RBT Practice Exam 1 - Foundation Assessment (2025-2026)

Start your RBT exam prep with Practice Exam 1, available in two versions based on your test date.

If you’re taking the exam any time in 2025, use the 2nd Edition version. If your exam is on or after January 1, 2026, choose the 3rd Edition version.

Both versions follow the official BACB task lists and include realistic, scenario-based questions across all domains.

Need help deciding? Read our guide comparing the 2nd and 3rd Edition RBT Task Lists to see what’s changed.

After finishing the quiz, you’ll receive all answers and detailed explanations to help identify your strengths and areas to improve.

2025 (2nd Edition)
2026 (3rd Edition)

RBT Practice Exam 1 (2nd Edition)

Ready to test your skills? Start below, and let’s prep like pros! 💪

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1. During a paired stimulus preference assessment, a client consistently chooses edible items over toys when both are presented together. However, when only toys are available, the client engages with them appropriately. This information is most useful for:

A. Establishing a hierarchy of reinforcers for different situations

B. Proving that the client has restricted interests

C. Determining which items should never be used as reinforcers

D. Diagnosing a feeding disorder

Explanation: This data helps establish a hierarchy of reinforcers, showing that edibles are higher-value reinforcers than toys, but toys still have reinforcing value when edibles aren't present. This information allows practitioners to select appropriate reinforcers for different situations and reinforcement schedules.

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2. An RBT is documenting progress on a client's goal of independently brushing teeth. Which of the following would be the most objective way to record this data?

A. "Client did a great job with tooth brushing today"

B. "Client seems to be getting better at tooth brushing"

C. "Client completed 6/10 steps of tooth brushing routine independently"

D. "Client was more cooperative with tooth brushing routine than yesterday"

Explanation: "Client completed 6/10 steps of tooth brushing routine independently" is the most objective because it provides specific, measurable information about exactly what the client accomplished without subjective judgment. The other options include subjective terms like "great job," "more cooperative," and "getting better."

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3. An RBT is writing a session note and includes the following statement: "Client was being stubborn today and refused to do any work because he was in a bad mood." What is problematic about this documentation?

A. It uses subjective language rather than objective descriptions

B. It's too detailed

C. It doesn't include the date and time

D. It discusses behavioral data

Explanation: The statement uses subjective language ("stubborn," "bad mood") rather than objective descriptions of observable behavior. Professional documentation should be objective and describe what was actually observed rather than making judgments about the client's internal state or personality.

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4. An RBT notices that a client frequently complains of stomach pain during sessions. The client's mother mentions the client has been constipated. What should the RBT do?

A. Document the client's complaints and physical symptoms objectively, and inform the supervising BCBA

B. Ignore the complaints since they're probably just an attempt to escape demands

C. Recommend a specific over-the-counter medication for constipation

D. Suggest dietary changes based on internet research

Explanation: The RBT should objectively document any physical complaints and inform the supervising BCBA. Making medical recommendations is outside the RBT's scope of practice. The BCBA can then discuss with the family about consulting appropriate medical professionals while considering how physical discomfort might impact behavior and programming.

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5. An RBT notices during a session that a client appears ill, with flushed cheeks and lethargy. The client's mother mentions the client had a fever the previous night. Which of the following should be included in the session notes?

A. "Client was sick and should have stayed home."

B. "Client presented with flushed cheeks and lethargy. Mother reported client had fever previous night. Session modified to accommodate client's condition."

C. "Client wasn't feeling well so we took it easy today."

D. "Client appeared ill and was unable to work appropriately."

Explanation: "Client presented with flushed cheeks and lethargy. Mother reported client had fever previous night. Session modified to accommodate client's condition" is the most appropriate documentation because it objectively describes observable symptoms, includes relevant information from the parent, and notes how the session was affected, all without subjective judgment.

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6. An RBT collects data showing that a client engaged in tantrum behavior 15 times during Monday's session, 12 times on Tuesday, 14 times on Wednesday, and 8 times on Thursday. If asked to report the trend in behavior, the RBT should state:

A. "The client's tantrum behavior remains constant."

B. "The client's tantrum behavior is decreasing."

C. "The client's tantrum behavior is increasing."

D. "The client's tantrum behavior is variable but shows an overall decreasing trend."

Explanation: The data shows variability (15, 12, 14, 8) but with an overall decreasing trend from the beginning of the week (15) to the end (8). Despite the slight increase on Wednesday, the general direction shows improvement, making "variable but shows an overall decreasing trend" the most accurate description.

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7. A learner has mastered identifying colors when presented with one correct option and one incorrect option. The BCBA now wants to increase difficulty by having three options presented, with one being correct. This is an example of:

A. Stimulus fading

B. Response generalization

C. Discrimination training

D. Backward chaining

Explanation: This describes discrimination training, which involves teaching a learner to respond differently to different stimuli. In this case, the learner must discriminate between three options to identify the correct color, representing an increased level of discrimination difficulty.

