RBT practice test 7

C: Right after step 3, the current training step. In forward chaining, reinforcement follows completion of the current training step. The rest of the chain is then completed the way the plan says, here with full prompts from the RBT.

• A: In forward chaining the client is not yet expected to do the later steps alone, so reinforcement does not wait for the whole chain.
• B: Step 1 is already mastered; reinforcement follows the step currently being trained.
• D: Step 2 is already mastered; reinforcement follows the step currently being trained.

Task C.5 · 40-hour curriculum section E

C: It occurs at similar rates alone and with others. Behavior that continues at similar rates with or without other people, and without social consequences, suggests the behavior produces its own reinforcement.

• A: Behavior linked to demands suggests escape.
• B: Behavior that stops when an item is delivered suggests a tangible function.
• D: Behavior that increases when attention is diverted suggests an attention function.

Task D.1 · 40-hour curriculum section A

D: Follow the covering BCBA and make sure it is documented. A covering BCBA assigned by the organization provides clinical direction when the supervisor is away. Documenting the change keeps the record accurate for the usual supervisor.

• A: Waiting may leave the client without needed direction.
• B: Partial use creates an inconsistent procedure.
• C: The covering BCBA is the RBT's source of direction during the absence.

Task E.2 · 40-hour curriculum section F

C: Thank them and check with the supervisor first. A social invitation can start a personal relationship with the family. RBTs seek their supervisor's support when applying the ethics code, so the RBT checks with the supervisor before accepting or declining.

• A: A gift worth more than $10 breaks the gift standard and adds to the personal relationship.
• B: Attending as a guest while providing unplanned services mixes roles further.
• D: Attending outside work hours does not remove the personal role, and the supervisor should know.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 1.11

B: "Client smiled and laughed during 4 of 5 activities.". Describing observable behavior, with a count, tells the reader what the RBT actually saw.

• A: "Seemed to enjoy" is still an interpretation.
• C: "Good mood" is still an interpretation.
• D: "Great day" and "happy" are interpretations.

Task E.4 · 40-hour curriculum section F

B: Ask the supervisor to clarify or demonstrate the step before using it. Fidelity depends on knowing exactly what the plan requires. RBTs do not use procedures they have not been trained on, and they go to their supervisor when anything is unclear.

• A: An outside description may not match the plan the supervisor wrote.
• C: Silently skipping a step is a fidelity error the supervisor would not know about.
• D: Another client's plan may differ in important details.

Task A.8 · RBT Ethics Code 2.04 · RBT Ethics Code 1.06

B: Incidental teaching. The child's reach (initiation) set up the opportunity, the RBT waited for a request, and the requested item was the reinforcer. These are the core steps of incidental teaching.

• A: In DTT the adult starts each trial with an instruction; here the child started the exchange.
• C: In NCR the item is given on a time schedule regardless of behavior; here it followed the request.
• D: Task interspersal mixes easy and hard targets within instruction; it does not describe this exchange.

Task C.4 · 40-hour curriculum section E

D: Accuracy was higher on Monday (80%) than on Tuesday (60%). Monday: 8 ÷ 10 = 80%. Tuesday: 12 ÷ 20 = 60%. When the number of items differs, compare percentages, not raw counts.

• A: Tuesday had more correct answers but a lower percentage correct: 12 ÷ 20 = 60%.
• B: The percentages differ: 80% on Monday and 60% on Tuesday.
• C: Converting to percentage correct is what allows worksheets of different lengths to be compared.

Task A.3 · 40-hour curriculum section C

B: They name the condition in effect in each phase. Condition labels, such as "Baseline" or "Intervention," tell the reader which condition was in place for the sessions in that phase.

• A: Labels name conditions; they do not report totals.
• C: Dates or session numbers appear along the horizontal axis.
• D: The label names the condition, not the criterion.

Task A.4 · 40-hour curriculum section C

A: Finish the checkout without buying the candy. Tangible extinction means the behavior no longer produces the item. The RBT completes the routine without delivering the candy, keeps the child safe, and follows any other parts of the plan, such as reinforcing calm requests.

• B: Buying the candy after crying reinforces crying, whatever the RBT says.
• C: Offering the candy for stopping still makes crying the route to candy, and the plan does not include this.
• D: Leaving abandons the plan's procedure and may reinforce crying if the child wants to leave.

Task D.4 · 40-hour curriculum section E

C: Lower the rate of a behavior without ending it. DRL reinforces a behavior when it occurs at or below a set rate, so it reduces how often the behavior occurs while still allowing some of it.

• A: Eliminating a behavior is more often the goal of DRO, DRA or FCT.
• B: DRL lowers the rate; it does not increase it.
• D: Reinforcing an incompatible behavior is DRI.

Task D.3 · 40-hour curriculum section E

D: Clients, stakeholders and supervisors. The standard applies to gifts given to or received from clients, stakeholders (for example parents, caregivers and other relatives) and supervisors, in both directions.

• A: The standard also covers stakeholders, such as caregivers, and supervisors.
• B: The standard covers all stakeholders, not just guardians, and also covers supervisors.
• C: Gifts with clients and stakeholders are covered as well.

Task F.8 · RBT Ethics Code 1.11

C: Present the targets in the mixed order the plan describes. Interspersing mastered and new targets is part of the plan, and the order can affect the client's motivation and success. The RBT should implement it as written.

