RBT practice test: Documentation and Reporting, set 3

Set 3 of 6 for content area E, Documentation and Reporting (10 of the 75 scored exam questions). Every answer is explained.

20 questions

Question 1A caregiver tells the RBT, "You don't seem to be working on potty training." Toileting is a goal in the plan. What should the RBT do?
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B: Acknowledge it and pass it on without promising changes. The RBT acknowledges the caregiver and passes the concern on, letting the supervisor review the data and respond.
- A: This dismisses a concern that the supervisor should hear.
- C: The RBT cannot promise results.
- D: Rearranging the session changes the plan without direction.
Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F
Question 2An RBT sees on a shared data sheet that a coworker recorded a full session of data for a client on a day the client was absent. What should the RBT do?
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C: Report it to the supervisor and document what they saw. Data recorded for a session that did not happen may be falsification. RBTs bring suspected violations to the supervisor first and document their actions.
- A: The code's first step is to bring it to the supervisor.
- B: Handling it privately leaves the supervisor unaware of possible falsification.
- D: Altering the record is not the RBT's role.
Task E.2 · RBT Ethics Code 1.01 · RBT Ethics Code 2.02
Question 3Which details make a report of a variable most useful to the supervisor?
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B: What changed, when it changed and who reported it. Clear facts about what changed, when, and the source let the supervisor line the change up with the data.
- A: The RBT's opinion on cause is not the most useful information.
- C: Feelings may be relevant but do not show what changed or when.
- D: Plan changes are the supervisor's decision.
Task E.3 · 40-hour curriculum section F
Question 4The day after a session, an RBT remembers an important event they left out of the note. What should they do?
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B: Add a late entry dated today, as the organization requires. Late information is added in a way that shows when it was written. Backdating or replacing a note makes the record misleading.
- A: Important information should still be added.
- C: Deleting the original note removes part of the record.
- D: Adding it as if written earlier is backdating.
Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 3.02
Question 5During one home session, a caregiver raises four items. Which one should the RBT bring to the supervisor first?
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B: The client has started banging their head and has a new bruise. Concerns about safety and possible harm to the client come first. Scheduling, reinforcer ideas and paperwork questions still get passed on, but they can follow.
- A: A reinforcer suggestion is useful but not urgent.
- C: A routine scheduling request is not urgent.
- D: A paperwork question can wait behind a safety concern.
Task E.1 · RBT Ethics Code 2.01 · 40-hour curriculum section F
Question 6An RBT's supervisor is on vacation, and a covering BCBA assigned by the organization gives direction that differs from the written plan. What should the RBT do?
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D: Follow the covering BCBA and make sure it is documented. A covering BCBA assigned by the organization provides clinical direction when the supervisor is away. Documenting the change keeps the record accurate for the usual supervisor.
- A: Waiting may leave the client without needed direction.
- B: Partial use creates an inconsistent procedure.
- C: The covering BCBA is the RBT's source of direction during the absence.
Task E.2 · 40-hour curriculum section F
Question 7An RBT forgot to report a caregiver's mention of a medication change a week ago. What should the RBT do now?
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B: Report it now and say when they learned of it. Late reporting is better than no reporting. The RBT is honest about when they learned it so the supervisor can line it up with the data, and does not backdate records.
- A: Waiting longer makes the delay worse.
- C: The RBT cannot assume the supervisor knows.
- D: Backdating makes the record false.
Task E.3 · RBT Ethics Code 3.02 · RBT Ethics Code 2.02
Question 8An RBT suspects a client's screaming is maintained by attention. How should the RBT handle this in the session note?
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B: Describe what happened before and after the screaming. The note records what happened. The RBT can share the observation with the supervisor, who identifies function through assessment.
- A: This guesses at the client's intent instead of describing what happened.
- C: This states a hypothesis about function as fact.
- D: The behavior happened and must be documented.
Task E.4 · 40-hour curriculum section F
Question 9A caregiver asks the RBT to stop using physical guidance with their child because the child cries when it is used. Physical guidance is part of the written plan. What should the RBT do?
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A: Contact the supervisor and get direction before using it again. A caregiver objecting to a procedure is a concern that needs to reach the supervisor quickly, and the RBT should get direction before using it again over the caregiver's objection.
- B: Choosing a new prompt type is a plan change the supervisor should make.
- C: The statement is true but dismisses the caregiver; the RBT still has to pass on the concern.
- D: Continuing over the caregiver's objection without talking to the supervisor ignores a serious concern.
Task E.1 · RBT Ethics Code 2.06 · 40-hour curriculum section F
Question 10An RBT has worked only with young children. They are assigned to an adult client at a job site, a setting and population they have no training with. What should the RBT do?
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B: Tell the supervisor and ask for training before starting. RBTs do not provide services to unfamiliar client populations until they have been properly trained (Standard 2.04). The RBT tells the supervisor so training can be arranged.
