Free RBT Practice Exam 75 Questions: Prepare for Success

1. A BCBA has designed an extinction procedure for a child who tantrums (crying, screaming, dropping to the floor) to gain access to snacks. You are instructed to not give the snack at any point during tantrum behavior.
During implementation, the child screams louder than usual and throws himself onto the floor. You continue the demand, but after 1 minute, he begins coughing and looks distressed. You hand him a snack “just to calm him down,” and the tantrum stops immediately.
After the session, the BCBA explains that this response will make future tantrums worse. What part of your intervention caused the problem?

2. A BCBA develops a reduction plan for a client who throws objects when frustrated. The plan states:
• Block dangerous throws
• Remove items if they pose risk
• Do NOT provide verbal interaction
During a session, the client picks up a heavy toy truck and prepares to throw it. You block the throw correctly but then say, “Stop! That’s dangerous!” in a loud voice. The child immediately stops struggling and smiles at you.
The BCBA later says you accidentally reinforced the behavior. What was the problem?

3. A BCBA develops a behavior plan for attention-maintained whining. You are instructed to:
• Provide attention every 5 minutes for calm behavior
• Use planned ignoring for whining
During a session, the client begins whining loudly while standing next to you. You look away and stop talking. After 20 seconds, the whining becomes louder and the client starts tugging on your shirt. You finally say, “Okay, what do you need?” so the whining will stop.
Later, the BCBA tells you planned ignoring was not implemented properly. Why?

4. A BCBA instructs you to run DRA (Differential Reinforcement of Alternative behavior) for a client who hits others to obtain attention. The replacement behavior is touching a “help” card to request attention.
During a session, the client hits you and then immediately touches the help card afterward. You give the client attention because they used the card. Later, the BCBA informs you that your reinforcement was incorrect. Why?

5.

A behavior technician is teaching a child to label animals. The technician says “What is this?” while showing a picture of a dog. The child does not respond, so the technician immediately models the correct answer by saying “Dog,” then has the child repeat it.

What teaching strategy is being used?

6. You are implementing an extinction procedure for a client who screams to escape difficult tasks. The BCBA instructs you to continue presenting the task and not remove demands when screaming occurs.
During a session, the client screams loudly for 20 seconds, and you continue with the task. After 20 seconds, the client suddenly becomes quiet. You say, “Good calming down,” and give them a 2-minute break because you feel proud they stopped screaming.
When reviewing the session, the BCBA explains your response prevented extinction from working. What was the issue?

7.

A technician teaches a client to put on shoes by reinforcing the client only after the final step (pulling the shoe on completely), while the technician assists with all previous steps.

Which behavior acquisition procedure is being used?

8. A BCBA creates a plan to reduce pica (putting non-food items in the mouth). The intervention includes response blocking to prevent ingestion, along with DRA to teach appropriate play.
During one session, the client reaches for a small object on the floor. You physically block the hand movement even though the object is 6 feet away and not dangerous. The client becomes frustrated and cries.
Later, the BCBA explains that your response blocking was not implemented correctly. What was the issue?

9.

During a teaching session, a technician gradually reduces physical guidance when teaching a child to write their name, eventually allowing the child to complete the task independently.

What is the technician primarily doing?

10. A client engages in dangerous aggression (biting and kicking). The BCBA has created a behavior reduction plan that states:
• Use blocking only to prevent injury
• Do NOT provide verbal feedback during aggression
• Follow the written crisis plan
During an intense episode, you block the kicks appropriately but also repeatedly say, “Calm down, let’s take deep breaths. I’m here to help you.” Afterward, the BCBA explains that this may have unintentionally reinforced the aggression. Why?

11. A BCBA creates a DRO (Differential Reinforcement of Other Behavior) schedule for a client who engages in spitting when denied access to preferred toys. You are instructed to deliver a sticker for every 2-minute interval in which spitting does NOT occur.
During an interval, the client spits at minute 1. At minute 2, the interval ends. Because the child has been doing well overall, you deliver the sticker anyway to “keep him motivated.”
Later, the BCBA says that your error compromised the DRO intervention. Why?

