RBT Practice Exam – 85 Questions Free Mock Test (2026)

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

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

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

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

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

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.

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.

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

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.

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

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

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

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

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

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

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

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

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.

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

Response blocking involves physically preventing the individual from engaging in the behavior, like blocking a hand from hitting.

An FBA will help identify the function of the behavior (in this case, escape), so an appropriate intervention can be developed.

Percentage = (3/4) * 100 = 75%.

Latency refers to the amount of time between the presentation of the SD (discriminative stimulus) and the behavior occurring.

RBTs are responsible for collecting data and implementing interventions as directed by the supervising BCBA.

Preference assessments identify what the learner values and enjoys, helping to select effective reinforcers for future use.

Frequency recording counts the number of times a behavior occurs during a set observation period, making it ideal for discrete, countable behaviors.

Escape-maintained behaviors often occur to avoid or escape aversive tasks or demands.

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

ABC data helps understand what leads to and follows behavior.

Functional analysis systematically tests each potential function.

Preference assessments identify effective reinforcers.

Paired stimulus involves presenting two items and recording the selection.

Structuring the environment can help control impulsive responses.

Indirect assessments involve reports from others, not direct observation.

Reviewing the protocol ensures accuracy and consistency.

MSWO allows quick ranking of preferences in one session.

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

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

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

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.

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

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

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

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

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

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

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

Continuous measurement gives a complete and detailed picture of behavior.

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

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

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

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

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

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

Frequency = raw count of responses.

Frequency is a continuous measure of how often behavior occurs.

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

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

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

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.

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

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

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.

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

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

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

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

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

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

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

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