RBT practice test: Data Collection and Graphing, set 3

D: Duration recording. The RBT is timing how long the client stays seated, from the start of the behavior to its end. That is duration recording.

• A: Latency recording would time from a cue, such as being called to lunch, until the client sat down.
• B: Interresponse time recording would time the gap between two separate responses.
• C: Momentary time sampling would check only whether the client was seated at set moments.

Task A.1 · 40-hour curriculum section C

C: Interval data cannot give that number. Interval procedures record whether the behavior occurred in each interval, not how many times. A count would need frequency recording.

• A: 60% is a percentage of intervals, not a count of hits.
• B: An interval may contain one hit or several; the data show only that at least one occurred.
• D: Partial interval recording does not measure how long hitting lasted, and it tends to overstate time spent in the behavior.

Task A.2 · 40-hour curriculum section C

C: Photograph the model before it is taken apart and score the photo. When a product cannot stay in place, a photo taken within the organization's privacy rules preserves it so it can be scored and checked later.

• A: Scoring from memory is not scoring the product and is prone to error.
• B: Leaving the model disrupts the next session and is not needed to keep a record.
• D: A photo allowed by policy can preserve the product, so the data need not be lost.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.08

A: A bar graph. Bar graphs are suited to comparing summary values, such as averages, across separate categories or conditions.

• B: A cumulative record shows a running total of responses over time, not two averages side by side.
• C: A scatterplot shows when behavior occurs across times of day and days, not a comparison of two averages.
• D: A session-by-session line graph shows change over time; the supervisor wants just two summary values compared.

Task A.4 · 40-hour curriculum section C

B: Moving over 3 feet from the assigned area without permission. This definition names a movement and a distance that observers can see and judge the same way. The other options depend on guesses about what the client feels or intends.

• A: Boredom is an inferred state that observers cannot see.
• C: This builds a guess about function into the definition.
• D: "Good reason" is a judgment that observers would apply differently.

Task A.5 · 40-hour curriculum section C

C: 0.8 per minute. Rate is count divided by observation time: 24 responses / 30 minutes = 0.8 responses per minute.

• A: This divides the minutes by the count (30 / 24) instead of the count by the minutes.
• B: This misplaces the decimal; 24 / 30 is 0.8, not 8.
• D: 24 is the total count for the whole session, not the count per minute.

Task A.6 · 40-hour curriculum section C

A: The client is starting tasks sooner. The vertical axis shows latency. A decreasing latency means less time passes before the client begins, so the client is starting sooner.

• B: The latency values fall over time, which means less waiting, not more.
• C: The graph shows time before starting, not time spent working.
• D: The graph shows time to start, not how many tasks are completed.

Task A.7 · 40-hour curriculum section C

D: The records were consistent but did not match the current definition. IOA shows that observers recorded the same thing, not that they recorded the right thing. Two observers using the same outdated definition can agree perfectly and still produce data that do not match what the team now needs to measure.

• A: Agreement does not guarantee accuracy; both observers can make the same error.
• B: High agreement does not fix a measurement of the wrong thing.
• C: IOA is about measurement; fidelity is about how the intervention was carried out.

Task A.8 · 40-hour curriculum section C

D: The tantrums are shorter but just as frequent. The same number of episodes adding up to far less total time means each episode is shorter on average. This is why a team may track more than one dimension: a count alone would hide this change.

• A: The count stayed about the same, so the tantrums are not happening less often.
• B: The duration data show a large change, so looking only at the count would miss real progress.
• C: Starting sooner after an instruction would show up in latency data, which were not described here.

Task A.1 · 40-hour curriculum section C

D: Intervals 1 and 2. Play covered all of interval 1 (0-10 s) and interval 2 (10-20 s) but only half of interval 3 (20-25 s). Whole interval recording scores only intervals in which the behavior lasts the entire interval.

• A: Play lasted only 5 seconds of interval 3, so interval 3 does not meet the whole interval rule.
• B: Play also lasted through all of interval 2 (seconds 10 to 20), so interval 2 is scored too.
• C: Interval 3 contained only 5 seconds of play, so it is the one interval that is not scored.

