RBT practice test: Data Collection and Graphing

B: Interresponse time. Interresponse time (IRT) is the time from the end of one response to the start of the next response of the same kind. Timing the gap between two sips is IRT.

• A: Latency is timed from a stimulus, such as an instruction, not from the end of the client's previous response.
• C: Duration would time how long each sip lasts, not the gap between sips.
• D: Momentary time sampling checks whether a behavior is happening at set moments; it does not time anything.

Task A.1 · 40-hour curriculum section C

B: They understate how much the student was on task. Under whole interval recording any break leaves the interval unscored, so a student who was on task for nearly all of each minute can score close to 0%. The RBT keeps applying the scoring rule and shares the pattern with the supervisor, who decides whether the measurement system should change.

• A: Whole interval recording tends to underestimate: a brief glance away leaves the whole minute unscored.
• C: Interval data give a percentage of intervals, not a number of episodes.
• D: Looking only at the end of each interval is how momentary time sampling works.

Task A.2 · 40-hour curriculum section C

D: The product may not reflect the client's own behavior. Permanent product data are valid only if the product was produced by the client's target behavior. The RBT should report the problem so the supervisor can decide how to handle it.

• A: Toys in a bin are a lasting result that can be counted later; the issue is who produced it.
• B: If a sibling helps, the count is more likely to be too high than too low.
• C: Cleanup can be measured several ways, including by its products.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.06

A: That the plotted value matches the data sheet. An unusual point may reflect a real change or an entry error. Checking the data sheet first makes sure the RBT reports accurate information.

• B: Real data are never deleted because they look unusual.
• C: Averaging would hide what happened in that session.
• D: Redrawing the point would falsify the data.

Task A.4 · 40-hour curriculum section C

A: Placed 3 picture cards down and said, "Touch dog". The environment includes what the RBT does. Describing the materials and the exact words lets anyone know what stimulus was presented.

• B: "Usual" does not say what was actually presented.
• C: "Fun and engaging" is a judgment, not a description.
• D: This names the program but not the materials or words used.

Task A.5 · 40-hour curriculum section C

B: 2.8. Add the counts (3 + 0 + 5 + 2 + 4 = 14) and divide by the 5 days: 14 / 5 = 2.8.

• A: This divides by 4, leaving out the day with zero; a zero day still counts.
• C: 3 is the median, not the mean.
• D: 14 is the weekly total, not the mean per day.

Task A.6 · 40-hour curriculum section C

B: Variability. Variability is how much the data points differ from one another. Similar averages can come with very different amounts of bounce.

• A: The averages are about the same, so level is similar.
• C: The difference described is bounce, not the overall direction.
• D: Rate is a measure of how often behavior occurs, and the averages are similar.

Task A.7 · 40-hour curriculum section C

A: Tell the supervisor promptly, explain what happened, and follow their direction. The supervisor needs to know about implementation errors to interpret the data correctly and decide what to do. RBTs are honest and accurate with their supervisor and correct mistakes openly.

• B: Deleting data without the supervisor's direction hides information the supervisor needs.
• C: Without being told, the supervisor will read that week's data as if the plan had been followed.
• D: Changing data to what might have happened is falsification.

Task A.8 · RBT Ethics Code 3.02 · RBT Ethics Code 2.02

C: Time spent playing cooperatively with a sibling. Duration fits behaviors that last for a stretch of time and where the length matters, such as play, on-task behavior or tantrums.

• A: Saying "thank you" is brief and discrete, so a count describes it better than a duration.
• B: Handing in a worksheet is a brief, discrete event that is better counted.
• D: Hitting is brief and discrete, so the team usually wants to know how often it happens, not how long it lasts.

Task A.1 · 40-hour curriculum section C

A: the percentage of intervals scored. Each interval is scored as an occurrence or a nonoccurrence. The summary is the number of scored intervals divided by the total number of intervals, times 100.

• B: Responses per minute is rate, which needs a count of every response; interval procedures do not count responses.
• C: Average length per response is mean duration, which requires timing each occurrence.
• D: Time from cue to response is latency, a continuous measure.

