RBT Practice Exam Test – Section C

Tokens themselves aren’t inherently valuable but gain value because they can be exchanged for preferred items or activities. They act as conditioned reinforcers in the system.

A token economy uses conditioned reinforcers (tokens) that the client collects and exchanges for backup reinforcers. This is an effective strategy for increasing desired behavior.

Shaping builds new behaviors by reinforcing closer versions of the desired behavior, one step at a time. It's effective for teaching complex or difficult skills.

Shaping involves reinforcing successive approximations of a behavior until the full response is achieved. It's helpful when the target skill doesn't yet occur in any form.

Teaching across different contexts and with various materials encourages the client to apply the skill beyond the teaching setting, which is essential for real-world application.

Stimulus generalization occurs when a behavior learned in one context (a picture of a cup) is applied in another (real object), showing the client has generalized the skill.

Prompt fading helps transition control from the prompt to the natural SD. This encourages the client to respond correctly without help, which is the goal of teaching.

Prompt fading is used to reduce dependence on assistance and build independent responses by systematically decreasing the level of prompting used.

True stimulus control means the client reliably performs the target behavior in response to the SD alone, indicating successful teaching and fading of prompts.

Stimulus control transfer involves gradually fading prompts until the natural SD (e.g., verbal cue “stand up”) alone elicits the behavior, increasing independence.

Discrimination training ensures that the client learns to respond only to the correct stimulus (e.g., choosing “apple” when prompted), which builds accuracy and precision in skill use.

Discrimination training teaches the client to respond to specific stimuli (apple vs. banana) by reinforcing correct responses and withholding reinforcement for incorrect choices. This helps the client differentiate between options.

Forward chaining introduces each step in sequence, starting with the first. The client learns each part gradually and in natural order, promoting a logical flow of learning complex tasks.

Backward chaining teaches the last step first. The client gains success at the end of the task chain and gradually learns earlier steps, building confidence and reinforcing task completion.

Naturalistic teaching promotes learning in real-world settings. It leverages the client’s motivation and uses naturally occurring events as learning opportunities.

In incidental teaching, the RBT uses a naturally occurring opportunity initiated by the client to teach a skill. Molly uses the client’s motivation for crackers to teach a verbal request.

DTT is systematic and consists of a clear beginning and end for each teaching opportunity. It is commonly used for teaching new skills and allows for consistent data collection.

DTT is a structured instructional format that includes a clear SD, a response, a consequence (reinforcement or correction), and repetition. Sarah is following this process with precision.

Immediacy means the reinforcer must follow the behavior as soon as possible. Delayed reinforcement weakens the association between the behavior and consequence, reducing learning effectiveness.

A fixed ratio schedule delivers reinforcement after a set number of responses. In this case, the client knows they will get a token after two responses and a reward after five tokens, making this predictable and motivating.

Not preparing materials in advance can result in session delays, off-task behavior, or lack of learning. Following the acquisition plan includes ensuring the necessary resources are on hand before the session starts.

Proper preparation ensures that all components of the session align with the written plan. It minimizes interruptions and maximizes teaching time, contributing to more effective client progress.

Reviewing a plan beforehand allows the RBT to deliver instructions correctly and apply consistent teaching procedures. This supports the client’s learning by preventing errors and ensuring data collected are valid.

Before beginning any intervention, the RBT must review and fully understand the skill acquisition plan. This includes knowing what the target behavior is, what materials are needed, how to teach it (e.g., prompting strategy), and how to determine when the skill is mastered.