12. A BCBA develops an NCR schedule for a client who engages in loud vocalizations to gain adult attention. You are instructed to provide 30 seconds of attention every 2 minutes, regardless of behavior.
During your shift, the client is quiet and working well, so you decide to delay delivering attention for “a better moment.” Later, the BCBA shows that the behavior increased again. What mistake did you make?

13.

A technician delivers reinforcement after every correct response while teaching a new communication skill.

Which reinforcement schedule is being used?

14.

A child learns to request water during therapy sessions. The technician then practices the same skill at home and in the classroom with different people.

This is an example of:

15. A BCBA has written a demand-fading plan to reduce aggression maintained by escape. The plan states:
• Present 1–2 easy demands
• Provide praise
• Then gradually increase to more challenging tasks
During the session, the client becomes mildly aggressive when presented with a moderately difficult demand. You decide to remove the demand entirely “to avoid escalation” and give the client a 5-minute break.
The BCBA later says your choice strengthened escape-maintained aggression. Why?

1.

A client’s problem behavior decreases when the technician delivers attention on a fixed-time schedule, regardless of the client’s behavior.

This intervention is called:

2.

While reviewing session notes, a technician notices an error made earlier in the day.

What is the MOST appropriate action?

3.

You are teaching a client to touch “banana” when shown an array of three fruits: apple, banana, and pear. During multiple trials, the client touches the correct item only when it is placed on the right side of the array. When the banana is moved to the center or left, the client touches “apple” instead. The BCBA states that the client is responding under faulty stimulus control. What pattern in your teaching most likely contributed to this error?

4.

You are teaching a client to match identical objects using errorless learning with immediate prompts. When you place the items in front of the client, they quickly grab the incorrect item before you can deliver the prompt. You decide to let them make the mistake, then correct them afterward. Later, the BCBA says this contradicts errorless learning. Why?

5.

Which of the following procedures involves both reinforcing appropriate behavior and withholding reinforcement for problem behavior?

6. During a play-based instructional session, you are teaching the client to tact (label) items. The BCBA instructs you to use NET (Natural Environment Teaching). The client is playing happily with blocks. You hold up a puzzle piece and say, “What is it?” The client ignores you and continues building with blocks. You repeat the question multiple times until the client finally says “puzzle.” Later, the BCBA states this trial was inappropriate for NET. Why?

7.

A BCBA provides a task analysis for a cooking skill:

1. Open microwave door

2. Place bowl inside

3. Close door

4. Press “1 minute”

5. Press start
   You decide to “help the learner go faster” by prompting them through steps 1–3 together as a single action, then having them complete steps 4–5 independently. The BCBA later explains that your modification invalidated the teaching procedure. What was the problem with your implementation?

8.

A client engages in self-injurious behavior that is maintained by escape from tasks. The BCBA instructs the technician to continue presenting the task despite the behavior, while reinforcing task completion.

What procedure is being used to reduce the behavior?

9.

A technician removes access to a tablet for 2 minutes following aggressive behavior, as outlined in the behavior plan.

This is an example of:

10.

A technician is instructed to withhold attention when a client screams, while immediately providing attention when the client uses appropriate vocal requests.

Which behavior reduction procedure is being implemented?

11. A client is learning to mand (request) for snacks using a picture card. During teaching, the client reaches toward a bag of chips while looking at you. The BCBA’s plan states: “Prompt the mand only if the learner shows motivation AND does not independently initiate.”
Instead, you wait silently until the client touches your hand, then you provide a hand-over-hand prompt to pick up the card. After the session, the BCBA explains that your teaching reduced spontaneous communication. What teaching error caused this?

12.

A BCBA asks you to run a natural environment teaching session to increase spontaneous manding (requests). During play, the client reaches for a toy car. You hold the car and wait for the client to say “car.” After 8 seconds, the client becomes frustrated and walks away. You follow the client and continue withholding the toy until they say the word. Later, the BCBA explains that this was not correct NET implementation. What was the issue?

13.

A technician blocks a client’s attempt to hit others and redirects the client to an appropriate activity, following the behavior intervention plan.

