RBT practice test: Ethics, set 7

B: The client's own willingness to take part, shown through words or behavior. Assent is the client's own agreement to participate, which can be shown through words or behavior such as approaching, engaging and staying with the activity. It is different from legal consent, which a legally authorized person (for example, a parent of a minor) gives.

• A: That is consent from a legally authorized person; assent comes from the client.
• C: Plan approval is a clinical decision by the supervisor, not the client's agreement.
• D: Preference results show which items a client chooses, not whether they agree to take part.

Task F.1 · 40-hour curriculum section B

A: The RBT's supervisor. The handbook says RBT activities are determined by their supervisor and may include conducting preference assessments, implementing discrete-trial teaching and writing session notes.

• B: RBTs do not set their own activities; they work under supervision.
• C: Caregivers give input, but the supervisor determines RBT activities.
• D: The BACB sets requirements but does not assign activities for each client.

Task F.2 · RBT Handbook p. 16

D: BCBA. RBT Supervisors may be BCBAs or BCaBAs, but RBT Requirements Coordinators must be BCBAs. Both must complete training based on the Supervisor Training Curriculum Outline (2.0).

• A: A BCaBA can be an RBT Supervisor but not an RBT Requirements Coordinator.
• B: RBTs cannot be RBT Requirements Coordinators.
• C: Only BCBAs may serve as RBT Requirements Coordinators.

Task F.3 · RBT Handbook p. 19

B: "You recorded each response before starting the next trial.". Behavior-specific praise names exactly what the person did correctly, so they know which behavior to repeat. General compliments are pleasant but do not teach.

• A: This is general praise; it does not name what the RBT did well.
• C: Praising a trait does not describe a behavior the RBT can repeat.
• D: This describes the client, not what the RBT did.

Task F.4

C: Send the agreed summary through the approved method. Under Standard 2.10, RBTs discuss confidential information under their supervisor's direction and share only what is necessary. Sending exactly what was authorized, by an approved method, meets both requirements.

• A: Information can be shared under the supervisor's direction with proper authorization.
• B: Only the necessary, agreed information should be shared.
• D: This shares it with people who are not authorized to see it.

Task F.5 · RBT Ethics Code 2.10

A: Bring the question to their supervisor instead. RBTs direct questions about their services to their supervisor and do not share identifying client information online. Several details together can identify a client even without a name.

• B: Age, diagnosis and location together could identify the client, and clinical questions go to the supervisor.
• C: A smaller group is still social media, and the details still identify the client.
• D: Deleting later does not undo the disclosure, and advice from strangers is not supervisor direction.

Task F.6 · RBT Ethics Code 2.06 · RBT Ethics Code 2.09 · RBT Ethics Code 2.10

A: Keep contact to work topics and tell the supervisor. A personal friendship with a caregiver is a multiple relationship that is developing. The RBT tells the supervisor, works to resolve it by returning to work-only contact, and documents these steps.

• B: Rapport is professional; personal friendship is a second role that can affect services.
• C: Deleting messages hides the relationship rather than resolving it.
• D: This deepens the personal relationship instead of ending it.

Task F.7 · RBT Ethics Code 1.10

A: A $6 box of cookies given once at the end of the year. An acceptable gift is worth $10 or less, given occasionally as thanks, and brings no financial benefit. The cookies meet all three conditions.

• B: Even a one-time gift card is over the $10 limit.
• C: A gift that is regularly expected can violate the standard even if each is small.
• D: Cash is a financial benefit, and $20 is over the limit.

Task F.8 · RBT Ethics Code 1.11

D: Share the concern and data with the supervisor, and follow the plan. Seeking input and disagreeing respectfully means bringing concerns and data to the supervisor in a timely, private way, while continuing to implement the plan as written.

• A: Changing targets without the supervisor goes beyond the RBT role.
• B: Criticizing the supervisor to the family is unprofessional and does not get the plan reviewed.
• C: Concerns about the plan are best raised with the supervisor directly, not in front of the family.

Task F.9 · RBT Ethics Code 2.02 · RBT Ethics Code 2.06 · 40-hour curriculum section F

D: Ask the family open questions about routines and preferences. Each family is the expert on its own culture. Respectful, open questions help the RBT learn what is important for this family rather than relying on generalizations.

