85 questions · 90 minutes including directions and review.
Original practice booklet. Record your answers, then open explanations after your attempt. Responses stay in this browser when storage is available. This booklet does not predict an official score.
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RBT 2026 original practice form
85 questions, four choices per question. Choose one answer for every question. Plan one 90-minute session that includes reading these directions and reviewing answers before you finish. Breaks use that time. Use no calculator or reference materials. A blank practice board/workspace may stand in for the dry-erase board supplied at the actual examination.
The real examination contains 75 scored questions and 10 unidentified pilot questions. This practice form has 75 blueprint questions plus 10 editorially placed practice pilot questions. Their allocation is not an official BACB pilot allocation. Feedback is provided on all 85 items for learning. No fixed raw passing score, official scaled result or probability of passing is calculated.
Keep answers closed until your attempt is finished. The booklet provides answer explanations afterward. This is an original study form, not an official BACB examination or a copy of testing-center software.
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Question 1
A plan allows a learner to trade five earned tokens for one activity choice. The learner earns a fifth token and requests the exchange. What should the RBT do?
☐ A. Keep the tokens and provide the activity as noncontingent access.
☐ B. Require one more successful trial before exchanging the five tokens.
☐ C. Exchange only after the scheduled lesson, although the plan permits exchange now.
☐ D. Provide the activity choice under the five-token exchange.
Show answer and explanation
Response:D
Final answer:Provide the activity choice under the five-token exchange.
Providing the activity when the learner earns five tokens and requests the exchange keeps the promised contingency intact, whereas an extra trial or delay until lesson end changes the stated plan.
Question 2
During observation, a client repeatedly hums while alone and while with others, including when no one reacts. The supervisor asks which common function might be considered in further assessment. Which is the best hypothesis from these observations?
☐ A. Access to a specific withheld toy
☐ B. Attention delivered after every occurrence
☐ C. Automatic reinforcement
☐ D. Escape from a consistently presented demand
Show answer and explanation
Response:C
Final answer:Automatic reinforcement
Automatic reinforcement is a hypothesis worth investigating because humming occurs without an apparent social consequence. It is not a confirmed function. Observing the same response alone and with others supplies useful context, but does not exclude consequences the observer missed.
Question 3
A plan changes from an immediate model prompt to a model delivered after a two-second wait. What is the main reason for adding the delay?
☐ A. To delay reinforcement by two seconds after each correct response
☐ B. To convert model-prompted responses into independent responses
☐ C. To make waiting for the model the required target response
☐ D. To allow independent responding before the model
Show answer and explanation
Response:D
Final answer:To allow independent responding before the model
The two-second delay creates an opportunity for independence before the model appears, so responses during that wait must remain distinguishable from responses that follow the prompt.
Question 4
A written plan provides brief staff attention every two minutes regardless of what the client is doing. Which procedure is the RBT implementing?
☐ A. A fixed-ratio schedule for appropriate behavior
☐ B. Noncontingent reinforcement on a time-based schedule
☐ C. Extinction of all attention-related behavior
☐ D. Differential reinforcement after each request
Show answer and explanation
Response:B
Final answer:Noncontingent reinforcement on a time-based schedule
No response earns the attention. It arrives after each two-minute period regardless of whether the client requests it, engages in a target response or does something else. Time controls delivery. Requiring a request or a response-free interval would introduce a contingency absent from the plan.
Question 5
A written teaching plan delivers a token after every third correct response, regardless of elapsed time. Which schedule should the RBT implement?
☐ A. Fixed ratio 3
☐ B. Continuous reinforcement
☐ C. Fixed interval 3 minutes
☐ D. Variable ratio 3
Show answer and explanation
Response:A
Final answer:Fixed ratio 3
Fixed ratio 3 requires three correct responses per token, regardless of elapsed time. The fixed number is the response count. An interval schedule would make time part of the reinforcement requirement, and a variable ratio would change the required count.
Question 6
A teaching plan requires a three-second wait before prompting. One RBT consistently prompts immediately. The client's independent-response percentage falls. What should be addressed before interpreting that change as a loss of skill?
☐ A. Whether the three-second wait was provided before prompting
☐ B. Whether lower percentages indicate the skill needs retraining immediately
☐ C. Whether earlier prompted trials should be reclassified as independent
☐ D. Whether a longer observation period alone resolves the implementation concern
Show answer and explanation
Response:A
Final answer:Whether the three-second wait was provided before prompting
The lower percentage cannot be interpreted fairly until implementation is checked: an immediate prompt removes the planned three-second opportunity for independence. The RBT's timing changed. That procedural difference could account for the recorded change without demonstrating a loss of skill.
Question 7
A learner accurately identifies a symbol only when its border is brightly highlighted. The plan gradually reduces the border contrast. What is being faded?
☐ A. A physical prompt
☐ B. A verbal prompt
☐ C. A stimulus prompt
☐ D. A model prompt
Show answer and explanation
Response:C
Final answer:A stimulus prompt
The border changes the stimulus. Its bright contrast cues identification, and reducing that contrast fades the stimulus prompt. The ordinary symbol remains available. Modeling an action or physically guiding the client would be a different prompt form.
Question 8
The supervisor asks an RBT to measure independently completed worksheet problems using the finished sheets. Which situation most threatens the validity of this permanent-product measure?
☐ A. Another adult finishes several problems after the client leaves.
☐ B. The RBT uses the same answer key on two comparable worksheets.
☐ C. The RBT uses a second observer to verify the final problem count.
☐ D. The RBT scores the sheet after the scheduled teaching period ends.
Show answer and explanation
Response:A
Final answer:Another adult finishes several problems after the client leaves.
The adult's later answers can inflate the worksheet count, so the completed sheet is valid evidence of the client's independent work only when the client's contribution is separately identifiable.
Question 9
A client practices every step of a toothbrushing sequence during each teaching opportunity, receiving prompts only where needed. Which procedure does this describe?
☐ A. Total-task chaining
☐ B. Backward chaining
☐ C. Forward chaining restricted to the first step
☐ D. Shaping a single response dimension
Show answer and explanation
Response:A
Final answer:Total-task chaining
All the toothbrushing steps are practiced during each opportunity, with assistance wherever needed. Total-task chaining includes that whole sequence. It does not become backward chaining merely because the final step sometimes needs a prompt.
Question 10
A supervisor has established that a client's shouting is maintained by escape from work. Which consequence has been maintaining the response?
☐ A. A preferred item is added after shouting.
☐ B. The sensory effect of shouting maintains it without another person's action.
☐ C. Social interaction follows shouting.
☐ D. Work is removed or delayed after shouting.
Show answer and explanation
Response:D
Final answer:Work is removed or delayed after shouting.