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8. An RBT records data on a child's aggressive behavior. Yesterday, the child engaged in 12 instances of aggression over a 4-hour session. Today, the child engaged in 9 instances of aggression during a 2-hour session. Which statement is most accurate?

A. The child's aggression remained the same across both days

B. The child's aggression increased from yesterday to today

C. There is insufficient information to determine a trend

D. The child's aggression decreased from yesterday to today

Explanation: While the total count decreased (12 to 9), the rate actually increased. Yesterday: 12 instances ÷ 4 hours = 3 per hour. Today: 9 instances ÷ 2 hours = 4.5 per hour. Therefore, the rate of aggressive behavior increased, highlighting the importance of analyzing rate rather than raw count when session durations differ.

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9. An RBT collects frequency data on a client's vocal stereotypy. Over a 3-hour session, the client engaged in vocal stereotypy 45 times. What is the rate of vocal stereotypy per hour?

A. 17 instances per hour

B. 13 instances per hour

C. 45 instances per hour

D. 15 instances per hour

Explanation: Rate is calculated by dividing the total count by the time period. In this case, 45 instances ÷ 3 hours = 15 instances per hour.

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10. An RBT is teaching a child to identify emotions. The RBT shows a picture of a smiling face and asks, "How does she feel?" After the child answers correctly, the RBT provides praise and a token. The RBT then shows a picture of a sad face and asks the same question. This teaching strategy is an example of:

A. Incidental teaching

B. Pivotal response training

C. Discrete trial training

D. Naturalistic teaching

Explanation: This describes discrete trial training (DTT), which involves structured teaching with clear antecedents (showing picture and asking question), responses (child's answer), and consequences (praise and token), with distinct trials presented in succession (smiling face followed by sad face). DTT is characterized by this structured, repeated format with planned reinforcement.

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11. A client engages in self-stimulatory behavior (rocking) during instructional time. The behavior intervention plan specifies that the client should receive a 2-minute break for appropriate sitting for 5 minutes. This intervention is an example of:

A. Differential reinforcement of alternative behavior (DRA)

B. Differential reinforcement of incompatible behavior (DRI)

C. Differential reinforcement of other behavior (DRO)

D. Differential reinforcement of lower rates of behavior (DRL)

Explanation: This intervention uses differential reinforcement of other behavior (DRO) because reinforcement (break) is provided contingent on the absence of the target problem behavior (rocking) during a specified time period (5 minutes). The reinforcement is contingent on any other behavior occurring in the absence of the target behavior.

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12. A client's treatment plan includes a goal to increase functional communication. The BCBA asks the RBT to collect data on how many times the client uses picture cards to request preferred items. The RBT should:

A. Record data only when the BCBA is present to verify

B. Record all attempts at communication, including prompted and independent responses, and note whether they were prompted or independent

C. Only record data during structured teaching times

D. Record only successful independent requests

Explanation: The RBT should record all communication attempts, including both prompted and independent responses, while noting which were prompted and which were independent. This comprehensive data helps track progress in skill acquisition from full prompting to independence.

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13. A BCBA is conducting a functional analysis of a client's aggressive behavior. During the attention condition, the client engages in high rates of aggression. During the escape condition, rates are moderate. During the tangible and alone conditions, rates are low. Based on this information, what is likely the primary function of the client's aggressive behavior?

A. Access to tangibles

B. Escape

C. Attention

D. Automatic reinforcement

Explanation: Since aggression occurred at the highest rates during the attention condition, the behavior is most likely maintained primarily by attention. The moderate rates during the escape condition suggest escape may be a secondary function, while the low rates during tangible and alone conditions suggest those are not significant maintaining functions.

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14. A client's parent tells an RBT that they're thinking about stopping their child's ADHD medication because they read online that behavior therapy alone can treat ADHD. The most appropriate response from the RBT would be:

A. "I understand your concerns. These decisions should be discussed with your child's doctor, who can work together with your BCBA to determine the best approach."

B. "You should definitely stop the medication if you have concerns about it."

C. "Keep your child on medication because behavior therapy won't be effective without it."

D. "I agree, medication often isn't necessary when behavior therapy is implemented correctly."

Explanation: This response acknowledges the parent's concerns while appropriately redirecting medication decisions to qualified medical professionals. The RBT stays within their scope of practice by not making medical recommendations while encouraging collaboration between medical and behavioral providers.

