RBT practice test: Documentation and Reporting, set 4

C: Tell your own supervisor and keep following your current plan. An RBT takes clinical direction from their own supervisor, who is responsible for the RBT's work. Suggestions from other providers, including other BCBAs, go to that supervisor.

• A: Caregivers do not decide clinical procedures for the RBT; the supervisor does.
• B: Splitting the procedure by setting is still an unapproved change.
• D: Holding a BCBA does not make someone your supervisor or responsible for your work.

Task E.1 · RBT Ethics Code 2.02 · 40-hour curriculum section F

C: Tell both supervisors and ask for one direction. Supervisors who share a case are expected to coordinate. The RBT points out the conflict so the supervisors can agree on one direction.

• A: Splitting the directions creates an inconsistent plan.
• B: The most recent direction may not reflect what both supervisors intend.
• D: Experience does not settle which direction is current.

Task E.2 · RBT Handbook p. 19 · 40-hour curriculum section F

B: Tell the supervisor privately and note it as directed. A major family change can affect the client's behavior and routine, so the supervisor needs to know. Sensitive details are shared only as needed (Standard 2.10).

• A: A change in living arrangements is a variable the supervisor should know about.
• C: The reasons are private and not needed for the client's services.
• D: Recording more personal detail than necessary goes beyond what the record needs.

Task E.3 · RBT Ethics Code 2.10 · 40-hour curriculum section F

A: The date, start and end times, and location. Notes include basic facts about the service, such as date, times and location, along with what was done and how the client responded.

• B: Mileage belongs in payroll or expense records, not the clinical note.
• C: Other clients' names do not belong in this client's record.
• D: A full medical history is not repeated in each session note.

Task E.4 · 40-hour curriculum section F

D: Thank them, work on it and tell the supervisor about the feedback. Concerns that others have about the RBT's own services go to the supervisor (Standard 2.06), who can observe and give feedback. Accepting the feedback without becoming defensive is also part of professional conduct.

• A: The RBT is responsible for passing on concerns about their own services.
• B: Defending the behavior dismisses the concern, and the RBT should not claim the plan requires it without checking.
• C: Even if the RBT adjusts, a concern about their services should still reach the supervisor.

Task E.1 · RBT Ethics Code 2.06 · RBT Ethics Code 2.03

C: Follow up with the supervisor, then the chain of command if needed. Timely direction matters. Following up, and using the chain of command if needed, gets an answer without the RBT making a clinical decision.

• A: Peers do not give clinical direction.
• B: Stopping a program is a change the RBT should not make alone.
• D: The RBT does not make clinical decisions alone.

Task E.2 · 40-hour curriculum section F

D: Document what the caregiver reported and tell the supervisor. A change in the client's school routine, and whatever led to it, can affect behavior. The RBT records what the caregiver reported and tells the supervisor.

• A: Events at school can affect behavior in sessions and should be reported.
• B: Requesting school records without direction goes beyond the RBT's role and raises confidentiality issues.
• C: Adding a new teaching activity changes the plan without direction.

Task E.3 · 40-hour curriculum section F

A: "Ran matching (10 trials); gestural prompts on trials 1-3 as the plan says.". A useful note says which program was run, how many trials, and which prompts were used, so the supervisor can check the procedure against the plan.

• B: "Helped out when needed" does not say what was done.
• C: "Whenever it seemed right" does not say which prompts were used or when.
• D: "Went well" and "a little help" are vague judgments.

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

C: Say they will ask the supervisor, who can arrange training. Training others to implement a plan, and sharing plan documents, are decisions for the supervisor. The RBT passes on the request.

• A: Sharing the plan document is the supervisor's decision.
• B: Other team members may be trained to implement plans; the supervisor decides.
• D: Training the teacher without direction goes beyond the RBT's role.

Task E.1 · RBT Ethics Code 2.06 · RBT Ethics Code 2.10

A: Ask the supervisor to review the definition and practice with them. Low agreement shows a training need. Reviewing the definition and practicing helps the RBT collect reliable data.

• B: Without clarifying the definition, the RBT may keep scoring the same way.
• C: Skipping checks hides the problem.
• D: Changing a count after the fact is falsifying data.

