

A: Variable interval 3 minutes. Reinforcement goes to the first response after an amount of time that changes around an average of 3 minutes. That is a variable interval (VI 3-minute) schedule.

• B: A variable ratio schedule depends on the number of responses, not on time passing.
• C: A fixed interval schedule uses the same interval every time, not an unpredictable one.
• D: A variable-time schedule delivers reinforcement after varying times even if the client does not raise a hand.

Task C.1 · 40-hour curriculum section A

C: Generalization across settings. Practicing the same skill in new places targets generalization across settings, one of the forms of stimulus generalization named in the task.

• A: The change described is in places, not in the people working with the client.
• B: The response, waiting calmly, stays the same; only the setting changes.
• D: Maintenance is about the skill continuing over time, not about new places.

Task C.8 · 40-hour curriculum section E

A: Contact the supervisor right away and follow the safety policy. The RBT should not promise to keep a threat of harm secret. Confidential information may be shared when the law allows it for a valid reason, such as protecting someone from harm (Standard 2.10), so the RBT acts right away through the supervisor and organization policy, and contacts authorities when required (Standard 2.07).

• B: Confidentiality has limits when someone may be harmed.
• C: Waiting could allow harm; a threat needs immediate action.
• D: The next meeting is too late for a threat about tomorrow.

Task F.5 · RBT Ethics Code 2.07 · RBT Ethics Code 2.10

B: Continue the plan and report the data. A short increase is common at the start of extinction (an extinction burst). Giving in at this point can strengthen the tantrums, so the RBT follows the plan and reports the data.

• A: Giving the reinforcer during the burst can reinforce more intense tantrums.
• C: Stopping the plan is a plan change and can make the behavior harder to reduce.
• D: Adding a punisher is a plan change the supervisor would have to make.

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

C: Cutting demands, then adding them back gradually. Demand fading starts with few or no demands and increases them in small steps as problem behavior stays low. It is often used for escape-maintained behavior.

• A: Easy requests before a hard one is a high-p request sequence.
• B: Time-based delivery of a reinforcer is NCR.
• D: Fading prompts is prompt fading, a skill-acquisition procedure.

Task D.2 · 40-hour curriculum section E

B: In the official record, such as the session note. Variables belong in the official record, where the supervisor will see them with the data.

• A: Sticky notes can be lost and are not part of the official record.
• C: A text to the caregiver is not part of the record.
• D: Personal notebooks are not part of the record and are not secure.

Task E.3 · RBT Ethics Code 2.08 · 40-hour curriculum section F

D: Not release anything and refer the request to the supervisor. RBTs discuss confidential client information only under their supervisor's direction (Standard 2.10). Records requests go through the supervisor and the agency's process, which checks identity and authorization.

• A: The RBT cannot verify the request or the authorization to share.
• B: A name does not confirm identity or authorization to receive records.
• C: Personal phones are not the route for records requests.

Task F.5 · RBT Ethics Code 2.10

B: 3.5 hours at Agency A and 1.5 hours at Agency B. Supervision requirements must be met at each organization independently. 5% of 70 hours is 3.5 hours at Agency A, and 5% of 30 hours is 1.5 hours at Agency B.

• A: Requirements must be met at each organization separately, so Agency B also needs supervision.
• C: 2.5 hours is less than 5% of 70 hours (3.5 hours) at Agency A.
• D: 3 hours is less than 5% of 70 hours (3.5 hours) at Agency A.

Task F.3 · RBT Handbook p. 16 · RBT Handbook p. 19

A: Satiation. Satiation is a decrease in the value of a reinforcer after recent extended access to it. Long tablet use temporarily lowered its value, so the client chose something else.

• B: Extinction means a previously reinforced behavior no longer produces reinforcement.
• C: Deprivation, a period without access, increases an item's value.
• D: Stimulus generalization is responding to new stimuli similar to the original; it does not explain lower value after use.

Task B.1 · 40-hour curriculum section D · 40-hour curriculum section A

C: The behavior is likely maintained by automatic reinforcement. When behavior stays high across all conditions, including when the client is alone with no social consequences, the results suggest the behavior produces its own reinforcement.

• A: Behavior maintained by attention would be high mainly in the attention condition.
• B: Behavior maintained by escape would be high mainly in the demand condition.
• D: Behavior that persists is being reinforced in some way; automatic reinforcement is still a function.

Task B.3 · 40-hour curriculum section D · Task D.1

B: Decline, document the request and report it if unresolved. Recording hours that were not delivered falsifies records and can be fraud. RBTs do not take part in fraudulent behavior (Standard 1.01). They raise the concern, document it and take it to the appropriate authority if it is not resolved.

• A: The supervisor's responsibility does not make falsification acceptable.
• C: Falsifying a record even once is a violation.
• D: Keeping a copy does not make the changed note honest.

Task E.4 · RBT Ethics Code 1.01 · RBT Ethics Code 2.02

A: No change at first, then a decreasing trend. The first intervention sessions stay at the baseline level. After that, the data path falls steadily, so the change was delayed rather than immediate.

• B: The first few intervention points are at the baseline level.
• C: The intervention data fall, not rise.
• D: The later intervention points are well below baseline.