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15. A student engages in self-injurious behavior by hitting his head. The behavior intervention plan states that when this occurs, staff should block the behavior and redirect to a replacement behavior of squeezing a stress ball. This intervention component is an example of:

A. Differential reinforcement

B. Response blocking

C. Extinction

D. Overcorrection

Explanation: Response blocking involves physically (but safely) preventing a harmful behavior from occurring or continuing. In this case, staff physically block the self-injurious behavior of head-hitting to prevent harm while redirecting to an appropriate alternative behavior.

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16. An RBT is collecting data on a client's transition behavior. The client takes 45 seconds to transition from circle time to center time on Monday, 38 seconds on Tuesday, 42 seconds on Wednesday, and 30 seconds on Thursday. What is the median transition time?

A. 40 seconds

B. 44 seconds

C. 40.5 seconds

D. 38.75 seconds

Explanation: To find the median, arrange all values in ascending order (30, 38, 42, 45) and find the middle value. With four data points, the median is the average of the two middle values: (38 + 42) ÷ 2 = 40 seconds.

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17. An RBT is documenting progress on a client's goal to independently request bathroom breaks. Which of the following is the most appropriate way to document this data?

A. "Client is making progress with communication skills."

B. "Client independently requested bathroom 3 out of 5 opportunities today (60%)."

C. "Client seems more comfortable requesting bathroom breaks."

D. "Client did well with bathroom requests today."

Explanation: "Client independently requested bathroom 3 out of 5 opportunities today (60%)" is the most appropriate documentation because it is specific, objective, and quantifiable. It clearly states what the client did, how many opportunities occurred, and includes a percentage for easy tracking of progress over time.

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18. A parent tells an RBT that another behavior therapist recommended spanking their child when they engage in problem behavior. The parent asks if the RBT agrees with this approach. The most appropriate response would be:

A. "Every child is different, so what works for one might work for another."

B. "I cannot recommend physical punishment. Our approach is based on positive reinforcement strategies and ethical guidelines that prohibit such methods."

C. "I'd need to check with my BCBA first to see if they approve of spanking."

D. "Let's try it and see if it works for your child."

Explanation: This response maintains professional boundaries, aligns with ethical guidelines in behavior analysis that prohibit recommending physical punishment, and redirects toward positive approaches. RBTs must advocate for ethical treatment of clients even when faced with questions about potentially harmful practices.

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19. An RBT is teaching a child to request items using PECS (Picture Exchange Communication System). The child can now independently walk to the communication book, select the correct picture, and hand it to a communication partner. According to the PECS protocol, what phase has the child mastered?

A. Phase 1

B. Phase 3

C. Phase 2

D. Phase 4

Explanation: In Phase 3 of PECS, the learner can independently navigate to the communication book, select the appropriate picture from multiple options, and approach a communication partner to exchange it. Phase 1 involves making the exchange with physical prompts, Phase 2 develops distance and persistence, and Phase 4 involves sentence structure.

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20. An RBT is implementing a behavior plan that includes withholding attention following instances of attention-seeking behavior. During a session, the client engages in dangerous behavior that could result in injury. What should the RBT do?

A. Immediately provide attention to stop the dangerous behavior

B. Call the BCBA before taking any action

C. Continue implementing the planned extinction procedure

D. Leave the room to avoid reinforcing the behavior

Explanation: Client safety always takes precedence over behavior intervention procedures. When potentially dangerous behavior occurs, the RBT should immediately intervene to ensure safety, even if this means providing attention that might temporarily reinforce the behavior. The incident should then be documented and reported to the BCBA.

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21. A student repeatedly calls out answers without raising his hand. The teacher implements a system where students earn points for raising their hand before speaking, and these points can be exchanged for preferred activities. This intervention is an example of:

A. Response cost

B. Positive punishment

C. Extinction

D. Differential reinforcement of alternative behavior (DRA)

Explanation: This is differential reinforcement of alternative behavior (DRA) because it reinforces an alternative behavior (raising hand) that serves the same function as the problem behavior (calling out) but is more appropriate. The alternative behavior (hand-raising) allows the student to participate and get attention in an acceptable way.

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22. An RBT is teaching a client to greet peers by saying "hello" and waving. The RBT first has the client practice in the therapy room with the RBT, then with other staff members, then with peers in different settings like the classroom and playground. This teaching strategy is designed to promote:

A. Shaping

B. Chaining

C. Generalization

D. Maintenance

Explanation: This strategy promotes generalization by systematically programming for the client to perform the skill across different people (RBT, staff members, peers) and different settings (therapy room, classroom, playground). Generalization occurs when a learned behavior transfers to new situations, stimuli, or people not involved in the original teaching.

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23. An RBT is collecting data on a client's vocal stereotypy. The data shows that when the behavior occurs, it typically lasts between 5-10 seconds, happens approximately 25 times per hour, and occurs almost exclusively during independent work times. What dimension of the behavior is NOT being measured in this example?

