RBT Practice Exam 75 Questions Free

Reviewing the protocol ensures accuracy and consistency.

Functional analysis systematically tests each potential function.

aking illness to avoid a task is escape-maintained behavior.

Structuring the environment can help control impulsive responses.

Indirect assessments involve reports from others, not direct observation.

Paired stimulus involves presenting two items and recording the selection.

Alone” condition isolates the individual to test for sensory/automatic functions.

ABC data helps understand what leads to and follows behavior.

MSWO allows quick ranking of preferences in one session.

Preference assessments identify effective reinforcers.

Total task chaining teaches all steps in a sequence during each session with support as needed.

Generalization means the behavior occurs across different settings, stimuli, or people.

Praise is a conditioned reinforcer; its value is learned through association with other reinforcers.

Generalization ensures that learned behaviors occur in various contexts, not just during teaching sessions.

NET is a teaching strategy using naturally occurring opportunities to teach and reinforce skills.

Stimulus control transfer occurs when a behavior that was once prompted now occurs independently in response to the natural SD (instruction) — showing the SD alone now evokes the correct response.

Shaping involves reinforcing successive approximations of the target behavior until it is fully acquired.

Backward chaining starts with the final step to ensure the learner completes the last part independently and receives reinforcement immediately.

DTT is a structured teaching method using a discriminative stimulus (SD), prompting, and reinforcement/consequences.

Prompt fading reduces prompts to help the learner respond independently to the natural SD.

This is a classic example of DTT: clear SD (“What’s your name?”), independent response, and reinforcement (praise). DTT often uses repeated trials to teach a single skill.

Shaping is used here to build a complex behavior gradually through reinforcement of closer approximations.

Task analysis breaks down complex tasks into small, teachable steps to make learning manageable.

Tokens are conditioned reinforcers because they are exchanged for backup reinforcers (e.g., toys, snacks).

RBTs must only practice within their training. It’s your duty to speak up and request guidance.

Only the supervising BCBA is responsible for designing and modifying intervention plans.

RBTs must follow the written plan unless instructed by their supervisor to make changes.

Medication recommendations are outside the RBT scope of practice. Always defer to the BCBA or medical professionals.

Sharing identifiable client information online violates HIPAA and ethical confidentiality requirements.

Supervision ensures that RBTs maintain quality and ethical standards under the BCBA’s guidance.

RBTs must seek clarification when unsure and follow supervisor direction accurately and ethically.

RBTs have a duty to report unethical conduct to their supervisor or the proper authority.

Attending social events creates dual relationships, which can interfere with professional judgment.

RBTs must avoid dual roles and conflicts of interest, especially involving personal relationships.

Client data must always be securely stored — physical copies locked and digital files password-protected.

Any changes in procedure should be documented or reflected in the plan, especially for compliance and clarity.

Documentation must be objective, measurable, and accurate — no opinions or assumptions.

Mistakes should be corrected transparently and reported to maintain data integrity.

Always notify your supervisor and be transparent in your documentation — never falsify or estimate.

Calling someone “annoying” is a personal judgment, not objective behavior documentation.

RBTs must always adhere to their organization’s procedures and ensure all data is precise and compliant.

Proper documentation includes specific, observable behavior descriptions and excludes interpretation.

RBTs are required to share caregiver observations with the supervising BCBA, not act independently.

Session notes should be completed right after the session while details are fresh and accurate.

Duration measures how long a behavior lasts from start to end.

Momentary time sampling observes behavior at the end of the interval only.

Frequency is a continuous measure of how often behavior occurs.

Inter-Response Time (IRT) = Time between consecutive responses.

Frequency = raw count of responses.

Permanent product is the physical result of behavior (e.g., finished work).

Frequency tells us the count of how many times the behavior happened.

Latency is the time between the SD and the behavior's onset.

Rate = Total behavior / Total time → 5 ÷ 20 = 0.25 per minute.

Partial interval recording notes if behavior occurs at all during each interval.

Continuous measurement gives a complete and detailed picture of behavior.

Momentary time sampling records whether the behavior is happening at the exact moment an interval ends.

The Y-axis represents the measure of behavior (e.g., rate, frequency).

: Removing attention after a behavior maintained by attention is an extinction procedure.

Extinction bursts can involve new behaviors (like crying, aggression) or emotional responses due to frustration.

Response cost involves taking away a reinforcer (like a token) to decrease undesired behavior.

In DRI, the new behavior physically cannot occur at the same time as the problem behavior. You can’t chew gum and bite nails simultaneously.

When extinction begins, behaviors often increase temporarily in intensity or frequency — known as an extinction burst.

Extinction for escape-maintained behavior involves continuing the demand so the behavior no longer results in escape.

DRO reinforces the absence of the problem behavior for a set time interval.

The new behavior should serve the same function (escape), but be socially appropriate — like requesting a break.

Teaching functionally equivalent and appropriate behaviors aligns with best practices and ethical intervention.

DRI reinforces a behavior that is incompatible, while DRA reinforces any appropriate alternative behavior.

Differential reinforcement reduces problem behavior by reinforcing more desirable or alternative behaviors.

Functional Communication Training (FCT) teaches alternative appropriate responses to replace problem behaviors.

If extinction isn't implemented correctly, it can lead to escalation (extinction bursts) or even aggression.

Extinction bursts are expected. Consistency is key for the procedure to be effective long term.