RBT practice test: Behavior Reduction

D: The teacher usually removes the assignment after yelling. Function statements describe observable relations between behavior and the consequences that follow it. Removal of the assignment after yelling is something anyone can see and record.

• A: Frustration is an inferred feeling, not an observable consequence.
• B: "Manipulate" guesses at intent and is not an observable event.
• C: A diagnosis does not describe the consequence that maintains the behavior.

Task D.1 · 40-hour curriculum section A

D: Give the warning and start the timer as planned. Antecedent strategies are carried out before problem behavior, every time the plan calls for them, whether or not the client seems upset. Skipping the step on calm days or waiting for problem behavior changes the procedure.

• A: The warning is planned for every transition; skipping it when the client seems calm changes the plan.
• B: A warning given after problem behavior becomes a consequence and loses its preventive purpose.
• C: Extending play is not in the plan and skips the planned transition routine.

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

B: Tapping the caregiver's arm and saying "Play with me". In FCT, the taught response should produce the same reinforcer as the problem behavior. For attention-maintained screaming, that is a request for attention.

• A: Asking for a break matches an escape function.
• C: Asking for a snack matches a tangible function.
• D: Pointing to a tablet requests a tangible item.

Task D.3 · 40-hour curriculum section E

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

A: The client has reinforcers, such as tokens, that can be lost. Response cost removes a specific amount of a reinforcer the client has. If the client has nothing to lose, the procedure cannot be applied.

• B: Understanding the rule may help but is not required for response cost.
• C: Agreement each session is not what makes response cost possible.
• D: Removal from the activity is time-out, not response cost.

Task D.5 · 40-hour curriculum section E

A: Extinction burst, response variation, resurgence. Common secondary effects of extinction include the extinction burst, response variation, resurgence, spontaneous recovery and emotional responding. Escape, avoidance and behavioral contrast are associated with punishment.

• B: These are side effects of punishment.
• C: These are punishment procedures, not secondary effects.
• D: Satiation is a motivating operation and overcorrection is a punishment procedure.

Task D.6 · 40-hour curriculum section E

B: Using it to punish a client for refusing a task. Restrictive procedures in crisis plans exist to prevent serious harm. They are never used as punishment, for convenience or to force compliance.

• A: This matches how restrictive procedures are meant to be used.
• C: Releasing promptly is part of using a hold correctly.
• D: Documenting the hold is required, not forbidden.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.01 · RBT Ethics Code 2.05

A: Access to tangibles. Crying starts when a preferred item is removed and stops when the item is returned, while comfort alone does not end it. That points to access to a tangible item.

• B: Comfort and talking did not end the crying, so attention is unlikely to be the reinforcer.
• C: No task is presented; the crying begins when the tablet is removed, and getting it back is what ends it.
• D: The behavior depends on an item another person controls, so it is socially mediated.

Task D.1 · 40-hour curriculum section A

C: Nothing; it is delivered every 2 minutes. A fixed-time schedule delivers the reinforcer when the time passes, with no response required. That is what makes it noncontingent.

• A: Requiring a response after the interval is a fixed-interval schedule.
• B: Requiring no problem behavior during the interval is DRO.
• D: Requiring a request makes delivery contingent on a mand, as in FCT.

Task D.2 · 40-hour curriculum section E

A: FCT. The client is taught a communication response that produces the same reinforcer (a break) as the problem behavior, while hitting no longer does. That is FCT.

• B: DRO reinforces the absence of hitting over an interval, not a request.
• C: NCR would give breaks on a time schedule, not after the card.
• D: DRL reinforces hitting at a low rate, which the plan does not do.

Task D.3 · 40-hour curriculum section E

C: Ignoring does not stop the screaming from getting the client out of tasks. Extinction must withhold the specific reinforcer that maintains the behavior. Here the reinforcer is escape, so the task must stay in place; withholding attention does nothing to that contingency.

• A: Ignoring withholds attention, so it fits attention-maintained behavior, not tangible-maintained behavior.
• B: Withholding attention for attention-maintained behavior is extinction, not punishment.
• D: Pairing with time-out is not a requirement; the problem is that ignoring does not withhold escape.

Task D.4 · 40-hour curriculum section E

C: The behavior, the start and end times, and what happened. Accurate records of punishment procedures (what triggered them, how long they lasted and what occurred) let the supervisor monitor safety and effectiveness.

• A: This leaves out details the supervisor needs to evaluate the procedure.
• B: Use of a punishment procedure must still be documented.
• D: Caregiver approval is not a step the RBT completes after each use.

Task D.5 · 40-hour curriculum section E · RBT Ethics Code 2.02

B: So they are less likely to give in when it gets worse. A burst can be hard to sit through. When caregivers know it is coming and temporary, they are more likely to stay consistent, which is what makes extinction work.

• A: Adding punishment is not the reason; staying consistent is.
• C: A burst is expected and does not mean the plan failed.
• D: Reinforcing the burst strengthens the behavior.

Task D.6 · 40-hour curriculum section E

B: Share the pattern and data with the supervisor. Patterns in crisis data help the supervisor plan prevention, for example with antecedent strategies. The RBT reports what they see promptly instead of changing the plan.

• A: Changing the procedure is the supervisor's decision.
• C: Adding a procedure is outside the RBT's role.
• D: Information that could affect the plan should be reported promptly.

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

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

C: Cutting demands, then adding them back gradually. Demand fading starts with few or no demands and increases them in small steps as problem behavior stays low. It is often used for escape-maintained behavior.

• A: Easy requests before a hard one is a high-p request sequence.
• B: Time-based delivery of a reinforcer is NCR.
• D: Fading prompts is prompt fading, a skill-acquisition procedure.

Task D.2 · 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: Right after the child completes the step, as the plan says. In escape extinction, problem behavior must not end the task. The task ends after the response the plan names, here completing the step; removing it at any point during the screaming would let screaming produce escape.

• A: Removing the task while the screaming is loudest lets the most intense screaming produce escape.
• B: The plan's rule is completing the step, not a time limit; ending the task during screaming lets it produce escape.
• C: Ending the task before the step is done still lets the episode end in escape, and it departs from the plan's rule.

Task D.4 · 40-hour curriculum section E

D: The supervisor verifies the RBT can implement it correctly. Under the RBT Ethics Code, restrictive or punishment-based procedures are used only when they are in a documented behavior-change plan and after the supervisor has verified the RBT's competence.

• A: Reading helps, but the code requires the supervisor to verify competence.
• B: Watching once does not show competence; the supervisor must verify it.
• C: Client agreement does not replace supervisor verification of the RBT's competence.

Task D.5 · 40-hour curriculum section E · RBT Ethics Code 2.05 · RBT Ethics Code 1.06

C: Record and graph all the data accurately. Accurate data, including bursts, let the supervisor interpret the procedure correctly. RBTs record and report data honestly.

• A: Leaving out data makes the record inaccurate.
• B: Changing data to look better is falsification.
• D: Skipping sessions hides the burst the supervisor needs to see.

Task D.6 · 40-hour curriculum section E · RBT Ethics Code 2.02