Free Pearson RBT Practice Exam (with Answers)

RBTs are responsible for reporting any variables that might influence client behavior or performance as soon as they become aware. Then a BCBA can make necessary adjustments to the intervention plan and maintain client treatment.

RBTs implement strategies designed by the BCBA and must receive regular supervision per BACB guidelines.

RBTs must protect client confidentiality and only share information with authorized individuals.

Objective session notes include the observable and measurable behaviors, and avoiding opinions or assumptions.

In ABA therapy, if the child screams to gain access to an item, the behavior serves a tangible (access) function.

Differential reinforcement increases appropriate behaviors by reinforcing them while withholding reinforcement for problem behaviors.

Stimulus control transfer is the process of fading prompts so the learner responds independently to the SD.

Discrete trial teaching (DTT) involves clear instructions (SDs), structured repetition, and immediate reinforcement, ideal for skill building.

ABC (Antecedent-Behavior-Consequence) recording is a direct assessment method used to identify patterns in behavior and its triggers.

Frequency recording counts how many times a specific behavior occurs within a defined observation period.

Confidentiality must be upheld regardless of setting or relationship. Even basic details about a client must not be shared with unauthorized individuals.

RBTs may not implement procedures outside their training. Seeking training ensures both safety and compliance with BACB scope-of-practice guidelines.

RBTs must communicate timely observations, especially if there's improvement or regression. This allows the BCBA to adjust plans and ensures effective data-driven decision-making.

RBTs are not permitted to independently modify behavior plans. All requests for program or intervention changes must be reviewed and approved by the supervising BCBA.

Document corrections must follow clear agency procedures (e.g., strike-through and initials) to ensure transparency and prevent tampering or ethical violations.

Supporting client autonomy through choices respects their preferences and encourages engagement. This reflects core ethical principles including dignity, independence, and respect.

RBTs are required to respond professionally to supervision. Feedback is meant to improve service quality. Being receptive and applying changes shows ethical compliance and a growth mindset.

Confidentiality is a core ethical responsibility. Addressing it directly or reporting it prevents HIPAA or BACB violations and protects client rights and dignity.

RBTs must avoid accepting gifts that may create perceived obligations or favoritism. Politely declining and referring to agency policy or BACB guidelines helps maintain integrity and transparency.

Attending personal events with a client’s family violates professional boundaries. Dual relationships can impair objectivity, affect service delivery, and are discouraged by the BACB Ethics Code.

RBTs do not design crisis protocols but are trained to implement those created by a BCBA. Their role is to apply strategies such as redirection, blocking, or safety procedures as outlined in the plan to maintain safety and reduce harm.

The RBT must act according to the client’s behavior intervention plan or safety protocol. Ensuring immediate safety (e.g., physically guiding or redirecting) takes precedence, and emergency services or supervisor notification follows only if protocol dictates.

Prompt fading is to transferring control from a prompt to the natural SD. By gradually reducing the level of prompting, the learner begins to respond independently to the SD, supporting long-term learning and generalization.

The purpose of stimulus control transfer is to ensure the learner responds independently to the natural SD (discriminative stimulus), rather than relying on prompts. This helps in building independence and proper stimulus control.

Permanent product recording does not require direct observation while the behavior is occurring. This method allows data collection to happen after the behavior, by reviewing the results (e.g., completed homework, clean room).

Naturalistic teaching is learner-led and uses naturally occurring reinforcers within play or daily routines.

Backward chaining starts with the final step of the task and works backwards to build independence.

Prompt fading ensures the learner becomes more independent by gradually removing prompts.

A response prompt directly guides the learner’s behavior to help them produce the correct response. Examples include verbal, gestural, or physical assistance, such as saying the answer out loud.

An extinction burst is a temporary increase in the frequency or intensity of behavior when reinforcement is removed.

Extinction means withholding reinforcement that previously maintained a behavior to reduce its occurrence.

DRI reinforces a behavior that cannot occur at the same time as the problem behavior, like sitting vs. running.

A BIP provides individualized strategies to reduce problem behavior and promote replacement behaviors.

Curriculum-based assessments evaluate a learner's skills across developmentally appropriate domains.

Indirect assessments rely on others’ reports, such as interviews or questionnaires, rather than direct observation.

Preference assessments help identify items or activities that can function as effective reinforcers during teaching.

A stopwatch allows accurate measurement of time between two consecutive responses, which defines inter-response time.

Whole interval recording captures behaviors that occur for the entire interval, making it useful for assessing longer-duration behaviors.

Permanent product recording involves collecting data based on the tangible outcome of behavior, such as completed homework.

Latency refers to the time from when a stimulus or instruction is given to when the individual begins the target behavior.

RBTs must not implement protocols without proper training and supervision. Waiting for BCBA guidance ensures ethical and effective practice.

Objective notes describe observable behavior, not feelings or interpretations. For example, describing exact actions (e.g., 'stomped feet') avoids subjectivity.

RBTs must respond promptly to supervisor requests with accurate and complete data. Timely data review helps guide treatment decisions and progress monitoring.