A. Temporal locus

B. Duration

C. Intensity

D. Frequency

Explanation: The data includes frequency (25 times per hour), duration (5-10 seconds), and temporal locus (during independent work times), but does not include any measure of intensity (how loud or forceful the stereotypy is).

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24. An RBT is collecting data on a client's on-task behavior during 30-minute work sessions. The RBT observes the client at the end of each 5-minute interval and records whether the client is on-task at that moment. What type of measurement system is being used?

A. Partial interval recording

B. Duration recording

C. Whole interval recording

D. Momentary time sampling

Explanation: This describes momentary time sampling, where the observer checks whether a behavior is occurring at specific moments in time (in this case, at the end of each 5-minute interval). The behavior is only recorded if it occurs precisely at the observation moment, not throughout the interval.

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25. Maria, a 4-year-old with autism, is learning to identify emotions in pictures. Her RBT shows her a card with a happy face and says, "Maria, touch happy." If Maria doesn't respond within 3 seconds, the RBT points to the correct card (gestural prompt). If Maria still doesn't respond, the RBT gently guides Maria's hand to touch the card (physical prompt). Which prompting strategy is the RBT implementing?

A. Least-to-most prompting

B. Graduated guidance

C. Time delay prompting

D. Most-to-least prompting

Explanation: Least-to-most prompting begins with the least intrusive prompt (in this case, the verbal instruction alone), then increases to more intrusive prompts (gestural, then physical) only if needed. The RBT started with just the verbal instruction, then added a gestural prompt, and finally used physical guidance when necessary.

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26. A student repeatedly calls out in class without raising his hand. The teacher implements a response-cost system where the student starts with 10 tokens and loses one each time he calls out without raising his hand. Remaining tokens can be exchanged for preferred activities at the end of the day. What type of intervention is this?

A. Negative reinforcement

B. Positive punishment

C. Positive reinforcement

D. Negative punishment

Explanation: This is negative punishment because the intervention decreases behavior (calling out) by removing something valued (tokens) when the behavior occurs. Response cost is a form of negative punishment that involves the loss of reinforcers contingent on problem behavior.

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27. An RBT is teaching a child to identify letters. The RBT holds up a flashcard with the letter "A" and asks, "What letter is this?" After waiting 5 seconds without a response, the RBT says, "This is the letter A. What letter is this?" and waits for the child to repeat "A." This teaching procedure is an example of:

A. Error correction

B. Shaping

C. Errorless teaching

D. Chaining

Explanation: This describes an error correction procedure. When the learner doesn't respond correctly (or doesn't respond at all), the RBT provides the correct answer (error correction) and then gives another opportunity to respond correctly. This procedure addresses errors while still providing learning opportunities.

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28. A BCBA asks an RBT to observe a client and record ABC data. What information should the RBT document?

A. All behavior concerns

B. All behavior and consequences

C. Antecedent, behavior, consequence

D. Client behavior changes

Explanation: ABC data stands for Antecedent, Behavior, Consequence. The RBT should document what happened immediately before the behavior (antecedent), describe the behavior itself objectively, and record what happened immediately after the behavior (consequence). This data helps identify patterns and potential functions of behavior.

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29. An RBT is teaching a child to request breaks using a break card. Initially, the RBT physically guides the child to exchange the card whenever signs of frustration appear. Over time, the RBT plans to fade the physical guidance so the child independently uses the card. This teaching strategy is an example of:

A. Shaping

B. Most-to-least prompting

C. Graduated guidance

D. Forward chaining

Explanation: Most-to-least prompting begins with the most intrusive prompt necessary for success (in this case, physical guidance) and systematically fades to less intrusive prompts as the learner demonstrates success. The plan to gradually fade physical guidance aligns with this prompting hierarchy.

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30. During a functional behavior assessment, an RBT notices that a client's tantrums occur most frequently when adults are engaged in conversation with each other and not interacting with the client. The tantrums typically result in adults redirecting their attention to the client. Based on this observation, what is the most likely function of the tantrum behavior?

A. Sensory stimulation

B. Access to attention

C. Access to tangibles

D. Escape from demands

Explanation: The pattern observed suggests the behavior functions to access attention. The tantrums occur when adults are not giving attention to the client (antecedent) and result in adults redirecting their attention to the client (consequence), indicating the behavior is likely maintained by positive reinforcement in the form of attention.

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31. An RBT notices that a colleague frequently uses their phone during sessions and sometimes misses client behaviors that should be redirected. What should the RBT do first?

A. Report the colleague to the BACB Ethics Hotline

B. Post about the situation on social media asking for advice

C. Talk to the client's parents about the colleague's behavior

D. Speak directly with the colleague about the concerns in private

Explanation: The professional and ethical first step is to address concerns directly with the colleague in a private, constructive manner. This approach respects confidentiality and gives the colleague an opportunity to correct their behavior before escalating to supervisors if the behavior continues.