Removing or delaying work after shouting matches the supervisor's established escape function, whereas added attention or toy access would supply a different maintaining consequence.
Question 11
An RBT completes the first four steps of a five-step dressing sequence, then teaches the client to complete the final step. Which chaining procedure is being implemented?
☐ A. Forward chaining
☐ B. Stimulus fading
☐ C. Backward chaining
☐ D. Total-task chaining
Show answer and explanation
Response:C
Final answer:Backward chaining
The learner starts with step 5. The RBT completes the preceding dressing steps, allowing the client to practice the final link, and earlier links are then added as the written backward-chaining progression directs.
Question 12
A data sheet shows 8 independent requests on Tuesday. The graph already has 6 plotted for Tuesday because an earlier entry was incomplete. What should the RBT do before adding the next day's point?
☐ A. Average the two entries and plot 7 as Tuesday's revised count.
☐ B. Correct Tuesday to 8 using the verified source record and correction procedure.
☐ C. Plot 8 on Tuesday but retain the earlier point as another observation.
☐ D. Add Tuesday's extra two requests to Wednesday's count.
Show answer and explanation
Response:B
Final answer:Correct Tuesday to 8 using the verified source record and correction procedure.
Tuesday's point should be eight. Correcting the existing plotted value through the approved process preserves one accurate, traceable value for the day rather than averaging the observation with an error.
Question 13
A client selects the correct animal picture whenever the RBT looks directly at it, but responds at chance when the RBT's gaze is neutral. What should the RBT report?
☐ A. The target is maintained because accuracy is high with the familiar RBT's gaze.
☐ B. The spoken instruction controls selections because prompted trials are accurate.
☐ C. The gaze may be controlling selections rather than the spoken instruction.
☐ D. Neutral gaze is a punisher because accuracy falls when it is used.
Show answer and explanation
Response:C
Final answer:The gaze may be controlling selections rather than the spoken instruction.
Accuracy falls to chance when gaze becomes neutral. The contrast suggests control by gaze rather than the spoken name, so it is useful evidence for the supervisor. Mastery is not established. The RBT should report the two conditions without assuming that cue-dependent success is independent performance.
Question 14
A person claiming to be a new therapist emails the RBT requesting the client's entire record. The RBT has no verified authorization to release it. What is the appropriate next step?
☐ A. Confirm the person works in health care and release the whole file without checking client authorization.
☐ B. Release the record if the email address appears to belong to a clinic.
☐ C. Release only the diagnosis because a partial record needs no authorization.
☐ D. Verify identity, authorization and release scope through approved procedures.
Show answer and explanation
Response:D
Final answer:Verify identity, authorization and release scope through approved procedures.
A professional title establishes neither identity nor permission. The requester, authorization and permitted release scope must be verified through approved privacy procedures before even part of the client's record is disclosed.
Question 15
A client reaches toward a closed art box during a play activity. The current plan teaches requesting materials during naturally occurring opportunities. Which action best follows that plan?
☐ A. Open the box and practice requesting an unrelated item already available.
☐ B. Move to the table and use the box as reinforcement for an unrelated target.
☐ C. Save the request for a scheduled drill and finish this activity without practicing it.
☐ D. Prompt the planned materials request in response to interest in the box.
Show answer and explanation
Response:D
Final answer:Prompt the planned materials request in response to interest in the box.
Prompting the materials request when the client reaches toward the closed box uses the naturally occurring art opportunity specified in the plan, with access to the materials as the relevant consequence.
Question 16
Before a difficult instruction, a plan directs the RBT to present three brief instructions the client usually follows and reinforce compliance with each. What is this antecedent procedure?
☐ A. A functional analysis control condition
☐ B. A whole-interval recording procedure
☐ C. A response-cost sequence
☐ D. A high-probability request sequence
Show answer and explanation
Response:D
Final answer:A high-probability request sequence
The sequence begins with instructions the client usually follows, with reinforcement after each, before the difficult instruction is presented. This is a high-probability sequence. The RBT follows the specified order and consequences as an antecedent procedure.
Question 17
A trained RBT follows a least-to-most prompt sequence. After the instruction and required wait, the client does not respond. What should happen next?
☐ A. Use the strongest prompt first and reduce help within the same attempt.
☐ B. Use the previous trial's prompt regardless of the next step in the hierarchy.
☐ C. Restart the independent wait after each nonresponse without progressing.
☐ D. Give the next, least intrusive specified prompt.
Show answer and explanation
Response:D
Final answer:Give the next, least intrusive specified prompt.
After the required wait, the next step is the least intrusive prompt specified in the hierarchy. Least-to-most prompting increases assistance only as needed, and immediately choosing the strongest prompt would skip the progression the RBT was assigned.
Question 18
A vocal episode is defined as starting with the first shout and ending after five consecutive seconds without shouting. Shouting stops at 2:03:20. No further shouting occurs. Following this definition, when should the RBT stop the duration timer?
☐ A. 2:03:20
☐ B. 2:03:15
☐ C. 2:03:25
☐ D. 2:03:30
Show answer and explanation
Response:C
Final answer:2:03:25
Five consecutive quiet seconds after the last shout at 2:03:20 place the defined endpoint at 2:03:25, rather than at the instant shouting stops.
Question 19
An RBT learns that a new client's caregiver is also a member of the RBT's small community committee. The overlap is difficult to avoid. What should the RBT do?
☐ A. Request only the caregiver's agreement that the two roles need no safeguards.
☐ B. Treat the overlap as permission to discuss services privately at committee events.
☐ C. Avoid the caregiver at meetings and consider that enough without disclosure.
☐ D. Disclose the overlap and establish documented boundary safeguards.
Show answer and explanation
Response:D
Final answer:Disclose the overlap and establish documented boundary safeguards.
The shared committee role should be disclosed and its risks addressed with documented safeguards. Avoiding the overlap may be impractical. That does not remove the need to manage conflicts, maintain boundaries and keep clinical information out of committee conversations.
Question 20
Assessment identifies attention as the maintaining consequence for a target response. Under the supervisor's plan, the RBT teaches a brief appropriate attention request. What consequence should reinforce that new request?
☐ A. A preferred toy without the planned social interaction
☐ B. A planned task break unrelated to this established function
☐ C. The planned attention
☐ D. Praise only when the target response, rather than the new request, occurs
Show answer and explanation
Response:C
Final answer:The planned attention
The appropriate attention request should earn the planned attention, matching the assessed maintaining consequence, and a task break would address escape instead.
Question 21
A shaping plan reinforces progressively longer vocal requests. The client consistently meets the current two-word criterion. The supervisor's next written criterion is three words. What should the trained RBT do?
☐ A. Withhold reinforcement until the learner spontaneously produces five-word requests.
☐ B. Reinforce the three-word approximation according to the next criterion.