This procedure is best described as:

14.

During implementation of an intervention, a client’s tantrum behavior temporarily increases in frequency and intensity after reinforcement is no longer provided.

This change in behavior is best described as:

15. “Use a model prompt if the client does not respond after 3 seconds, then fade the prompt as quickly as possible.”
During the session, the client begins responding correctly only when you model the answer. You notice the client waits and looks at your hand before answering. You continue modeling for the rest of the session. At the end of the day, the BCBA reviews the video and tells you that your teaching created prompt dependency. Which part of your teaching most likely caused this issue?

16. You are conducting a paired-stimulus preference assessment with a client who has limited verbal skills. During one trial, the client reaches for both stimuli at the same time, grabbing them quickly. You gently block access, represent the same pair, and position the items farther apart. The client then chooses only one item. Later, the BCBA tells you that your procedure was correct. Why was your response appropriate?

17. A 7-year-old learner is being taught to brush their teeth. The BCBA created a forward chain, where the client first practices turning on the water, then putting toothpaste on the brush, and so on. During a session, the client struggles with the third step and begins squeezing the toothpaste tube repeatedly. You decide to reinforce them for “just squeezing the tube” so they don’t get frustrated. Later, the BCBA informs you that you used the wrong teaching method. What was the key mistake?

18. The client is being taught to sort laundry into “light” and “dark” bins. The teaching plan states:
“Use least-to-most prompting to encourage independence.”
During one trial, the client picks up a black shirt and pauses for 2 seconds. You immediately give a full physical prompt to place it into the dark bin because you want to avoid errors. The BCBA later explains that you did not follow the prompt hierarchy. What specifically did you do incorrectly?

1.

During group instruction, you are asked to use whole-interval recording to measure on-task behavior. Each interval is 30 seconds. In one interval, the client works appropriately for 27 seconds but briefly stops to tie their shoe during the last 3 seconds. You mark the interval as “on-task.” When reviewing your data, the BCBA tells you your recording is inaccurate. Why?

2. You are working with a client who engages in hand-flapping. The BCBA asks you to take frequency data during a 30-minute play session. During the session, the client flaps their hands 3 times during puzzle play, 5 times during block play, and 2 times during cleanup. At the end of the session, you report that the client engaged in 10 minutes of hand-flapping. According to measurement procedures, what is the issue with your data?

3.

A BCBA instructs you to use permanent product data to track how many items a client correctly puts away on a shelf. You check the shelf at the end of the session and count 12 items placed incorrectly. However, a teacher informs you that peers often move items around during the day. What is the biggest concern with the accuracy of your data?

4.

During a communication session, the BCBA instructs you to take latency data on how long it takes the client to request help after a task becomes difficult. A task is presented at 2:00 PM, and the client requests help at 2:00:12 PM. Later, a task is presented at 2:15 PM, and the client requests help at 2:15:40 PM. What should you record for these two trials?

5.

You are asked to use partial-interval recording to measure instances of off-task behavior during math instruction. The interval length is set at 10 seconds. During one 10-second interval, the client looks out the window for 3 seconds but spends the remaining 7 seconds working. You mark the interval as “+” (behavior occurred). At the end of the session, the teacher asks why the off-task percentage looks high. Which best explains why partial-interval data may appear inflated?

6.

You and another RBT are both collecting duration data on a client’s tantrum behavior to calculate IOA. You record the tantrum lasting 3 minutes 20 seconds, while the other RBT records 3 minutes 10 seconds. The BCBA reviews the data and says your IOA score is acceptable. What does this likely indicate about your measurement?

7.

You are observing a client who engages in tapping the table. The BCBA requests rate data, stating, “I want taps per minute.” You collect data for a 20-minute session and record 60 taps total. At the end of the session, you report “60 taps,” but the BCBA says this is not the correct format. What should your measurement have looked like?

8.