Latency is the time between a given instruction and the beginning of the behavior. It helps assess response speed and prompt effectiveness.

Generalization is when a learned skill is used across different people, places, or situations. It ensures that the behavior is functional in daily life.

Shaping involves reinforcing closer and closer approximations to the desired behavior. This allows gradual development of new behaviors over time.

Forward chaining teaches the steps of a task in their natural order. The learner masters one step before moving to the next.

When confidentiality is at risk, the RBT should promptly secure private documents. This protects client privacy and complies with HIPAA and BACB ethics.

RBTs should report progress regularly as directed by the BCBA and supervision plan. Ongoing communication ensures the treatment stays aligned with goals.

RBTs are responsible for consistent and accurate data collection as outlined in the plan. This helps ensure decisions are based on reliable information.

RBTs are mandated reporters. If they suspect abuse or neglect, they must report it to the appropriate authorities following legal guidelines.

DRI involves reinforcing a behavior that cannot occur at the same time as the target problem behavior. For example, sitting is incompatible with running.

Accepting gifts from clients is against the ethics code. RBTs must politely decline such offers to maintain professional boundaries.

Teaching the child to request attention appropriately addresses the function of behavior. This is more effective than ignoring or punishing the behavior.

Proactive strategies like environmental arrangement and teaching replacement skills help prevent problem behavior before it occurs. This makes interventions more effective.

DRO reinforces the absence of the target behavior during a specified time period. It's used to reduce problem behaviors without specifying an alternative.

DRA involves reinforcing an appropriate alternative behavior while putting the problem behavior on extinction. This replacement behavior should serve the same function.

Extinction involves no longer providing reinforcement for a previously reinforced behavior. This typically leads to a gradual decrease in that behavior over time.

When a BCBA provides a task analysis, the RBT follows each step exactly as instructed. This ensures consistency and data accuracy.

Combining DTT and NET provides both structured learning and opportunities for generalization. DTT builds the skill and NET ensures it’s used functionally.

DTT is well suited for teaching labeling tasks through short, structured learning trials. These tasks are broken down into manageable steps.

Functional Communication Training (FCT) teaches an appropriate communicative response to replace problem behavior. For example, teaching to request a break instead of yelling.

After an incorrect response in DTT, the SD is typically repeated and the correct response is prompted. This provides immediate correction and learning.

The first step in a skill acquisition plan is identifying and defining the target behavior. This ensures everyone teaches and measures the same skill.

In DTT, an SD is an instruction that signals that a response will be reinforced. It helps the learner know when to respond.

Backward chaining teaches the last step first and works backward. It allows the learner to end with success and gradually learn earlier steps.

Maintenance refers to continuing to demonstrate a skill over time, even after instruction has ended. It shows the behavior is durable and independent.

The first step in a token economy is defining the target behavior(s). This ensures tokens are delivered contingently and meaningfully.

Most-to-least prompting starts with the most supportive prompt (e.g., physical), then gradually shifts to less intrusive prompts. It ensures initial success while building independence.

Incidental teaching uses naturally occurring situations to teach skills. For example, teaching the word 'toy' when a child asks for one makes learning more meaningful.

Prompt fading helps reduce dependency on prompts and increases learner independence. It ensures the behavior occurs with natural cues rather than constant assistance.

A physical prompt is when the instructor physically guides the learner through the behavior. This is often used as the most intrusive prompt in a prompting hierarchy.

Task analysis involves breaking a skill into smaller, teachable steps. It helps with instruction and tracking progress across complex behaviors like brushing teeth.

Forward chaining teaches the first step of a task first, and subsequent steps are taught sequentially. It allows the learner to build upon each success gradually.

Naturalistic teaching embeds learning opportunities into everyday routines and activities. It helps promote generalization and learner engagement.

DTT involves structured teaching trials with a clear beginning, prompt, response, and consequence. It is commonly used to teach discrete skills in a 1:1 setting.

Free operant preference assessments allow the client to freely interact with any items presented. This method provides insight into which items are most preferred.

The main purpose of an FBA is to identify the function of a challenging behavior. Understanding the 'why' behind behavior guides effective intervention planning.

Indirect assessments involve gathering information from others (e.g., interviews, checklists). They do not involve directly observing the behavior.

Direct assessment includes observing the learner’s behavior directly in a natural or structured setting. It provides objective, real-time information about behavior.

A preference assessment determines which items or activities are likely to be effective reinforcers. This helps motivate the learner during teaching sessions.

ABC data collection identifies what happens before (antecedent) and after (consequence) a behavior. It helps determine the function of the behavior for treatment planning.

Frequency is the count of behavior instances (e.g., 10 times in 30 minutes). It is a common, straightforward method of continuous data collection.

Momentary time sampling involves checking whether the behavior is occurring at the exact end of a defined interval. It’s less precise but efficient in busy settings.

Frequency refers to counting the number of times a behavior occurs during an observation period. It is ideal for behaviors with clear beginning and end points.