RBT practice test 34

A: Preferences shift with satiation, deprivation, and time. The value of an item changes with motivating operations such as satiation and deprivation, and with time. Frequent brief assessments keep the team's list of likely reinforcers current.

• B: There is no BACB rule requiring a preference assessment every session; frequency is a clinical decision.
• C: Items lose value temporarily with satiation; it is not permanent.
• D: Teaching choice-making is not the purpose of repeating an assessment.

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

C: Where the data fall on the vertical axis. Level is the value at which the data sit on the vertical axis, such as high, low, or around a certain number.

• A: That describes trend.
• B: That describes variability.
• D: Phase length is not level.

Task A.7 · 40-hour curriculum section C

C: Deprivation increased the current value of food. Deprivation is an establishing operation: going without food temporarily increases its value as a reinforcer, so food is chosen more often.

• A: Satiation decreases an item's value.
• B: Extinction is not involved; music was simply less valuable than food at that moment.
• D: Nothing in the scenario punished choosing music.

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

A: Use only the plan's consequences and report the incident. RBTs use punishment procedures only as written in the plan. After an incident, they document it and report to the supervisor, who decides whether the plan needs to change.

• B: Using an unplanned consequence is outside the RBT's role.
• C: This is still an unplanned punishment procedure.
• D: The caregiver choosing a consequence does not make it part of the plan.

Task D.5 · 40-hour curriculum section E · RBT Ethics Code 2.05 · RBT Ethics Code 2.02

C: Tell the supervisor so definitions and training can be reviewed. Large disagreement between observers means the data may not be reliable. The supervisor needs to know so the definitions or observer training can be fixed.

• A: Averaging hides the disagreement instead of fixing the cause.
• B: Choosing the data set that fits an expected function is biased and inaccurate.
• D: Discarding data without telling the supervisor hides a problem that needs fixing.

Task B.3 · 40-hour curriculum section D · Task E.2

D: In the organization's approved, secure system. RBTs protect client confidentiality by following the requirements of their employer and the law (Standard 2.08). Notes belong in approved, secure systems.

• A: Open folders allow unauthorized access.
• B: Personal phones are not approved, secure storage.
• C: Taking notes home risks loss and unauthorized access.

Task E.4 · RBT Ethics Code 2.08

A: The consequence that keeps the behavior going. The function of a behavior is the reinforcing outcome it produces for the person, which is what keeps it occurring. Functions are identified from the consequences that follow the behavior, not from how it looks.

• B: The physical form is the topography; two behaviors with the same form can serve different functions.
• C: Settings and antecedents give clues, but the function is the consequence that maintains the behavior.
• D: A diagnosis does not tell you which consequence in the environment maintains a behavior.

Task D.1 · 40-hour curriculum section A

D: Let the supervisor know about the offer. Supervisors are responsible for the RBT's work and can follow up with the family if needed. Telling them about the offer keeps the team informed and consistent.

• A: Posting about a client's family breaches confidentiality.
• B: Redirecting the gift does not address it, and supervisors follow gift limits of their own.
• C: Promising a future gift sets up an expected exchange.

Task F.8 · RBT Ethics Code 1.11 · RBT Ethics Code 2.06

B: Document the caregiver's report and tell the supervisor. A move and a change in sleep are both variables that can affect behavior and progress. The RBT documents and reports them.

• A: Changing the program schedule is a plan change.
• C: Waiting means the supervisor cannot account for the change in the data.
• D: Giving bedtime advice is outside the RBT's role.

Task E.3 · 40-hour curriculum section F

D: No, because details like the school and town can identify the client. Standard 2.09 prohibits sharing identifying information about clients on social media. A client can be identified by age, school, town and personal details even without a name.

• A: Leaving out the name is not enough when other details identify the client.
• B: Privacy settings do not make it acceptable to share identifying details.
• C: Positive news is still confidential client information.

Task F.5 · RBT Ethics Code 2.09

B: The client can get the backup reinforcer without tokens, so the tokens are worth less.. Free access to the backup reinforcer acts like satiation: tablet time is less valuable, so tokens that buy it are less valuable. The RBT should report this pattern to the supervisor.

• A: Free access lowers the value of tablet time; it does not make tablet time a punisher.
• C: Nothing in the situation describes a change in the token delivery schedule.
• D: Delivering tokens right after the response helps them work; it does not lower their value.

Task C.2 · 40-hour curriculum section E

D: A change in level. A shift in where the data sit on the vertical axis from one phase to the next is a change in level.

• A: Variability is about bounce between points, not a shift in value.
• B: The data dropped; they did not rise.
• C: Trend is the direction of the data across sessions; these data drop once and then stay flat, which is a shift in level.

Task A.7 · 40-hour curriculum section C

B: Reinforcing a target response, not problem behavior. Differential reinforcement reinforces a target response class (an alternative behavior, the absence of problem behavior, or a lower rate) while problem behavior no longer produces the reinforcer.

• A: Differential reinforcement uses reinforcement, not punishment.
• C: Reinforcing everything equally is the opposite of reinforcing differentially.
• D: Time-based delivery regardless of behavior is NCR.