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32. During a functional behavior assessment, observations reveal that a client's self-injury occurs almost exclusively when difficult tasks are presented and typically results in the tasks being removed or simplified. Based on this information, what is the most likely function of the self-injurious behavior?

A. Access to attention

B. Escape from demands

C. Access to tangibles

D. Automatic reinforcement

Explanation: The pattern described suggests the behavior functions to escape from demands. The behavior occurs when difficult tasks are presented (antecedent) and results in task removal or simplification (consequence), indicating the behavior is maintained by negative reinforcement in the form of escape from demands.

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33. A child engages in self-injurious behavior when asked to complete non-preferred tasks. The intervention plan specifies to provide brief, neutral attention when the behavior occurs, then redirect to the task. This procedure is an example of:

A. Planned ignoring

B. Extinction

C. Positive punishment

D. Response blocking

Explanation: This procedure describes extinction, where the reinforcer maintaining a behavior (likely escape from non-preferred tasks) is withheld. By providing neutral attention and redirecting back to the task rather than allowing escape, the extinction procedure aims to reduce self-injury by ensuring it no longer produces the desired outcome (escape).

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34. An RBT is teaching a child to brush teeth independently using a 10-step task analysis. The RBT provides physical prompts for steps the child cannot complete independently. After several sessions, the RBT notices the child consistently needs prompts for steps 3, 7, and 9. What would be the most appropriate next step?

A. Stop teaching tooth-brushing until the child is more cooperative

B. Implement more intensive prompting for all steps

C. Modify the task analysis to break down steps 3, 7, and 9 into smaller components

D. Implement a reinforcement system for completing difficult steps

Explanation: When a learner consistently struggles with specific steps in a task analysis, breaking those steps down into smaller, more manageable components is an appropriate strategy. This makes the difficult steps more achievable and provides more opportunities for reinforcement as each smaller step is mastered.

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35. A client is learning to wash their hands independently. The RBT places visual cues by the sink showing each step: turn on water, get soap, rub hands together, rinse hands, turn off water, dry hands. This intervention primarily incorporates:

A. Backward chaining

B. Physical prompting

C. Visual prompts and task analysis

D. Least-to-most prompting

Explanation: This intervention uses visual prompts (the pictures showing each step) combined with task analysis (breaking down hand washing into discrete sequential steps). The visual supports serve as prompts for completing each step of the task analysis independently.

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36. An RBT observes that a client's siblings frequently interrupt therapy sessions by entering the room and distracting the client. What should the RBT do?

A. Tell the siblings they are not allowed in the house during therapy sessions

B. Discuss strategies with the BCBA to minimize disruptions while respecting family dynamics

C. Redirect therapy to include the siblings without consulting the BCBA

D. Ignore the siblings completely during sessions

Explanation: The appropriate response is to discuss strategies with the supervising BCBA to address the disruptions while respecting the family's home environment. The RBT should not make unilateral decisions about family members' access in their own home, nor ignore disruptions that impact therapy effectiveness.

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37. An RBT is working with a child who has recently been diagnosed with a seizure disorder. The child's parents show the RBT rescue medication and explain when and how to administer it in case of a prolonged seizure. The RBT should:

A. Agree to administer the medication if needed during a session

B. Suggest alternative natural remedies instead of the prescribed medication

C. Explain that medication administration is outside their scope of practice and discuss alternative emergency protocols

D. Tell the parents that seizures aren't likely to occur during therapy sessions

Explanation: Administering medication, including rescue medication, is outside the RBT's scope of practice. The RBT should respectfully explain this to the parents while working with them and the supervising BCBA to develop appropriate emergency protocols that do not involve the RBT administering medication (such as calling parents, 911, or having a qualified person nearby).

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38. A student engages in property destruction when transitioning between activities. The BCBA implements a token economy where the student earns tokens for completing transitions without property destruction, and can exchange tokens for preferred items. This procedure is an example of:

A. Response cost

B. Negative reinforcement

C. Positive punishment

D. Differential reinforcement of other behavior (DRO)

Explanation: This intervention is an example of DRO (Differential Reinforcement of Other behavior) because the student is reinforced for the absence of property destruction during a specified time period (transitions). The reinforcement occurs when "other" behaviors (non-destructive behaviors) occur during transitions.

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39. An RBT is teaching a child to tie shoes. The RBT completes most of the steps but lets the child do the final step of pulling the laces tight. In subsequent sessions, the RBT will have the child complete the last two steps, then three steps, and so on until the child can tie shoes independently. What teaching procedure is being used?

A. Task analysis

B. Forward chaining

C. Whole task presentation

D. Backward chaining

Explanation: This is backward chaining, where the learner first completes only the final step of a chain while the instructor completes all previous steps. As the learner masters each step, they gradually complete more steps working backward from the end of the chain until they can perform the entire sequence independently.

