RBT practice test: Ethics

A: Bring the concern to their supervisor and document the steps they take. When an RBT suspects an ethics violation, the code says to try to resolve it by first bringing it to the supervisor's attention and to document all actions taken, such as dates, people involved and the outcome. Recording data for a session that did not happen is dishonest documentation.

• B: The code says to first bring a suspected violation to the supervisor; a BACB report follows if it is not resolved.
• C: Going to the caregiver is not the first step the code describes; the RBT goes to the supervisor.
• D: Waiting lets false records stand; the code calls for raising the concern with the supervisor.

Task F.1 · RBT Ethics Code 1.01 · RBT Ethics Code 2.02

D: The services and activities the RBT can accurately carry out. The code's glossary defines scope of competence as the behavior-technician services and activities an RBT can accurately carry out. It is individual and grows as the RBT is trained and shows new skills.

• A: The outline lists exam content; competence is what the RBT can actually carry out accurately.
• B: An employer's assignment does not mean the RBT can carry out the task accurately.
• C: A supervisor's scope is much broader than an RBT's.

Task F.2 · RBT Ethics Code 1.06

B: This is not acceptable, because the RBT needs a supervisor for every client. The RBT must have an RBT Supervisor or RBT Requirements Coordinator for every client, and that supervisor must have client-specific knowledge, through the same employer or a contract with the client. Having a supervisor for three clients but not the fourth is not allowed.

• A: Every client must have a supervisor; covering most of them is not enough.
• C: Meeting the 5% total does not fix the lack of a supervisor for one client.
• D: Caregivers cannot serve as RBT Supervisors.

Task F.3 · RBT Handbook p. 20

A: Reviewing written materials such as progress notes and data sheets. The handbook lists supervision activities such as developing performance expectations, observing, BST and performance feedback, modeling technical, professional and ethical behavior, guiding problem-solving and ethical decision-making, reviewing written materials, and evaluating service delivery and the effects of supervision.

• B: The RBT writes their own notes; the supervisor reviews them.
• C: RBTs manage their own certification and applications.
• D: Professional development is separate from ongoing supervision.

Task F.4 · RBT Handbook p. 17

B: That they cannot share information about other clients. Every client's information is confidential, including to other families at the same clinic (Standards 2.08 and 2.10).

• A: Even general progress about another client is confidential.
• C: Information learned at work about a client is confidential.
• D: Friendship between clients does not allow sharing their information.

Task F.5 · RBT Ethics Code 2.08 · RBT Ethics Code 2.10

B: Decline, because the claim misrepresents service outcomes. The post uses the RBT credential to back a claim the RBT cannot support, and it refers to clients. RBTs do not make misleading statements about their services or outcomes, wherever they post.

• A: Initials do not fix an unsupported outcome claim and may still identify clients.
• C: The post draws on the RBT's professional role and clients, so the code applies.
• D: A disclaimer does not make an unsupported claim about clients accurate.

Task F.6 · RBT Ethics Code 1.05 · RBT Ethics Code 2.09 · 40-hour curriculum section G

B: Give a polite answer that does not mention services. When roles overlap in the community, the RBT protects confidentiality and keeps service matters out of personal settings. Even the fact that a family receives services is not shared.

• A: Whether a person receives services is confidential information.
• C: This confirms the child receives services and shares information about their progress.
• D: This discloses confidential information about the client in public.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 2.08 · 40-hour curriculum section G

D: Politely decline, per the stricter agency policy. The code says that if an employer has a stricter gift policy, such as banning gift exchange, the RBT follows it. The $10 limit is a ceiling, not a guarantee that small gifts are allowed.

• A: When an employer's policy is stricter than the code, RBTs follow the employer's policy.
• B: Recording it does not make accepting it allowed under the agency's policy.
• C: Paying it back turns the gift into a personal transaction and still breaks the agency's rule.

Task F.8 · RBT Ethics Code 1.11

D: Let the family and supervisor know as early as possible. RBTs are accountable and follow through on commitments. When something gets in the way, they let the people affected know promptly and follow agency procedures.

• A: Not telling anyone leaves the family waiting and can lead to inaccurate records.
• B: Skipping without notice fails a commitment to the family.
• C: Waiting until the start time gives the family less notice than possible.

Task F.9 · RBT Ethics Code 1.02

C: Speak to the client in an age-appropriate way. Age is one of the diversity factors in the code. Respecting an adult client means speaking to them as the adult they are, whatever their skill level; any concerns about age-appropriate materials go to the supervisor.

• A: Skill level does not change the respect owed to an adult.
• B: Leaving the client out of conversations does not respect their dignity.
• D: This removes communication rather than making it respectful.

