RBT practice test 6

B: A stimulus that signals reinforcement is available for a response. An SD is a stimulus in whose presence a response has been reinforced, so the response is more likely when it is present. In DTT the SD is usually the instruction together with the materials.

• A: That describes an S-delta, not an SD.
• C: Extra help is a prompt; the SD is the instruction or cue itself.
• D: That describes a reinforcer, which follows the response.

Task C.3 · 40-hour curriculum section E

A: Follow emergency procedures and shelter with the client and family. During weather emergencies, the RBT follows the organization's and household's emergency procedures, moving to safety with the client and family, and reports afterward.

• B: A tornado warning calls for emergency procedures, not business as usual.
• C: Leaving puts the RBT at risk on the road and abandons the session.
• D: Taking shelter cannot wait for permission.

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

D: Document it as required and tell the supervisor promptly. Use of an emergency procedure is documented as the plan, organization and law require, and reported to the supervisor promptly.

• A: It must be in the official record and reported to the supervisor.
• B: It must be documented whether or not anyone was hurt.
• C: Waiting for a scheduled meeting is not prompt.

Task E.4 · RBT Ethics Code 2.05

A: Three. The Initial Competency Assessment form states that three of the tasks in the skill acquisition and behavior reduction section (tasks 6 to 14) must be demonstrated with a client. The rest may be done by role-play where the form allows.

• B: One is too few; the form requires three of tasks 6 to 14 with a client.
• C: Not all of them; the others may be done by role-play.
• D: Role-play alone is not enough; three of these tasks must be done with a client.

Task F.2

D: A conditioned punisher. A conditioned punisher is a stimulus that becomes a punisher by being paired with other punishers. Words, gestures and warnings often work this way.

• A: Unconditioned punishers work without any learning history; "Stop" gained its effect through pairing.
• B: A conditioned reinforcer increases behavior; "Stop" decreases it.
• C: A discriminative stimulus comes before behavior and signals reinforcement; "Stop" follows the behavior here.

Task D.5 · 40-hour curriculum section E

C: A BCBA who is the RBT's cousin. The RBT may not be related to, superior to, an employer of, or in a multiple relationship with their supervisor. Paying for supervision services does not make the RBT the supervisor's employer, and a contract with the client meets the oversight rule.

• A: Working at the same agency is the usual arrangement.
• B: An RBT paying for supervision is not considered the supervisor's employer.
• D: A contractual relationship with the client is allowed.

Task F.3 · RBT Ethics Code 1.04 · RBT Handbook p. 19

D: The count includes work done after the period. When the plan sets a time to check the product, checking later can include extra work and make sessions unequal. The RBT should note what happened so the data can be interpreted correctly.

• A: Counting later is still permanent product recording; the problem is that the product changed after the period ended.
• B: Extra pieces placed after the period make the count higher, not lower.
• C: Placed puzzle pieces remain after the behavior, so they are a lasting product.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.02

D: Access to tangibles. Screaming is followed by getting the toy, and it stops without any adult involvement. That points to access to a tangible item.

• A: Screaming ends when the toy is obtained, even with no adult attention.
• B: No task is presented during free play.
• C: The outcome is an item released by another person, which is a social consequence.

Task D.1 · 40-hour curriculum section A

A: Contact the supervisor and get direction before using it again. A caregiver objecting to a procedure is a concern that needs to reach the supervisor quickly, and the RBT should get direction before using it again over the caregiver's objection.

• B: Choosing a new prompt type is a plan change the supervisor should make.
• C: The statement is true but dismisses the caregiver; the RBT still has to pass on the concern.
• D: Continuing over the caregiver's objection without talking to the supervisor ignores a serious concern.

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

B: The tokens will probably lose their effectiveness as reinforcers.. A conditioned reinforcer keeps its value through continued pairing with other reinforcers. When tokens can no longer be exchanged, that pairing stops and the tokens are likely to lose their effectiveness.

• A: Conditioned reinforcers do not become unconditioned; their value depends on learning.
• C: A conditioned reinforcer's value is not permanent; it weakens without continued pairing.
• D: Losing the backup makes tokens weaker reinforcers; it does not make them punishers.

Task C.2 · 40-hour curriculum section E

B: Observers can time episodes and tell them apart. Onset and offset criteria tell observers when to start and stop timing and when one episode ends and the next begins.

• A: Consequences come from the behavior plan, not from the onset and offset rule.
• C: Function is identified through assessment, not through the definition.
• D: Start and stop rules do not rate severity.

Task A.5 · 40-hour curriculum section C

D: There was too long a gap before the low-p request. The sequence works best when the low-p request follows the high-p requests quickly. A long gap weakens the effect of the run of compliance.

• A: Reinforcing each high-p compliance is part of the procedure.
• B: Giving the low-p request first is not a high-p sequence.
• C: The procedure uses a series of high-p requests, not a single one.

Task D.2 · 40-hour curriculum section E

A: A maintenance procedure. Occasional practice of mastered skills with intermittent reinforcement is a maintenance procedure. Because the setting is the same one used for teaching, it is not a generalization probe.

• B: Acquisition is teaching skills not yet learned; these colors are already mastered.
• C: Baseline measures skills before teaching, not mastered skills.
• D: Stimulus fading removes an added cue during teaching, which is not described.

