RBT practice test: Behavior Reduction, set 4

B: Brief loss of access to reinforcers after the target behavior. Time-out is negative punishment: for a brief, set period after the behavior, the client loses access to reinforcers. It can be done with or without removing the client from the setting.

• A: A break given after a request is reinforcement of that request, not time-out.
• C: Letting the client leave a task can reinforce escape; it is not time-out.
• D: Requiring effortful behavior is overcorrection, a positive punishment procedure.

Task D.5 · 40-hour curriculum section E

D: A temporary increase in frequency, duration or intensity when extinction begins. When a behavior stops producing its reinforcer, it often gets worse before it gets better: more often, longer or more intense. This early increase is an extinction burst.

• A: That describes spontaneous recovery.
• B: That describes resurgence.
• C: That describes response variation.

Task D.6 · 40-hour curriculum section E

B: The client's crisis plan and the organization's emergency procedures. Crisis and emergency procedures are planned ahead by the supervisor and the organization. The RBT follows them as trained, not on-the-spot ideas.

• A: Speed alone is not a guide; unplanned actions can harm the client.
• C: Procedures from other clients' plans may not be safe or approved for this client.
• D: The RBT follows the written plan and policy and reports any conflict to the supervisor.

Task D.7 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: What happens just before and after each instance. Functions are identified from antecedents and consequences. Recording what happens just before and after each instance gives the supervisor the information needed.

• B: Other clients' behavior does not show what maintains this client's behavior.
• C: An opinion is not data; objective antecedent and consequence records are.
• D: Diagnosis and age do not identify the consequence that maintains the behavior.

Task D.1 · 40-hour curriculum section A

C: Behavioral momentum. The high-p sequence is often described in terms of behavioral momentum: a run of reinforced compliance makes compliance with the next request more likely.

• A: Spontaneous recovery is the return of an extinguished behavior after a break.
• B: Stimulus generalization is responding to stimuli that resemble the trained ones.
• D: Response cost is removing a reinforcer after behavior.

Task D.2 · 40-hour curriculum section E

B: Continue the plan and report the data. A short increase is common at the start of extinction (an extinction burst). Giving in at this point can strengthen the tantrums, so the RBT follows the plan and reports the data.

• A: Giving the reinforcer during the burst can reinforce more intense tantrums.
• C: Stopping the plan is a plan change and can make the behavior harder to reduce.
• D: Adding a punisher is a plan change the supervisor would have to make.

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

A: Extinction of interrupting and reinforcement of an alternative behavior. Withholding attention after interrupting is extinction. Giving attention after shoulder tapping is differential reinforcement of an alternative behavior (DRA). The two are commonly used together.

• B: No stimulus is added after interrupting, and attention is contingent on tapping, not noncontingent.
• C: No one is removed from reinforcement and no tokens are used.
• D: Tapping is reinforced, not fined, and reinforcement is not tied to an interval without interrupting.

Task D.4 · 40-hour curriculum section E

C: Negative punishment. Phone time the teen has is removed after cursing, and cursing decreases. Removing a stimulus to reduce a behavior is negative punishment.

• A: Nothing is added after cursing; something the teen has is taken away.
• B: Negative reinforcement increases behavior; cursing decreased.
• D: Extinction withholds the reinforcer that maintains the behavior, not a separate privilege.

Task D.5 · 40-hour curriculum section E

C: That more intense behavior produces the reinforcer. Reinforcing behavior at its most intense level teaches the client to escalate. It also adds intermittent reinforcement, which makes the behavior harder to extinguish.

• A: The behavior did produce the reinforcer, so this is the opposite of what is learned.
• B: The reinforcer followed the problem behavior, not a replacement behavior.
• D: A single reinforcer after intense behavior can strengthen that behavior.

Task D.6 · 40-hour curriculum section E

B: Switch to the crisis plan steps, since safety now comes first. Behavior plans and crisis plans work together. When the crisis plan's conditions are met, its safety steps take over. Afterward, the RBT documents what happened and reports to the supervisor.

