RBT practice test: Behavior Reduction, set 6

D: DRL. Reinforcing the behavior when it occurs at or below a set number in a period is differential reinforcement of low rates (DRL).

• A: DRO would require no asking at all during the interval.
• B: DRA reinforces a different behavior; here the same behavior is reinforced at a lower rate.
• C: DRI reinforces a behavior incompatible with the target.

Task D.3 · 40-hour curriculum section E

B: Putting the task materials away until the child is calm. In escape extinction, the problem behavior must not remove or delay the demand. Putting materials away after dropping lets the behavior produce escape, which reinforces it.

• A: Re-presenting the instruction keeps the demand in place, which is what escape extinction requires.
• C: Prompting as written is part of the procedure and helps the child complete the task.
• D: Recording data is part of correct implementation, not a threat to it.

Task D.4 · 40-hour curriculum section E

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

A: Imitation of the punishment the child receives. People who are punished may imitate the punishing behavior they see. Using punishment can model the very behavior the plan wants to reduce.

• B: Yelling at the sibling is not an extinguished behavior returning after time away.
• C: No reinforcement was withheld, so this is not an extinction burst.
• D: Response variation occurs during extinction, not as copying of punishment.

Task D.6 · 40-hour curriculum section E

A: The client's breathing and physical condition. Restrictive procedures carry a risk of serious injury. Staff continuously watch the client's breathing and physical condition and stop or adjust as their training and policy require.

• B: Agreement is not a safety check during a hold.
• C: Holds end when the release criteria are met, not at a set session length.
• D: Onlookers' opinions do not affect the safety checks.

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

C: Maintained by social negative reinforcement. Another person ends an aversive activity after the behavior, which is social negative reinforcement (escape).

• A: Positive reinforcement adds something; here the brushing is removed.
• B: The consequence comes from the caregiver stopping, not from a sensation the behavior produces.
• D: Punishment decreases behavior; this behavior is being maintained.

Task D.1 · 40-hour curriculum section A

B: Stay at the current step and tell the supervisor. The RBT follows the plan as written and directs the caregiver's request to the supervisor, who decides when to change the step.

• A: Jumping ahead departs from the plan and can bring back problem behavior.
• C: Removing all demands also departs from the plan.
• D: Any step change is the supervisor's decision; a compromise is still a plan change.

Task D.2 · 40-hour curriculum section E · RBT Ethics Code 2.06

D: Keep honoring requests and tell the supervisor. Changing the reinforcement schedule is a plan decision. The RBT keeps implementing the plan and brings the data to the supervisor, who may add schedule thinning.

• A: Ignoring requests without a plan can put the request on extinction and bring back problem behavior.
• B: A new work requirement is a plan change the supervisor must make.
• C: Switching procedures is the supervisor's decision.

Task D.3 · 40-hour curriculum section E · RBT Ethics Code 2.06

B: Present a new copy of the worksheet so the work demand stays in place. For escape-maintained behavior, extinction means the behavior no longer ends or delays the demand. The task stays in place, so tearing does not work to get out of it.

• A: If the work stops while the teen sits, tearing still produces escape and is reinforced.
• C: A break after tearing gives escape from the work, which reinforces the tearing.
• D: Removing tokens is response cost, a punishment procedure, and is not in this plan.

Task D.4 · 40-hour curriculum section E

B: Response cost. Response cost is the loss of a specific amount of a reinforcer, such as tokens, points or minutes, right after the target behavior.

• A: Time-out removes access to reinforcement for a period of time, not a set number of tokens.
• C: Overcorrection requires effortful corrective behavior after the misbehavior.
• D: Extinction withholds the maintaining reinforcer; here earned tokens are taken away.

Task D.5 · 40-hour curriculum section E

D: Intensity. Extinction bursts can show up as more frequent, longer or more intense behavior. Harder, louder knocking is an increase in intensity (magnitude).

• A: Latency is the time from a cue to the start of a response; nothing about timing is described.
• B: Interresponse time is the time between responses; the stem describes force and loudness, not spacing.
• C: Duration is how long the behavior lasts; the stem describes force and loudness.

