75-Question RBT Practice Exam Free Online

Antecedent interventions are used before a behavior occurs to reduce the likelihood of problem behavior. In this case, the RBT uses a visual schedule as a proactive support to help the client transition successfully.

Task analysis breaks down a complex skill into smaller, teachable steps to aid systematic instruction.

A tact is a verbal operant where a speaker names or identifies objects or actions in the environment.

Positive reinforcement occurs when a behavior is followed by the addition of a desirable stimulus, increasing its future frequency.

Negative reinforcement involves removing an aversive stimulus following a behavior, thereby increasing that behavior.

DRA teaches a replacement behavior that serves the same function as the inappropriate one.

Least-to-most prompting starts with minimal assistance and increases support only as needed, promoting independence.

Automatic punishment is when a behavior directly results in an unpleasant outcome, reducing its future occurrence without social mediation.

A skill acquisition plan should also specify the teaching procedure to ensure consistent implementation.

Shaping reinforces successive approximations toward a desired behavior, gradually increasing expectations.

Tangible-maintained behavior occurs when access to a desired item or activity reinforces the behavior.

Contingency means reinforcement is given immediately after the behavior, strengthening the connection between the two.

Frequency measurement counts each instance of a behavior, providing a tally over a given time frame.

Variable Interval 5 (VI5) means the first correct response is reinforced after an average of 5 minutes, though intervals vary.

A model prompt is when the instructor performs the correct behavior to encourage imitation by the learner.

Discrimination involves responding differently to distinct stimuli, showing the learner can tell them apart.

Maintenance programming involves continued practice or reinforcement to ensure a learned skill persists over time.

Escape-maintained behaviors function to avoid or terminate an aversive situation, such as loud noise.

Objective session notes must describe observable and measurable events to ensure clarity and consistency in documentation.

Momentary Time Sampling records whether a behavior occurs at the exact moment the interval ends.

A model prompt involves the instructor demonstrating the desired behavior to cue the learner's response.

Generalization occurs when a learned skill is applied to different but similar situations or stimuli beyond the training context.

An unconditioned reinforcer is something inherently reinforcing, such as food or warmth, without needing to be learned.

DRA (Differential Reinforcement of Alternative behavior) reinforces a specific, appropriate replacement for the problem behavior.

Fixed Ratio 3 (FR3) means reinforcement is delivered after every third correct response.

Latency is the time between the presentation of a stimulus (e.g., instruction) and the initiation of the response.

Sensory-maintained behaviors are automatically reinforcing and are not dependent on others’ reactions.

Natural Environment Teaching (NET) involves teaching in natural contexts where the learner initiates activities or interactions.

Positive reinforcement involves delivering a desired stimulus immediately after a behavior to increase its future occurrence.

Frequency data involves counting how many times a behavior occurs within a specified period.

Prompt dependency occurs when a learner becomes reliant on prompts and struggles to respond independently, even when they know the correct answer.

Prompt fading is a technique where more intrusive prompts are gradually removed to encourage independent responding.

Extinction occurs when the reinforcement maintaining a behavior is withheld, reducing the likelihood of the behavior occurring in the future.

Full physical prompting involves physically guiding the client to complete the correct response after an incorrect attempt.

DRO (Differential Reinforcement of Other behavior) reinforces the absence of a target behavior within a specified time period, encouraging alternative or appropriate behavior.

Money, tokens, and praise are conditioned reinforcers. These are learned reinforcers, unlike primary (unconditioned) ones like food or water.

The RBT's main role is implementing behavior plans and skill acquisition programs. They are not responsible for training parents or designing programs.

The function of the behavior appears to be gaining attention from peers. The laughing increases the likelihood of inappropriate jokes continuing.

If food is no longer appropriate, the BCBA may recommend pairing food with other items to develop new reinforcers. This helps reduce dependency on food alone.

Before beginning services with a high-risk client, a crisis/emergency plan must be in place. This ensures the safety of both the client and staff.

An antecedent is what happens right before the behavior occurs. Identifying antecedents helps in understanding and modifying behavior patterns.