Task F.10 · RBT Ethics Code 1.08 · 40-hour curriculum section G

D: Treating others with dignity and respect. Protecting privacy, explaining what will happen and avoiding unnecessary help during personal care treat the client with dignity and respect. Dignity matters for every client, and especially in personal routines like toileting and dressing.

• A: Integrity is about honesty and accountability; protecting privacy during personal care is mainly about dignity.
• B: Competence is about having the skills to do the task; the focus here is how the client is treated.
• C: Mandated reporting concerns suspected abuse or neglect, which is not part of this situation.

Task F.1 · 40-hour curriculum section G

B: When it is in a documented plan and the supervisor has verified their competence. Standard 2.05 says RBTs implement restrictive or punishment-based procedures only when they are included in a documented behavior-change plan and after the supervisor has verified the RBT's competence with them.

• A: Restrictive or punishment-based procedures are never used just on the RBT's judgment.
• C: Caregiver permission does not replace the documented plan and verified competence.
• D: Reading the plan is not the same as having competence verified by the supervisor.

Task F.2 · RBT Ethics Code 2.05

A: No, one event cannot count as both. Ongoing supervision and professional development are separate requirements, and one event cannot cover both. Ongoing supervision is client focused and may not count toward PDUs.

• B: Topic does not matter; supervision and PD are separate requirements.
• C: No portion of ongoing supervision counts toward PDUs.
• D: A BCBA leading it does not make supervision count as PD.

Task F.3 · RBT Handbook p. 17

A: When the learner meets a set performance criterion. BST repeats rehearsal and feedback until the learner performs the skill to a set criterion, such as completing all steps correctly. The Initial Competency Assessment works the same way: feedback and reassessment until competence is shown.

• B: One rehearsal may not be enough to perform the skill accurately.
• C: Saying they understand is not the same as performing it correctly.
• D: There is no fixed number; practice continues until the criterion is met.

Task F.4 · 40-hour curriculum section G

D: Move to a private place and discuss only what is needed for the job. Client information should be discussed only in private settings and only as needed for the job (Standards 2.08 and 2.10). Waiting rooms, hallways and public places are not appropriate.

• A: A first name and family details can still identify the client.
• B: Staff may discuss clients, but not where others can overhear.
• C: Others may still overhear; the setting is the problem.

Task F.5 · RBT Ethics Code 2.08 · RBT Ethics Code 2.10

D: Registered Behavior Technician (RBT). An RBT should name the credential they actually hold, Registered Behavior Technician. Titles that suggest a license, a different BACB certification or the behavior analyst role misrepresent their qualifications.

• A: "Behavior analyst" implies a BCBA credential or a behavior analyst license, which the RBT does not hold.
• B: The BCaBA is a separate BACB certification with its own requirements, which the RBT does not hold.
• C: The RBT is a certification, not a license, so calling it a license misrepresents the credential.

Task F.6 · RBT Ethics Code 1.05 · RBT Handbook p. 1 · 40-hour curriculum section G

C: Thank them and check with the supervisor first. A social invitation can start a personal relationship with the family. RBTs seek their supervisor's support when applying the ethics code, so the RBT checks with the supervisor before accepting or declining.

• A: A gift worth more than $10 breaks the gift standard and adds to the personal relationship.
• B: Attending as a guest while providing unplanned services mixes roles further.
• D: Attending outside work hours does not remove the personal role, and the supervisor should know.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 1.11

D: Clients, stakeholders and supervisors. The standard applies to gifts given to or received from clients, stakeholders (for example parents, caregivers and other relatives) and supervisors, in both directions.

• A: The standard also covers stakeholders, such as caregivers, and supervisors.
• B: The standard covers all stakeholders, not just guardians, and also covers supervisors.
• C: Gifts with clients and stakeholders are covered as well.

Task F.8 · RBT Ethics Code 1.11

B: Thank them and pass the request to the supervisor promptly. RBTs direct questions and concerns that caregivers have about services to their supervisor and communicate them promptly. The supervisor decides whether the plan should change.

• A: The caregiver's view matters, but changing the plan is the supervisor's decision.
• C: Plans can be changed by the supervisor; dismissing the request shuts out useful input.
• D: Concerns from caregivers should reach the supervisor in a timely way.

Task F.9 · RBT Ethics Code 2.06 · 40-hour curriculum section F

B: Report it to the supervisor and document the actions taken. When personal biases may affect services, RBTs take steps to resolve the issue, such as reporting to the supervisor, making an action plan, or stepping back from the client until it is resolved, and document what they did.

• A: Sharing personal beliefs with the family does not resolve the issue and may harm the relationship.
• C: The code asks RBTs to take steps when a bias may affect services.
• D: Restricting the client does not address the RBT's bias.

Task F.10 · RBT Ethics Code 1.09 · RBT Ethics Code 1.07