Task D.6 · 40-hour curriculum section E

D: A client falls, hits their head, then vomits and seems confused. Vomiting and confusion after a blow to the head are signs of a possible serious head injury, a medical emergency that calls for emergency procedures right away. The other examples are behavior that the client's plan addresses.

• A: Crying after losing access to an item is problem behavior that the plan addresses.
• B: Refusal is behavior addressed by the plan, not a medical emergency.
• C: Whining and stalling at a transition is behavior addressed by the plan.

Task D.7 · 40-hour curriculum section E

A: Strategies matched to the reinforcer are more likely to work. When the plan addresses the consequence that maintains the behavior, it can withhold that reinforcer for problem behavior and provide it for appropriate behavior, which makes success more likely.

• B: Function describes a behavior-environment relation; it does not determine a diagnosis.
• C: Function-based plans favor reinforcement-based strategies; they are not a route to punishment.
• D: How often a behavior occurs is measured with frequency or rate, not by identifying function.

Task D.1 · 40-hour curriculum section A

C: Visual activity schedule. A visual activity schedule shows the sequence of upcoming activities in pictures or words, which makes the session more predictable.

• A: A token economy delivers tokens for target behavior that are exchanged for backup reinforcers.
• B: Demand fading changes the number of demands over time.
• D: A high-p sequence uses easy requests before a harder one.

Task D.2 · 40-hour curriculum section E

C: When a behavior is fine at low rates but occurs too often. DRL reduces the rate of a behavior without eliminating it, so it fits behaviors that are acceptable in moderation, such as asking questions.

• A: DRL still allows some of the behavior, so it does not fit dangerous behavior.
• B: DRL is used to reduce an existing behavior, not to build a new one.
• D: Reinforcing an incompatible behavior is DRI.

Task D.3 · 40-hour curriculum section E

A: Sensory extinction. When a behavior is maintained by its own sensory consequence (automatic reinforcement), sensory extinction removes or masks that consequence. Flipping the switch still happens but no longer produces the light change.

• B: Noncontingent reinforcement delivers a reinforcer on a time schedule; here the behavior's own sensory result is removed.
• C: Response cost removes a reinforcer the client already has, such as tokens, after the behavior.
• D: Escape extinction is for behavior maintained by getting away from something; this behavior is maintained by its visual result.

Task D.4 · 40-hour curriculum section E

A: A driver pays a fine for speeding and speeds less afterward. Response cost is the loss of a specific amount of a reinforcer (here, money) after a behavior, which decreases that behavior.

• B: A horn sound is added, so that is positive punishment.
• C: Removing the alarm increases buckling, so that is negative reinforcement.
• D: Honking no longer producing its result is extinction.

Task D.5 · 40-hour curriculum section E

A: Its quick effect negatively reinforces the staff's use of it. When punishment stops a problem behavior right away, the problem behavior ends for the person using it. That relief negatively reinforces their use of punishment, which can lead to overuse.

• B: Punishment has known side effects, and its effects are often temporary.
• C: Documentation is not the reason; the quick relief for staff is.
• D: Punishment reduces behavior; it does not build appropriate behavior.

Task D.6 · 40-hour curriculum section E

C: Write an objective incident report and notify the supervisor. After a crisis, the RBT documents what happened in objective terms and notifies the supervisor (and others, such as caregivers) as the organization's policy requires, in a timely manner.

• A: Crises need timely reporting, not a wait until a routine meeting.
• B: Guesses about feelings and causes are not objective documentation.
• D: Organization policy requires written documentation, not only a verbal mention.

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

B: Another person controls the consequence. Socially mediated reinforcement is delivered or removed by another person, such as giving attention, handing over an item or ending a task.

• A: A behavior can happen in a group and still be automatically reinforced; the setting does not decide the function.
• C: A behavior does not need to be verbal to be socially reinforced; hitting can be maintained by attention.
• D: What matters is whether another person provides the consequence, not whether the client is aware of being watched.

Task D.1 · 40-hour curriculum section A