RBT Practice Exam – Test 3

Removing the aversive situation (denial) by giving candy increases future screaming is regarded as negative reinforcement.

RBTs are required to implement interventions exactly as written by the BCBA.

Response blocking physically prevents the problem behavior from occurring.

Negative punishment removes a preferred item to decrease behavior.

Token economies are used to increase appropriate behavior by reinforcing it.

Avoiding a task indicates an escape-maintained behavior.

An operational definition is clear, measurable, and observable.

Fixed ratio delivers reinforcement after a set number of correct responses.

To maintain token system integrity, remove only the exchanged tokens.

Most-to-least starts with maximum assistance and fades toward independence.

In backward chaining, the last step is taught first, and earlier steps are prompted.

Non-contingent reinforcement means reinforcement is given regardless of behavior.

These are components of preparing for the session based on the skill acquisition plan.

A skill acquisition plan provides structure for teaching and measuring progress on targeted skills.

Reviewing data every 2 months is not timely enough to make effective instructional decisions.

An antecedent is any event, condition, or stimulus that occurs before a behavior and may trigger or influence that behavior.

In operant conditioning, reinforcement serves to increase or maintain a behavior by delivering a consequence after the behavior.

Negative punishment involves taking away a preferred item or activity to decrease the future occurrence of a behavior.

Antecedent interventions modify the environment or routine before the behavior occurs to reduce the chance of problem behaviors.

Duration measures how long a behavior lasts from start to finish, such as time spent engaged in a task or activity.

Error correction helps learners recover from mistakes by prompting or guiding them toward the correct response, ensuring skill acquisition continues.

The RBT’s role is to implement treatment plans as designed by the BCBA and follow protocols without making independent changes.

Generalization refers to the ability to apply learned behaviors across different environments, people, or situations.

Modeling involves demonstrating a desired behavior so the learner can observe and imitate it.

Prompts guide or support a learner in making the correct response and are used to increase accuracy and learning success.

Token economies are structured reinforcement systems where tokens are earned for appropriate behaviors and exchanged for preferred items.

Shaping is a process where successive approximations of a target behavior are reinforced until the desired behavior is reached.

The goal of a Functional Behavior Assessment is to determine why a behavior is occurring so that effective interventions can be designed.

Positive punishment refers to adding an aversive stimulus after a behavior to decrease its future occurrence.

ABC stands for Antecedent (what happens before the behavior), Behavior (the observable action), and Consequence (what happens after the behavior).

Guessing is not a valid data collection method in ABA because it lacks objectivity and cannot be used to make reliable treatment decisions.

An operational definition clearly and objectively describes what a behavior looks like so that it can be measured and observed consistently.

Prompt fading is the systematic removal of prompts to increase the learner’s independence and ensure they respond without assistance.

The main purpose of a BIP is to teach functionally appropriate alternative behaviors that meet the same need as the problem behavior.

A behavior reduction plan should not include reinforcement for problem behavior; instead, it should focus on prevention and teaching replacement skills.

The first step in Discrete Trial Teaching (DTT) is delivering the antecedent or instruction to prompt the desired response.

Antecedent interventions are changes made to the environment or context to prevent problem behavior before it occurs.

RBTs assist in collecting and recording data during assessments but do not analyze or interpret the results.

Positive reinforcement involves adding something desirable (like praise or a reward) after a behavior, increasing the chance of it happening again.

Reinforcement increases the future likelihood of a behavior by delivering a consequence immediately following that behavior.

Frequency is the best method for counting how many times a specific behavior, like hand-raising, occurs.

Interresponse time (IRT) measures the amount of time between two successive occurrences of the same behavior.

After a client exchanges tokens or checkmarks for a reinforcer, those exchanged tokens should be removed to maintain the integrity of the token system.

Errorless teaching uses prompts to minimize mistakes and helps learners make correct responses from the start, building confidence and fluency.

Most-to-least prompting provides the highest level of support initially and systematically reduces it to encourage independent responses.

Forward chaining involves teaching steps in sequence starting from the first, while backward chaining begins by teaching the last step first.

Reinforcing every correct response is called a continuous schedule of reinforcement; it helps build new behaviors quickly.

A discriminative stimulus signals that reinforcement is available for a particular response, while a stimulus delta signals that reinforcement is not available.

Positive reinforcement involves adding a stimulus (like a token) immediately after a desired behavior to increase the likelihood of it occurring again.

Preparing for a session includes gathering materials, reviewing the BIP, and checking with the supervisor to ensure accurate and consistent implementation of the treatment plan.