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40. A behavior technician collects data on a client's self-injurious behavior (SIB) across five consecutive sessions. The data shows 6 instances on Monday, 4 on Tuesday, 7 on Wednesday, 3 on Thursday, and 2 on Friday. Which statement best represents this data?

A. The data shows a consistent increase in SIB

B. The data shows too much variability to determine a trend

C. The data shows a steady decrease in SIB

D. The data shows a variable pattern with an overall decreasing trend

Explanation: While there is variability in the data (especially the increase on Wednesday), the overall pattern shows a decreasing trend from the beginning of the week (6 instances) to the end (2 instances). This represents a variable pattern with an overall decreasing trend in self-injurious behavior.

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41. An RBT is teaching a client to request help by raising their hand. Initially, the RBT provides physical prompts to help the client raise their hand. Over time, the RBT begins to fade the prompts by touching the client's elbow, then just tapping the upper arm, and eventually just looking at the client's arm. This prompting strategy is called:

A. Most-to-least prompting

B. Progressive time delay

C. Response blocking

D. Graduated guidance

Explanation: Most-to-least prompting (also called prompt fading) begins with the most intrusive prompt necessary for success (in this case, physical guidance) and systematically fades to less intrusive prompts as the learner demonstrates success. The progression from full physical prompt to light touch to visual cue illustrates this fading procedure.

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42. During a discrete trial teaching session, an RBT places three different colored cards on the table and says, "Touch green." The client does not respond after 5 seconds, so the RBT gently takes the client's hand and guides it to the green card. This prompt is classified as:

A. Partial physical prompt

B. Full physical prompt

C. Verbal prompt

D. Gestural prompt

Explanation: A full physical prompt involves physically guiding the learner through the entire correct response. In this case, the RBT physically guided the client's hand to touch the green card, which constitutes a full physical prompt.

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43. An RBT is teaching a child to wash hands using a visual schedule showing all steps in sequence. The RBT refers the child to the schedule, saying "What's next?" after each step is completed. This strategy primarily incorporates:

A. Transfer of stimulus control to natural cues

B. Verbal prompting

C. Visual prompting with systematic fading

D. Physical prompting

Explanation: This intervention uses visual prompts (the visual schedule) with a systematic approach to transferring stimulus control from the prompts to natural environmental cues. By asking "What's next?" and referring to the schedule, the RBT is teaching the child to use visual supports while gradually working toward independence.

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44. An RBT is teaching a child to request "more" when playing with bubbles. The RBT blows bubbles, waits until they pop, then holds up the bubble wand and waits expectantly. If the child doesn't say "more" within 5 seconds, the RBT models saying "more" and immediately blows more bubbles when the child imitates. This teaching procedure is an example of:

A. Discrete trial training

B. Incidental teaching

C. Naturalistic teaching

D. Errorless learning

Explanation: This describes naturalistic teaching, which embeds learning opportunities into natural contexts and uses natural reinforcers (the bubbles themselves). It captures the child's motivation in the moment and uses natural environmental arrangements to create opportunities for communication.

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45. An RBT is teaching a child to tie shoes. The RBT verbally describes each step while demonstrating, then has the child practice with guidance. The RBT notices the child struggles with the final loop. What would be the most effective next step?

A. Physically guide the child through the entire process

B. Switch to velcro shoes to avoid frustration

C. Have the child practice only the final loop repeatedly

D. Break down the final loop step into smaller components and teach each separately

Explanation: Breaking down the difficult step (final loop) into smaller components makes the task more manageable and increases the likelihood of success. This allows more opportunities for reinforcement and builds fluency with challenging components before integrating them back into the complete sequence.

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46. An RBT has been working with a client for several months and has developed good rapport. The client's father asks for the RBT's personal phone number so he can text questions about his child's behavior outside of session hours. The most appropriate response is:

A. Refuse and tell the father he should only communicate through the agency

B. Explain that professional boundaries require keeping communication through official channels, and provide appropriate contact methods

C. Provide the phone number since good communication with parents is important

D. Give the phone number but set strict time boundaries for when the father can text

Explanation: Professional boundaries require maintaining appropriate communication channels. The RBT should explain these boundaries respectfully while offering appropriate alternative communication methods (such as email through the agency or scheduling time to talk during sessions). This maintains professionalism while still being responsive to the parent's needs.

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47. An RBT is measuring the duration of a client's tantrums. Over five sessions, the average duration decreased from 8 minutes to 3 minutes. However, the frequency increased from 2 tantrums per session to 5 tantrums per session. How should the RBT interpret this data?