Task A.7 · 40-hour curriculum section C

D: A client falls, hits their head, then vomits and seems confused. Vomiting and confusion after a blow to the head are signs of a possible serious head injury, a medical emergency that calls for emergency procedures right away. The other examples are behavior that the client's plan addresses.

• A: Crying after losing access to an item is problem behavior that the plan addresses.
• B: Refusal is behavior addressed by the plan, not a medical emergency.
• C: Whining and stalling at a transition is behavior addressed by the plan.

Task D.7 · 40-hour curriculum section E

B: Ignoring does not remove the sensory result that maintains it. Automatically reinforced behavior produces its own reinforcer, so it continues whether or not anyone pays attention. Withholding attention does not withhold the reinforcer.

• A: Whether a client speaks does not decide whether ignoring can be used.
• C: The assessment points to automatic reinforcement, not escape.
• D: Automatically maintained behavior can be addressed with procedures such as sensory extinction and reinforcement.

Task D.4 · 40-hour curriculum section E

A: Sensory extinction. When a behavior is maintained by its own sensory consequence (automatic reinforcement), sensory extinction removes or masks that consequence. Flipping the switch still happens but no longer produces the light change.

• B: Noncontingent reinforcement delivers a reinforcer on a time schedule; here the behavior's own sensory result is removed.
• C: Response cost removes a reinforcer the client already has, such as tokens, after the behavior.
• D: Escape extinction is for behavior maintained by getting away from something; this behavior is maintained by its visual result.

Task D.4 · 40-hour curriculum section E

A: 6. The mean is the total divided by the number of days: (2 + 8 + 3 + 7 + 10) / 5 = 30 / 5 = 6 hits per day.

• B: 7 is the median, the middle value when the counts are put in order.
• C: 8 is the range (10 minus 2), not the mean.
• D: 30 is the total for the five days, not the mean per day.

Task A.6 · 40-hour curriculum section C

D: Look when each interval ends and mark if engaged. Momentary time sampling only requires a look at the moment each interval ends, so the RBT can keep teaching between checks. A vibrating timer or app cue helps the RBT check at the right moment.

• A: Watching throughout each interval and marking any occurrence is partial interval recording.
• B: Timing each period of engagement is duration recording.
• C: Counting each time engagement begins is frequency recording.

Task A.2 · 40-hour curriculum section C

C: Turning away, crying and repeatedly moving toward the door. Withdrawal of assent is often shown through behavior: turning away, crying, pushing materials away or trying to leave. The RBT notices these signs, follows the plan and tells the supervisor so the team can respond.

• A: Reaching for materials and starting early show engagement, not withdrawal.
• B: Approaching and smiling are signs of willingness to take part.
• D: Making a choice when offered is active participation, not refusal.

Task F.1 · 40-hour curriculum section B

A: Clear rules can help the client learn the contingency faster. Stating the rules clearly helps many clients learn what earns tokens and what they buy. The tokens still gain their value through being exchanged for backup reinforcers.

• B: Rules do not replace the tokens themselves.
• C: Clients' assent matters, but the rules exist to make the system clear, not as a condition that must be met before any token is given.
• D: Tokens become reinforcers by being exchanged for backup reinforcers, not by being explained.

Task C.11 · 40-hour curriculum section E

B: Describe what happened before and after the screaming. The note records what happened. The RBT can share the observation with the supervisor, who identifies function through assessment.

• A: This guesses at the client's intent instead of describing what happened.
• C: This states a hypothesis about function as fact.
• D: The behavior happened and must be documented.

Task E.4 · 40-hour curriculum section F

D: Learning a skill that is not yet in the client's repertoire. Acquisition is the learning of a new skill. Acquisition targets are taught directly, usually with prompts and frequent reinforcement, until the client meets the mastery criterion.

• A: Keeping a mastered skill strong over time is maintenance.
• B: Using a learned skill in new conditions is generalization.
• C: Measuring a skill before teaching is baseline.

Task C.9 · 40-hour curriculum section A

D: The tantrums are shorter but just as frequent. The same number of episodes adding up to far less total time means each episode is shorter on average. This is why a team may track more than one dimension: a count alone would hide this change.

• A: The count stayed about the same, so the tantrums are not happening less often.
• B: The duration data show a large change, so looking only at the count would miss real progress.
• C: Starting sooner after an instruction would show up in latency data, which were not described here.

Task A.1 · 40-hour curriculum section C

B: The skill weakens through extinction. Behavior that no longer produces reinforcement decreases over time. That is extinction, and it is why maintenance plans keep some reinforcement for mastered skills.

• A: Practice without reinforcement does not strengthen operant behavior.
• C: Lack of reinforcement makes generalization less likely, not more.
• D: Without reinforcement, the skill is likely to weaken rather than stay the same.

Task C.9 · 40-hour curriculum section A

B: Every opportunity, and whether it was prompted. Naturalistic teaching still needs objective data. Recording every opportunity and the level of help lets the supervisor see whether the client is becoming independent.

• A: Recording only correct responses hides how many opportunities there were and how much help was needed.
• C: A general note does not give measurable data for the supervisor.
• D: Play time does not show how the target skill is progressing.

Task C.4 · 40-hour curriculum section E · 40-hour curriculum section C