• A: The order of tasks can affect responding, which is why the plan specifies it.
• B: Dropping mastered targets removes maintenance practice and changes the plan.
• D: Running only mastered targets also departs from the plan.

Task C.9 · 40-hour curriculum section A

C: The behavior is maintained by escape from demands. The demand (escape) condition tests whether removing tasks reinforces the behavior. Behavior that is highest there suggests an escape function.

• A: Attention is tested in a condition where attention follows the behavior; that condition was not the highest.
• B: Tangibles are tested in a different condition, where a preferred item is returned after the behavior.
• D: Automatic reinforcement is suggested by behavior that persists in the alone or no-interaction condition.

Task D.1 · 40-hour curriculum section A

A: Note the client's condition and tell the supervisor, because it may affect the results. Illness and fatigue can lower a client's performance. The RBT should document the condition and report it promptly so the supervisor can decide whether to continue and how to interpret the scores.

• B: Scores taken while the client is ill, with no note, may be read as true skill deficits.
• C: Repeating items until the answer is correct changes the assessment and inflates the scores.
• D: Scoring items the client did not perform as correct falsifies the data.

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

A: Watching recorded videos made specifically for the assessment. The assessment may be done in person, live over the internet, or by observing recorded videos created specifically for the assessment. Each task is assessed with a client, by role-play or by live interview, depending on the task.

• B: Recorded videos must be created specifically for the assessment.
• C: A written quiz is not one of the permitted assessment types.
• D: Competence must be observed or assessed directly, not vouched for.

Task F.2

D: Decline, follow the plan and tell the supervisor. Locking a person in a room is a highly restrictive, unsafe practice. RBTs use only procedures in the client's documented plan and pass caregiver requests to the supervisor.

• A: Locking a client in a room is not in the plan and is unsafe; the RBT follows the plan.
• B: This is still an unplanned, restrictive procedure.
• C: Checking in does not make an unplanned locked-room procedure acceptable.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.05 · RBT Ethics Code 2.06

A: Flapped both hands at shoulder height for 5 s. The revision states the body part, the movement, its position and how long it lasted, so a reader knows exactly what happened.

• B: This replaces one label with another and still does not describe the movement.
• C: This adds a guess about the behavior's function rather than describing it.
• D: "Repetitive behaviors" could mean many different movements.

Task A.5 · 40-hour curriculum section C

C: Attitudes or stereotypes we hold without realizing it. Implicit biases are attitudes or stereotypes that influence our understanding, actions and decisions without conscious awareness. Because they are not obvious to us, identifying them takes deliberate self-reflection and feedback.

• A: Openly stated prejudice is explicit bias, not implicit bias.
• B: Disagreeing about goals is a difference of opinion, not a bias.
• D: Implicit bias is in a person's reactions, not in a written plan.

Task F.10 · 40-hour curriculum section G · RBT Ethics Code 1.09

A: Keep the client safe and contact the next person in the chain of command. Safety comes first, and urgent issues cannot wait for one person to become available. Organizations have a chain of command, such as a covering BCBA or clinical director, for exactly this situation.

• B: An email in the evening is not timely for new severe self-injury.
• C: Restrictive procedures are used only when they are in this client's documented plan (Standard 2.05).
• D: Waiting leaves an urgent safety issue without direction.

Task E.2 · RBT Ethics Code 2.01 · RBT Ethics Code 2.05 · 40-hour curriculum section F

D: To reduce satiation on any single reinforcer. Varying reinforcers helps keep each one effective, because the client is less likely to become satiated on any one item.

• A: Rotating items changes which reinforcer is delivered, not whether it depends on behavior.
• B: Thinning changes how often reinforcement is delivered, not which item is used.
• C: Rotating items does not add a delay before reinforcement.

Task C.1 · 40-hour curriculum section A

D: "Super!" does not reliably signal the item, which weakens the pairing.. For a neutral stimulus to become a conditioned reinforcer, it should reliably come before or with the established reinforcer. When the word often occurs without the item, and the item often comes without the word, the word predicts little.

• A: Frequent, consistent pairing helps conditioning; the problem is that the pairing is inconsistent.
• B: Delivering the item right after the word is the correct timing for pairing.
• C: The issue is not satiation; the word is not consistently associated with the item.

Task C.2 · 40-hour curriculum section E

D: Record the events as they happened, without stepping in. A descriptive assessment records what normally happens without changing it. The RBT records the event accurately and leaves recommendations to the supervisor.

• A: Advising the parent changes the routine being observed and is not the RBT's role here.
• B: Changing the environment would change the patterns being assessed.
• C: Caregiver responses are important data, so leaving them out distorts the assessment.

Task B.3 · 40-hour curriculum section D

C: Follows 2-step instructions at home and at school without help. A strength is a skill the client already performs well. Following 2-step instructions independently in two settings is a skill the client has.

• A: Crying and dropping to the floor is problem behavior, not a skill.
• B: Needing full physical prompts shows a deficit in that skill.
• D: A skill the client has not learned is a deficit.

Task B.2 · 40-hour curriculum section D

C: Calmly remove one token right away, without lecturing. Response cost should be carried out exactly as written: the specified amount, right after the behavior, in a calm and neutral way. Extra talk or attention can itself reinforce problem behavior.

• A: Removing more tokens than the plan specifies changes the procedure and may increase emotional responding.
• B: A long delay weakens the link between the behavior and the consequence.
• D: Repeated warnings are not part of the plan and change the procedure.

Task C.11 · 40-hour curriculum section E