A. The intervention is not working because the frequency increased

B. The data is inconclusive and more information is needed

C. The data shows mixed results, with improvement in one dimension but regression in another

D. The intervention is working because the duration decreased

Explanation: The data shows mixed results. While the intervention appears effective at reducing the duration of each tantrum (from 8 minutes to 3 minutes), the increase in frequency (from 2 to 5 per session) represents a concerning pattern. This mixed result suggests the need for further analysis and possible modification of the intervention approach.

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48. A BCBA implements a token economy where a student earns tokens for completing work tasks and can exchange them for preferred items or activities. This is an example of:

A. A conditioned reinforcer system

B. An unconditioned reinforcer system

C. A negative reinforcement procedure

D. A punishment procedure

Explanation: Tokens are conditioned reinforcers because they have no inherent reinforcing value but become reinforcing through association with backup reinforcers (the preferred items/activities they can be exchanged for). A token economy uses these conditioned reinforcers to systematically reinforce desired behaviors.

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49. A student frequently leaves his desk without permission. The behavior intervention plan specifies that each time he remains in his seat for a 10-minute interval, he earns a token. This intervention is an example of:

A. Overcorrection

B. Differential reinforcement of other behavior (DRO)

C. Response cost

D. Non-contingent reinforcement

Explanation: This is differential reinforcement of other behavior (DRO) because reinforcement is provided following intervals during which the target problem behavior (leaving seat) does not occur. The reinforcement is contingent on the absence of the problem behavior during a specified time period.

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50. A client frequently grabs items from peers without asking. The behavior intervention plan specifies that the client should practice asking appropriately for items 10 times before each play session. This intervention component is an example of:

A. Punishment

B. Negative practice

C. Behavioral rehearsal

D. Response cost

Explanation: Behavioral rehearsal involves practicing appropriate behaviors before entering situations where problem behaviors typically occur. Having the client practice asking appropriately for items before play sessions is behavioral rehearsal, which can help strengthen the appropriate behavior and make it more likely to occur during the actual play session.

51 / 75

51. An RBT is implementing a behavior reduction program for aggression. The client's parent asks the RBT to use the same procedure with the client's sibling, who is not receiving ABA services but has similar behaviors. The most appropriate response would be:

A. "I can show you how to implement the program with the sibling."

B. "I can work with the sibling during your child's session time."

C. "The sibling's behavior is probably just typical development and doesn't need intervention."

D. "I understand your concern. This program was specifically designed for your child receiving services. I recommend discussing your concerns about the sibling with the BCBA, who can provide appropriate guidance."

Explanation: This response appropriately acknowledges the parent's concern while maintaining professional boundaries. The RBT should not implement behavior plans with individuals who are not their clients, as this would be outside their scope of practice. Referring the parent to the BCBA for guidance about the sibling is the appropriate professional response.

52 / 75

52. A client's behavior intervention plan specifies that all instances of aggression should be recorded. During a session, the client quickly hits the RBT three times in succession within 5 seconds. How should this be documented?

A. As one instance of aggression

B. As a high-intensity behavior

C. As three separate instances of aggression

D. As a duration of aggressive behavior

Explanation: When a behavior intervention plan specifies recording all instances of a behavior, each discrete occurrence should be counted separately, even if they occur in quick succession. In this case, three hits should be recorded as three instances of aggression, not combined into one instance.

53 / 75

53. An RBT is collecting data on a client's hand-washing skills using a task analysis. The client completes steps 1, 2, 3, 5, 7, and 10 independently, but needs prompting for steps 4, 6, 8, and 9. What percentage of steps did the client complete independently?

A. 70%

B. 50%

C. 40%

D. 60%

Explanation: The client completed 6 steps independently (steps 1, 2, 3, 5, 7, and 10) out of a total of 10 steps. To calculate the percentage: (6 ÷ 10) × 100 = 60%.

54 / 75

54. During a multiple stimulus without replacement preference assessment, which of the following procedures is correct?

A. Allow access to all items and observe which items the client interacts with most

B. Present one item at a time and measure engagement

C. Present items in pairs and note which item is selected each time

D. Present all items simultaneously and remove each item after it's selected

Explanation: In a multiple stimulus without replacement (MSWO) preference assessment, all items are presented simultaneously, the client selects one item, gets brief access to it, and then that item is removed (not replaced) for subsequent trials. This process continues until all items have been selected or no more selections are made.

55 / 75

55. An RBT is teaching a client to wash dishes. The RBT first models the entire task, then completes the task alongside the client (co-washing), and finally watches as the client attempts the task independently. This teaching strategy is called:

A. Backward chaining

B. Most-to-least prompting

C. Graduated guidance

D. Forward chaining

Explanation: This describes most-to-least prompting, starting with the most support (modeling the entire task) and gradually reducing support (co-washing, then independent attempt) as the learner demonstrates success. Most-to-least prompting begins with higher levels of assistance and systematically fades to less intrusive support.