☐ C. Reinforce all two-word responses as before without introducing the new criterion.
☐ D. Reinforce any vocalization so every earlier approximation remains equally effective.
Show answer and explanation
Response:B
Final answer:Reinforce the three-word approximation according to the next criterion.
Three words are now required. Applying the supervisor's next shaping criterion reinforces the more developed approximation rather than continuing to reinforce every two-word request under the earlier criterion.
Question 22
A parent tells the RBT that the client slept about three hours last night. The RBT did not observe the sleep period. Which entry is most accurate?
☐ A. The client has a sleep disorder that caused today's errors.
☐ B. The client appeared tired, confirming the parent's exact sleep duration.
☐ C. Parent reported approximately three hours of sleep last night.
☐ D. Direct observation confirmed exactly three hours of sleep last night.
Show answer and explanation
Response:C
Final answer:Parent reported approximately three hours of sleep last night.
The note should retain both the source and the approximation: the parent reported about three hours of sleep. The RBT did not observe it. Presenting that report as a measured duration or a diagnosis would overstate the evidence.
Question 23
A caregiver offers an RBT a single US $8 gift. The employer prohibits accepting any gifts from clients. What should the RBT do?
☐ A. Ask the family to give the same gift after the session because it is then personal.
☐ B. Accept and disclose it at the next meeting because disclosure overrides the employer rule.
☐ C. Decline politely under the employer's no-gift rule.
☐ D. Accept because a single US $8 gift is below the BACB ceiling.
Show answer and explanation
Response:C
Final answer:Decline politely under the employer's no-gift rule.
The employer prohibits every client gift, so the single US $8 offer must be declined politely. A stricter policy governs here. Being below the BACB's US $10 ceiling does not override that policy or create a duty to accept.
Question 24
Four recorded episodes last 20, 40, 50 and 10 seconds. What is their mean duration?
☐ A. 40 seconds
☐ B. 120 seconds
☐ C. 25 seconds
☐ D. 30 seconds
Show answer and explanation
Response:D
Final answer:30 seconds
The total is 20 + 40 + 50 + 10 = 120 seconds, so dividing by four episodes gives a mean of 30 seconds per episode.
Question 25
A supervisor wants to reduce, but not eliminate, repeated appropriate requests for materials. The plan reinforces a request only when at least 20 seconds have passed since the preceding request. What procedure does this describe?
☐ A. Whole-interval recording
☐ B. Differential reinforcement of incompatible behavior
☐ C. Spaced-responding differential reinforcement of low rates
☐ D. Continuous reinforcement
Show answer and explanation
Response:C
Final answer:Spaced-responding differential reinforcement of low rates
The request still earns reinforcement. It must, however, follow the preceding request by at least twenty seconds. That spacing is the criterion. Spaced-responding DRL reduces the response rate without requiring elimination of the appropriate request.
Question 26
In a discrete trial, the RBT presents an instruction and the client gives the target response. The plan specifies immediate reinforcement for a correct independent response. What should occur next?
☐ A. Give the planned consequence, record the trial and reset.
☐ B. Record the trial and defer all planned reinforcement until the lesson ends.
☐ C. Model the correct response again before delivering the independent-response consequence.
☐ D. Present the next instruction before delivering the consequence from this trial.
Show answer and explanation
Response:A
Final answer:Give the planned consequence, record the trial and reset.
The correct independent response should produce its programmed immediate consequence, followed by recording and resetting the trial, rather than an error-correction sequence or another instruction before reinforcement.
Question 27
Which note best documents what occurred during a session?
☐ A. The client mastered the skill because all 10 trials were eventually completed.
☐ B. The client completed all 10 trials independently after receiving model prompts.
☐ C. The client needed motivation in 4 trials but was cooperative in the other 6.
☐ D. The client completed 6 of 10 trials independently and 4 with a model prompt.
Show answer and explanation
Response:D
Final answer:The client completed 6 of 10 trials independently and 4 with a model prompt.
Six independent responses and four modeled responses describe ten completed trials without hiding the assistance given. Both categories belong in the note. Counting all ten as independent would inflate performance and remove information needed to interpret the session.
Question 28
A coworker asks the RBT to sign a provider-attestation field falsely certifying that the RBT personally delivered a session the RBT did not provide. The coworker says billing is due. What should the RBT do?
☐ A. Sign the provider field while describing the signature as a witness statement.
☐ B. Decline the false certification and report the request appropriately.
☐ C. Sign the provider field after adding a note that the RBT did not deliver the session.
☐ D. Sign because the organization, rather than the RBT, submits the billing.
Show answer and explanation
Response:B
Final answer:Decline the false certification and report the request appropriately.
The provider-attestation field would falsely state that the RBT personally delivered the session. That certification must be declined and the request reported appropriately, and adding a witness label or a contradictory note does not make the false provider attestation accurate.
Question 29
The supervisor's plan discontinues toy access after a particular target response and reinforces an appropriate request. Another staff member sometimes provides the toy after the target response. What should the RBT report?
☐ A. Toy access still intermittently follows the target response.
☐ B. Toy access after the target response is reinforcement of the replacement response.
☐ C. Extinction is verified as long as appropriate requests also produce the toy.
☐ D. The target response is on extinction because most occurrences do not produce the toy.
Show answer and explanation
Response:A
Final answer:Toy access still intermittently follows the target response.
Some target responses still produce the toy, so the maintaining consequence has not been consistently discontinued. The RBT reports the intermittent delivery and follows the written procedure and safety requirements, rather than independently changing the intervention.
Question 30
During a receptive identification program, the instruction is "Touch spoon." A spoon and fork are presented in varying positions. Why should the RBT vary their positions as specified?
☐ A. To provide a response prompt through the RBT's placement hand
☐ B. To teach a sequence in which left and right choices alternate
☐ C. To reduce position control so the named item guides selection
☐ D. To strengthen choosing the most frequently reinforced position
Show answer and explanation
Response:C
Final answer:To reduce position control so the named item guides selection
Varying the spoon and fork positions helps the spoken name guide selection, since a spoon always placed on the left could produce correct answers through location control without actual spoon identification.
Question 31
The graph shows daily counts of a target response. Which statement best describes these data?
☐ A. Every later session is lower than the previous session.
☐ B. There is a steady upward trend with little variability.
☐ C. The behavior occurred at exactly the same frequency each day.
☐ D. There is substantial variability without a consistent overall direction.
Show answer and explanation
Response:D
Final answer:There is substantial variability without a consistent overall direction.
The counts alternate sharply between high and low values, with no sustained upward or downward direction. Variability is substantial. Comparing only the first and last points misses the repeated swings that characterize the series.
Question 32
A teacher suggests that a visual schedule may help during transitions. The current plan does not include one. What should the RBT do with the suggestion?