• A: General descriptions of a group may not fit this family.
• B: Avoiding it means missing information that matters for services.
• C: A coworker cannot speak for this family's beliefs and practices.

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

C: Turning away, crying and repeatedly moving toward the door. Withdrawal of assent is often shown through behavior: turning away, crying, pushing materials away or trying to leave. The RBT notices these signs, follows the plan and tells the supervisor so the team can respond.

• A: Reaching for materials and starting early show engagement, not withdrawal.
• B: Approaching and smiling are signs of willingness to take part.
• D: Making a choice when offered is active participation, not refusal.

Task F.1 · 40-hour curriculum section B

C: After the 40-hour training and no more than 90 days before applying. The RBT Handbook says the Initial Competency Assessment is completed after the 40-hour training and no more than 90 days before submitting the certification application. The completed assessment is uploaded with the application.

• A: The assessment must come after the 40-hour training is complete.
• B: 180 days is the maximum length of the 40-hour training, not the assessment window.
• D: The completed assessment is uploaded with the application, before the exam.

Task F.2 · RBT Handbook p. 3

B: To describe the skill and when and how to use it. Instructions describe the skill, its steps and when to use it, usually spoken and in writing. Modeling, rehearsal and feedback follow.

• A: Showing the skill is modeling.
• C: Practicing is rehearsal.
• D: Commenting on performance is feedback.

Task F.4 · 40-hour curriculum section G

A: Let the family decide whether to greet them, and not mention services. Being seen with an RBT can reveal that a family receives services. Letting the family lead and keeping service details out of public conversation protects their privacy.

• B: Talking about services in public can reveal confidential information.
• C: This tells a third person that the family receives services.
• D: Discussing services in public risks others overhearing.

Task F.5 · RBT Ethics Code 2.08

A: Tell the supervisor about the post. When an RBT becomes aware of a possible ethics problem, the first step is to bring it to the supervisor and document the actions taken. That gets the problem handled through the right channel without drawing more attention to the client.

• B: RBTs act when they see client confidentiality at risk, even if someone else caused it.
• C: The code asks RBTs to bring concerns to their supervisor first and escalate only if they are not resolved.
• D: A public comment draws more attention to the client's image.

Task F.6 · RBT Ethics Code 2.09 · RBT Ethics Code 2.08

A: Tell the supervisor and stay out of the hiring process. The client's job application creates a possible multiple relationship. Informing the supervisor and keeping out of hiring decisions protects the client and keeps confidential information out of the process.

• B: This uses confidential information and mixes the professional role with an employer role.
• C: Becoming the client's boss creates a direct second role.
• D: Sharing the plan breaches confidentiality without the supervisor's direction.

Task F.7 · RBT Ethics Code 1.10 · RBT Ethics Code 2.10

B: $10 US. The gift standard sets the limit at $10 US, or the equivalent purchasing power in another currency. An employer may set a stricter rule, and then the RBT follows the employer's policy.

• A: The code's limit is lower: $10 US or the equivalent purchasing power.
• C: The code's limit is $10 US, not $5.
• D: A $50 gift is five times the code's $10 limit.

Task F.8 · RBT Ethics Code 1.11

D: With their name and role, noting they work under a supervisor. Representing oneself accurately as an RBT includes explaining the role: an RBT carries out services under the direction of a supervisor.

• A: RBTs implement plans; the supervisor designs the program.
• B: This misrepresents the credential the RBT holds.
• C: Starting without introductions does not build rapport or explain the RBT's role.

Task F.9 · RBT Ethics Code 1.05 · 40-hour curriculum section G

B: Follow the plan and raise any concern with the supervisor. Families' values shape goals, and the supervisor sets goals with the family. The RBT implements the plan as written and keeps personal preferences out of it.

• A: This substitutes the RBT's priorities for the plan and the family's values.
• C: Dismissing the family's values damages trust and is not the RBT's role.
• D: Following the plan selectively is not implementing it accurately.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 2.02

B: In all behavior-technician activities, in any setting or modality, such as text or video. The code applies to all of an RBT's behavior-technician activities across settings (home, clinic, community) and modalities (phone, email, text, video, in person). Personal behavior is covered only when it clearly poses a risk to the health and safety of clients, stakeholders or coworkers.

