RBT practice test: Data Collection and Graphing, set 4

C: "when the client is angry". Anger is an inferred internal state that observers cannot see. The rest of the definition describes the observable action and what it contacts.

• A: Striking is the observable action itself.
• B: This tells observers what the hit must contact, which is observable.
• D: This describes the form of the action, which is observable.

Task A.5 · 40-hour curriculum section C

D: 2.6 per hour. Overall rate is total count divided by total observation time: (4 + 9) / (2 + 3) = 13 / 5 = 2.6 elopements per hour.

• A: This averages the two session rates (2 and 3 per hour), which gives the 2-hour session as much weight as the longer one.
• B: 6.5 is the mean count per session, not a rate per hour.
• C: 13 is the total count, not divided by the 5 hours observed.

Task A.6 · 40-hour curriculum section C

B: It returned to about its baseline level. The behavior dropped during intervention and rose back to about the first baseline level when baseline conditions returned. That shows the behavior changed with the conditions.

• A: The final phase is much higher than the intervention phase.
• C: The final phase is higher, not lower.
• D: The final phase is at about the same level as the first baseline.

Task A.7 · 40-hour curriculum section C

C: 80%. Total count IOA = smaller count ÷ larger count × 100 = 16 ÷ 20 × 100 = 80%.

• A: 20% is the 4-count difference divided by 20, which is not the IOA formula.
• B: 44% comes from dividing 16 by the combined total of 36, which is not the formula.
• D: 125% divides the larger count by the smaller one; IOA cannot exceed 100%.

Task A.8 · 40-hour curriculum section C

C: Clicking a hand-held counter after each greeting. Frequency recording can be done with any tool that marks each occurrence as it happens, such as a tally counter, a data app or moving small objects from one pocket to another.

• A: An estimate made later depends on memory and is not a count.
• B: Counting for only part of the outing does not capture every occurrence during the observation period.
• D: A client's later report is not direct observation and may be inaccurate.

Task A.1 · 40-hour curriculum section C

C: Keep using 10-second intervals and raise the problem with the supervisor. Interval length affects the results, so data from different interval lengths are not directly comparable. The RBT follows the plan and asks the supervisor for help or a change.

• A: Interval length is part of the measurement system the supervisor designed, so the RBT should not change it on their own.
• B: Mixing interval lengths makes the data from different sessions hard to compare.
• D: Changing the procedure without telling anyone makes the data misleading.

Task A.2 · 40-hour curriculum section C · RBT Ethics Code 2.02

D: Folding towels. Permanent product recording needs a behavior that produces a lasting, countable result. A stack of folded towels can be counted after the work is done.

• A: A greeting leaves no lasting physical result unless it is recorded on video or audio.
• B: Eye contact leaves no lasting physical result.
• C: Crying leaves no lasting physical result to count afterward.

Task A.3 · 40-hour curriculum section C

B: 50%, noting that only 6 trials were run. Percentage correct is based on the trials actually run: 3 / 6 x 100 = 50%. Noting the shorter session lets the supervisor interpret the point.

• A: Trials that were never presented cannot be scored as errors.
• C: This is the percentage of planned trials that were run, not the percentage correct.
• D: The graph calls for a percentage, not a count.

Task A.4 · 40-hour curriculum section C

D: "What does your child do and say then?". Asking what the child does and says turns a label into a description of behavior that the supervisor can use.

• A: This asks for an explanation, not for a description of the behavior.
• B: The caregiver's feelings matter, but this does not describe the child's behavior.
• C: This invites another label rather than a description.

Task A.5 · 40-hour curriculum section C

C: The client met criterion on Target B in fewer trials. Trials to criterion counts how many trials were needed to reach the criterion. Fewer trials means the target was learned with less practice.

• A: Target A needed 45 trials, more than the 20 for Target B.
• B: Trials to criterion does not report percentage correct.
• D: The summary gives the number of trials needed, not how strict each criterion is.

Task A.6 · 40-hour curriculum section C

D: A change in level. A shift in where the data sit on the vertical axis from one phase to the next is a change in level.

