RBT practice test 9

C: The missed sessions are documented as the organization requires. Attendance is part of the record. Gaps in services can explain changes in the data, and the supervisor needs to see them.

• A: Copying data for sessions that did not happen is falsification.
• B: Extra sessions are a scheduling and authorization decision for the supervisor and organization.
• D: Missed sessions are a variable that can affect progress, whatever the reason.

Task E.3 · RBT Ethics Code 2.02 · 40-hour curriculum section F

B: When a response occurs relative to another event. Latency (time from a stimulus to a response) and interresponse time (time between two responses) both locate a response in time relative to another event. Count reflects repetition and duration reflects how long a response lasts.

• A: How many times a response is repeated is captured by a count.
• C: How long a response lasts is its duration.
• D: Force describes the magnitude of a response, not its timing.

Task A.1 · 40-hour curriculum section C

D: It lowers the value of a reinforcer for a time. An abolishing operation, such as recent access to plenty of a reinforcer, temporarily lowers that reinforcer's value and makes behavior that produced it less likely.

• A: Raising a reinforcer's value is an establishing operation.
• B: Signaling availability of reinforcement describes a discriminative stimulus.
• C: Withholding reinforcement after behavior is extinction.

Task D.2 · 40-hour curriculum section E

A: Pause it and resume it when work starts again. For total duration on a single timer, the timer runs only while the behavior meets the definition: pause it when the behavior stops and resume it when the behavior starts again. The final reading is the total duration for the period.

• B: A stopwatch left running would add the off-task minute to the total and overstate on-task time.
• C: Resetting erases the time already recorded, so the final total would be too low.
• D: An estimate is not observed data, and the stopwatch can capture the actual total.

Task A.1 · 40-hour curriculum section C

C: Decline, since they did not deliver that session. A signature confirms who delivered and documented the service. Signing for another person, or sharing login credentials, makes the record false and breaks security rules.

• A: Sharing a login breaks security rules and makes the record false.
• B: Signing someone else's name is falsification.
• D: Signing for a session the RBT did not deliver falsifies the record.

Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 1.01

D: 75%, ranked second. Music was chosen 3 of the 4 times it was presented: 3 ÷ 4 × 100 = 75%. Bubbles (4 of 4, 100%) is higher, so music ranks second.

• A: 30% divides by all 10 trials instead of the 4 trials in which music was presented.
• B: 60% divides by 5, but music was presented 4 times.
• C: Bubbles was chosen on every presentation, so music is not first.

Task B.1 · 40-hour curriculum section D

A: The adult chooses the target and starts each trial with a planned instruction. Discrete-trial teaching is adult-led and structured: the instructor picks the target, gives a planned instruction, and delivers a planned consequence, often at a table with many trials in a row.

• B: Following the learner's interest is a feature of naturalistic teaching.
• C: Teaching within ongoing activities is naturalistic teaching.
• D: Using the requested item as the reinforcer is typical of incidental teaching; DTT often uses other reinforcers.

Task C.3 · 40-hour curriculum section E

A: Avoiding demands. The crying occurs before the task and delays it. Behavior that postpones or prevents an aversive event is maintained by negative reinforcement, here avoidance of demands.

• B: The RBT waits quietly, so crying does not produce extra attention; it delays the work.
• C: No preferred item is withheld or delivered.
• D: The crying is tied to the approach of work and to a delay in work, a social outcome.

Task D.1 · 40-hour curriculum section A

D: When problem behavior is not occurring at the end of the interval. Momentary DRO checks only the moment the interval ends. Whole-interval DRO requires no problem behavior during the entire interval.

• A: Requiring no behavior for the whole interval is whole-interval DRO.
• B: A set number of occurrences or fewer describes DRL.
• C: Reinforcing an alternative behavior is DRA.

Task D.3 · 40-hour curriculum section E

B: The number of episodes and their total duration. Each start and stop pair is one episode, so the records give a count. The time between each pair is the episode's duration, and adding them gives total duration.

• A: Latency needs the time of each instruction, which was not recorded.
• C: Function is identified through functional assessment directed by the supervisor, not from start and stop times.
• D: Start and stop times say nothing about loudness.

Task A.1 · 40-hour curriculum section C

A: Decline, because the limit covers supervisors too. The code limits gifts given to or received from supervisors to $10 or less, because gifts can create conflicts of interest in the supervisory relationship.

• B: The standard names supervisors as well as clients and stakeholders.
• C: A personal gift from the supervisor is still a gift, whatever the reason.
• D: Two gifts over the limit make the problem worse, not better.

Task F.8 · RBT Ethics Code 1.11

B: "You recorded each response before starting the next trial.". Behavior-specific praise names exactly what the person did correctly, so they know which behavior to repeat. General compliments are pleasant but do not teach.

• A: This is general praise; it does not name what the RBT did well.
• C: Praising a trait does not describe a behavior the RBT can repeat.
• D: This describes the client, not what the RBT did.

Task F.4

D: Access to the client's regular meals. Backup reinforcers should be extra items and activities, not things a client has a right to, such as regular meals, rest, bathroom use or contact with family.

• A: Extra tablet time is an added privilege and is a common backup reinforcer.
• B: Choosing an activity is an added privilege and an appropriate backup reinforcer.
• C: Small prize items are common, appropriate backup reinforcers.

