RBT Exam – Mock Test

Echoic behavior involves repeating exactly what is heard, typically used in early language development and assessed in verbal behavior programs.

Free operant assessments allow the learner free access to multiple items, measuring how long they engage with each to identify potential reinforcers.

Task analysis involves breaking complex tasks into smaller, teachable steps to facilitate skill acquisition.

RBTs must avoid offering clinical advice and should refer questions about diagnoses, medications, or treatment plans to the supervising BCBA.

A fixed ratio schedule delivers reinforcement after a specific number of correct responses, such as one token per correct answer.

Extinction involves discontinuing reinforcement of a previously reinforced behavior, leading to a decrease in that behavior over time.

RBTs should prepare according to the written skill acquisition plan before implementing a new program, ensuring correct and consistent delivery.

Anecdotal recording involves writing a detailed narrative of all behaviors and environmental events as they occur, often used for identifying behavior patterns.

Tact is a type of verbal behavior where the speaker names or identifies objects, actions, or events that are present in the environment.

Total task chaining involves teaching all steps of a behavior chain in sequence and prompting as needed until the client can perform each step independently.

Objective language ensures clarity, avoids bias, and supports valid interpretation by supervisors, insurers, and auditors.

Latency is the time between the onset of the discriminative stimulus (Sd) and the initiation of the behavior, useful for evaluating prompt effectiveness.

A formal preference assessment provides a systematic and objective way to identify preferred items that may function as reinforcers.

An establishing operation increases the current effectiveness of a reinforcer, often due to deprivation, making the pretzels more motivating.

Frequency is used to measure how many times a specific behavior occurs, ideal for discrete behaviors like hand-raising.

RBTs should maintain professional boundaries and follow their organization’s policy, avoiding personal contact sharing with clients or families.

Momentary time sampling records behavior at the exact end of an interval, providing a quick snapshot of behavior presence.

The RBT Task List (2nd ed.) defines the core competencies and duties expected of all Registered Behavior Technicians.

Prompt fading helps shift control from prompts to the natural stimulus, fostering independent and generalized behavior.

When a challenging behavior arises, the RBT should refer to and follow the BIP, which outlines how to respond to crying or similar behaviors.

RBTs are responsible for carrying out intervention plans designed by a BCBA, not for creating or modifying those plans independently.

RBTs must avoid dual relationships and should refer any service-related or personal concerns back to the supervising BCBA.

RBTs must seek guidance from their BCBA whenever procedures are unclear to maintain ethical and effective service delivery.

Immediate documentation ensures that observations are fresh and accurate, reducing recall errors and maintaining data integrity.

Avoidance or escape is a function of behavior aimed at postponing or removing unwanted tasks, commonly seen when demands are placed.

RBTs must adhere to the Behavior Intervention Plan (BIP) that outlines how to respond consistently and safely to behaviors like aggression.

DRO involves reinforcing the absence of a problem behavior during a specified period, encouraging other appropriate behaviors.

Shaping is used to teach new behaviors by reinforcing closer approximations to the target behavior until the final behavior is achieved independently.

Generalization refers to the use of learned behaviors across different people, settings, and materials, showing that learning has transferred beyond the teaching context.

DTT involves structured learning opportunities with a clear discriminative stimulus (Sd), a prompt if needed, and reinforcement, maximizing learning efficiency.

Curriculum-based assessments evaluate a learner’s current academic functioning by observing performance during familiar or structured tasks.

Preference assessments identify stimuli that are likely to serve as reinforcers by observing choices or engagement levels across various items.

Permanent product involves measuring the outcome or tangible result of a behavior, like completed assignments, without needing real-time observation.

Whole interval recording only marks the interval if the behavior occurs during the entire duration, which is useful for measuring sustained behaviors.

Continuous measurement procedures aim to capture every instance of the target behavior, such as using frequency or duration recording, which helps ensure comprehensive tracking.

Probing is done to assess whether a learner can perform a skill without teaching. It helps determine baseline ability. This informs instructional planning before intervention begins.

Two BCBAs can supervise up to 10 RBTs together in a group setting. This is according to BACB guidelines. Larger groups require proper justification and documentation.

The behavior intervention plan procedures are standard and don’t need to be rewritten in session notes. The note should focus on what happened during the session. This prevents redundancy.

A tact is a verbal label of something in the environment, like naming a zebra. It’s reinforced by generalized conditioned reinforcers, such as praise. Tacting expands vocabulary and expressive language.

Permanent product recording involves evaluating physical outcomes of a behavior (e.g., completed work). It allows for data collection without live observation. It’s useful in academic or chore-based programs.

DRA involves reinforcing a behavior that serves as a more appropriate alternative to a problem behavior. In this case, reinforcing on-task behavior helps reduce escape-maintained behavior. It teaches a socially acceptable replacement.

In DRO (Differential Reinforcement of Other Behavior), reinforcement is given only if the problem behavior does not occur during the interval. This promotes periods of appropriate behavior. It does not require a replacement behavior.

Task analysis is the process of breaking down a complex task into smaller, sequential steps. This helps with instruction, consistency, and tracking progress. It’s widely used for daily living skills.

Consequences are events that follow a behavior and influence its future occurrence. Understanding them is key in behavior analysis. They can be reinforcing or punishing.