☐ A. Relay the suggestion with observed transition difficulties.
☐ B. Trial the visual schedule immediately because the teacher suggested it.
☐ C. Record only the existing plan's data and omit the suggestion from communication.
☐ D. Replace the current transition procedure and request approval afterward.
Show answer and explanation
Response:A
Final answer:Relay the suggestion with observed transition difficulties.
The teacher's proposed visual schedule and the observed transition difficulties should go to the supervisor for evaluation before a new treatment component is added to the plan.
Question 33
A family's routine makes the program's proposed mealtime practice difficult. The RBT's first reaction is that the family should simply adopt the clinic's routine. What is the best next step?
☐ A. Change goals independently to match the RBT's own preferred household routine.
☐ B. Seek the family's perspective and discuss responsive options with the supervisor.
☐ C. Presume the family is resistant because the clinic routine is familiar to staff.
☐ D. Ask the family to use the clinic schedule before considering its reported barriers.
Show answer and explanation
Response:B
Final answer:Seek the family's perspective and discuss responsive options with the supervisor.
The clinic routine may not fit this household. Asking about the family's actual routine and discussing responsive options with the supervisor addresses that mismatch without assuming that the family's practices should simply be replaced.
Question 34
During a descriptive observation, an adult removes a tablet, the client screams, and the adult returns the tablet. What is the recorded consequence in this sequence?
☐ A. The adult returns the tablet.
☐ B. The adult removes the tablet.
☐ C. The client screams.
☐ D. The tablet was available before the sequence.
Show answer and explanation
Response:A
Final answer:The adult returns the tablet.
Screaming is the recorded response. The tablet's removal comes before it, while its return comes afterward. The return is therefore the consequence. Identifying this ABC sequence does not establish the maintaining function from one observation.
Question 35
A token has little value to a new learner. The plan instructs the RBT to exchange tokens promptly for already preferred activities. What is the purpose of these pairings?
☐ A. To establish token value through reliable access to backup reinforcers
☐ B. To show that exchanging tokens demonstrates reinforcement without response data
☐ C. To show the token is already an unconditioned reinforcer
☐ D. To establish token value solely by increasing the number required for exchange
Show answer and explanation
Response:A
Final answer:To establish token value through reliable access to backup reinforcers
Reliable exchange for valued activities can establish tokens as conditioned reinforcers. Preference alone is not enough. The team must also check whether responses increase when tokens are delivered, rather than assuming that a completed exchange proves reinforcement.
Question 36
A client responds independently in 12 of 16 teaching opportunities. Four responses require a prompt. What percentage of opportunities was independent?
☐ A. 80 percent
☐ B. 60 percent
☐ C. 75 percent
☐ D. 25 percent
Show answer and explanation
Response:C
Final answer:75 percent
The independent percentage is 12 divided by all 16 opportunities, or 75 percent, with the four prompted responses included in the denominator.
Question 37
During a session, a client unexpectedly collapses and is unresponsive. The organization has an emergency protocol, and the RBT has been trained to follow it. What is the first priority?
☐ A. Complete the incident report before initiating the trained response.
☐ B. Move the client to a quieter room before checking the emergency protocol.
☐ C. Activate the trained emergency response within the RBT's competence.
☐ D. Call the supervisor for routine authorization before activating emergency help.
Show answer and explanation
Response:C
Final answer:Activate the trained emergency response within the RBT's competence.
An unresponsive client needs the trained emergency response immediately. Safety comes first. Routine documentation or an ordinary supervisory call cannot take priority over activating the protocol and providing assistance within the RBT's competence.
Question 38
Before a session, a caregiver reports that the client's prescribed medication was changed yesterday. What should the RBT do?
☐ A. Exclude the day's data because a medication change makes all observations invalid.
☐ B. Record medication as the confirmed cause of later errors.
☐ C. Attribute the caregiver's report and notify the supervisor.
☐ D. Record the reported change as directly observed by the RBT.
Show answer and explanation
Response:C
Final answer:Attribute the caregiver's report and notify the supervisor.
Attribute the medication change to the caregiver's report, then document and communicate it through the approved process. It is context, not a diagnosis. The RBT must not infer a particular side effect or recommend a different dose from this information.
Question 39
During a community session, a staff member discusses the client's toileting difficulties loudly within hearing of strangers. What should the RBT do?
☐ A. Complete the discussion publicly and document the disclosure afterward.
☐ B. Use only the client's first name while describing the toileting program publicly.
☐ C. Move the discussion to a private channel and address the concern.
☐ D. Continue quietly in the same public queue without changing the audience.
Show answer and explanation
Response:C
Final answer:Move the discussion to a private channel and address the concern.
Move the necessary discussion into a private professional channel and address the breach through supervision. Toileting information remains confidential in a community setting, and strangers' proximity is a reason to protect the conversation, rather than continue it loudly.
Question 40
An RBT marks an interval positive if a target response occurs at any time during it. Four of ten equal intervals are positive. A supervisor asks whether the client engaged in the response for 40 percent of the session. What is the best reply?
☐ A. They show exactly 40 separate responses regardless of session length.
☐ B. They establish that the response lasted exactly 40 percent of the session.
☐ C. They establish that every positive interval contained a response for its full length.
☐ D. They show occurrence in 40 percent of intervals, not the exact percentage of time.
Show answer and explanation
Response:D
Final answer:They show occurrence in 40 percent of intervals, not the exact percentage of time.
Four of ten intervals are positive. That is 40 percent of intervals, not necessarily 40 percent of session time, because even a brief occurrence makes a partial interval positive without showing how long the response lasted.
Question 41
Under a paired-stimulus protocol, the client selects a toy car from a pair containing a car and a puzzle. What should the RBT do next if the protocol specifies brief access to the selected item?
☐ A. Record the car, then immediately present the next pair without access.
☐ B. Return the car to a larger array for another selection before access.
☐ C. Give brief access to the car and record the selection.
☐ D. Present the same pair again to confirm the choice before recording it.
Show answer and explanation
Response:C
Final answer:Give brief access to the car and record the selection.
The protocol calls for brief access to the selected car and a record of the choice. Providing that access preserves the assigned paired-stimulus procedure, and adding another confirmation trial or a larger array would change the assessment.
Question 42
A written plan provides a token at the end of a two-minute period if no desk hitting occurred during that period. Any desk hit resets the timer. Which procedure is described?
☐ A. Spaced-responding differential reinforcement of low rates
☐ B. Differential reinforcement of alternative behavior
☐ C. Differential reinforcement of other behavior
☐ D. Noncontingent reinforcement on a two-minute schedule
Show answer and explanation
Response:C
Final answer:Differential reinforcement of other behavior
A desk hit restarts the timer. Reinforcement requires two uninterrupted minutes without that target response. This is DRO. The criterion is absence during the interval, rather than a particular alternative or a minimum gap between target responses.