Task A.2 · 40-hour curriculum section C

A: A checklist of defined, observable results. Breaking the goal into defined, observable products lets anyone check each item the same way. The results can be summarized as the number or percentage of checklist items completed.

• B: A general rating depends on the rater's opinion rather than defined, observable results.
• C: A self-report is not a measure of the product itself.
• D: A passing impression is not a systematic count of defined products.

Task A.3 · 40-hour curriculum section C

A: Checking each entered value against the data sheet. Comparing each entry with the original data sheet catches typing and transfer errors before the supervisor uses the graph.

• B: Rounding changes the data and can introduce errors.
• C: Delaying entry makes graphs out of date and makes errors harder to catch.
• D: Each extra copy is another chance for a transfer error.

Task A.4 · 40-hour curriculum section C · RBT Ethics Code 2.02

A: Clarity. A clear definition is readable and unambiguous, so that someone new could read it and accurately put it in their own words.

• B: The problem is wording that is hard to follow, not reference to unobservable states.
• C: A definition can list every boundary and still be too hard to read; that is a clarity problem.
• D: Reliability describes consistent measurement, not how a definition is worded, although an unclear definition can lower it.

Task A.5 · 40-hour curriculum section C

A: 75%. Divide the independent steps by the total steps and multiply by 100: 6 / 8 x 100 = 75%.

• B: 6 is the number of independent steps, not a percentage.
• C: 25% is the percentage of steps not completed independently.
• D: This is a calculation error; 6 / 8 is 0.75.

Task A.6 · 40-hour curriculum section C

C: A decreasing trend. The goal for a behavior targeted for reduction is for it to occur less, so a downward trend shows progress.

• A: An increase would mean the behavior is happening more, the opposite of the goal.
• B: Variability describes bounce, not progress toward reducing the behavior.
• D: A flat, high data path means the behavior has not decreased.

Task A.7 · 40-hour curriculum section C

D: Fidelity checks will show higher accuracy than the RBT's usual implementation. If implementation improves only when someone is watching, fidelity measured during observations is higher than everyday fidelity. The supervisor may then attribute poor client progress to the plan rather than to the usual implementation.

• A: Observer drift is a recording problem, not a change in implementation under observation.
• B: IOA concerns agreement between observers' records of client behavior, not this problem.
• C: Scores during the supervisor's visits would be higher than usual, not lower.

Task A.8 · 40-hour curriculum section E · RBT Ethics Code 2.02

A: Latency. Latency is measured from the onset of a stimulus, such as an instruction, to the start of the response. It answers the question "How long did it take the client to begin?"

• B: Duration is how long a response lasts once it has started.
• C: Interresponse time is the time between two responses in a row, not between an instruction and a response.
• D: Rate is the number of responses per unit of time.

Task A.1 · 40-hour curriculum section C

D: Momentary time sampling. Checking who is engaged at a set moment at the end of each interval is a group version of momentary time sampling, sometimes called a planned activity check (PLACHECK).

• A: Whole interval recording requires watching for the full interval and scoring only if the behavior lasted throughout.
• B: Partial interval recording requires watching the full interval and scoring any occurrence.
• C: Frequency recording counts every instance of behavior across the observation.

Task A.2 · 40-hour curriculum section C

D: Accuracy was higher on Monday (80%) than on Tuesday (60%). Monday: 8 ÷ 10 = 80%. Tuesday: 12 ÷ 20 = 60%. When the number of items differs, compare percentages, not raw counts.

• A: Tuesday had more correct answers but a lower percentage correct: 12 ÷ 20 = 60%.
• B: The percentages differ: 80% on Monday and 60% on Tuesday.
• C: Converting to percentage correct is what allows worksheets of different lengths to be compared.

Task A.3 · 40-hour curriculum section C

C: The percentage of trials correct in one session. On a session-by-session line graph, each data point shows the measured value for one session, here the percentage of trials answered correctly in that session.

• A: A data point summarizes one session, and this graph shows a percentage, not a count of trials.
• B: The axis label says what is plotted, and it is percentage correct, not prompts.
• D: A running total is a cumulative record; this graph plots each session's percentage separately.

Task A.4 · 40-hour curriculum section C