RBT practice test: Ethics, set 4

C: Behaving with integrity. Integrity means being honest and accountable, including owning and correcting your own mistakes. Correcting the data and telling the supervisor keeps the record truthful, as Standards 1.01 and 3.02 require.

• A: Competence is about having the skills for the work; the key act here is honestly correcting a record.
• B: Compassion concerns how the RBT treats people, which is not the focus of correcting a data error.
• D: Cultural responsiveness concerns working well with people of diverse backgrounds, not fixing a data error.

Task F.1 · RBT Ethics Code 1.01 · RBT Ethics Code 3.02

C: Explain this is outside their role and pass the question to the supervisor. Diet decisions are outside the RBT role. Standard 2.06 says RBTs direct questions or concerns from caregivers about services to their supervisor, and Standard 1.06 keeps RBTs within their competence.

• A: Recommending a diet is outside the RBT's role and competence.
• B: Giving advice on diet, for or against, is outside the RBT's role.
• D: Caregivers' questions are valid; they should be directed to the supervisor.

Task F.2 · RBT Ethics Code 1.06 · RBT Ethics Code 2.06

B: 3.5 hours at Agency A and 1.5 hours at Agency B. Supervision requirements must be met at each organization independently. 5% of 70 hours is 3.5 hours at Agency A, and 5% of 30 hours is 1.5 hours at Agency B.

• A: Requirements must be met at each organization separately, so Agency B also needs supervision.
• C: 2.5 hours is less than 5% of 70 hours (3.5 hours) at Agency A.
• D: 3 hours is less than 5% of 70 hours (3.5 hours) at Agency A.

Task F.3 · RBT Handbook p. 16 · RBT Handbook p. 19

A: Instructions, modeling, rehearsal and feedback. BST teaches a skill through instructions (describing it), modeling (showing it), rehearsal (practicing it) and feedback (telling the learner what was correct and what to change). It is used to train RBTs, caregivers and clients.

• B: These are teaching and behavior-change procedures, not the BST components.
• C: These are steps in measurement and evaluation, not BST.
• D: Shaping, chaining and fading are acquisition procedures, not BST components.

Task F.4 · 40-hour curriculum section G

B: Tell the supervisor right away and follow the agency's breach process. RBTs protect client confidentiality by following employer and legal requirements (Standard 2.08). Reporting a mistake promptly lets the agency respond as privacy laws and policy require.

• A: Handling it privately leaves the agency unable to meet its duties after a breach.
• C: The supervisor and agency must know so the breach can be handled correctly.
• D: Delay makes the breach worse and is not honest or accountable.

Task F.5 · RBT Ethics Code 2.08 · RBT Ethics Code 1.02

C: It uses data to check whether each person's plan is working. Behavior analysis is individualized and data-based: the team measures behavior and changes the plan based on the data. Describing it as guaranteed, untrained or punishment-based misrepresents the field.

• A: Behavior analysis is individualized, and no outcome is guaranteed.
• B: Services are designed and supervised by trained professionals and involve far more than reward charts.
• D: Behavior analysis emphasizes reinforcement; punishment-based procedures are used only when included in a documented plan.

Task F.6 · 40-hour curriculum section G · RBT Ethics Code 2.05

B: a clash of private and professional interests that risks services. A conflict of interest is an incompatibility between an RBT's private and professional interests that creates risk to services or to a professional relationship. Personal, financial or professional considerations might then influence the RBT's judgment.

• A: Professional disagreements are handled with the supervisor; they are not conflicts of interest.
• C: Differing goals are a clinical matter for the supervisor, not a private interest of the RBT.
• D: A scheduling clash is a logistics problem, not a conflict between private and professional interests.

Task F.7 · RBT Ethics Code 1.10

C: Decline, since the haircuts are worth over $10 and ongoing. A gift does not have to be an object. A free service worth more than $10, repeated every month, exceeds the limit and becomes an expected source of value.

• A: Free services have monetary value, so they are gifts under the standard.
• B: A tip does not cover the value of the haircut, and the ongoing benefit remains.
• D: Each haircut is worth $35, and the gifts would still be a regular benefit.

Task F.8 · RBT Ethics Code 1.11

A: Refer them to the child's doctor and tell the supervisor. RBTs stay within their role and refer questions they cannot answer. A possible medication change is also a variable that could affect progress, so the supervisor needs to know.

• B: Medication advice is far outside the RBT role.
• C: Sharing other families' information breaches confidentiality and is still medical advice.
• D: An RBT's opinion on medication can still influence the parent and is outside their role.

Task F.9 · RBT Ethics Code 1.06 · 40-hour curriculum section F

B: Tell the supervisor so they can arrange language support. Families should be able to communicate about services in a language they understand. The supervisor can arrange supports such as a qualified interpreter or translated materials.

