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

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.

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

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

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

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

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

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

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

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.

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

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

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

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

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

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

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

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

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 observes behavior at the end of the interval only.

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

Frequency is a continuous measure of how often behavior occurs.

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

Frequency = raw count of responses.

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

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

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

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

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.

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.

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

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

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

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

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

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

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

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

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

Functional analysis systematically tests each potential function.

Structuring the environment can help control impulsive responses.

Reviewing the protocol ensures accuracy and consistency.

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

Preference assessments identify effective reinforcers.

Paired stimulus involves presenting two items and recording the selection.

MSWO allows quick ranking of preferences in one session.

ABC data helps understand what leads to and follows behavior.

Indirect assessments involve reports from others, not direct observation.

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

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.

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

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

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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