You are assigned to collect data on a client’s task refusal during math time. The BCBA instructs you to measure how long the client engages in refusal once it begins. When the session starts, the teacher gives the client a worksheet at 10:00 AM. The client stares at the ceiling for 15 seconds, then drops their pencil and refuses to work from 10:00:15 to 10:04:45. You record “15 seconds of refusal” because you thought refusal started when the client first stopped working. According to correct measurement procedures, what is the issue with your data?

9.

A BCBA asks you to use momentary time sampling to measure on-task behavior during independent work. The interval is set at 1 minute. At the end of one interval, you look up and see the client briefly touching their worksheet but immediately returning to doodling after. You mark the client as “on-task” for that interval. Later, the BCBA notes that your data show unusually high on-task percentages. What most likely caused the inflated data?

10.

You work with a client on independent living skills. The BCBA asks you to use permanent product measurement to track how many items the client correctly folds in a laundry task. You are not present when the client completes the laundry; you only see the folded clothes afterward. What makes permanent product an appropriate measurement method in this scenario?

1. The RBT uses differential reinforcement of incompatible behavior (DRI). This involves:

2. Time-out is used to:

3. Extinction in behavior analysis involves:

4. What is response blocking?

5. What is an example of discrete trial training (DTT)?

6. Which of the following is an example of differential reinforcement of low rates of behavior (DRL)?

1. During the session, the client repeatedly said, “My tummy hurts,” and sat down frequently. The parent tells you, “He’s fine, just tired.” You’re unsure whether to notify the BCBA because the parent dismissed it. At the end of the session, you decide to tell the parent only.
Later, the BCBA explains you failed to follow reporting procedures. What should you have done?

2. During your session, a client threw toys, screamed, and refused to clean up when asked to transition to homework. In your session note, you wrote:
“Client was being stubborn and dramatic today. He didn’t want to do anything and was trying to annoy me on purpose.”
When the BCBA reviews your note, she explains that it is unacceptable. What is the main problem with your documentation?

3.

During a session, a client falls and scrapes their knee. The technician cleans the wound and continues the session. The client’s parent is informed at pick-up.

What is the MOST appropriate additional action for the technician?

4. While picking up materials in the parking lot after session, another parent asks, “How is that new kid you’re working with? I’ve heard he has a lot of behavior issues.” You respond, “Yeah, he has some big tantrums, but he’s improving.”
The BCBA overhears and explains that this was a serious confidentiality breach. What made your response inappropriate?

5.

A technician notices that a client engaged in aggression three times during a session. The behavior plan requires frequency data.

Which data entry is MOST appropriate?

6. During your session, the client climbed onto a table twice and attempted to jump off. You blocked both attempts successfully, and the client was unharmed. At the end of the session, you write:
“Client climbed once but it wasn’t dangerous. No issues today.”
The BCBA later explains the note is unacceptable because important information is missing. What is the primary issue?

7. During your session, the client threw a puzzle onto the floor, stomped their feet, and yelled, “No!” In your session note, you wrote:
“Client was angry at me and tried to challenge my authority.”
The BCBA explains that this violates proper documentation rules. What is the problem with your note?

8. During a home session, the client’s sibling kept interrupting, running around the room, and taking the client’s toys. The client had more tantrums than usual. In your session note, you only wrote:
“Client had an unusually high number of tantrums today.”
The BCBA explains your note is incomplete. What did you fail to document?

9.

A technician forgets to record data during a session and plans to enter it later from memory.

What should the technician do?

10. You finish a session and write your note from memory two hours later when you get home. You forget some details but include what you can remember. The next day, the BCBA tells you your documentation violates professional standards. Why?

11. A normally talkative client becomes unusually quiet during your session and frequently holds their stomach. They complete tasks but look uncomfortable. At the end of the session, the parent says the client “seems fine.” You decide not to report anything since the parent dismissed it.
Later, the BCBA states you should have reported the behavior anyway. Why?

12.

Which of the following documentation practices is MOST appropriate?

13. While working in the client’s home, the child says, “Sometimes Dad hits me when I’m bad.” You are not sure if this is true, so you decide to wait to see if the child says it again in a later session before reporting it.
When reviewing the case, the BCBA tells you this was a serious error. According to reporting requirements, what should you have done?

