Pearson RBT Practice Exam
(Free 2025 Mock Test & Study Guide)

Frequency is the most appropriate measurement for counting the number of times a behavior occurs in a specific period. In this case, we want to track how many times the student hits another student in 30 minutes. Frequency is the count of each occurrence of the behavior.

Latency measures the amount of time that elapses between the presentation of a prompt or cue and the initiation of the behavior. In this case, the behavior analyst is interested in how long it takes the child to transition after a prompt, which directly involves latency measurement.

A scatterplot is a data collection method used to track the occurrence of a behavior at specific times during the day. It helps identify any patterns or trends, such as certain times of the day when the behavior is more likely to occur, helping the practitioner identify potential environmental or temporal triggers.

Continuous measurement involves recording every instance of a behavior throughout the observation period. In this case, the analyst is continuously counting the vocalizations as they happen during the 30-minute session. This method is useful for behaviors that occur frequently or that need to be captured in their entirety.

Line graphs are most effective for tracking progress over time, as they allow for clear visualization of trends. A line graph is particularly useful in displaying data points over consecutive sessions, making it easy to determine whether the behavior is increasing, decreasing, or staying stable, which is crucial for evaluating the success of an intervention.

The correct answer is increase in behavior because the behavior frequency went from 15 instances per 10-minute interval to 25, showing a positive change in the behavior’s occurrence. This indicates that the intervention may have had an effect, increasing the target behavior.

In continuous measurement, every instance of the behavior is recorded as it occurs, without interruption. This method ensures that all occurrences are captured, providing the most accurate reflection of the behavior's rate or frequency during the observation period.

Permanent product recording involves measuring the outcome or result of a behavior after it has occurred. In this case, the completed worksheet is the permanent product, and it allows the behavior analyst to assess the student’s work after the task is finished. This method is useful for behaviors that produce tangible results.

Interval recording (whether partial or whole interval) is useful for estimating the proportion of time a behavior occurs during a specified period. It’s especially effective when trying to measure behaviors that are difficult to track continuously or are very frequent. The results give a rough estimate of the presence or absence of the behavior across intervals.

Duration recording is used to measure the total length of time a behavior occurs. In this case, the analyst is measuring the duration of the child’s tantrum using a stopwatch, which is the appropriate method for behaviors that vary in length.

Momentary Time Sampling involves recording whether the behavior occurs at the end of each interval (rather than throughout the entire interval). In this case, the RBT checks if the student is in the seat at the end of every 10-second period.

Interobserver agreement (IOA) is a reliability measure used to assess how consistent two observers are when collecting data on the same behavior. It’s important to ensure that the data being recorded is accurate and consistent.

The first step in a Functional Behavior Assessment (FBA) is to gather information from people who regularly interact with the student (e.g., teachers, parents). This helps identify the behaviors, antecedents, and consequences in the student’s environment that may be influencing the behavior.

A preference assessment helps identify which items, activities, or stimuli are most reinforcing to a child, which can then be used to strengthen desired behaviors through positive reinforcement.

A functional analysis manipulates antecedents and consequences in a controlled setting to identify the function of a behavior. In this case, the student’s outbursts are likely maintained by escape from difficult tasks, which is determined by manipulating the antecedents and observing the effects.

A functional analysis would be the most effective method for confirming the hypothesis that aggression is maintained by attention. It involves manipulating antecedents and consequences to assess whether the behavior is reinforced by the attention provided by the teacher.

Descriptive assessments rely on direct observation and interviews without altering the environment. This contrasts with functional analysis, which involves manipulating antecedents and consequences to observe behavior changes.

Structured interviews help the behavior analyst identify the antecedents (triggers) and consequences (what happens after the behavior) that are maintaining the behavior. This data is crucial for developing an effective intervention plan.

Partial interval recording is used when you record whether the behavior occurred at any time during an interval. In this case, the analyst is noting whether the student is on-task during each 10-second interval.