RBTs must receive supervision equal to at least 5% of hours worked monthly. For 100 hours, this equals 5 hours of supervision.

The three-term contingency includes antecedent, behavior (response), and consequence. It's a foundational framework in applied behavior analysis.

RBTs are required to report changes that might affect treatment outcomes. Hazel's sleep pattern change is relevant and should be documented and shared with the BCBA.

Ethan’s elopement results in escape from a task (the worksheet). The teacher unintentionally reinforces this behavior by removing the demand.

Automatic punishment occurs without social mediation. In this case, the uncomfortable sweatshirt led to a decrease in wearing it, without anyone else intervening.

A token economy requires identifying backup reinforcers, target behaviors, and an exchange ratio. These components ensure the system is clear and motivating.

Probing is a method used to assess which skills a client can or cannot perform independently. It helps the BCBA determine where to begin instruction.

Shaping involves reinforcing successive approximations of the target behavior. Laura gradually increased the criterion from 'Ma' to 'Mama' to strengthen verbal accuracy.

Response cost removes a previously earned reinforcer following a problem behavior. It’s a form of negative punishment that reduces future behavior.

Shaping reinforces approximations toward a terminal behavior. In this case, the client is reinforced for gradually saying 'cookie' correctly.

Lara’s crying likely functions as escape/avoidance. It occurs when she’s asked to go to bed and aims to delay the task.

Team collaboration is important, but discussing changes after the session is not part of formal preparation. Preparation happens before the session.

To calculate duration percentage, total up the time spent engaging in the behavior and divide by the total session time. Here it’s 35 minutes out of 60, which is about 58%.

Rainbow tokens are delivered after a fixed number of behaviors, making this a fixed ratio schedule. It’s predictable and easy to implement.

Generalization involves using learned skills across settings, people, and stimuli. Sarah ensures the skill is flexible and functional.

Least-to-most prompting starts with the least intrusive prompt and progresses only if needed. This encourages independent responding.

RBTs should always communicate with the BCBA if a plan seems ineffective. They are not permitted to change or ignore plans independently.

Task analysis defines the steps of a behavior chain, while chaining is how you teach them. The analysis comes before teaching the chain.

Overgeneralization is using a learned response in inappropriate contexts. The learner applies 'open door' too broadly.

Prompt dependency occurs when the learner waits for a prompt instead of responding independently. It indicates overuse or improper fading of prompts.

Task analysis breaks complex skills into smaller, teachable steps. Sarah is using this to systematically teach tooth brushing.

The BACB requires RBTs to complete a competency assessment annually. This ensures ongoing competency and ethical practice.

Maintenance refers to the continued use of a learned skill after reinforcement is withdrawn. Jake tying his shoes independently shows skill retention.

Escape, attention, tangible, and sensory are the four main functions of behavior. Knowing the function helps design effective interventions.

Response generalization occurs when a learner uses new but similar responses that serve the same function. It shows flexibility in learning.

A contingency is a dependent relationship between behavior and consequence. Watching TV depends on the child getting ready on time.

After selecting a measurement method, the next step is to gather baseline data. This provides a comparison point for evaluating progress.

Continuous measurement includes methods like frequency, rate, and duration. These capture every instance of behavior, unlike discontinuous methods.

Accepting a gift from a client’s family can be considered a conflict of interest. It may affect objectivity and professional boundaries.

A fixed interval schedule delivers reinforcement for the first response after a set time (e.g., every hour). It’s based on time, not number of responses.

Non-contingent reinforcement delivers reinforcement on a fixed schedule regardless of behavior. It’s used to reduce motivation for problem behaviors.

Negative reinforcement involves removing something aversive (like a demand) to increase future behavior. The behavior increases because it stops something unpleasant.

Continuous measurement captures every instance of behavior and is used for accurate tracking of observable behaviors. It provides detailed information for analysis.

Momentary time sampling records behavior only at the exact moment the interval ends. It’s useful for observing multiple individuals simultaneously.