RBT practice test: Behavior Acquisition, set 11

C: Many programs use both, as the supervisor decides. The two approaches complement each other: structured trials give many practice opportunities, and naturalistic teaching supports generalization and spontaneous use. The supervisor chooses the mix.

• A: No such rule exists; the two can be used at the same time.
• B: Many clients receive both as part of one plan.
• D: Naturalistic teaching is used with teens and adults as well.

Task C.4 · 40-hour curriculum section E

A: Breaking a skill into small, ordered steps. A task analysis lists the separate steps of a complex skill in the order they are performed, so each step can be taught, prompted and scored.

• B: That describes shaping, which changes one response rather than listing steps.
• C: That describes most-to-least prompting.
• D: That describes a generalization probe.

Task C.5 · 40-hour curriculum section E

C: Visual prompt. Visual prompts include pictures, written words, checklists and other displays that cue a response. They can often stay in place or be faded, depending on the plan.

• A: A model prompt is a demonstration of the response; the checklist shows written steps.
• B: A gestural prompt is a movement such as pointing.
• D: A verbal prompt is spoken help from another person.

Task C.7 · 40-hour curriculum section E

A: Teach behaviors that natural consequences will reinforce. Skills that are reinforced by everyday consequences, such as getting help after asking for it, are more likely to occur and continue outside of teaching. Choosing such targets is one of the strongest ways to promote generalization.

• B: Continuous reinforcement after mastery does not promote generalization; thinning toward everyday schedules does.
• C: Teaching in only one setting tends to limit generalization rather than promote it.
• D: Using one instructor can make the skill depend on that person instead of generalizing across people.

Task C.8 · 40-hour curriculum section E

A: Labeling coins, which the client got right on 1 of 10 baseline trials. A target is in acquisition when the client cannot yet perform it, as shown by low baseline performance. The other targets have already been mastered and are being maintained.

• B: A mastered target that is probed weekly is a maintenance target.
• C: A target that met mastery criterion is no longer in acquisition.
• D: A mastered skill used in daily life is being maintained, not acquired.

Task C.9 · 40-hour curriculum section A

C: An extinction burst for the earlier approximation. Once an approximation is no longer reinforced, it is on extinction, and a temporary increase in its frequency or intensity, often with emotional responding, is an extinction burst.

• A: Spontaneous recovery is the reappearance of an extinguished behavior after time has passed, not an increase right after reinforcement stops.
• B: Satiation would reduce responding overall, not make the earlier approximation more forceful.
• D: Response generalization is the appearance of untaught forms with the same function, not a brief increase in an old form.

Task C.10 · 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: Variable ratio. Because the next reinforcer could come after any response, variable ratio schedules typically produce high, steady response rates with little or no pause after reinforcement.

• A: Fixed interval schedules typically produce a pause after reinforcement and speeding up near the end of the interval.
• B: Fixed ratio schedules typically produce a pause after reinforcement before responding resumes.
• D: Variable interval schedules typically produce moderate, steady rates rather than high rates.

Task C.1 · 40-hour curriculum section A

B: Gradually thinning the exchange requirement. Increasing the number of tokens needed before an exchange, in planned steps, thins the schedule of backup reinforcement so that the client works longer for each backup reinforcer.

• A: Response cost is the removal of tokens after a behavior, not a higher exchange requirement.
• C: Satiation is a loss of reinforcer value from recent heavy access; raising the requirement does not create it.
• D: The tokens have already been paired; this change is about how many are needed per exchange.

Task C.2 · 40-hour curriculum section E

D: Give praise only and record the trial as prompted. This plan uses differential reinforcement: stronger reinforcement for independent responses than for prompted ones, which helps move the client toward independence. The RBT follows it exactly and records the prompt.

• A: The response needed a prompt, so it is not independent and does not earn the toy under this plan.
• B: The response was correct with a prompt; the plan calls for praise and a prompted score.
• C: The data are right, but the plan reserves the toy for independent responses.