- A: Methods for young children may not fit an adult at work, and the RBT is untrained.
- C: A job coach does not provide the RBT's training on behavior-technician services.
- D: The RBT should first seek training; declining is not the expected first step.
Task E.2 · RBT Ethics Code 2.04
Question 11A client's sessions move from mornings to late afternoons. What should the RBT do?
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D: Note the change and tell the supervisor. Time of day can affect alertness and behavior. The supervisor needs to know when interpreting the data.
- A: Scheduling is not the RBT's decision.
- B: Changing reinforcers is a plan change.
- C: Reducing programs is a plan change.
Task E.3 · 40-hour curriculum section F
Question 12When should an RBT write the session note?
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A: Soon after the session, within the organization's deadline. Notes written soon after the session are more accurate. Organizations and funders often set deadlines, and the RBT follows them.
- B: Details are forgotten and mixed up over a week.
- C: A note written in advance would describe things that have not happened.
- D: Notes are required for every session, not only on request.
Task E.4 · RBT Ethics Code 2.02 · 40-hour curriculum section F
Question 13Why are caregiver and teacher concerns about a plan important information for the supervisor?
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B: They show whether the goals and procedures are acceptable and workable. When caregivers and teachers find goals and procedures acceptable and practical, a plan is more likely to be carried out and kept up. Their concerns help the supervisor judge this, which is part of a plan's social validity.
- A: The supervisor decides procedures; concerns inform that decision.
- C: Concerns add to the data; they do not replace it.
- D: Behavior change is measured with data, not opinions.
Task E.1 · 40-hour curriculum section F
Question 14A client has mastered all the targets in a program, and the plan does not list any new targets. What should the RBT do?
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A: Tell the supervisor so new targets can be added. Selecting targets is the supervisor's job. Letting the supervisor know promptly avoids lost teaching time.
- B: Choosing targets is a clinical decision for the supervisor.
- C: Running mastered targets for weeks wastes teaching time; the supervisor needs to know now.
- D: Pausing the program until a monthly visit is not timely.
Task E.2 · 40-hour curriculum section F
Question 15TCO task E.3 gives examples of variables that might affect client progress. Which of these is one of its examples?
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C: Schedule changes. Task E.3 names illness, medication and schedule changes as examples of variables to report and document in a timely manner.
- A: Interobserver agreement is a measure of data reliability (task A.8), not a variable in the client's life.
- B: Prompt hierarchies are part of teaching procedures (task C.7), not an example given for E.3.
- D: Mastery criteria are part of the plan's teaching procedures, not an example given for E.3.
Task E.3 · 40-hour curriculum section F
Question 16At the end of a session, a caregiver asks how it went. Which response is most appropriate?
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A: "They completed 8 of 10 tasks and had two short crying episodes.". Verbal reports to caregivers should be objective and professional, just like written notes, and should stay within what the supervisor has approved sharing.
- B: This is a negative judgment, not a description.
- C: This is an inaccurate, positive judgment.
- D: This is an interpretation and a prediction.
Task E.4 · 40-hour curriculum section F
Question 17A caregiver says, "I'm worried the new medication is making my child more irritable." What should the RBT do?
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A: Tell the supervisor about the caregiver's concern and document it. Medication questions belong with the prescriber, but the caregiver's concern and the change itself should reach the supervisor and be recorded.
- B: Giving medication advice is outside the RBT's role.
- C: The RBT cannot judge the cause of a behavior change.
- D: This is not true, and it dismisses the concern.
Task E.1 · 40-hour curriculum section F
Question 18A client's plan defines aggression as hitting, kicking or biting another person. During a session, the client pushes a chair into the RBT's legs. The RBT is not sure whether this counts. What should the RBT do?
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B: Note what happened and ask the supervisor how to score it. When a behavior does not clearly fit the definition, the RBT records what happened objectively and asks the supervisor for clarification. The supervisor may refine the definition.
- A: Scoring by a rule the RBT made up is still guessing.
- C: Guessing either way makes the data less accurate.
- D: Leaving it out without telling the supervisor loses information that may matter.
Task E.2 · 40-hour curriculum section F
Question 19A family plans a two-week trip next month. What should the RBT do?
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C: Let the supervisor know about the upcoming gap. Schedule changes affect services and progress. Telling the supervisor early lets them plan.
- A: The family's plans are their own decision.
- B: Scheduling extra sessions is not the RBT's decision.
- D: Reporting after the fact gives the supervisor no time to plan.
Task E.3 · 40-hour curriculum section F
Question 20An RBT writes, "Client screamed to get attention from the RBT." What is the problem with this entry?
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B: It states a function of the behavior as if it were observed. Functions are hypotheses that the supervisor tests through assessment. A note should describe what happened before and after the scream, not say why it happened.
- A: Not every behavior is summarized as a percentage.
- C: The entry is not too detailed; it adds an unobservable reason.
- D: Notes can say what the RBT did; naming the RBT is not the problem.
Task E.4 · 40-hour curriculum section F