Task C.9 · 40-hour curriculum section A

A: Gift exchange can lead to conflicts of interest. The code explains that exchanging gifts can lead to conflicts of interest and multiple relationships. Keeping gifts small and occasional protects the professional relationship.

• B: The code says nothing about reporting gifts as income to the BACB.
• C: Gifts to the RBT do not change how data are interpreted; the concern is the relationship.
• D: The code's stated reason is conflicts of interest, not families' spending.

Task F.8 · RBT Ethics Code 1.11

C: M.S. in Psychology (in progress; expected 2027). RBTs do not knowingly make false, misleading or exaggerated statements about their qualifications. An unfinished degree can be listed if it is clearly marked as in progress.

• A: Listing a completion year implies the degree has been awarded when it has not.
• B: This claims both a finished degree and a certification the RBT does not hold.
• D: Only half of the coursework is done, so the claim is false.

Task F.6 · RBT Ethics Code 1.05

C: The client may start waiting for the prompt before paying. Giving prompts the learner no longer needs can make the response depend on the prompt again. The RBT should use the prompt level the plan currently calls for and report progress to the supervisor.

• A: The skill is already independent; unneeded prompts add nothing and can build dependence.
• B: A prompt does not change how valuable the item is; the concern is what controls the response.
• D: Nothing suggests the cashier will copy the RBT; the risk is the client's reliance on the RBT's prompt.

Task C.7 · 40-hour curriculum section E

A: Hit the table with an open hand 3 times. The behavior column should describe exactly what the client did, so that another observer would picture the same behavior.

• B: "Angry" and "lost control" are interpretations, not observable actions.
• C: "Frustrated" is a guess about an inner state.
• D: "Meltdown" is vague, and "because of hunger" is a guess about the cause.

Task B.3 · 40-hour curriculum section D · Task A.5

C: 70%. Percentage = entries with the antecedent ÷ total entries × 100. Here 14 ÷ 20 = 0.70, so 70%. The supervisor interprets what this pattern means.

• A: 14 is the number of entries, not the percentage.
• B: 30% is the share of entries without this antecedent (6 of 20).
• D: 60% of 20 would be 12 entries, not 14.

Task B.3 · 40-hour curriculum section D · Task A.6

C: Follow the definition and ask the supervisor. The operational definition decides what counts as an occurrence. Pushing is not listed, so the RBT records according to the definition and asks the supervisor to clarify; the supervisor decides whether to revise it.

• A: Counting behavior that is not in the definition makes the data inconsistent with other sessions and observers.
• B: Stopping data collection leaves the rest of the session unmeasured.
• D: Only the supervisor can change an operational definition.

Task A.1 · 40-hour curriculum section C · RBT Ethics Code 2.06

C: Store and share them only as privacy rules allow. Video of a client is confidential and identifying. RBTs follow BACB, employer and legal requirements for storing and sharing client information.

• A: Sharing client video outside the organization breaches confidentiality.
• B: A personal phone is not an approved place to store client records.
• D: Sending client video to someone outside the treatment team breaches confidentiality.

Task B.3 · 40-hour curriculum section D · RBT Ethics Code 2.08 · RBT Ethics Code 2.10

A: Tell the supervisor about the drop before the next session. A sudden, large change in the data is an irregularity that needs the supervisor's attention. The supervisor decides what it means and whether anything should change.

• B: Waiting for a monthly meeting is not timely for a drop this large.
• C: Leaving out data is falsifying the record.
• D: Changing the prompting is a plan change the supervisor should make.

Task E.2 · RBT Ethics Code 2.02 · 40-hour curriculum section F

B: The behavior is reinforced less often and may weaken. Missed token deliveries mean the target behavior goes unreinforced. This is a procedural fidelity problem that can weaken the behavior and make the data hard to interpret.

• A: Missing chances to reinforce does not increase the behavior.
• C: Tokens are not valuable because they are rare; they are valuable because they are exchanged for backups.
• D: Unplanned missed reinforcement does not reliably teach independent responding; it is more likely to weaken the behavior.

Task C.11 · 40-hour curriculum section E

B: DRA. DRA delivers reinforcement after a specific alternative behavior, so it is a consequence procedure. The other three change conditions before behavior.

• A: NCR is time-based and is classed as an antecedent intervention.
• C: The high-p sequence arranges requests before the low-p request.
• D: Demand fading changes the demands presented before behavior.

Task D.2 · 40-hour curriculum section E

D: Plot it at the next session at 2, connected to the previous point. The new session goes at the next position on the horizontal axis and at its value on the vertical axis, connected to the previous point because it is in the same condition.

• A: Data paths connect points only within the same condition, never across the phase change line.
• B: No condition changed, so no phase change line is added.
• C: Each session gets its own data point; values are not added together on a session-by-session graph.

Task A.4 · 40-hour curriculum section C

C: To move control of the response from the prompt to the natural instruction or cue. Prompts are temporary. Fading them gradually transfers stimulus control from the prompt to the SD that should produce the response in everyday life.

• A: Making a prompt more noticeable is the opposite of fading it.
• B: Fading involves prompts, which come before the response, not reinforcers.
• D: The goal is fewer prompts, not more.

Task C.7 · 40-hour curriculum section E