Question 43
A handwashing task analysis has five steps. The plan calls for forward chaining beginning with step 1. What should the RBT teach first?
☐ A. Teach step 1 and assist with the remaining steps as planned.
☐ B. Offer independent practice on all five steps on every trial.
☐ C. Complete steps 1 through 4 and teach the client step 5.
☐ D. Teach the longest step first, then add the remaining links in duration order.
Show answer and explanation
Response:A
Final answer:Teach step 1 and assist with the remaining steps as planned.
Forward chaining begins by teaching handwashing step 1 while supplying the planned assistance for later steps, which are added in order as the written progression permits.
Question 44
An RBT is assigned a new data system but cannot reliably enter responses in the required categories. What should the RBT do?
☐ A. Continue the previous system and convert categories without notifying the supervisor.
☐ B. Copy a coworker's categories for every response until the RBT becomes familiar.
☐ C. Enter ambiguous responses as independent and review them after the reporting deadline.
☐ D. Request training and verified accurate use before independent entry.
Show answer and explanation
Response:D
Final answer:Request training and verified accurate use before independent entry.
Guessing categories could distort treatment data, even if the RBT completes the electronic entries on time. The categories are unfamiliar. The supervisor should arrange practice and verify accurate use before the RBT enters responses independently in the new system.
Question 45
An RBT's supervisor leaves the organization, and no qualified replacement is assigned. A manager asks the RBT to continue behavior-technician services without supervision. What should the RBT do?
☐ A. Report the gap and arrange qualified ongoing supervision before resuming RBT services.
☐ B. Count administrative oversight by the unqualified manager as RBT supervision.
☐ C. Continue independently until the next monthly review because plans remain in place.
☐ D. Have the former supervisor approve services once after leaving and then work unsupervised.
Show answer and explanation
Response:A
Final answer:Report the gap and arrange qualified ongoing supervision before resuming RBT services.
Earlier approval of a plan is not a substitute for qualified ongoing supervision. The gap must be reported and an appropriate supervised arrangement established before RBT services resume, and the manager's request does not remove that requirement.
Question 46
Repeated ABC records show that difficult tasks often precede dropping to the floor and that work is then paused. What should the RBT do with this pattern?
☐ A. Report an escape-related hypothesis and the supporting observations.
☐ B. Recommend removing the demands because the descriptive pattern proves causation.
☐ C. Report escape as experimentally confirmed because the sequence repeats.
☐ D. Classify the behavior as automatically reinforced because dropping produces movement.
Show answer and explanation
Response:A
Final answer:Report an escape-related hypothesis and the supporting observations.
Difficult work often precedes dropping, and a pause in work follows it, which supports an escape-related hypothesis for supervisory evaluation. It is still a hypothesis. Descriptive associations neither experimentally establish function nor authorize the RBT to change treatment.
Question 47
A supervised plan begins with one worksheet problem before a break and gradually increases to two, then three, as specified performance criteria are met. Which procedure is described?
☐ A. Response-prompt fading
☐ B. Thinning a token exchange after a fixed workload
☐ C. Demand fading
☐ D. Extinction without a gradual workload change
Show answer and explanation
Response:C
Final answer:Demand fading
The demand increases gradually as the specified performance criteria are met. Moving from one worksheet problem to two and then three is demand fading, with each change governed by the supervisor's written progression.
Question 48
A response lasts from 1:00:10 to 1:00:14. The next occurrence begins at 1:00:25. The protocol defines interresponse time as the time from one response's end to the next response's beginning. What should the RBT record?
☐ A. 25 seconds
☐ B. 11 seconds
☐ C. 15 seconds
☐ D. 4 seconds
Show answer and explanation
Response:B
Final answer:11 seconds
Use the defined endpoint. The first response ends at 1:00:14 and the next starts at 1:00:25, so interresponse time is 11 seconds, and beginning at 1:00:10 would wrongly include four seconds spent responding.
Question 49
A client requests help only from one RBT at a clinic table. The supervisor's plan adds practice with two other staff members during different activities. What is this change intended to support?
☐ A. Prompt fading within unchanged teaching conditions
☐ B. Generalization across people and activities
☐ C. Acquisition restricted to the original clinic-table conditions
☐ D. Maintenance with the original person and materials
Show answer and explanation
Response:B
Final answer:Generalization across people and activities
Practice with other staff and during different activities expands the conditions in which the request occurs. That supports generalization. Checking whether requesting continues over time under the original conditions would instead address maintenance.
Question 50
A client has a new cough and repeatedly falls asleep during instruction. What should the RBT communicate?
☐ A. The sleepiness as deliberate task avoidance without reporting the new cough
☐ B. The observed cough, sleepiness, timing and attributed reports
☐ C. A conclusion that illness caused every change in performance
☐ D. The confirmed medical diagnosis inferred from the cough
Show answer and explanation
Response:B
Final answer:The observed cough, sleepiness, timing and attributed reports
The observed cough, repeated sleepiness and their timing are reportable facts. Caregiver information should be attributed. These observations can inform the supervisor without becoming an RBT diagnosis or a claim that every behavior change has a medical cause.
Question 51
A supervisor observes an RBT and points out that prompts are being delivered before the planned wait ends. What response best supports professional performance?
☐ A. Wait for another observation before changing the early prompts.
☐ B. Clarify timing, rehearse the correction and apply it.
☐ C. Explain the timing verbally and assume this establishes corrected performance.
☐ D. Keep the same prompt timing and add a note explaining that it was unintentional.
Show answer and explanation
Response:B
Final answer:Clarify timing, rehearse the correction and apply it.
The RBT prompted too early. Clarifying the wait, rehearsing it and applying it in later trials addresses the supervisor's timing concern more directly than acknowledging the comment while continuing to prompt early.
Question 52
A client completes a matching task independently in the clinic but does not respond during the same assessment at school. What should the RBT report?
☐ A. The school's nonresponse as evidence that the clinic score is invalid
☐ B. The clinic's independent score as the client's confirmed performance in both settings
☐ C. The different performance and observed conditions in both settings
☐ D. The averaged scores as the client's established independent performance
Show answer and explanation
Response:C
Final answer:The different performance and observed conditions in both settings
Reporting independent matching in the clinic, no responding at school and the observed conditions in both settings supplies evidence for evaluation without claiming deliberate refusal or universal skill loss.
Question 53
An old target response had decreased while a replacement response reliably produced reinforcement. When reinforcement for the replacement becomes unavailable, the old response returns. Which secondary effect best fits?