• A: Extinction does not override the crisis plan once crisis conditions are met.
• C: The crisis plan sets the steps; giving in is not the planned response.
• D: Leaving the client during a crisis is unsafe and not in the plan.

Task D.7 · 40-hour curriculum section E

B: They may increase, because leaving the room lets the student escape reading. For escape-maintained behavior, removal from the task is the reinforcer. Sending the student out after disruptions gives that reinforcer, so disruptions may increase.

• A: Time-out only works if time away is less reinforcing than being in class; here, leaving gives escape from reading.
• C: The consequence is directly related: it delivers the escape that maintains the behavior.
• D: Removal from an aversive task is reinforcing for this student, not a loss.

Task D.1 · 40-hour curriculum section A

C: The preferred item itself. NCR is most closely matched when the scheduled reinforcer is the one that maintains the problem behavior. For a tangible function, that is the preferred item.

• A: Attention matches an attention function.
• B: A break matches an escape function.
• D: Sensory items are matched to automatically reinforced behavior.

Task D.2 · 40-hour curriculum section E

C: Teaching the client to sign "eat" to get food. FCT teaches a communication response that produces the reinforcer maintaining problem behavior. Signing "eat" to get food replaces grabbing.

• A: Time-based delivery is NCR.
• B: Removing food after grabbing is negative punishment.
• D: Reinforcing the absence of grabbing is DRO.

Task D.3 · 40-hour curriculum section E

C: It has been maintained by a reinforcer that can be identified and withheld. Extinction means withholding the reinforcer that maintains a behavior, so the reinforcer must be known (usually from a functional assessment) and under the team's control.

• A: Extinction requires a past reinforcement history; there must be a reinforcer to withhold.
• B: Rate of behavior does not decide whether extinction can be used.
• D: Extinction applies to behavior maintained by social or automatic reinforcement.

Task D.4 · 40-hour curriculum section E

B: A stimulus is added after the behavior. In behavior analysis, "positive" means a stimulus is added and "negative" means a stimulus is removed. Neither word means good or bad.

• A: Positive refers to adding a stimulus, not to whether it is pleasant.
• C: Positive does not mean good; it means something is added.
• D: Punishment always means the behavior decreases.

Task D.5 · 40-hour curriculum section E

B: Extinction burst. A sharp increase right after extinction starts is an extinction burst. It is common and usually temporary if the reinforcer stays withheld.

• A: Spontaneous recovery is the return of a behavior after it had decreased, typically after a break; here extinction just started.
• C: Resurgence is the return of an older behavior when a replacement behavior loses reinforcement.
• D: Behavioral contrast is a change in behavior in one setting when consequences change in another.

Task D.6 · 40-hour curriculum section E

C: To review what happened and whether the plan should change. Reviewing a crisis helps the team understand what led up to it, how the procedures worked, and what changes might prevent it in future.

• A: The review is about client safety and improving the plan, not blame.
• B: Holds are a last resort; the aim is to prevent future crises.
• D: Billing is not the purpose of a crisis review.

Task D.7 · 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: Deliver brief praise or another planned reinforcer. Each instance of compliance with a high-p request is reinforced, usually briefly so the sequence stays quick.

• A: Reinforcing high-p compliance is part of the procedure, not something to skip.
• B: A long break between requests weakens the sequence.
• C: Moving quickly matters, but brief reinforcement for each compliance is still delivered.

Task D.2 · 40-hour curriculum section E

D: Using both hands to build with blocks. Building with both hands cannot happen while the thumb is in the mouth, so it is incompatible with thumb sucking.

• A: A child can listen to a story while sucking a thumb.
• B: A child can suck a thumb while sitting in a chair.
• C: A child can look at a book while sucking a thumb.

Task D.3 · 40-hour curriculum section E