• A: A child, especially the client, should not be put in the role of interpreter for their own services.
• C: Volume and speed do not solve a language difference.
• D: The parent still needs information about their child's services.

Task F.10 · RBT Ethics Code 1.07 · 40-hour curriculum section G

A: Run the program as written and report the protests to the supervisor. Benefiting others and behaving with integrity mean following the plan accurately and being honest in records. The client's protests are important information, so the RBT reports them and the supervisor decides whether to change anything.

• B: Skipping without direction changes the plan, and blaming time is not truthful.
• C: Recording a program that was not run is falsifying data.
• D: RBTs do not change the plan; the supervisor decides whether the program should change.

Task F.1 · RBT Ethics Code 2.02 · RBT Ethics Code 2.06

B: Self-report to the BACB within 30 days. Standard 3.04 requires RBTs to self-report to the BACB, within 30 days, physical or mental conditions that may impair their ability to provide services safely. The RBT Handbook explains when a condition with an effective care plan does not need to be reported.

• A: The duty to self-report does not wait for a client to be harmed.
• C: Caregivers do not need the RBT's health details; the BACB does.
• D: The deadline is 30 days, not the next recertification.

Task F.2 · RBT Ethics Code 3.04 · RBT Handbook p. 24

B: The RBT Requirements Coordinator. If an RBT has an RBT Requirements Coordinator, only the coordinator must list the RBT as a supervisee; the coordinator may also list the RBT Supervisors. Without a coordinator, every RBT Supervisor must list the RBT.

• A: With a Requirements Coordinator, only the coordinator must list the RBT.
• C: Supervisees do not list themselves; supervisors or the coordinator do.
• D: Observing does not create the listing duty in this structure.

Task F.3 · RBT Handbook p. 20

D: Modeling. Modeling means demonstrating the skill so the learner can see exactly what to do. It can be done live, by video or with images.

• A: Instructions describe the skill in words or writing; here the supervisor shows it.
• B: Rehearsal is the RBT practicing, not watching.
• C: Feedback follows the RBT's performance; the RBT has not performed yet.

Task F.4 · 40-hour curriculum section G

C: Lock the screen or log out before stepping away. Confidential records must be protected wherever an RBT works (Standard 2.08). Locking or logging out prevents anyone from seeing client information while the device is unattended.

• A: A partly closed screen can still be opened or read.
• B: A stranger could read the screen, and the laptop is left unsecured.
• D: A startup password does not protect a session that is already open.

Task F.5 · RBT Ethics Code 2.08

C: Represent themselves as an active RBT. An RBT with no supervisor or coordinator on record is inactive and may not practice, bill or represent themselves as an active RBT. The registry shows them as inactive until a supervisor adds them as a supervisee.

• A: Looking for a new position is allowed; the RBT simply cannot practice until a supervisor adds them.
• B: Inactive RBTs still use their BACB account, for example to check their status.
• D: Getting a supervisor to add them in the BACB portal is how they become active again.

Task F.6 · RBT Handbook p. 31 · 40-hour curriculum section G

B: Tell the supervisor at once, work to resolve it, and document it. The code lists three actions: immediately inform the supervisor, work to resolve the relationship, and document what was done. Resolution may include reassignment, but that decision is made with the supervisor.

• A: The self-reporting list covers events such as legal charges and investigations, not this; the code sends this to the supervisor.
• C: The code says to inform the supervisor immediately, not months later.
• D: Abruptly stopping services can harm the client; the code asks the RBT to work with the supervisor to resolve it.

Task F.7 · RBT Ethics Code 1.10

B: Accept it and thank the child. A child's drawing has no meaningful monetary value and works as an occasional expression of gratitude, which the code allows. A stricter employer policy would still take priority.

• A: The code allows small, occasional gifts of gratitude; it does not ban all gifts.
• C: Returning gifts is unnecessary and starts a pattern of gift exchange.
• D: Refusing a no-value expression of thanks is not required and could hurt the relationship.

Task F.8 · RBT Ethics Code 1.11

B: "It sounds like you're worried. What have you noticed?". Reflecting the parent's feeling and asking an open question shows they have been heard and gathers the details. The RBT then passes the concern to the supervisor promptly.

• A: This dismisses the parent's concern and skips hearing what they have seen.
• C: The concern does go to the supervisor, but brushing the parent off is not listening.
• D: This gives advice before understanding the concern.

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

A: Tell the supervisor what the parent said. Teaching materials should reflect the client's life and culture. The RBT shares the information with the supervisor, who can change the stimuli in the plan.

• B: Unfamiliar items make the targets less meaningful and useful for the client.
• C: Asking the family to change their diet for the program is not appropriate.
• D: Removing a target is a plan change the RBT cannot make alone.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 2.06