Task C.3 · 40-hour curriculum section E

D: It uses the teen's real interest and a natural result. Naturalistic teaching uses a real moment of motivation and the natural result of the skill. Here the teen's interest set up the opportunity and joining the game reinforced the request.

• A: The skill is being taught with a prompt, so it is not mastered.
• B: No token was used; joining the game was the reinforcer.
• C: Practice before recess would be structured teaching, not naturalistic teaching.

Task C.4 · 40-hour curriculum section E

B: Get soap; rub hands; rinse; dry hands. A good task analysis lists specific, observable actions in the order they happen, so each step can be prompted and scored.

• A: These are general goals, not observable actions in order.
• C: Understanding and wanting cannot be observed or scored.
• D: These describe qualities, not specific observable steps.

Task C.5 · 40-hour curriculum section E

D: Prompt dependence. Prompt dependence means the response occurs only when a prompt is given, so the prompt rather than the natural cue controls it. Planned, timely prompt fading helps prevent it.

• A: Response generalization is the appearance of new, similar responses; here the client waits for help.
• B: An extinction burst is a temporary increase in behavior when reinforcement stops.
• C: Stimulus generalization is responding to new, similar stimuli; here the client responds only after a prompt.

Task C.7 · 40-hour curriculum section E

B: The client responds independently, without prompts. A maintenance target has already been mastered, so the client performs it independently. Prompting and prompt fading belong to acquisition.

• A: Prompting on most trials suggests the skill is not yet mastered.
• C: Errorless prompting before every response is used while a skill is being learned.
• D: Fading prompts across sessions is part of teaching a skill to mastery.

Task C.9 · 40-hour curriculum section A

C: Progress slows because earlier forms are still reinforced. Shaping depends on consistent differential reinforcement. When one staff member keeps reinforcing the earlier approximation, that response stays strong and the client has less reason to move toward the target.

• A: More reinforcement for the wrong approximation does not speed shaping.
• B: Both RBTs are working toward the same terminal behavior; the issue is inconsistent criteria.
• D: Reinforcing the earlier approximation keeps it from being placed on extinction.

Task C.10 · 40-hour curriculum section E

B: 30 minutes. 12 worksheets earn 12 tokens. 12 tokens divided by 4 tokens per exchange gives 3 exchanges, and 3 x 10 minutes = 30 minutes.

• A: 12 is the number of tokens earned, not the minutes of drawing.
• C: 40 minutes would require 16 tokens.
• D: 48 minutes is 12 x 4, which multiplies tokens by the exchange rate instead of dividing.

Task C.11 · 40-hour curriculum section E

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

C: Each client's history and current motivation give the tokens a different value.. Whether a conditioned reinforcer works depends on the individual's learning history and on the current value of its backup reinforcers. The same system can work well for one client and poorly for another.

• A: Tokens are conditioned reinforcers, and their effect differs between individuals.
• B: Nothing suggests the client cannot learn; the tokens or backups may simply not have been established as valuable for this client yet.
• D: Satiation lowers a reinforcer's value; it would reduce working, not increase it.

Task C.2 · 40-hour curriculum section E

C: To make sure a correct response follows the error. Error correction gives the client help so that a correct response follows an error, which makes it less likely the error will be repeated. The exact steps are set by the supervisor in the plan.

• A: Error correction is a teaching step that leads to a correct response, not a punishment procedure.
• B: Error correction happens within the session, trial by trial; it is not a rule for ending sessions.
• D: Prompt levels are recorded in the data, but measuring them is not the purpose of error correction.

Task C.3 · 40-hour curriculum section E

B: Intraverbal. Filling in a song or phrase is an intraverbal: a verbal response to someone else's words that does not match them.

• A: The child did not repeat the RBT's words; they completed them with a different word.
• C: No star was present; the child responded to the RBT's words.
• D: The child was not requesting anything.

Task C.4 · 40-hour curriculum section A