RBT practice test 5

D: 60%. There are 6 plus signs out of 10 trials, so 6 / 10 x 100 = 60% independent correct. Prompted trials are not counted as correct under this plan.

• A: This counts the 2 prompted trials as correct, which the plan does not allow.
• B: 40% is the percentage of trials that were not independent correct.
• C: 20% is the percentage of prompted trials.

Task A.6 · 40-hour curriculum section C

D: Whole interval recording. Scoring an interval only when the behavior occurs throughout the entire interval is whole interval recording.

• A: Partial interval recording would score the interval if the student worked at any point during it.
• B: Momentary time sampling would check only at the end of each interval.
• C: Latency recording would time how long the student took to begin after an instruction.

Task A.2 · 40-hour curriculum section C

B: Listen calmly and pass the concern to the supervisor. Responding calmly, listening to the concern and passing it to the supervisor keeps the relationship professional. The supervisor can clarify the plan with the family.

• A: Criticizing a colleague to the family is unprofessional and may not be accurate.
• C: The RBT follows the current plan unless the supervisor changes it.
• D: Ending the session does not address the concern and cuts the client's services.

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

C: Respect the family's routines without judgment. Different is not wrong. RBTs keep personal values out of service delivery and raise only service-related concerns with their supervisor.

• A: Imposing personal preferences is not the RBT's role and disrespects the family.
• B: Session notes should be objective, not personal judgments about a family's culture.
• D: Goals should reflect the client's needs and the family's values, not the RBT's preferences.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 1.08

B: Document the concern and that it was passed on, as required. Keeping a record of what was reported, by whom and when, shows that the RBT passed it on and helps the team follow up.

• A: A routine concern about services is not something to report to the BACB.
• C: A signed statement is not a usual requirement for passing on a concern.
• D: Sharing what the teacher said with others is the supervisor's decision.

Task E.1 · 40-hour curriculum section F

C: Latency. The concern is the delay between the instruction and the start of the response. That delay is latency.

• A: Duration would show how long putting on shoes takes once the child starts, not the delay before starting.
• B: Frequency would count how often the child puts on shoes, not how long they wait to begin.
• D: Interresponse time measures the gap between two responses, not the delay after an instruction.

Task A.1 · 40-hour curriculum section C

B: DRL. Reinforcement is earned when cursing stays at or below a set number in each period, which is interval DRL.

• A: DRO would require no cursing in the half-hour.
• C: DRA would reinforce a specific alternative behavior.
• D: DRI would reinforce a behavior incompatible with cursing.

Task D.3 · 40-hour curriculum section E

D: Record the accidents and tell the supervisor. A sudden change after a skill was mastered may reflect a medical or environmental variable. The RBT documents it and reports it.

• A: Limiting fluids is a health decision the RBT should not make.
• B: Changing the plan is the supervisor's decision.
• C: The RBT cannot judge the cause, and suggesting a medical cause goes beyond their role.

Task E.3 · 40-hour curriculum section F

B: Keeping a neutral face and avoiding eye contact and comments. Planned ignoring withholds all forms of attention after the target behavior: looks, comments, facial expressions and physical contact. The RBT keeps the client safe and gives attention for appropriate behavior instead.

• A: Announcing the ignoring is a comment, so it still gives attention.
• C: An explanation is attention delivered right after the behavior.
• D: A reprimand is attention and may reinforce attention-maintained behavior.

Task D.4 · 40-hour curriculum section E

A: Attention, escape, tangible and automatic. Problem behavior is most often maintained by social attention, escape from something unpleasant, access to tangible items or activities, or automatic (sensory) reinforcement.

• B: Punishment, extinction and shaping are procedures or processes, not functions.
• C: These are measurement dimensions.
• D: These are parts of ABC recording and context, not functions.

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

C: 83.3%. Total problems = 3 × 12 = 36. Percentage correct = 30 ÷ 36 × 100 = 83.3% (rounded to one decimal). The 20 minutes would be needed for a rate, not for accuracy.

• A: 30 is the number correct, not a percentage.
• B: 75% would be 27 of 36 correct, not 30 of 36.
• D: 88.9% would be 32 of 36 correct, not 30 of 36.

Task A.3 · 40-hour curriculum section C

B: Stay at the current step and tell the supervisor. The RBT follows the plan as written and directs the caregiver's request to the supervisor, who decides when to change the step.

• A: Jumping ahead departs from the plan and can bring back problem behavior.
• C: Removing all demands also departs from the plan.
• D: Any step change is the supervisor's decision; a compromise is still a plan change.

Task D.2 · 40-hour curriculum section E · RBT Ethics Code 2.06

D: Keep reinforcing the requests for help as the plan specifies. Resurgence is triggered when reinforcement for the replacement behavior stops or drops. Consistently reinforcing the replacement behavior as written protects against it; any planned thinning is set by the supervisor.

• A: Unplanned lapses in reinforcing the request are what produce resurgence.
• B: Removing reinforcement for the replacement behavior is a common trigger for resurgence.
• C: Reinforcing crying keeps it strong and makes it harder to extinguish.

