RBT practice test 35

D: A level system. A level system is a type of token economy in which clients move through levels based on meeting performance criteria, with each higher level giving access to more privileges.

• A: A group contingency makes reinforcement depend on the behavior of a group, not on individual levels.
• B: A behavior chain is a sequence of linked responses, not a system of privilege levels.
• C: A DRO schedule reinforces the absence of a behavior during an interval.

Task C.11 · 40-hour curriculum section E

C: They show little about how the other items rank. Because the chosen item returns to the array, a strongly preferred item can be picked every time. MSW identifies the top item but gives little information about the relative preference of the rest.

• A: Preference does not prove reinforcing effects for every task.
• B: Consistent choice of one item does not show misunderstanding.
• D: Choosing the tablet repeatedly suggests it is highly preferred.

Task B.1 · 40-hour curriculum section D

C: The learner shows interest in an item or activity. Incidental teaching is learner-initiated: the adult waits for the learner to reach for, look at, or ask about something they want, then uses that moment to prompt the target response.

• A: A planned instruction at a table starts a discrete trial, not incidental teaching.
• B: Incidental teaching follows the learner's interest, not a fixed schedule of trials.
• D: Finishing a task is not what sets up the opportunity; the learner's interest is.

Task C.4 · 40-hour curriculum section E

C: 0.8 per minute. Rate is count divided by observation time: 24 responses / 30 minutes = 0.8 responses per minute.

• A: This divides the minutes by the count (30 / 24) instead of the count by the minutes.
• B: This misplaces the decimal; 24 / 30 is 0.8, not 8.
• D: 24 is the total count for the whole session, not the count per minute.

Task A.6 · 40-hour curriculum section C

D: Spontaneous recovery. Spontaneous recovery is the reappearance of an extinguished behavior after time away, often at the start of a session. It is usually brief and weaker than before.

• A: A burst occurs when extinction first starts, not weeks later.
• B: Resurgence follows the loss of reinforcement for an alternative behavior; no change like that is described.
• C: Response variation means new forms of behavior; this is the same old tantrum.

Task D.6 · 40-hour curriculum section E

D: Registered Behavior Technician (RBT). An RBT should name the credential they actually hold, Registered Behavior Technician. Titles that suggest a license, a different BACB certification or the behavior analyst role misrepresent their qualifications.

• A: "Behavior analyst" implies a BCBA credential or a behavior analyst license, which the RBT does not hold.
• B: The BCaBA is a separate BACB certification with its own requirements, which the RBT does not hold.
• C: The RBT is a certification, not a license, so calling it a license misrepresents the credential.

Task F.6 · RBT Ethics Code 1.05 · RBT Handbook p. 1 · 40-hour curriculum section G

A: Avoiding the bathroom blocks practice of the skill being taught. Settings and activities paired with punishment can be avoided, which removes chances to learn. The RBT records and reports this so the supervisor can review the plan.

• B: Avoidance is a side effect; it does not show the skill was learned.
• C: This follows punishment, not extinction.
• D: If bathroom visits were reinforcing, the child would approach, not avoid.

Task D.6 · 40-hour curriculum section E · RBT Ethics Code 2.06

C: Report the change and share the data with the supervisor.. These signs suggest the tablet may have lost value as a reinforcer. The RBT keeps implementing the plan as written, using any options the plan already allows, and reports the change to the supervisor, who decides on any changes.

• A: Changing the schedule is a change to the plan, which the supervisor decides.
• B: Withholding all reinforcement is not in the plan and could place correct responding on extinction.
• D: Changing the amount of reinforcement is a plan change that needs the supervisor's direction.

Task C.1 · 40-hour curriculum section A

A: Contact the supervisor for direction on a substitute. Changing a reinforcer that the plan specifies is a clinical decision. The RBT checks with the supervisor, who may name a substitute or ask for a preference assessment.

• B: Choosing a new reinforcer, especially an edible, is a clinical decision.
• C: Cancelling is not the RBT's decision and may not be needed.
• D: Running without reinforcement changes the procedure and can affect the client's behavior.

Task E.2 · 40-hour curriculum section F

C: Thank the caregiver and pass the concern to the supervisor. Concerns about how services are being delivered go to the supervisor, who is responsible for all the services RBTs provide.

• A: Sending the caregiver to the coworker does not get the concern to the supervisor.
• B: Reassurance dismisses the concern instead of passing it on.
• D: Handling it privately first leaves the supervisor unaware of a concern about services.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

D: Modeling. Modeling means demonstrating the skill so the learner can see exactly what to do. It can be done live, by video or with images.

• A: Instructions describe the skill in words or writing; here the supervisor shows it.
• B: Rehearsal is the RBT practicing, not watching.
• C: Feedback follows the RBT's performance; the RBT has not performed yet.

Task F.4 · 40-hour curriculum section G

B: It takes more effort than problem behavior. If the replacement response is much harder than the problem behavior, problem behavior may remain the more efficient way to get the break. Simple responses usually work better at first.

• A: Polite wording is not a punisher; the issue is effort.
• C: FCT responses can be vocal, signed, picture-based or device-based.
• D: Extinction bursts are related to extinction, not to sentence length.

Task D.3 · 40-hour curriculum section E

B: Report this to the supervisor, because the data cannot show the increase. Partial interval data can show at most 100%. When the behavior keeps increasing beyond that, the measurement system can no longer show the change, so the RBT reports what they are seeing to the supervisor.