• A: The code also covers communication by phone, email, text and video, not only direct sessions.
• C: The code does not cover personal behavior unless it clearly poses a risk to the health and safety of clients, stakeholders or coworkers.
• D: All RBT applicants and certificants must follow the code; it does not depend on an employer's document.

Task F.1 · 40-hour curriculum section G

D: Guiding ethical decision-making. The handbook lists modeling ethical behavior and guiding the development of problem-solving and ethical decision-making repertoires as supervision activities. Talking through real situations builds those skills.

• A: No notes or data sheets are being reviewed.
• B: Fidelity measures how accurately a procedure is carried out.
• C: This builds problem-solving, not a list of job expectations.

Task F.4 · RBT Handbook p. 17

D: A general tip on pairing yourself with reinforcers. General professional content that contains nothing about a specific client is fine to post. Photos, videos and written details that could identify a client are not shared on social media or websites.

• A: A voice and a first name can identify a client, so the clip shares identifying information.
• B: A school, a grade and a described incident can identify the client to people who know them.
• C: A photo of a client is identifying information, and caregiver permission does not create an exception.

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

B: The supervisor is also the RBT's landlord. Renting housing from the supervisor adds a business relationship to the supervisory one, which can create conflicts of interest. The other examples are ordinary supervision activities.

• A: Observation is a normal part of supervision.
• C: Group supervision is still one professional relationship.
• D: Reviewing documentation is part of the supervisory role.

Task F.7 · RBT Ethics Code 1.10

C: is an occasional thank-you that brings no financial benefit. A gift is acceptable if it functions as an occasional expression of gratitude and does not result in financial benefit to the recipient, and if the employer's policy allows it.

• A: Being easy to value is not a condition in the code, and cash is the clearest form of financial benefit.
• B: The code describes acceptable gifts as occasional expressions of gratitude, not rapport-building.
• D: Funders do not approve gifts; the code sets the conditions.

Task F.8 · RBT Ethics Code 1.11

C: Get the supervisor's direction and record what happened. Seeking direction in a timely manner is a core professional skill. The RBT keeps the client safe, records what happened objectively, and asks the supervisor what to do.

• A: Designing interventions is the supervisor's role.
• B: Waiting delays the supervisor's direction on a new behavior.
• D: Caregiver input is valuable, but direction on services comes from the supervisor.

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

C: Attitudes or stereotypes we hold without realizing it. Implicit biases are attitudes or stereotypes that influence our understanding, actions and decisions without conscious awareness. Because they are not obvious to us, identifying them takes deliberate self-reflection and feedback.

• A: Openly stated prejudice is explicit bias, not implicit bias.
• B: Disagreeing about goals is a difference of opinion, not a bias.
• D: Implicit bias is in a person's reactions, not in a written plan.

Task F.10 · 40-hour curriculum section G · RBT Ethics Code 1.09

A: Seek support from their supervisor and other appropriate people at work. Because RBTs practice under close supervision, the code says they must seek support from their supervisor and other appropriate people in their workplace when interpreting the code or facing an ethical dilemma. The RBT Handbook adds that the BACB does not interpret ethics requirements.

• B: The BACB does not interpret ethics requirements for individuals; the code directs RBTs to their supervisor.
• C: RBTs work under close supervision, and the code tells them to seek support rather than act alone.
• D: Caregivers' views matter, but the code directs RBTs to their supervisor for help applying the code.

Task F.1 · RBT Handbook p. 23

B: Developing performance expectations. Clear performance expectations tell the RBT exactly what is expected. Developing them is the first supervision activity listed in the handbook and is part of effective supervision.

• A: No practice of a skill is taking place.
• C: Evaluation happens after supervision, by checking outcomes.
• D: These are job expectations, not an ethical problem.

Task F.4 · RBT Handbook p. 17

D: Misrepresentation of BACB certification. Only people who hold RBT certification may present themselves as RBTs, and an inactive RBT may not represent themselves as active. The BACB may seek legal and other remedies when its certification marks are misused or misrepresented.