Task E.2 · 40-hour curriculum section F

D: Note the noise and the client's behavior, and tell the supervisor. Ongoing changes in the setting can affect behavior and performance. The RBT records the conditions and what the client did, and the supervisor decides whether to adjust anything.

• A: Changing the session setting is a decision for the supervisor.
• B: Conditions the clinic cannot control can still affect the data.
• C: Adding headphones is a change to the plan without direction.

Task E.3 · 40-hour curriculum section F

C: Decline, since they did not deliver that session. A signature confirms who delivered and documented the service. Signing for another person, or sharing login credentials, makes the record false and breaks security rules.

• A: Sharing a login breaks security rules and makes the record false.
• B: Signing someone else's name is falsification.
• D: Signing for a session the RBT did not deliver falsifies the record.

Task E.4 · RBT Ethics Code 2.02 · RBT Ethics Code 1.01

B: Let the supervisor know about the planned move promptly. A move will affect the client's services, so the supervisor needs to know early enough to plan for it.

• A: Waiting gives the supervisor less time to plan for the change.
• C: Finding a new provider is not the RBT's role; the supervisor and organization handle transitions.
• D: The RBT should make sure the supervisor knows, not send the family elsewhere.

Task E.1 · 40-hour curriculum section F

B: Report the pattern to the supervisor with the data. Waiting for prompts may signal prompt dependence. The supervisor decides how to change prompting; the RBT reports what they see.

• A: Changing the prompt hierarchy is a plan change.
• C: Withdrawing all prompts is a plan change and may increase errors.
• D: The pattern suggests a problem the supervisor should know about.

Task E.2 · 40-hour curriculum section F

B: Document it, tell the supervisor at once and follow mandated reporting. A possible sign of harm calls for immediate action. The RBT describes what they see, tells the supervisor, follows organization policy and mandated-reporting requirements, and documents these actions.

• A: Questioning the child is a job for trained investigators and may interfere with an investigation.
• C: Waiting may leave the client at risk.
• D: Guessing who caused it is not objective and may be wrong.

Task E.3 · RBT Ethics Code 2.07 · RBT Ethics Code 2.01

A: "Client hit the RBT's arm with an open hand 5 times.". Naming the specific behavior from the definition, with the count, tells the reader exactly what happened.

• B: "Outbursts" is a label and does not say what the client did.
• C: Adding "very" still does not say what the client did.
• D: "Aggressive behavior" restates the label without describing it.

Task E.4 · 40-hour curriculum section F

B: Tell the supervisor, who decides how to support the caregiver. What happens at home affects the plan's results. The RBT reports it to the supervisor, who decides whether caregiver training or plan changes are needed.

• A: Caregiver responses that go against the plan affect its results and should be reported.
• C: Planning caregiver training is the supervisor's job.
• D: Correcting the caregiver in front of the client can embarrass them and is not the RBT's decision.

Task E.1 · 40-hour curriculum section F

B: Tell the supervisor and correct it the proper way. RBTs are honest and accurate with their supervisor and in documentation. If they find an error, they report it and correct it in the way the organization requires (Standards 2.02 and 3.02).

• A: Wrong data in two records can lead to wrong decisions for two clients.
• C: Deleting data destroys the record and is not an acceptable correction.
• D: Fixing it without telling the supervisor hides an error that may have affected decisions.

Task E.2 · RBT Ethics Code 2.02 · RBT Ethics Code 3.02

D: Record the accidents and tell the supervisor. A sudden change after a skill was mastered may reflect a medical or environmental variable. The RBT documents it and reports it.

• A: Limiting fluids is a health decision the RBT should not make.
• B: Changing the plan is the supervisor's decision.
• C: The RBT cannot judge the cause, and suggesting a medical cause goes beyond their role.

Task E.3 · 40-hour curriculum section F

B: As the caregiver's report, attributed to them. Information from others is attributed to its source, so readers can tell what the RBT observed and what was reported.

• A: Relevant events before a session can be included when attributed to the source.
• C: The RBT cannot assume the morning caused later behavior.
• D: The RBT did not see it, so it cannot be written as an observation.

Task E.4 · 40-hour curriculum section F