A scatterplot analysis helps identify patterns of behavior over time. In this case, it would track when the problematic behaviors occur, helping the analyst determine if they are more frequent during transitions.

Discrete Trial Training (DTT) is a structured, step-by-step approach used to teach new skills, often broken down into small, manageable components. In this case, the behavior analyst is providing a prompt to teach the child to say “hi,” which fits the method used in DTT. DTT typically includes a prompt, the target behavior, and reinforcement.

In forward chaining, the teaching process starts with the first step of the task. Here, the child learns the first step (putting arms through the sleeves) and progressively learns the following steps. This method is useful when teaching multi-step tasks like dressing.

Task analysis involves breaking down a complex skill (like tying shoes) into smaller, teachable steps. This approach ensures that each part of the task is learned in sequence, and the child can work on mastering one step before moving on to the next.

Shaping involves reinforcing successive approximations toward the target behavior. In this case, the child is being reinforced for correctly writing each letter of their name, which is an example of shaping as the behavior is gradually developed.

Forward chaining is the most suitable method when teaching a sequence of steps in a task. In this example, the child starts by learning the first step (picking up the pieces), and gradually learns the following steps until they can assemble the toy independently.

Shaping is used when a behavior is reinforced in successive approximations. Here, the behavior analyst is reinforcing small steps toward the target behavior of using a fork, such as the child bringing the fork closer to their mouth, and gradually increasing the expectations.

In backward chaining, the learner is taught the final step first, then works backward through the sequence. The behavior analyst reinforces the learner’s completion of the last step first, and gradually adds earlier steps until the entire sequence is learned.

Prompt fading is the process of gradually reducing the use of prompts as the learner becomes more independent. In this case, the verbal prompts provided to the child are being faded, allowing them to use the communication device with less assistance.

Task analysis involves breaking down a complex task into smaller steps. In this example, the puzzle task is analyzed into smaller, teachable steps, such as learning to find and place edge pieces first, and then moving on to the middle pieces.

Shaping is being used here because the teacher is reinforcing successive approximations of the desired behavior. Initially, the child is reinforced for just saying “thank you,” and later, more complex behaviors (like eye contact and smiling) are added to the reinforcement criteria.

Shaping involves reinforcing successive approximations of a behavior that get closer to the target behavior. It is used to teach complex skills that may not initially occur naturally.

Task analysis involves breaking a complex skill into smaller, teachable steps. In this case, the child is being taught to tie shoes by reinforcing each individual step of the process.

The SD is the stimulus that signals the availability of reinforcement for a correct response. The learner is taught to discriminate between when to respond and when not to.

Differential reinforcement involves reinforcing the appropriate behavior while withholding reinforcement for inappropriate behavior. This technique helps increase desired behavior and reduce undesired ones.

Incidental teaching, or natural environment teaching (NET), occurs when a therapist takes advantage of naturally occurring opportunities to teach skills during the child's everyday activities. Reinforcing a behavior while playing is an example of this approach.

Discrete trial training is structured and consists of distinct "trials." The first step is the therapist giving an instruction or prompt, followed by the learner's response, which is then followed by reinforcement or correction.

Stimulus control refers to the ability of a specific stimulus to evoke a behavior because of its association with reinforcement. It teaches learners to respond appropriately in specific contexts and ignore irrelevant cues.

Continuous reinforcement involves reinforcing a behavior every time it occurs. It is used to strengthen a behavior that is already occurring, helping to increase its frequency or intensity.

Naturalistic teaching strategies involve using real-life, meaningful situations to teach skills. Prompting a child to request toys during playtime is a form of naturalistic teaching that integrates learning into everyday activities.

A prompt is any assistance or cue provided to help the learner complete a task. In this case, physically guiding the child's hand through the steps is a prompt that supports the child in learning the task.