☐ A. Spontaneous recovery after a passage of time with no changed consequence
☐ B. Resurgence
☐ C. Stimulus generalization of the replacement response
☐ D. An extinction burst in the replacement response
Show answer and explanation
Response:B
Final answer:Resurgence
Resurgence describes the return of the old response when reinforcement for the replacement response becomes unavailable. The replacement loses reinforcement. Including it in the report helps the supervisor examine why responding has shifted.
Question 54
A protocol calls for momentary time sampling at the end of each 30-second interval. The client is engaged at the exact observation instant but disengages two seconds later. How should the RBT score that interval?
☐ A. Record the total seconds of engagement in the interval.
☐ B. Record no engagement because it did not last 30 seconds.
☐ C. Wait until the next interval to decide.
☐ D. Record engagement at the sampling instant.
Show answer and explanation
Response:D
Final answer:Record engagement at the sampling instant.
Because engagement occurs at the specified observation instant, the momentary sample is positive even though engagement ends two seconds later, and continuous engagement throughout the interval is not required.
Question 55
A learner sorts one brand of plastic coins correctly but does not sort unfamiliar real coins. Which planned practice would directly address the identified gap?
☐ A. Increase speed of trials with only the mastered plastic coin set.
☐ B. Add a stronger prompt to every original plastic-coin trial without varying materials.
☐ C. Practice varied real and plastic coin exemplars as planned.
☐ D. Use a constant coin position to improve accuracy on unfamiliar materials.
Show answer and explanation
Response:C
Final answer:Practice varied real and plastic coin exemplars as planned.
The gap involves materials. Varied real and plastic coin exemplars give the learner planned practice beyond the familiar set, whereas speeding up trials with the same plastic coins does not directly address the missing generalization.
Question 56
A caregiver reports that the client becomes distressed during a recently added activity and asks to discuss a change. What should the RBT do?
☐ A. Delay reporting until the distress has occurred across three sessions.
☐ B. Treat the concern as a new program goal and begin a different activity immediately.
☐ C. Document the concern and promptly relay it to the supervisor.
☐ D. Promise the activity will be removed, then request supervisory agreement.
Show answer and explanation
Response:C
Final answer:Document the concern and promptly relay it to the supervisor.
The caregiver's distress concern should be documented and promptly relayed for supervisory evaluation, with applicable safety procedures followed meanwhile rather than a permanent clinical change made independently by the RBT.
Question 57
An RBT wants to post a video of a client's teaching session on a personal social-media account. The client can be recognized, although the caption would omit the name. What should the RBT do?
☐ A. Post it after removing the client's name from the caption.
☐ B. Post it to a followers-only account because the audience is limited.
☐ C. Post it after cropping the worksheet while leaving the client recognizable.
☐ D. Do not post the identifying video.
Show answer and explanation
Response:D
Final answer:Do not post the identifying video.
Omitting the name does not make a recognizable client anonymous. The video must not be posted. The ethics prohibition on identifying client material applies to social media and websites even when the intended audience is small.
Question 58
An approved plan reinforces carrying a tray with both hands to replace reaching into other students' meals while walking. The two responses cannot occur together. Which arrangement best describes this component?
☐ A. Differential reinforcement of low rates
☐ B. Differential reinforcement of incompatible behavior
☐ C. A variable-interval attention schedule
☐ D. Noncontingent reinforcement
Show answer and explanation
Response:B
Final answer:Differential reinforcement of incompatible behavior
Carrying the tray with both hands physically prevents simultaneous reaching into another student's meal. Reinforcing that response is DRI: the chosen replacement and target cannot occur together, rather than merely differing in how often they occur.
Question 59
An RBT follows a multiple-stimulus-without-replacement assessment. After the client chooses and briefly uses an item, what happens to that item for the remaining selections in the same array?
☐ A. Keep it available until the client selects a different item.
☐ B. Present the selected item alone before offering the remaining array.
☐ C. Return it after access and rotate all item positions.
☐ D. Remove the selected item from the array.
Show answer and explanation
Response:D
Final answer:Remove the selected item from the array.
The selected item leaves the array after brief access, so the remaining selections come from items not yet chosen. Without replacement means exactly that. Returning the item would permit repeated selections and change the specified assessment.
Question 60
An RBT cannot see the client for four minutes of a 20-minute observation because a divider blocks the view. What is the most accurate action?
☐ A. Exclude the four minutes from the record without labeling the shortened observation.
☐ B. Mark the four-minute observation gap and report it.
☐ C. Estimate that period using the observed rate and merge it into the count.
☐ D. Record no occurrences for that period and flag the session afterward.
Show answer and explanation
Response:B
Final answer:Mark the four-minute observation gap and report it.
Four minutes were not observed. Marking that gap preserves the recorded events without turning missing information into zero occurrences, which would imply that the RBT watched the client and saw no target response during those minutes.
Question 61
The client selects the wrong picture during a teaching trial. The written plan includes a specific error-correction sequence, and the RBT is trained in it. What should the RBT do?
☐ A. Follow the correction and replace the initial error with its prompted success.
☐ B. Follow the trained correction and retain the initial error in the data.
☐ C. Combine the initial attempt and corrected attempt into one independent success.
☐ D. Repeat the independent instruction until a correct answer replaces the error.
Show answer and explanation
Response:B
Final answer:Follow the trained correction and retain the initial error in the data.
A successful correction does not erase the original error. Retain the wrong independent selection in the data, then implement and record the trained correction so that assisted success remains distinct from the client's initial performance.
Question 62
A supervisor emails a new physical-prompting procedure that the RBT has never practiced. The RBT understands the text but has not demonstrated competence. What should happen before independent implementation?
☐ A. Independent use after the RBT correctly describes the emailed steps
☐ B. Training followed by supervisory confirmation of demonstrated competence
☐ C. Independent use after watching a recording with no performance verification
☐ D. A client trial as the sole check, followed by review at the next routine meeting
Show answer and explanation
Response:B
Final answer:Training followed by supervisory confirmation of demonstrated competence
Reading the email does not demonstrate physical-prompting competence, so training and supervisory verification of actual performance must precede independent use with the client.
Question 63
A school fire drill interrupts a session, and the client's response rate afterward differs sharply from the earlier period. What should be included in the report?
☐ A. An averaged session rate with no mention of the interruption
☐ B. The drill and its timing relative to both observation periods
☐ C. A confirmed conclusion that the drill caused the rate change
☐ D. Only the period with the typical rate as representative of the whole session
Show answer and explanation
Response:B
Final answer:The drill and its timing relative to both observation periods
The fire drill and its timing provide context for the difference between the two observation periods. Keep both periods. A changed rate after an interruption does not by itself prove that the interruption caused the change.
Question 64
After a trained RBT begins a supervisor-approved extinction procedure, the target response temporarily becomes more frequent and intense. The plan includes monitoring and safety steps for this possibility. What should the RBT do?
☐ A. Implement safety and monitoring steps and report the increase.