Task D.6 · 40-hour curriculum section E

D: Target behaviors, tokens, and backup reinforcers with exchange rules. A token economy needs clearly defined behaviors that earn tokens, the tokens themselves, and a menu of backup reinforcers with rules for when and how tokens are exchanged.

• A: Baseline, intervention and reversal phases describe a research design, not a token economy.
• B: A task analysis, prompt hierarchy and mastery criterion are parts of chaining and prompting programs.
• C: A time-out area and timer belong to a time-out procedure, not to a token economy.

Task C.11 · 40-hour curriculum section E

C: Ask a clarifying question, practice the correct timing and use it next session. Standard 2.03 says RBTs take action to improve their performance following feedback. Asking questions, practicing and applying the change are how feedback leads to better performance.

• A: Defending past errors does not improve future performance.
• B: Agreeing without changing behavior does not act on the feedback.
• D: This limits useful two-way feedback and does not address the error.

Task F.4 · RBT Ethics Code 2.03

C: Preferences can change from moment to moment. The value of a reinforcer depends on current motivating operations, so a brief choice before each block helps the RBT use an item that is likely to work as a reinforcer at that moment.

• A: The choice is about reinforcer selection; naming is taught in other programs.
• B: Brief choices supplement preference assessments; they do not replace them.
• D: The choice is between items; it does not address praise.

Task C.3 · 40-hour curriculum section E

D: Intensity. Extinction bursts can show up as more frequent, longer or more intense behavior. Harder, louder knocking is an increase in intensity (magnitude).

• A: Latency is the time from a cue to the start of a response; nothing about timing is described.
• B: Interresponse time is the time between responses; the stem describes force and loudness, not spacing.
• C: Duration is how long the behavior lasts; the stem describes force and loudness.

Task D.6 · 40-hour curriculum section E

D: To get a steadier, more trustworthy ranking. One administration can be affected by chance or by the client's state that day. Combining several administrations gives a more stable ranking.

• A: The client is not being taught an order.
• B: Testing reinforcing effects requires a reinforcer assessment.
• C: Satiation is something the procedure tries to limit, not create.

Task B.1 · 40-hour curriculum section D

D: The skill may not be maintained yet under thinner reinforcement. Strong performance only with dense reinforcement suggests the skill depends on that reinforcement. The RBT should report the pattern so the supervisor can decide how to thin reinforcement more gradually.

• A: Performance drops sharply under the maintenance conditions, so it is not fully maintained.
• B: Nothing in the data involves new people or settings.
• C: The client performs at 100% with dense reinforcement, so the skill was acquired.

Task C.9 · 40-hour curriculum section A

B: A gold star on a progress chart. A gold star has no value on its own; it becomes a reinforcer through a history of being paired with other reinforcers. That makes it a conditioned reinforcer.

• A: Food for a hungry person is an unconditioned reinforcer; it needs no learning history.
• C: Warmth for a cold person is an unconditioned reinforcer.
• D: Water for a thirsty person is an unconditioned reinforcer.

Task C.2 · 40-hour curriculum section E

B: Gather the materials and data sheets the protocol lists. Preparing for an assessment includes having the planned materials, timers and data sheets ready. The supervisor designs the conditions and interprets results.

• A: Choosing conditions and their order is part of designing the analysis.
• C: Writing hypotheses about function is the supervisor's role.
• D: Practicing the conditions would expose the client beforehand and could change the results.

Task B.3 · 40-hour curriculum section D

B: The item in hand being a bolt. Putting an item in the left bin is reinforced only when the item is a bolt, so holding a bolt is the SD for that response, and holding a nut is an S-delta for it.

• A: Praise and points are consequences that follow correct sorting; an SD comes before the response.
• C: The left bin is there on every trial, for nuts and bolts alike, so it cannot signal which item belongs in it.
• D: That is motivation (a motivating operation), not the stimulus that signals which response will be reinforced.

Task C.6 · 40-hour curriculum section E

D: Use the system's correction or addendum process. Electronic records are corrected with tools that keep a history of the change, following the organization's procedure.

• A: Submitted notes can and should be corrected through the proper process.
• B: Two conflicting notes make the record confusing and leave the error uncorrected.
• C: Deleting a note removes part of the record.

Task E.4 · RBT Ethics Code 2.02

C: Follow mandated-reporting rules and tell the supervisor. RBTs know and follow mandated-reporting requirements. When there is a risk of harm, they protect the client, report to the supervisor, follow organization policy and document their actions; cultural humility never means overlooking harm.

• A: Cultural respect does not override the duty to protect clients from harm.
• B: Investigating is not the RBT's role and could affect any later investigation.
• D: Waiting can leave the client at risk.

Task F.10 · RBT Ethics Code 2.01 · RBT Ethics Code 2.07

B: Offer another preferred item from the plan's list. Slowing down and turning away from the item suggests satiation, so the gummy is less effective as a reinforcer right now. Rotating to other preferred items, as the plan allows, keeps reinforcement effective.

• A: Harder work does not increase the value of the reinforcer and may lower responding further.
• C: Giving gummies freely would make satiation worse and would not be contingent on responding.
• D: A reinforcer that has lost its value will not strengthen responding.

Task C.3 · 40-hour curriculum section E