RBT practice test: Documentation and Reporting

A: Thank the teacher and pass the idea on, but keep following the current plan. Suggestions from team members are welcome and should reach the supervisor, but the plan only changes when the supervisor changes it. Until then the RBT implements the plan as written.

• B: A trial run is still an unapproved change to the plan.
• C: Team members are encouraged to make suggestions; the RBT's job is to pass them on, not to discourage them.
• D: The teacher's suggestion does not change the plan; only the supervisor can do that.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

D: Tell the supervisor they need training before running it. A new format is a training need. The RBT asks for training so they can run it competently (Standards 1.06 and 2.04).

• A: One-to-one skills may not transfer to a group without training.
• B: Caregivers do not provide the RBT's training.
• C: Watching once does not establish competence.

Task E.2 · RBT Ethics Code 1.06 · RBT Ethics Code 2.04

D: Notify the supervisor and document per policy. Missed sessions affect the client's progress and must be handled through the organization's process.

• A: Scheduling make-up sessions is not the RBT's decision alone.
• B: The supervisor needs to know about missed services.
• C: Arranging coverage informally skips the supervisor and organization.

Task E.3 · RBT Ethics Code 1.02 · 40-hour curriculum section F

B: They are records that funders, auditors or courts may review. Session notes are part of the client's clinical record and support billing. They can be reviewed in audits, by funders and in legal proceedings, so they must be accurate, objective and professional.

• A: The BACB does not collect session notes after each session.
• C: Client records are confidential and never posted publicly.
• D: Notes document services for the record, not for the client.

Task E.4 · RBT Ethics Code 2.02 · 40-hour curriculum section F

B: Listen, acknowledge it and tell the supervisor so goals can be discussed. Goals are set by the supervisor together with the family, and caregiver priorities are important input. The RBT's role is to listen and make sure the supervisor hears the concern.

• A: Requiring a written request delays the concern and is not the RBT's decision to make.
• C: Goals can be revised; dismissing the caregiver's priorities is not the RBT's call.
• D: The RBT cannot change goals on their own.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

A: Keep the current schedule and check with the client's supervisor. Clinical direction comes from the RBT's supervisor. An administrator may oversee operations, but changes to a client's procedures go through the supervisor.

• B: Authority over clinic operations does not include clinical decisions.
• C: Caregivers do not direct changes to the RBT's procedures.
• D: A one-session trial is still an unapproved procedure change.

Task E.2 · RBT Ethics Code 2.02 · 40-hour curriculum section F

B: Document the caregiver's report and tell the supervisor. A move and a change in sleep are both variables that can affect behavior and progress. The RBT documents and reports them.

• A: Changing the program schedule is a plan change.
• C: Waiting means the supervisor cannot account for the change in the data.
• D: Giving bedtime advice is outside the RBT's role.

Task E.3 · 40-hour curriculum section F

C: Complete an incident report and tell the supervisor. Injuries are documented through the organization's incident process, factually and promptly, and reported to the supervisor.

• A: Reporting should be prompt, not delayed.
• B: Injuries must be documented in the official record.
• D: Assigning fault is not objective.

Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 2.01

B: Pass the suggestion to the BCBA who is covering this week. When the supervisor is away, the organization's chain of command identifies who covers. Suggestions go to that person so they are not delayed.

• A: Changes can be considered by the covering BCBA.
• C: The supervisor's absence does not let the RBT change the plan.
• D: Holding it may not be timely when someone is covering.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

D: 1, then 2, then 3. Safety comes first. A problem that stops the plan from being run as written comes next, because it affects the client's services now. A general training request is important but can follow.

• A: This reverses the priorities and puts safety last.
• B: A safety event should be raised before a materials problem.
• C: A program that cannot be run as written affects services now and comes before a general training request.

Task E.2 · RBT Ethics Code 2.01 · 40-hour curriculum section F

A: Caregiver reported about 6 to 7 hours. The RBT records what was reported, as it was reported. Turning an estimate into an exact number makes the record look more precise than it is.

• B: Choosing the midpoint adds precision that the report did not have.
• C: An uncertain report is still information, and the supervisor asked for it.
• D: Rounding up changes what was reported.

Task E.3 · RBT Ethics Code 2.02 · 40-hour curriculum section F

D: "Two siblings played a loud video game in the same room.". Objective notes describe the environment as well as behavior, in terms someone else could verify.

• A: "Chaotic" is a judgment.
• B: "Very distracting" is an inference about the client.
• C: "Disruptive" is a judgment of the siblings.

Task E.4 · 40-hour curriculum section F

D: Make sure the supervisor hears it, and add your own observations. Concerns from other service providers on the team should reach the supervisor. You can encourage your coworker to report it and share your own observations, but neither of you changes the plan.

• A: Waiting delays a report of increasing aggression.
• B: Team concerns about a shared client are everyone's to pass on.
• C: Two RBTs agreeing on a change is still a plan change without the supervisor.

Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F

B: Going to the supervisor first, then the next person in line. The chain of command is the order of people to contact. For RBTs it starts with the supervisor, then the next person the organization names if the supervisor is unavailable or involved.

• A: Skipping levels bypasses the supervisor who knows the client.
• C: The caregiver is not part of the clinical chain of command.
• D: The BACB is not the first contact for clinical questions.

Task E.2 · 40-hour curriculum section F

C: Mention the change to the supervisor. A longer commute can affect fatigue and behavior. Reporting small schedule changes helps the supervisor explain patterns in the data.

• A: Contacting the school is not the RBT's role.
• B: Changing the session time is not the RBT's decision.
• D: Small changes can still affect the data.

Task E.3 · 40-hour curriculum section F

A: Document it accurately and tell the supervisor. Notes must be accurate and complete. The RBT can be respectful and let the supervisor talk with the family about their concern.

• B: Leaving it out makes the record inaccurate.
• C: An email is not the record; the behavior belongs in the note.
• D: Vague wording makes the note less accurate.

Task E.4 · RBT Ethics Code 2.02

D: Say it is outside their role and pass the question to the supervisor. School placement advice is outside an RBT's role. The RBT can acknowledge the question and make sure the supervisor knows the family wants input.

• A: Recommending a school goes beyond the RBT's role.
• B: Personal opinions on major decisions go beyond the RBT's role.
• C: Putting the caregiver off does not get the question to the supervisor.

Task E.1 · RBT Ethics Code 1.06 · RBT Ethics Code 2.06

C: Bring a list of questions with the related data. Preparing specific questions with data helps the RBT get clear direction.

• A: Waiting may leave important questions unanswered.
• B: General questions get general answers.
• D: Supervision should cover the client's services.

Task E.2 · 40-hour curriculum section F

A: Poor sleep the night before that makes demands more aversive. A setting event is a condition, often earlier in time or in the background, that changes how likely behavior is by temporarily changing the value of consequences. Poor sleep, illness and hunger are common examples.

• B: A token after each step is a consequence (a conditioned reinforcer).
• C: Praise after a response is a consequence.
• D: An instruction right before a response is an immediate antecedent (a discriminative stimulus), not a background condition.

Task E.3 · 40-hour curriculum section F

C: "Client's body stiffened and arms jerked for about 1 minute; no response to name.". The RBT describes what they saw, with times. Calling it a seizure is a medical judgment; medical staff interpret the description.

• A: This assumes a diagnosis and a cause.
• B: "Seizure" and "disoriented" are interpretations rather than what was seen.
• D: Labeling the event a seizure is a medical judgment, even with "appeared."

Task E.4 · RBT Ethics Code 2.02 · 40-hour curriculum section F