• A: Once every interval is scored, the data cannot rise any further, so an increase in the behavior goes undetected.
• C: Adding counts changes the measurement system without the supervisor's approval.
• D: The RBT does not choose a new measurement procedure; that is the supervisor's decision.

Task A.2 · 40-hour curriculum section C · RBT Ethics Code 2.06

D: Document the reported sleep change and tell the supervisor. Sleep changes can affect behavior and are worth reporting, even if they might be temporary.

• A: The RBT cannot know how long it will last, and it may affect the data now.
• B: Advice on sleep is outside the RBT's role.
• C: Changing session length is not the RBT's decision.

Task E.3 · 40-hour curriculum section F

C: An ineffective intervention may look effective and be continued. Undercounting makes the behavior look as if it is improving. The supervisor may keep an intervention that is not producing change and delay needed adjustments.

• A: Undercounting makes the plan look more effective, not less.
• B: The problem is a falsely low level and a misleading downward trend, not added variability.
• D: Recording or not recording does not change how often tantrums happen.

Task A.8 · 40-hour curriculum section C

C: Foods, toys, activities, and social interactions. Preference assessments can include edibles, tangibles, activities, and social interactions such as praise or tickles, chosen by the supervisor for the client.

• A: Many types of stimuli can be assessed, and not every client prefers food.
• B: Familiar items are commonly included; novelty is not required.
• D: Activities and social interactions can also be assessed.

Task B.1 · 40-hour curriculum section D

C: Partial interval would score it; whole interval and momentary time sampling would not. Partial interval recording scores any occurrence in the interval, so it scores this one. Whole interval recording needs the behavior for the entire interval, and momentary time sampling needs it at the moment the interval ends; neither condition was met.

• A: Whole interval recording needs humming throughout all 60 seconds, and partial interval recording would score any occurrence.
• B: The client was quiet at the end of the interval, so momentary time sampling would not score it.
• D: Momentary time sampling looks only at the end of the interval, when the client was quiet.

Task A.2 · 40-hour curriculum section C

C: They can happen even when extinction is done correctly. An extinction burst is a common effect of correctly withholding the maintaining reinforcer. It is a reason to stay consistent, not a sign of failure.

• A: A burst is a common effect of correct extinction.
• B: Bursts happen when the right reinforcer is withheld.
• D: Bursts can occur with any function placed on extinction.

Task D.6 · 40-hour curriculum section E

B: Modeling. Video modeling with an example and a nonexample shows what correct and incorrect performance look like. The 40-hour curriculum names image, video and live modeling with exemplars and nonexemplars as BST components.

• A: The RBT is watching and describing, not performing the skill.
• C: Feedback responds to the RBT's own performance; the videos show other performances.
• D: The skill is being shown on video, not described in words.

Task F.4 · 40-hour curriculum section G

A: The RBT's supervisor. The handbook says RBT activities are determined by their supervisor and may include conducting preference assessments, implementing discrete-trial teaching and writing session notes.

• B: RBTs do not set their own activities; they work under supervision.
• C: Caregivers give input, but the supervisor determines RBT activities.
• D: The BACB sets requirements but does not assign activities for each client.

Task F.2 · RBT Handbook p. 16

B: Items outside the array can draw the client's choices. Preparing the setting includes removing competing items. A visible preferred item outside the array can draw the client's attention and distort the results.

• A: Removing a distraction is not a deprivation procedure.
• C: Items are chosen by the supervisor; a stray item is not added because it is nearby.
• D: Seeing an item does not cause satiation on other items.

Task B.1 · 40-hour curriculum section D

A: Say "Touch nose" once, clearly, when the client is attending. An instruction should be brief, clear and delivered as written, once, when the client is oriented to the RBT or the materials. Unplanned prompts and extra words change the procedure.

• B: Extra words make the instruction long and inconsistent with the plan.
• C: Pointing adds a gestural or model prompt that the plan did not call for.
• D: Giving the instruction when the client is not attending makes an error or no response more likely.

Task C.3 · 40-hour curriculum section E

D: Negative reinforcement. The request is followed by the reduction of an uncomfortable stimulus (bright light), and the request increases. Removing or reducing a stimulus in a way that increases behavior is negative reinforcement.

• A: Positive reinforcement adds a stimulus; here the bright light is reduced.
• B: Positive punishment adds a stimulus and decreases behavior; requests increased.
• C: Negative punishment removes a stimulus and decreases behavior; requests increased.

Task C.1 · 40-hour curriculum section A

D: Spontaneous recovery follows a break; resurgence follows lost reinforcement for an alternative. Spontaneous recovery is an extinguished behavior coming back after a break, such as a weekend. Resurgence is an old behavior coming back because a newer alternative behavior stopped being reinforced.

• A: Both are discussed as effects linked to extinction; neither is defined by punishment.
• B: Both involve a previously reinforced behavior coming back.
• C: Neither is defined by a set duration.

Task D.6 · 40-hour curriculum section E

D: The supervisor, using the mastery criterion and the data. The supervisor sets the mastery criterion and reviews the data. The RBT collects accurate data and follows the plan, including any written rules for moving targets.

• A: The RBT's impression is not a substitute for the plan's criterion and the supervisor's decision.
• B: Caregiver input is valuable, but the supervisor makes the decision.
• C: Client preferences matter, but they do not decide a target's phase.

Task C.9 · 40-hour curriculum section A