• A: Variability is about bounce between points, not a shift in value.
• B: The data dropped; they did not rise.
• C: Trend is the direction of the data across sessions; these data drop once and then stay flat, which is a shift in level.

Task A.7 · 40-hour curriculum section C

A: Measuring the same events again produces the same values. Reliability refers to consistency: when the same behavior is measured repeatedly, a reliable measurement system yields the same values. Data can be reliable and still not valid if they consistently measure the wrong thing.

• B: That describes validity, not reliability.
• C: Supervisor review is good practice but does not define reliability.
• D: That describes procedural fidelity of the intervention.

Task A.8 · 40-hour curriculum section C

D: The start and stop time of every episode. Duration per occurrence requires timing each episode separately. Recording when each episode starts and stops gives both the length of every episode and, added together, the total duration.

• A: A single running total gives total duration but loses the length of each separate episode.
• B: Checking at the end of each minute is momentary time sampling, which estimates crying rather than timing each episode.
• C: A count shows how many episodes occurred but not how long any of them lasted.

Task A.1 · 40-hour curriculum section C

B: Report this to the supervisor, because the data cannot show the increase. Partial interval data can show at most 100%. When the behavior keeps increasing beyond that, the measurement system can no longer show the change, so the RBT reports what they are seeing to the supervisor.

• A: Once every interval is scored, the data cannot rise any further, so an increase in the behavior goes undetected.
• C: Adding counts changes the measurement system without the supervisor's approval.
• D: The RBT does not choose a new measurement procedure; that is the supervisor's decision.

Task A.2 · 40-hour curriculum section C · RBT Ethics Code 2.06

C: 83.3%. Total problems = 3 × 12 = 36. Percentage correct = 30 ÷ 36 × 100 = 83.3% (rounded to one decimal). The 20 minutes would be needed for a rate, not for accuracy.

• A: 30 is the number correct, not a percentage.
• B: 75% would be 27 of 36 correct, not 30 of 36.
• D: 88.9% would be 32 of 36 correct, not 30 of 36.

Task A.3 · 40-hour curriculum section C

A: A zero was plotted for a session that did not occur. A zero means the behavior was observed and did not occur. When no session took place, no data point should be plotted, and the absence can be noted.

• B: The graph shows only one condition, and nothing suggests the phase is misplaced.
• C: The issue is not the value but that any value was entered for a session that did not happen.
• D: Plotting an average would also invent data for a session that did not happen.

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

A: Flapped both hands at shoulder height for 5 s. The revision states the body part, the movement, its position and how long it lasted, so a reader knows exactly what happened.

• B: This replaces one label with another and still does not describe the movement.
• C: This adds a guess about the behavior's function rather than describing it.
• D: "Repetitive behaviors" could mean many different movements.

Task A.5 · 40-hour curriculum section C

D: 80%. Combine the trials first: (6 + 18) / (10 + 20) = 24 / 30, and 24 / 30 x 100 = 80%.

• A: 75% is the average of the two session percentages (60% and 90%), which gives the 10-trial session too much weight.
• B: 90% is the afternoon percentage only.
• C: 24 is the number correct, not a percentage.

Task A.6 · 40-hour curriculum section C

D: Stable at zero. After decreasing, the behavior has not occurred for several sessions in a row. The recent data are flat at zero.

• A: The recent points cannot go lower than zero and are flat.
• B: The recent points do not rise.
• C: The recent points are all the same value.

Task A.7 · 40-hour curriculum section C

B: Ask the supervisor to clarify or demonstrate the step before using it. Fidelity depends on knowing exactly what the plan requires. RBTs do not use procedures they have not been trained on, and they go to their supervisor when anything is unclear.

• A: An outside description may not match the plan the supervisor wrote.
• C: Silently skipping a step is a fidelity error the supervisor would not know about.
• D: Another client's plan may differ in important details.

Task A.8 · RBT Ethics Code 2.04 · RBT Ethics Code 1.06