Task A.2 · 40-hour curriculum section C

B: An actual count of the products made. Permanent product recording counts every product the behavior left, so for behaviors that reliably leave products it gives an actual count rather than a sample-based estimate.

• A: Momentary time sampling gives an estimate based on samples; counting products gives an actual count.
• C: How long each response lasted is duration, which a product does not show.
• D: The delay before a response is latency, which a product does not show.

Task A.3 · 40-hour curriculum section C

C: Tell the supervisor the value is above the axis range. A value outside the scale cannot be plotted accurately, and plotting it at 20 would understate it. The supervisor decides how the graph should be changed.

• A: Plotting 25 as 20 would make the graph inaccurate.
• B: This changes the recorded data to fit the graph, which falsifies it.
• D: An unusual value is real data and should not be left out.

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

D: Cried for 4 minutes after the timer. This note gives the duration of the crying, which is a measurable dimension of behavior.

• A: "A lot" is not a measurement.
• B: "Hysterically" is a judgment, not a measure.
• C: "As usual" gives no measure.

Task A.5 · 40-hour curriculum section C

A: 10. The range is the highest value minus the lowest value: 12 − 2 = 10.

• B: 6 is the mean (30 / 5), not the range.
• C: 5 is the median, not the range.
• D: 12 is the highest value, not the difference between the highest and lowest.

Task A.6 · 40-hour curriculum section C

D: Higher than the most recent point. The data show a steady increasing trend. If nothing changes, the next point is most likely to continue in the same direction.

• A: Nothing in the data path suggests a drop.
• B: The data have moved well away from the first value.
• C: The data are rising, so the next point is likely to be above earlier values.

Task A.7 · 40-hour curriculum section C

C: Tell the supervisor and document that no data were collected for that target. Data must reflect what was actually observed and recorded. A gap that is honestly documented is far less harmful than invented data, which is falsification and can mislead every decision made from the graph.

• A: Entering numbers that were never observed is falsifying data.
• B: Recollections from someone who was not recording are not session data and should not be presented as such.
• D: Copied data are not observations of that session and misrepresent it.

Task A.8 · RBT Ethics Code 2.02 · RBT Ethics Code 1.01

A: A stopwatch or timer. Duration recording means timing each occurrence from onset to offset, so the RBT needs a stopwatch, timer or a data app with a timing function.

• B: A tally counter counts occurrences but cannot show how long each tantrum lasts.
• C: A task analysis checklist is used to score the steps of a skill chain, not to time a behavior.
• D: A list of preferred items helps with reinforcement, not with measuring how long a behavior lasts.

Task A.1 · 40-hour curriculum section C

C: 40% of intervals. Divide scored intervals by total intervals and multiply by 100: 12 ÷ 30 = 0.40, or 40% of intervals.

• A: 12 is the number of scored intervals, not a percentage.
• B: 18 is the number of intervals without hitting, not a percentage.
• D: 60% would mean 18 of the 30 intervals were scored.

Task A.2 · 40-hour curriculum section C

D: The count includes work done after the period. When the plan sets a time to check the product, checking later can include extra work and make sessions unequal. The RBT should note what happened so the data can be interpreted correctly.

• A: Counting later is still permanent product recording; the problem is that the product changed after the period ended.
• B: Extra pieces placed after the period make the count higher, not lower.
• C: Placed puzzle pieces remain after the behavior, so they are a lasting product.

Task A.3 · 40-hour curriculum section C · RBT Ethics Code 2.02

C: 0.5 per minute. Rate is the count divided by the time actually observed: 10 elopements in 20 minutes is 0.5 per minute. Using rate lets sessions of different lengths be compared.

• A: 10 is the count; the graph calls for responses per minute.
• B: This divides by the usual 30 minutes rather than the 20 minutes actually observed.
• D: This divides the minutes by the count instead of the count by the minutes.

Task A.4 · 40-hour curriculum section C