RBT Practice Exam 75 Questions Free

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

Paired stimulus involves presenting two items and recording the selection.

Structuring the environment can help control impulsive responses.

ABC data helps understand what leads to and follows behavior.

MSWO allows quick ranking of preferences in one session.

Preference assessments identify effective reinforcers.

Reviewing the protocol ensures accuracy and consistency.

Functional analysis systematically tests each potential function.

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

Indirect assessments involve reports from others, not direct observation.

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

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

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

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

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

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

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.

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

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.

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

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

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

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

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

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).

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

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

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

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.

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

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

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

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

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.

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

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

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.

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

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

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

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.

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

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

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

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

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

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

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

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

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

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.

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

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

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

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

Continuous measurement gives a complete and detailed picture of behavior.

Frequency is a continuous measure of how often behavior occurs.

Frequency = raw count of responses.

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

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

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

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).

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

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