RBT practice test: Data Collection and Graphing, set 8

C: Report the increase and medication to the supervisor. Changes in graphed data and variables that may affect progress, such as medication changes, are reported to the supervisor in a timely way. The RBT does not decide the cause.

• A: A sharp increase and a known medication change should be reported promptly.
• B: The RBT cannot determine the cause, and medical advice is outside the RBT role.
• D: Real data must stay on the graph even when they look unusual.

Task A.7 · 40-hour curriculum section C · 40-hour curriculum section F

B: The measure does not reflect the behavior the goal targets. Valid data directly measure the behavior and dimension the goal is about. A client can sit for many minutes without completing problems correctly, so time seated does not tell the team whether the goal is being met.

• A: Nothing in the scenario shows a gradual change in how a definition is applied.
• C: Duration is a continuous measure; the problem is what is being measured, not how.
• D: No second observer is mentioned; the measure could agree perfectly and still be the wrong measure.

Task A.8 · 40-hour curriculum section C

B: The number of episodes and their total duration. Each start and stop pair is one episode, so the records give a count. The time between each pair is the episode's duration, and adding them gives total duration.

• A: Latency needs the time of each instruction, which was not recorded.
• C: Function is identified through functional assessment directed by the supervisor, not from start and stop times.
• D: Start and stop times say nothing about loudness.

Task A.1 · 40-hour curriculum section C

B: It is permanent product recording of a behavior targeted for decrease. Torn pages are a lasting result of the tearing. Counting them after the fact is permanent product recording, which works for problem behavior as well as skills when the behavior reliably leaves a product.

• A: Momentary time sampling checks for the behavior at set moments; here the results of the behavior are counted afterward.
• C: Permanent product recording can be used for problem behavior that leaves a lasting result, not only for skills.
• D: Latency recording times the delay between a cue and a response; nothing is timed here.

Task A.3 · 40-hour curriculum section C

B: They name the condition in effect in each phase. Condition labels, such as "Baseline" or "Intervention," tell the reader which condition was in place for the sessions in that phase.

• A: Labels name conditions; they do not report totals.
• C: Dates or session numbers appear along the horizontal axis.
• D: The label names the condition, not the criterion.

Task A.4 · 40-hour curriculum section C

A: Tears paper or throws objects off the desk. This names specific actions that anyone watching could see and count. The other options rely on feelings or labels that each observer might interpret differently.

• B: Anger is an inferred feeling, and "ruins things" does not say what the client does.
• C: "Destructively" is a general label that does not say which actions count.
• D: "Meltdown" and "wrecks things" are labels that observers could interpret differently.

Task A.5 · 40-hour curriculum section C

D: 75%. A 10-minute observation is 600 seconds, which holds 600 / 15 = 40 intervals. Then 30 / 40 x 100 = 75%.

• A: 30 is the number of scored intervals, not a percentage.
• B: This divides by 60 intervals, as if the intervals were 10 seconds long.
• C: 25% is the percentage of intervals that were not scored.

Task A.6 · 40-hour curriculum section C

C: Where the data fall on the vertical axis. Level is the value at which the data sit on the vertical axis, such as high, low, or around a certain number.

• A: That describes trend.
• B: That describes variability.
• D: Phase length is not level.

Task A.7 · 40-hour curriculum section C

D: The client is starting tasks sooner after instructions. Latency measures the delay between the instruction and the start of the response. A drop from about 40 to about 10 seconds means the client is beginning tasks more quickly.

• A: How fast a task is finished once started is shown by duration, not latency.
• B: The number of tasks completed is a count, not latency.
• C: Pauses between steps are interresponse times, and longer pauses would not be shown by falling latency.

Task A.1 · 40-hour curriculum section C

D: Permanent product recording. The amount of food gone is a lasting result of eating that can be measured after the meal, so this is permanent product recording.

• A: Momentary time sampling checks the behavior at the end of intervals, not the food left over.
• B: Interresponse time recording would time the gaps between bites, not measure the food eaten.
• C: Whole interval recording would note whether eating continued through each entire interval.

Task A.3 · 40-hour curriculum section C

D: Enter the data as usual and tell the supervisor. The RBT records accurate data and reports what they see. Deciding that a target is mastered and moving it to maintenance is the supervisor's decision.

• A: Changing the phase is a plan change that the supervisor makes, not the RBT.
• B: Stopping a target changes the plan without the supervisor's direction.
• C: Holding back data delays the graph the supervisor needs to make the decision.

Task A.4 · 40-hour curriculum section C

C: When another person can see or hear it. Observable behavior is something another person can detect, such as by seeing or hearing it, so it can be recorded.

• A: Feelings cannot be seen or heard by another person, so they do not make behavior observable.
• B: How often a behavior happens does not make it observable.
• D: Being in the plan does not make a behavior observable.

Task A.5 · 40-hour curriculum section C

B: 30 per hour. There are 60 minutes in an hour, so 0.5 x 60 = 30 per hour.

• A: This keeps the number the same but changes the unit, which changes the meaning.
• C: This divides 60 by 0.5 instead of multiplying.
• D: This misplaces the decimal; 0.5 x 60 is 30.

Task A.6 · 40-hour curriculum section C

A: High and stable, near the top of the scale. Level is where the data fall on the vertical axis. These points all sit close together near 100%, so the level is high and stable.

• B: The points are near the top of the axis, not the bottom.
• C: The points are well above the middle of the axis.
• D: The points stay near the same high value throughout.