In this case, teaching the child to ask for help appropriately (Functional Communication Training) is a proactive way to replace the problem behavior (tantrums) with a functional and appropriate alternative.

When measuring the duration of a behavior (e.g., how long a behavior lasts), the most appropriate data collection method is duration recording.

Ethical behavior analysis dictates that the least restrictive interventions should be applied first, meaning that you should attempt less intrusive methods (like reinforcement or teaching a replacement behavior) before using more restrictive methods like punishment.

DRA involves reinforcing a specific alternative behavior (in this case, raising a hand) that serves as a replacement for the problem behavior (calling out). This technique is used to reduce undesirable behavior by teaching and reinforcing an appropriate alternative.

In this case, the teacher is using extinction by withholding attention (the reinforcement) during the child's attention-seeking behavior. Extinction reduces the frequency of the behavior by eliminating the reinforcement it was previously receiving.

In the case of self-injurious behavior, safety is the top priority. Crisis management procedures focus on ensuring that the individual is safe and that no harm occurs. Physical restraint should only be used as a last resort, and after assessing the cause of the behavior.

Functional Communication Training (FCT) teaches the child an appropriate, functional way to request what they want (using words) instead of engaging in aggressive behavior. Reinforcing the communication replaces the behavior.

Since the pencil tapping is likely reinforced by attention, extinction (withholding attention) is the most appropriate strategy. Ignoring the behavior helps it decrease over time, as the child is no longer receiving reinforcement for the tapping.

Differential reinforcement of other behavior (DRO) involves reinforcing behaviors that are not the target behavior (loud outbursts) but are still acceptable. Reinforcing quiet behavior during transitions can reduce outbursts by providing a functional alternative.

Instead of trying to eliminate the behavior through punishment or extinction, teaching the child a functional replacement behavior (such as requesting breaks) allows the child to communicate their needs appropriately, which can reduce self-stimulatory behaviors.

DRL reinforces lower rates of behavior, allowing for a reduction in the frequency of aggressive behavior. The client is reinforced for participating with less aggression, which helps to reduce the intensity of their outbursts over time.

Non-contingent reinforcement (NCR) involves providing reinforcement at fixed intervals, regardless of the child’s behavior. This can help to decrease problem behaviors because it reduces the child’s need to engage in those behaviors to gain attention. Essentially, NCR prevents the child from using problem behavior as a means of obtaining reinforcement.

Interobserver agreement (IOA) refers to the level of agreement between two or more observers who are recording the same behavior. In this case, the difference between the two technicians' reports indicates a lack of agreement in data recording.

Session notes should focus on objective descriptions of the behavior, the interventions used, and the client's progress. Opinions about the child’s family situation should not be included unless directly relevant to the behavior and treatment.

The documentation should be clear, specific, and observable. Behavioral descriptions need to be objective and describe what happened in observable terms, such as “yelling” and “throwing objects,” rather than vague terms like “acting up.”

A measurement error occurs when there is an inconsistency in how the behavior is measured, leading to inaccuracies. In this case, the behavior was double-counted, which is a form of measurement error.

Event recording is ideal for behaviors that have a clear beginning and end, such as counting the number of times a behavior occurs. It’s the most accurate way to collect data on frequency.

A progress report should focus on objective data related to treatment goals. It must include a description of the behaviors targeted, the interventions used, and the client’s progress. Personal feelings and family history are not relevant in progress reports.

ABC data collection (Antecedent, Behavior, Consequence) allows the technician to capture what happens immediately before and after a behavior, which provides critical context to understand the behavior’s function. It’s useful for reporting specific incidents of behavior.

Ensuring the accuracy and clarity of the data is essential in behavior analysis. Double-checking the data before submitting it ensures it is reliable and helps the supervisor make informed decisions.

It’s essential to document all behaviors accurately, including any changes in intensity or frequency. This helps in analyzing trends and adjusting treatment plans as needed.