☐ B. Treat the increase as new baseline behavior and omit its relation to the procedure.
☐ C. Treat the brief increase as proof that the established function was incorrect.
☐ D. Restart reinforcement for the target response without consulting the supervisor.
Show answer and explanation
Response:A
Final answer:Implement safety and monitoring steps and report the increase.
A temporary increase in frequency and intensity may be an extinction burst. The trained RBT follows the plan's monitoring and safety steps and reports the increase promptly, rather than independently escalating the procedure.
Question 65
A client selects bubbles most often in a preference assessment. When bubbles are delivered after a new response, the response does not increase across repeated opportunities. What can the RBT conclude from these observations?
☐ A. The absence of an increase establishes bubbles as punishers for this response.
☐ B. The unchanged response proves bubbles were not preferred during the assessment.
☐ C. Bubbles were preferred; their delivery has not demonstrated reinforcement of this response.
☐ D. Bubbles are demonstrated reinforcers because they ranked first in the assessment.
Show answer and explanation
Response:C
Final answer:Bubbles were preferred; their delivery has not demonstrated reinforcement of this response.
The preference assessment favors bubbles, but the new response fails to increase when bubbles follow it. Preference is demonstrated. Reinforcement of that response is not.
Question 66
A teaching plan provides a token immediately after each independent request. Independent requests increase over the week. Which process is illustrated?
☐ A. Negative reinforcement
☐ B. Positive punishment
☐ C. Positive reinforcement
☐ D. Extinction
Show answer and explanation
Response:C
Final answer:Positive reinforcement
The requests increase after producing a token, illustrating positive reinforcement through the addition of a consequence that strengthens responding. Delivering tokens alone is insufficient. The recorded increase supplies the outcome needed to identify reinforcement in this question.
Question 67
An RBT observes five 10-second intervals. The target behavior occurs for all 10 seconds in intervals 1 and 4, for part of intervals 2 and 5, and never in interval 3. Under whole-interval recording, what percentage of intervals is scored as occurrence?
☐ A. 80 percent
☐ B. 40 percent
☐ C. 20 percent
☐ D. 60 percent
Show answer and explanation
Response:B
Final answer:40 percent
Only two intervals qualify. Whole-interval recording excludes intervals 2 and 5 because the response occurred during only part of their ten seconds, and excludes interval 3 because no response occurred. All five form the denominator. The positive fraction is therefore 2 divided by 5, or 40 percent.
Question 68
An RBT receives instructions, observes a demonstration, practices the procedure and receives performance feedback. Which training approach is described?
☐ A. A functional analysis
☐ B. A preference assessment
☐ C. Independent reading without rehearsal
☐ D. Behavioral skills training
Show answer and explanation
Response:D
Final answer:Behavioral skills training
The combination of instruction, modeling, rehearsal and performance feedback is behavioral skills training, with rehearsal allowing the trainer to observe and correct actual implementation rather than infer competence from reading or watching.
Question 69
Two written documents give conflicting instructions about when to deliver reinforcement, and neither is identified as superseding the other. What should the RBT do?
☐ A. Alternate the instructions across trials to obtain comparative data.
☐ B. Seek supervisory clarification before implementing the unclear component.
☐ C. Merge both reinforcement criteria and submit that revision after the session.
☐ D. Use the more recent file's instructions although neither has designated precedence.
Show answer and explanation
Response:B
Final answer:Seek supervisory clarification before implementing the unclear component.
The documents conflict, and neither has established precedence. Supervisory clarification is needed before the unclear component is implemented, and combining or alternating the instructions would create an unapproved procedure rather than resolve the discrepancy.
Question 70
A plan reinforces a client's use of a communication card and no longer delivers the same consequence for grabbing. Which differential reinforcement arrangement is illustrated?
☐ A. Differential reinforcement of alternative behavior
☐ B. Differential reinforcement of other behavior
☐ C. Noncontingent reinforcement
☐ D. Differential reinforcement of low rates
Show answer and explanation
Response:A
Final answer:Differential reinforcement of alternative behavior
The communication card is the designated alternative response that earns reinforcement, while grabbing no longer produces the same consequence. This is DRA. A DRO contingency would specify absence of grabbing for an interval instead of requiring card use.
Question 71
A free-operant preference assessment makes several activities available simultaneously without requiring a choice on each trial. Which measure best fits a protocol asking how long the client engages with each activity?
☐ A. Duration of engagement with each activity
☐ B. Number of correct responses following prompts to choose activities
☐ C. Number of selections from each pair of activities
☐ D. Order in which each item is chosen and removed from an array
Show answer and explanation
Response:A
Final answer:Duration of engagement with each activity
Measure engagement time. During free access, the duration spent with each activity answers the protocol's question about how long the client engages, and pairwise choice counts and removed-item rankings measure different aspects of preference.
Question 72
Under an approved plan, using a break card ends a brief task period. Independent break-card use increases. Which process is illustrated?
☐ A. Negative punishment
☐ B. Response cost
☐ C. Negative reinforcement
☐ D. Positive punishment
Show answer and explanation
Response:C
Final answer:Negative reinforcement
Card use removes the demand. Its increased frequency shows that the removal strengthens card use, which makes this negative reinforcement rather than a punishment procedure. Negative identifies removal. Punishment would reduce the response that produces the consequence, unlike the outcome described here.
Question 73
Two staff members disagree about whether a client was "uncooperative." Which replacement description is most observable and measurable?
☐ A. The client refused the task twice because the worksheet was frustrating.
☐ B. The client pushed the worksheet off the desk twice after the instruction.
☐ C. The client disliked the worksheet throughout the ten-minute lesson.
☐ D. The client wanted attention when pushing the worksheet off the desk.
Show answer and explanation
Response:B
Final answer:The client pushed the worksheet off the desk twice after the instruction.
Two worksheet pushes after an instruction identify an event that staff can observe and count, whereas uncooperative and assumptions about dislike require inferences beyond that measured action.
Question 74
A client family asks the RBT to become their paid evening babysitter in addition to providing clinical services. What is the best response?
☐ A. Accept after obtaining only the family's consent, with no supervisory review.
☐ B. Discuss the request with the supervisor and decline the additional paid role.
☐ C. Accept because separate evening hours prevent a multiple relationship.
☐ D. Accept because privately paid care lies outside the clinical role.
Show answer and explanation
Response:B
Final answer:Discuss the request with the supervisor and decline the additional paid role.
The proposed babysitting job is an avoidable second role with the client family. Discussing the request with the supervisor should support declining that role while providing clinical services, rather than treating supervision as permission to accept the multiple relationship.
Question 75
Under a documented plan, a token is removed following a defined target response, and that response decreases over time. Which process is demonstrated?