Task A.7 · 40-hour curriculum section C

C: Responses are occurring closer together, so the rate is rising. Interresponse time and rate are closely related: when the time between responses shrinks, more responses fit into the same amount of time, so the rate goes up.

• A: Interresponse time is the gap between responses, not how long each response takes.
• B: The delay after an instruction is latency, not interresponse time.
• D: Shorter gaps between responses within the same session length mean more responses, not fewer.

Task A.1 · 40-hour curriculum section C

B: 80%. The graph uses percentage, so the count is converted: 8 correct divided by 10 trials, times 100, equals 80%.

• A: 8 is the number correct; the axis calls for a percentage.
• C: 10 is the total number of trials, not the result.
• D: 20% is the percentage of trials that were incorrect.

Task A.4 · 40-hour curriculum section C

B: Caregiver reported the client slept 4 hours last night. This states what was reported and who reported it, without adding the writer's interpretation. Sleep changes are worth noting because they can affect behavior.

• A: "Exhausted" and "cranky" are judgments, not descriptions of behavior.
• C: This claims a cause that a session note cannot establish.
• D: "Seemed off" is vague, and the link to sleep is a guess.

Task A.5 · 40-hour curriculum section C

C: Rate of greetings per minute. When a behavior can occur at any time with no fixed number of opportunities, rate (count per unit of time) is the fitting summary. Percentage needs a defined number of opportunities or trials.

• A: There is no fixed number of opportunities to divide by, so a percentage cannot be calculated.
• B: Trials to criterion applies to trial-based teaching toward a criterion, not free-operant behavior during recess.
• D: Latency needs a defined cue to time from, and the question is about how often greetings occur.

Task A.6 · 40-hour curriculum section C

C: Latency. The concern is the delay between the instruction and the start of the response. That delay is latency.

• A: Duration would show how long putting on shoes takes once the child starts, not the delay before starting.
• B: Frequency would count how often the child puts on shoes, not how long they wait to begin.
• D: Interresponse time measures the gap between two responses, not the delay after an instruction.

Task A.1 · 40-hour curriculum section C

A: Hit their forehead with a fist, leaving a red mark. This names the body part, the form of the action and a visible result, all of which another person could confirm.

• B: "Very hard" is a judgment that different observers would rate differently.
• C: This states a judgment of harm without describing the action or result.
• D: "Severe" is a rating, not a description of what happened.

Task A.5 · 40-hour curriculum section C

D: 50 seconds. Convert to one unit first: 45 + 75 + 30 = 150 seconds. Then divide by 3 episodes: 150 / 3 = 50 seconds.

• A: 150 seconds is the total duration, not the mean.
• B: 45 seconds is the median episode, not the mean.
• C: This reads 1 minute 15 seconds as 45 seconds, so the total becomes 120 seconds instead of 150.

Task A.6 · 40-hour curriculum section C

A: The length of time observed in each session. A count from a 90-minute session cannot be fairly compared with a count from a 30-minute session. Recording the observation time lets the count be turned into a rate (count divided by time), which can be compared.

• B: Knowing who was nearby can be useful context, but it does not make counts from sessions of different lengths comparable.
• C: Percentage of intervals comes from a discontinuous procedure; it is not something added to a count to make sessions comparable.
• D: Where a hit lands describes its form, not how often hitting occurs over time.

Task A.1 · 40-hour curriculum section C

A: The teacher said, "Stop that," and moved the chair. This reports what the teacher said and did. Words like "reinforced" or "punished" describe an effect on future behavior, which a single observation cannot show.

• B: Punishment is defined by a decrease in future behavior, which cannot be known from one event.
• C: Reinforcement is defined by an increase in future behavior, which cannot be known from one event.
• D: "Gave in" is an interpretation, not a description of what the teacher did.

Task A.5 · 40-hour curriculum section C

B: 7 minutes 30 seconds. Add the minutes (2 + 1 + 3 = 6) and the seconds (30 + 45 + 15 = 90 seconds, which is 1 minute 30 seconds): 6 minutes + 1 minute 30 seconds = 7 minutes 30 seconds.

• A: This drops 60 of the 90 seconds when adding the seconds.
• C: This counts 90 seconds as 2 minutes 30 seconds.
• D: 2 minutes 30 seconds is the mean duration, not the total.

Task A.6 · 40-hour curriculum section C

D: 60%. There are 6 plus signs out of 10 trials, so 6 / 10 x 100 = 60% independent correct. Prompted trials are not counted as correct under this plan.

• A: This counts the 2 prompted trials as correct, which the plan does not allow.
• B: 40% is the percentage of trials that were not independent correct.
• C: 20% is the percentage of prompted trials.

Task A.6 · 40-hour curriculum section C

A: 0.4 per minute. Rate uses only the time observed. The client was observed for 60 − 15 = 45 minutes, so 18 / 45 = 0.4 per minute.

• B: This divides by the full 60 minutes, including time when no data were collected.
• C: This divides by the 15-minute break instead of the observed time.
• D: This divides the observed minutes by the count (45 / 18).

Task A.6 · 40-hour curriculum section C

A: 6. The mean is the total divided by the number of days: (2 + 8 + 3 + 7 + 10) / 5 = 30 / 5 = 6 hits per day.

• B: 7 is the median, the middle value when the counts are put in order.
• C: 8 is the range (10 minus 2), not the mean.
• D: 30 is the total for the five days, not the mean per day.

Task A.6 · 40-hour curriculum section C