14. During your session, the client lightly pushed another child while reaching for a toy. No one was injured, and both children continued playing normally. You decide not to report it because “it wasn’t a big deal.”
The BCBA later states this was a reporting error. Why should you have reported the incident?

15.

A parent asks the technician how often their child engages in problem behavior across all therapy sessions.

What is the BEST response?

16.

A technician is asked by a teacher for details about a client’s behavior plan.

What should the technician do FIRST?

1.

You are assessing a 6-year-old’s ability to follow simple instructions. The BCBA instructs you to “probe the skill without teaching” to see if the child can follow one-step motor commands. You say “touch your head,” and the child touches their ear. You wait a few seconds but do not correct or prompt them. You simply record “incorrect” and move on. Later, the BCBA says your probe was appropriate. Why?

2. A BCBA asks you to assist with a descriptive functional assessment for a child who engages in hitting. During your observations, you consistently record that the behavior occurs after the teacher tells the class to clean up. However, on one occasion, the child begins hitting because a peer took their toy. You record both instances with clear ABC notes. When reviewing your data, the BCBA compliments your accuracy. What aspect of your recording likely made it useful?

3.

A BCBA asks you to assist in gathering indirect assessment data about a 9-year-old client who engages in frequent yelling. The BCBA provides a questionnaire for the parents and asks you to help them fill it out by clarifying the questions. While going through the form, the parents state that the child “always yells because he’s stubborn.” You write this response exactly as they describe it. When reviewing the data later, the BCBA notes that the indirect assessment may not be usable. What is the primary issue with the information you recorded?

4. A BCBA asks you to assist with a descriptive functional assessment for a child who engages in hitting. During your observations, you consistently record that the behavior occurs after the teacher tells the class to clean up. However, on one occasion, the child begins hitting because a peer took their toy. You record both instances with clear ABC notes. When reviewing your data, the BCBA compliments your accuracy. What aspect of your recording likely made it useful?

5.

A BCBA asks you to help conduct a multiple-stimulus without replacement (MSWO) preference assessment with a teenage client who often grabs items quickly without exploring them. During the assessment, the client repeatedly picks the first item on the left side of the array without touching or looking at the remaining items. You continue the procedure as written and record the chosen items. When reviewing the results, the BCBA says the assessment results may not reflect true preferences. Which factor most likely affected the accuracy of the assessment?

6. You are reviewing a treatment plan with a BCBA during an assessment update. The behavior to be targeted is written as:
“Student becomes upset and refuses to participate when frustrated.”
The BCBA asks you to rewrite this description in a way that is objective and measurable. You rewrite it as:
“Client places head on desk, pushes materials away, or verbally states ‘I’m not doing this’ when presented with a difficult task.”
Why is this revision more appropriate for an assessment?

7.

You are working with a new client who is beginning a program for functional communication. The BCBA instructs you to “probe the skill” to see if the client can request help independently. You provide a task that is slightly challenging and wait. The client does not ask for help, so you decide to provide three prompts to “encourage” them. You mark that the client required full prompting. When the BCBA reviews your data, she informs you that your probe is not valid. Why?

8. You are collecting data for a functional assessment on a teenager who engages in property destruction. After five days of ABC recording, you notice that the behavior occurs after several different triggers: denial of snacks, being told to start homework, and having video game time ended. However, in every recorded instance, the consequence is identical: the parent immediately gives the teen a break from the demand. When summarizing your data for the BCBA, what is the MOST important pattern to highlight?

9.

During a BCBA-supervised functional analysis, you are running the attention condition. The BCBA instructs you to give the client minimal attention unless they engage in the target behavior. The client begins tapping the table, humming, and moving closer to you, but none of these are the target behaviors. You ignore these actions and continue reading your script. Later, the BCBA praises your accuracy. Why was your response correct?

10. A BCBA instructs you to run a brief preference assessment before a teaching session. The client selects bubbles as the top preferred item multiple times. During teaching, you offer bubbles as reinforcement, but the client refuses them and walks away. The BCBA later explains that this information is still valuable for the assessment. Why?