Event recording is the most suitable method for continuous measurement of behaviors because it allows for the counting of each instance of behavior as it occurs, providing continuous data on its frequency.

: Progress notes must document the behaviors that were targeted during the session, along with interventions and the client’s responses to those interventions. Personal opinions or irrelevant information should not be included.

If there is a discrepancy in data, it is essential to report it to the supervising BCBA immediately so they can assess the situation and make any necessary adjustments to the treatment plan.

Ethical documentation requires honesty and accuracy. It’s important to report all data, even if it shows limited progress, to ensure the treatment plan is adjusted appropriately.

Frequency recording is used to count the number of times a behavior occurs, such as the number of times a child hits another child. This method doesn’t measure how long the behavior lasts or how much time passes between occurrences.

A behavior reduction plan should have clear, measurable, and observable goals. These goals allow for accurate data collection and assessment of the plan’s effectiveness.

HIPAA regulations require RBTs to protect the confidentiality of client records by ensuring they are securely stored and not shared without proper authorization.

Latency recording measures the time between the presentation of a stimulus (like a prompt) and the response from the individual. This is useful for tracking how quickly a child responds to a given prompt.

It is important to document session data as soon as the session ends to ensure that the data is fresh and accurate. Waiting until the end of the day could result in forgetting details or altering the accuracy of the information.

Progress notes are used to document the interventions that were implemented during the session and to track the client’s progress toward their treatment goals. They help inform the ongoing treatment plan and decision-making process.

RBTs are trained to implement treatment plans designed by BCBAs or BCaBAs, but they are not authorized to create or modify treatment plans. This ensures that the RBT stays within the boundaries of their scope of practice and follows the guidance of a qualified supervisor.

RBTs are required to report any unethical behavior or violations of the ethical code. This could include violations by a supervisor, a colleague, or even themselves. Reporting ensures that behavior analysis practices remain professional and ethical.

Dual relationships can create conflicts of interest and compromise the objectivity of the services provided. An RBT should not provide services to a family member, as this could impact their professional conduct and the relationship with the client.

Confidentiality is a critical aspect of professional conduct. RBTs are expected to maintain the confidentiality of client information unless they are required by law to disclose it, ensuring the protection of sensitive data.

RBTs should always work within their scope of practice. If a task is outside their training or certification, they should consult with their supervisor to clarify whether they are authorized to perform the task, ensuring that they follow ethical and legal guidelines.

Professional behavior involves seeking regular supervision and feedback to improve skills and ensure that practices align with ethical standards. Engaging in supervision helps RBTs stay accountable and continually improve their practice.

If an RBT observes unethical behavior from a supervisor, they must report it to the appropriate authority (e.g., a BCBA or licensing board). Failing to report unethical behavior could lead to consequences for both the RBT and the supervisor.

RBTs are responsible for implementing treatment plans, collecting data, and providing feedback to supervisors, but they are not authorized to design treatment plans. Only BCBAs or BCaBAs can create treatment plans.

Professional boundaries help maintain objectivity and avoid conflicts of interest. RBTs should interact with clients and their families in a professional capacity without becoming overly involved personally.

When faced with ethical dilemmas, RBTs should refer to the BACB Ethical Compliance Code for guidance. This code provides clear standards for behavior analysts and RBTs to follow, ensuring that all decisions align with ethical practices.

If an RBT believes a treatment plan may harm the client, they must raise their concerns with their supervising BCBA or BCaBA. It is their professional responsibility to ensure that the client’s safety and well-being are prioritized. The supervisor can make necessary adjustments to the treatment plan if needed.

Maintaining professional conduct includes being punctual, consistently showing up for sessions, and actively engaging in supervision. This ensures that the RBT is providing the best possible service while adhering to professional and ethical standards.

Breaching confidentiality is a serious violation. An RBT should never share client information or progress on social media or with anyone outside of the authorized team, especially without the client's explicit consent. This ensures that client privacy is protected at all times.