Task D.3 · 40-hour curriculum section E

D: A stimulus is added after the behavior, and the behavior increases in the future.. "Positive" means a stimulus is added (presented) after the behavior, and "reinforcement" means the behavior occurs more often in the future. It has nothing to do with whether the stimulus seems pleasant.

• A: Removing a stimulus and seeing the behavior increase is negative reinforcement.
• B: Adding a stimulus that makes the behavior decrease is positive punishment.
• C: Delivering a stimulus on a time schedule regardless of behavior is noncontingent reinforcement, not a contingent reinforcement procedure.

Task C.1 · 40-hour curriculum section A

A: How many tokens each backup reinforcer costs. The exchange rate is the price of backup reinforcers in tokens, for example 5 tokens for a turn on the swing.

• B: How many tokens each response earns is the token earning schedule, not the exchange rate.
• C: When trades happen is the timing of the exchange, not the price of backup reinforcers.
• D: Removing tokens for problem behavior is response cost.

Task C.2 · 40-hour curriculum section E

D: The RBT's supervisor. Standard 2.06 says RBTs direct any questions or concerns that they or others, such as caregivers and coworkers, have about their services to their supervisor.

• A: Physicians handle medical care, not questions about behavior-technician services.
• B: The BACB handles ethics violations and certification issues, not day-to-day questions about services.
• C: Funders pay for services but do not direct the RBT's clinical work.

Task E.1 · RBT Ethics Code 2.06

D: Building rapport so the client is willing to take part. Preparing the client for service delivery includes building rapport and gaining assent. Pairing yourself with the client's favorite activities makes your presence valuable to the client, so they are more willing to take part when teaching begins.

• A: The parent has already given consent; play does not create legal consent.
• B: No prompts are being faded; the RBT is pairing themself with preferred activities.
• C: The supervisor directed this step; building rapport is part of preparing for service delivery.

Task F.1 · 40-hour curriculum section B

A: Return the money and tell the supervisor. Cash is a financial benefit, and $100 is far above the limit. The RBT returns it and tells the supervisor, who can help explain the gift rules to the family.

• B: Keeping the money is accepting it, however it was handed over.
• C: Cash brings financial benefit, and keeping part of it is still accepting the gift.
• D: Giving it away does not return it, and the supervisor should know about the gift.

Task F.8 · RBT Ethics Code 1.11

B: 50%, noting that only 6 trials were run. Percentage correct is based on the trials actually run: 3 / 6 x 100 = 50%. Noting the shorter session lets the supervisor interpret the point.

• A: Trials that were never presented cannot be scored as errors.
• C: This is the percentage of planned trials that were run, not the percentage correct.
• D: The graph calls for a percentage, not a count.

Task A.4 · 40-hour curriculum section C

C: Rate of greetings per minute. When a behavior can occur at any time with no fixed number of opportunities, rate (count per unit of time) is the fitting summary. Percentage needs a defined number of opportunities or trials.

• A: There is no fixed number of opportunities to divide by, so a percentage cannot be calculated.
• B: Trials to criterion applies to trial-based teaching toward a criterion, not free-operant behavior during recess.
• D: Latency needs a defined cue to time from, and the question is about how often greetings occur.

Task A.6 · 40-hour curriculum section C

D: Mastered targets add easy chances for reinforcement. Mixing in mastered targets gives the learner frequent successes and reinforcement, which can support motivation and lower problem behavior during difficult work. It also gives practice that helps keep mastered skills.

• A: Mixing in mastered targets also helps keep those skills, and their purpose is not to fill time.
• B: New targets may still need prompts as the plan describes; mixing in other targets does not change that.
• C: Data for each target are recorded separately, so mastered targets do not change a new target's percentage.

Task C.3 · 40-hour curriculum section E

D: Total task chaining. Total task chaining teaches the whole chain every session, with prompts on any step the learner has not yet mastered.

• A: Forward chaining trains one step at a time from the beginning.
• B: Backward chaining trains one step at a time from the end.
• C: Stimulus fading gradually changes a feature of the stimulus; it does not order the steps of a chain.

Task C.5 · 40-hour curriculum section E

D: It reduces motivation for food. Eating beforehand reduces food deprivation, which lowers the value of food for a while and makes food-maintained grabbing less likely. This is an abolishing operation.

• A: Extinction means grabbing no longer produces food; the snack changes motivation instead.
• B: Nothing aversive follows grabbing, so this is not punishment.
• C: Teaching a request is FCT, a different procedure.

Task D.2 · 40-hour curriculum section E

A: No; in extinction the behavior occurs and goes unreinforced. Extinction is a specific contingency: the behavior happens and its reinforcer no longer follows. A skill fading because it was never practiced is a different process.

• B: A decrease from lack of opportunity is not extinction; the behavior must occur and go unreinforced.
• C: Reinforcement was not withheld after the behavior, because the behavior did not occur.
• D: Extinction can affect any reinforced behavior, including useful skills.

Task D.4 · 40-hour curriculum section E

C: Magnitude. Magnitude is the amount or duration of the reinforcer. Here the same reinforcer is given for both kinds of responses, but independent responses earn more of it.

• A: The plan does not change when the reinforcer is delivered, only how much is given.
• B: Both kinds of responses produce the reinforcer; what changes is how much.
• D: The same reinforcer is used for both, so variety is not what changes.

Task C.1 · 40-hour curriculum section A