RBTs should communicate relevant data and observations that pertain to the client’s goals. This ensures treatment decisions are based on evidence. Personal opinions or unrelated info should be avoided.

The statement is FALSE. Intermittent reinforcement is typically used for maintaining established behaviors, while continuous reinforcement is used when teaching new ones. This helps with fading and generalization.

Backup reinforcers are the actual items or activities a learner exchanges tokens for. These are what give tokens their value. Without backup reinforcers, tokens lose their effectiveness.

A Variable Interval schedule provides reinforcement after an average amount of time has passed. This promotes steady response rates. It’s less predictable than fixed schedules, making behavior more persistent.

Conditioned reinforcers gain value by being paired with other reinforcers, like tokens exchanged for snacks. They help bridge the gap between behavior and reward. These are essential in systems like token economies.

Accurate documentation helps track treatment progress and identify needed changes. Timely notes support ongoing supervision and treatment integrity. Incomplete records can lead to poor clinical decisions.

RBTs have 30 days to report legal charges like battery to the BACB. Timely reporting maintains transparency and integrity in the field. Failing to report may result in disciplinary action.

Extinction involves withholding reinforcement for a previously reinforced behavior. Over time, this leads to a decrease in that behavior. It is often paired with reinforcement of alternative behaviors.

Documentation during supervision helps maintain communication and ensures accountability. It allows for accurate feedback and collaborative problem-solving. Well-kept records are also essential for ethical compliance.

Creating a task analysis means defining each step of the skill in order. This provides a structured way to teach and collect data. It ensures consistency across instructors.

Differential reinforcement reinforces desired behaviors (e.g., hand-raising) and withholds reinforcement for undesired ones (e.g., shouting). This increases the appropriate alternative behavior. It's a core strategy in behavior reduction plans.

Prompt and fading methods help teach new skills by initially guiding the learner and then systematically removing prompts. This prevents prompt dependency and builds independence. It is effective in step-by-step learning situations.

A continuous reinforcement schedule means every correct response is reinforced. This builds new behaviors quickly by establishing a strong association. Once learned, the schedule is typically faded to maintain the behavior.

A conditioned reinforcer gains value through association with primary reinforcers (like toys linked to rewards). The dinosaurs were likely paired with reinforcement, making them effective motivators. They’re useful in token economies and structured tasks.

Escape is the function when behavior aims to avoid or get out of a demand or task. In this case, eloping prevents participation in the tracing activity. Recognizing escape allows for proactive strategies like demand fading.

Curriculum-based evaluations assess which academic or skill-based tasks the learner can perform independently. This helps identify instructional starting points. It supports personalized education planning.

Multiple Stimuli Without Replacement (MSWO) involves removing the selected item from the array after each choice. This method ranks preferences based on order of selection. It's efficient and commonly used with children.

DRO (Differential Reinforcement of Other Behavior) involves reinforcing the absence of a target behavior during a specified interval. It encourages alternative behaviors by rewarding non-occurrence. This method helps reduce high-frequency behaviors.

Mastery criteria like '80% independent across 3 consecutive sessions' are more precise and meaningful than a single metric. This ensures consistency and reliability of the skill. It reduces the chance of false mastery due to one-time success.

Operational definitions should be objective and observable to ensure consistent measurement across observers. Subjective terms like 'aggressive' can lead to confusion or misinterpretation. Clear definitions are essential for accurate data collection.

Inter-response time (IRT) measures the time between instances of the same behavior. It’s useful for assessing frequency and pacing. High IRTs may suggest low-frequency behavior patterns.

According to the RBT Ethics Code, babysitting clients is a dual relationship and should be avoided. Even if the RBT is familiar with the family, it’s still not appropriate. Maintaining professional boundaries protects both the client and RBT.

The most objective and measurable option is 'punched her friend’s face with a closed fist.' It describes exactly what happened in observable terms. Objective descriptions avoid assumptions or subjective interpretation.

Line graphs are the standard in ABA because they clearly show trends in behavior over time. They allow for easy visual comparison of intervention effects. This format supports informed decision-making.

Prompt and fading methods involve providing assistance and then gradually reducing it until independence is achieved. This builds confidence and skill while minimizing prompt dependency. It’s commonly used in teaching life skills.

Negative reinforcement involves removing something unpleasant after a behavior to increase that behavior’s future occurrence. In this example, removing yelling increased dish-cleaning behavior. It’s often misunderstood as punishment but actually strengthens behavior.

Client preferences should take priority when designing and implementing behavior plans. Centering the client supports person-centered treatment. This approach respects client autonomy and improves engagement.

Positive reinforcement involves adding something after a behavior to increase its occurrence, such as receiving money. In this case, the $7 increased the likelihood of future room cleaning. Reinforcement strengthens behavior when delivered contingently.

This scenario describes a preference assessment, where Sarah observes which toys the child chooses. Understanding preferences helps guide reinforcement strategies. It is crucial for increasing motivation and learning.

Duration measures the total time a behavior lasts. It’s especially useful for behaviors that vary in length rather than frequency. This helps determine if interventions reduce the length of problematic behaviors.

Percentage is used to show the proportion of time the behavior occurred during the total observation period. It’s often used when comparing the occurrence of a behavior relative to the total time observed. This allows for easy interpretation of behavior trends.