Answer every question to see your score.

Practice test 4

What this test covers

Questions in this test by task
Task	Questions
E.1 Communicating team concerns to your supervisor	5
E.2 Seeking clinical direction	5
E.3 Reporting variables that affect progress	5
E.4 Objective session notes	5

5 easier, 9 exam-level and 6 harder questions. Each task link opens its study page.

Question 1A caregiver tells the RBT, "You don't seem to be working on potty training." Toileting is a goal in the plan. What should the RBT do?

Question 2An RBT sees on a shared data sheet that a coworker recorded a full session of data for a client on a day the client was absent. What should the RBT do?

Question 3Which details make a report of a variable most useful to the supervisor?

Question 4The day after a session, an RBT remembers an important event they left out of the note. What should they do?

Question 5During one home session, a caregiver raises four items. Which one should the RBT bring to the supervisor first?

Question 6An RBT's supervisor is on vacation, and a covering BCBA assigned by the organization gives direction that differs from the written plan. What should the RBT do?

Question 7An RBT forgot to report a caregiver's mention of a medication change a week ago. What should the RBT do now?

Question 8An RBT suspects a client's screaming is maintained by attention. How should the RBT handle this in the session note?

Question 9A caregiver asks the RBT to stop using physical guidance with their child because the child cries when it is used. Physical guidance is part of the written plan. What should the RBT do?

Question 10An RBT has worked only with young children. They are assigned to an adult client at a job site, a setting and population they have no training with. What should the RBT do?

Question 11A client's sessions move from mornings to late afternoons. What should the RBT do?

Question 12When should an RBT write the session note?

Question 13Why are caregiver and teacher concerns about a plan important information for the supervisor?

Question 14A client has mastered all the targets in a program, and the plan does not list any new targets. What should the RBT do?

Question 15TCO task E.3 gives examples of variables that might affect client progress. Which of these is one of its examples?

Question 16At the end of a session, a caregiver asks how it went. Which response is most appropriate?

Question 17A caregiver says, "I'm worried the new medication is making my child more irritable." What should the RBT do?

Question 18A client's plan defines aggression as hitting, kicking or biting another person. During a session, the client pushes a chair into the RBT's legs. The RBT is not sure whether this counts. What should the RBT do?

Question 19A family plans a two-week trip next month. What should the RBT do?

Question 20An RBT writes, "Client screamed to get attention from the RBT." What is the problem with this entry?

What this test covers