☐ A. Positive punishment
☐ B. Positive reinforcement
☐ C. Negative punishment
☐ D. Negative reinforcement
Show answer and explanation
Response:C
Final answer:Negative punishment
The token is removed. Because the target response then decreases, the contingency is negative punishment: negative identifies removal and punishment identifies reduced responding, rather than an increase produced by negative reinforcement.
Question 76
An RBT discovers a transcription error in a signed session note. The workplace has a procedure for dated corrections that preserve the original entry. Which action follows it?
☐ A. Use the dated correction procedure that preserves the original.
☐ B. Edit the original silently because the error was only a transcription mistake.
☐ C. Add corrected text without dating it because the session date is already visible.
☐ D. Replace the signed note with a clean version carrying the original signature date.
Show answer and explanation
Response:A
Final answer:Use the dated correction procedure that preserves the original.
Preserving the signed original and adding a dated correction makes the transcription change traceable under the workplace procedure, unlike silently replacing the entry and concealing when it was revised.
Question 77
A client mastered sorting objects last month. A plan now schedules brief checks of that skill each week without introducing new sorting categories. What is the purpose?
☐ A. To identify which new sorting materials function as reinforcers
☐ B. To establish a new sorting response through successive approximations
☐ C. To check continued performance of the mastered sorting skill
☐ D. To test generalization to new categories of objects
Show answer and explanation
Response:C
Final answer:To check continued performance of the mastered sorting skill
Weekly checks revisit an already mastered sorting skill without adding categories. They concern maintenance over time. New exemplars or settings would test a different aspect of performance, rather than the continued skill specified here.
Question 78
The graph shows daily counts of a target response. What best describes the overall trend across the six sessions?
☐ A. A decreasing trend
☐ B. An increasing trend
☐ C. Alternation between equal high and low values
☐ D. No change across sessions
Show answer and explanation
Response:A
Final answer:A decreasing trend
Overall, counts decrease. The series moves from eight responses to two despite the brief rise between sessions 3 and 4, so the trend is downward without every successive point needing to be lower.
Question 79
A supervisor asks an RBT to present a shoe-tying task and record which steps the client completes without help. Which action preserves the purpose of this assessment?
☐ A. Score success for any finished sequence regardless of assistance on individual steps.
☐ B. Demonstrate each step first, then score every completed step as independent.
☐ C. Offer each step and score help according to the assessment protocol.
☐ D. Prompt immediately after each instruction and score only completed steps.
Show answer and explanation
Response:C
Final answer:Offer each step and score help according to the assessment protocol.
Offering each shoe-tying step and scoring assistance under the protocol shows what the client can already do without help, and prompting before that opportunity would conceal independent performance.
Question 80
An RBT notices that the electronic record lists 40 trials, although the saved observation sheet contains 30. What should the RBT do?
☐ A. Reconcile the records by entering the average of 35 without identifying the difference.
☐ B. Adjust the sheet to 40 based solely on the electronic entry.
☐ C. Overwrite the electronic total with 30 before preserving the original discrepancy.
☐ D. Preserve the sheet, report the discrepancy and follow correction procedures.
Show answer and explanation
Response:D
Final answer:Preserve the sheet, report the discrepancy and follow correction procedures.
The original sheet is evidence. Preserve it, report the difference between 30 recorded observations and 40 electronic trials, and use the correction process so the team can establish an accurate, traceable record rather than silently overwrite an entry.
Question 81
An RBT's business profile says, "I independently diagnose behavior disorders and prescribe ABA treatment." What should the RBT do?
☐ A. Retain independent diagnosis claims but add that the RBT follows existing plans.
☐ B. Use independent treatment claims only in private advertisements.
☐ C. Keep the claim if clients sign a disclaimer acknowledging the RBT credential.
☐ D. Revise the profile to accurately describe supervised technician services.
Show answer and explanation
Response:D
Final answer:Revise the profile to accurately describe supervised technician services.
The business profile claims independent diagnostic and prescribing authority that the RBT credential does not provide. It must describe supervised technician services accurately, and experience or a disclaimer cannot make the stated independent services part of that scope.
Question 82
During snack, an RBT says, "Please put your cup in the sink," at 10:12:00. The client begins lifting the cup at 10:12:07 and finishes at 10:12:15. What is the response latency?
☐ A. 8 seconds
☐ B. 15 seconds
☐ C. 22 seconds
☐ D. 7 seconds
Show answer and explanation
Response:D
Final answer:7 seconds
The seven seconds from the instruction at 10:12:00 to the start of lifting at 10:12:07 are response latency, while the following eight seconds of lifting are response duration.
Question 83
A reinforcement plan specifies a 30-second music break after a target response. The RBT notices that a longer break seems more motivating. What should the RBT do?
☐ A. Average the programmed and observed preferred durations for future breaks.
☐ B. Report the observation and seek direction before changing duration.
☐ C. Use the longer duration and report the change at the next routine review.
☐ D. Allow the learner to determine each duration without checking the planned contingency.
Show answer and explanation
Response:B
Final answer:Report the observation and seek direction before changing duration.
The plan specifies thirty seconds. Report the apparent effect of longer breaks and seek direction before changing their duration, because extra access would alter the assigned procedure and must not be recorded as though the programmed duration were followed.
Question 84
During a supervisor-run functional analysis, a trained RBT is assigned to present work and provide a 30-second work break after a defined worksheet push. Safety procedures and supervision are in place. The client pushes the worksheet after the work instruction. Which action implements the assigned assessment condition?
☐ A. Provide the 30-second work break and record the push.
☐ B. Provide the break only after the client completes a problem.
☐ C. Record the push and keep presenting work without the planned break.
☐ D. Provide 30 seconds of attention while leaving the work in place.
Show answer and explanation
Response:A
Final answer:Provide the 30-second work break and record the push.
The assigned condition delivers a 30-second work break after the worksheet push. Giving that break and recording the push preserves the consequence being assessed, and providing attention or withholding the break would test a different contingency.
Question 85
Under a documented supervisor-designed plan, a trained RBT gives a brief corrective-practice instruction immediately after a defined target response. Competence and required authorization are confirmed, and the target response decreases. Which description correctly identifies the implemented contingency?
☐ A. Negative punishment: practice removes access to the target response.
☐ B. Negative reinforcement: completing practice ends the instruction.
☐ C. Positive punishment: an added consequence reduces the target response.
☐ D. Positive reinforcement: an instruction is added after the response.
Show answer and explanation
Response:C
Final answer:Positive punishment: an added consequence reduces the target response.
The response becomes less frequent. Corrective practice is added immediately after it, so the added consequence and subsequent reduction together identify positive punishment in the assigned procedure. The implementation is supervised. This definition does not authorize the RBT to design punishment independently or add more corrective practice than the documented plan specifies.