• A: Finishing the training is only one eligibility step; the person is not certified.
• B: A pending application does not make someone an RBT.
• C: An employer cannot grant a BACB credential or permission to use its title.

Task F.6 · RBT Handbook p. 1 · RBT Ethics Code 3.05

A: Decline; at least two years must pass after services end. RBTs do not have romantic or sexual relationships with former clients or stakeholders, such as a client's parent, for at least two years from the date the professional relationship ended.

• B: Ending services does not end the restriction; the code sets a minimum waiting period.
• C: Six months is the rule for receiving supervision from a former partner, not for former clients or stakeholders.
• D: A supervisor cannot waive the two-year minimum in the code.

Task F.7 · RBT Ethics Code 1.12

A: Decline, because the limit covers supervisors too. The code limits gifts given to or received from supervisors to $10 or less, because gifts can create conflicts of interest in the supervisory relationship.

• B: The standard names supervisors as well as clients and stakeholders.
• C: A personal gift from the supervisor is still a gift, whatever the reason.
• D: Two gifts over the limit make the problem worse, not better.

Task F.8 · RBT Ethics Code 1.11

B: Tell the supervisor about the family's view. Cultural responsiveness means bringing the family's values into decisions about goals. The RBT passes the information to the supervisor, who reviews the goal with the family, and keeps following the plan until it changes.

• A: Plans can be revisited, and the supervisor needs the family's view to do that.
• C: Dropping a target is a plan change that only the supervisor can make.
• D: This dismisses the family's values, and goals are set with the family by the supervisor.

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

C: Ask a clarifying question, practice the correct timing and use it next session. Standard 2.03 says RBTs take action to improve their performance following feedback. Asking questions, practicing and applying the change are how feedback leads to better performance.

• A: Defending past errors does not improve future performance.
• B: Agreeing without changing behavior does not act on the feedback.
• D: This limits useful two-way feedback and does not address the error.

Task F.4 · RBT Ethics Code 2.03

C: M.S. in Psychology (in progress; expected 2027). RBTs do not knowingly make false, misleading or exaggerated statements about their qualifications. An unfinished degree can be listed if it is clearly marked as in progress.

• A: Listing a completion year implies the degree has been awarded when it has not.
• B: This claims both a finished degree and a certification the RBT does not hold.
• D: Only half of the coursework is done, so the claim is false.

Task F.6 · RBT Ethics Code 1.05

B: It may break the code, since the gifts are now expected. A small gift is acceptable when it is an occasional expression of gratitude. Ongoing or cumulative gifts can rise to a violation when they become a regularly expected source of income or value to the recipient.

• A: The code says ongoing or cumulative gifts can violate the standard even if each one is small.
• C: When the coffee is consumed does not change the pattern of gifts.
• D: The code does not exclude food or drinks; a coffee bought for someone is a gift.

Task F.8 · RBT Ethics Code 1.11

A: Bring it to the supervisor and document it. RBTs do not harass or discriminate based on characteristics such as immigration status. For a suspected violation, the RBT first brings it to the supervisor, documents the steps taken, and escalates if it is not resolved.

• B: Joining in supports harassment and is not equitable treatment.
• C: This shares client information publicly and does not resolve the issue.
• D: The code asks RBTs to bring concerns to their supervisor first.

Task F.10 · RBT Ethics Code 1.08

D: Discuss it with the supervisor and ask for feedback. Identifying a personal bias is the first step. The RBT brings it to the supervisor, who can observe, give feedback and arrange training so the plan is applied the same way for every client.

• A: Treating the same behavior differently by gender is inequitable.
• B: Withdrawing services from a group adds harm instead of fixing the bias.
• C: The difference is in the RBT's behavior, so the RBT addresses it with the supervisor.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 1.08 · RBT Ethics Code 1.09

C: Respect the family's routines without judgment. Different is not wrong. RBTs keep personal values out of service delivery and raise only service-related concerns with their supervisor.

• A: Imposing personal preferences is not the RBT's role and disrespects the family.
• B: Session notes should be objective, not personal judgments about a family's culture.
• D: Goals should reflect the client's needs and the family's values, not the RBT's preferences.

Task F.10 · RBT Ethics Code 1.07 · RBT Ethics Code 1.08