Task C.11 · 40-hour curriculum section E

C: Send the agreed summary through the approved method. Under Standard 2.10, RBTs discuss confidential information under their supervisor's direction and share only what is necessary. Sending exactly what was authorized, by an approved method, meets both requirements.

• A: Information can be shared under the supervisor's direction with proper authorization.
• B: Only the necessary, agreed information should be shared.
• D: This shares it with people who are not authorized to see it.

Task F.5 · RBT Ethics Code 2.10

C: An indirect assessment. Questionnaires, interviews and rating scales collect information from people who know the client instead of observing the client directly. These are indirect methods.

• A: Direct observation means watching the client perform the skill and recording it.
• B: A functional analysis tests the function of problem behavior by arranging conditions.
• D: Permanent product recording measures a lasting outcome of behavior, such as completed worksheets.

Task B.2 · 40-hour curriculum section D

A: Fixed ratio 4. The token is delivered after a set, unchanging number of responses (4), which is a fixed ratio schedule.

• B: A variable ratio 4 would deliver tokens after a changing number of responses that averages 4.
• C: A fixed interval schedule depends on time passing, not on the number of responses.
• D: Continuous reinforcement would deliver a token after every correct response.

Task C.1 · 40-hour curriculum section A

D: Record what happened accurately and tell the supervisor. The procedure was not implemented as written, which affects procedural fidelity and the data. Honest documentation and reporting let the supervisor judge the effect.

• A: Recording 5 minutes would make the data inaccurate.
• B: Extra reinforcers are not part of the plan.
• C: Leaving errors out hides fidelity problems from the supervisor.

Task D.3 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: 15 seconds. Latency runs from the instruction to the start of the response: 2:15:25 − 2:15:10 = 15 seconds. The time spent putting the shoes on is a separate duration measure.

• B: 25 is the seconds reading on the clock when the client started, not the time that passed since the instruction.
• C: 30 seconds is how long putting the shoes on took, which is duration.
• D: 45 seconds runs from the instruction to the end of the response; latency stops when the response begins.

Task A.1 · 40-hour curriculum section C

B: So choices reflect preference, not ease of reach. If one item is closer or easier to reach, the client may pick it for that reason. Equal placement helps make each choice reflect preference.

• A: Equal distance is about fair choice, not timing.
• C: Grabbing several items at once is something the procedure tries to prevent.
• D: Item placement is visible to the client and is not hidden.

Task B.1 · 40-hour curriculum section D

A: Negative reinforcement, because tapping ends the ringing and tapping has increased. The ringing is already present, and tapping "Stop" ends it. Because the response terminates a stimulus and becomes faster and more likely, this is negative reinforcement (escape).

• B: Silence is the absence of the ringing; what the response does is remove the ringing, which makes this negative, not positive, reinforcement.
• C: Negative punishment would make tapping less likely, but tapping has become faster and more likely.
• D: The ringing comes before the tap, not after it, so it is not a consequence that punishes tapping.

Task C.1 · 40-hour curriculum section A

C: Pass the teacher's concern about the step on to the supervisor. A teacher's report that a procedure does not fit the setting is important feedback. The supervisor needs it to decide whether the plan should change.

• A: The RBT should not dismiss a concern about whether the plan is workable.
• B: Dropping a step changes the plan without the supervisor.
• D: Coming up with a different procedure is the supervisor's job.

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

D: Following the law and placing the interests of clients first. The code's introduction says that when RBTs interpret and apply the code or address an ethical dilemma, they prioritize following the law and placing the interest of clients first.

• A: Employer requirements must be followed, but the code names the law and clients' interests as the priorities.
• B: Caregiver satisfaction matters, but it is not what the code says to put first.
• C: The code asks RBTs to seek the supervisor's support, but the priorities it names are the law and the client.

Task F.1 · 40-hour curriculum section G

C: A sudden, painfully loud noise. Unconditioned punishers decrease behavior without any learning history, usually because they involve pain or physical discomfort. Most social and symbolic punishers are conditioned.

• A: A frown works only after it has been paired with other consequences, so it is conditioned.
• B: Money's value is learned, so losing it is a conditioned consequence.
• D: Grades acquire their effect through learning, so they are conditioned.

Task D.5 · 40-hour curriculum section E

D: a response has not been reinforced. An S-delta is a stimulus in whose presence a given response has not been reinforced. Because responding does not pay off when it is present, the response becomes less likely in its presence.

• A: That defines a discriminative stimulus (SD), the stimulus that signals reinforcement is available.
• B: A prompt is added help from the teacher; an S-delta signals that reinforcement is not available.
• C: That describes an establishing operation, a kind of motivating operation, not an S-delta.

Task C.6 · 40-hour curriculum section E

A: Yes; points can be tokens if they are traded for backups. Tokens can take many forms, including points, check marks, stamps or chips. What makes them tokens is that they are earned for target behavior and exchanged for backup reinforcers.

• B: Tokens do not have to be physical objects.
• C: Many items can serve as tokens, not just stickers and chips.
• D: Points can be delivered on any schedule the plan specifies, not only after every response.

Task C.11 · 40-hour curriculum section E