56 / 75

56. An RBT needs to measure how long a client engages in tantrum behavior. The client typically has 3-5 tantrums per session, each lasting several minutes. Which measurement system would be most appropriate?

A. Duration recording

B. Whole interval recording

C. Momentary time sampling

D. Frequency count

Explanation: Duration recording is most appropriate for measuring behaviors that have a clear beginning and end and last for an extended period. Since the tantrums occur a manageable number of times per session and the length of each episode is relevant, duration recording would provide the most useful data.

57 / 75

57. A student throws materials when frustrated with academic work. The behavior intervention plan specifies that when this occurs, the teacher should calmly say "I see you're frustrated" and offer a break card. If the student appropriately requests a break, they receive a 2-minute break. This intervention is an example of:

A. Response blocking

B. Extinction

C. Differential reinforcement of alternative behavior (DRA)

D. Negative punishment

Explanation: This is differential reinforcement of alternative behavior (DRA) because it reinforces an alternative, more appropriate behavior (requesting a break using the break card) that serves the same function as the problem behavior (throwing materials to escape difficult work).

58 / 75

58. A child engages in tantrum behavior when denied access to preferred items. The behavior intervention plan specifies that staff should remain calm, maintain the denial of access, and only provide attention and access to the item when the child is calm and makes an appropriate request. This intervention is an example of:

A. Response blocking

B. Extinction of tangible-maintained behavior

C. Extinction of attention-maintained behavior

D. Extinction of escape-maintained behavior

Explanation: This describes extinction for tangible-maintained behavior. The intervention withholds the reinforcer (access to preferred items) that has previously maintained the problem behavior (tantrums) while reinforcing an appropriate alternative behavior (making appropriate requests while calm).

59 / 75

59. An RBT is teaching a child to tie shoes using video modeling. The child watches a video of someone tying shoes, then attempts to imitate the actions. The RBT provides prompts as needed and reinforcement for successful approximations. This intervention package includes:

A. Positive reinforcement and chaining

B. Negative reinforcement and fading

C. Video modeling, prompting, and reinforcement

D. Extinction and response blocking

Explanation: This intervention package combines video modeling (watching the demonstration video), prompting (additional assistance as needed), and reinforcement (for successive approximations toward the target behavior). These components work together to teach the complex skill of shoe-tying.

60 / 75

60. An RBT notices that a client's tantrums have increased since a medication change, but the BCBA hasn't asked about medications. What should the RBT do?

A. Include their observation about the potential medication-behavior connection in session notes

B. Ignore the possible connection since it's not their area of expertise

C. Tell the parent to stop giving the medication

D. Change the behavior intervention plan to address the new tantrums

Explanation: The RBT should objectively document their observation about the timing correlation between medication changes and behavior changes in session notes. This provides important information for the BCBA without overstepping scope of practice by making medical recommendations or changing intervention plans independently.

61 / 75

61. An RBT is preparing for a team meeting and needs to summarize a client's progress data. The data shows that over 10 sessions, the client's frequency of hand-raising during group activities was: 2, 3, 3, 4, 6, 5, 7, 6, 8, 9. How should the RBT describe this trend?

A. The data shows no significant change in hand-raising behavior.

B. The data shows a consistently increasing trend in hand-raising behavior.

C. The data shows an increasing trend with some variability in hand-raising behavior.

D. The data is too variable to determine a clear trend.

Explanation: The data shows an overall increasing trend (from 2 to 9) with some variability (slight decreases on sessions 6 and 8). However, the general direction is clearly upward, making "an increasing trend with some variability" the most accurate description.

62 / 75

62. An RBT observes a child in a classroom and records what activities the child engages with independently when given free choice. The child spends most time with puzzles and blocks while avoiding art activities. This procedure is called:

A. Paired stimulus preference assessment

B. Free operant preference assessment

C. Multiple stimulus preference assessment

D. Indirect preference assessment

Explanation: Free operant preference assessment involves observing what activities or items a person chooses to engage with when given free access to multiple options. The observer records which items are selected and for how long without interrupting the person's natural selection process.

63 / 75

63. A student frequently calls out answers without raising his hand. The teacher implements a behavior intervention plan where the student loses one minute of recess time each time he calls out. This intervention is an example of:

A. Extinction

B. Differential reinforcement

C. Response cost

D. Overcorrection

Explanation: Response cost involves the removal of a reinforcer (in this case, recess time) contingent on the occurrence of a problem behavior (calling out). This is a form of negative punishment that decreases behavior by removing something valued when the behavior occurs.

64 / 75

64. During a functional behavior assessment, an RBT observes that a client's self-injurious behavior occurs most frequently when the client is alone without access to preferred activities. The behavior continues even when no one is present to observe it. Based on this pattern, what is the most likely function of the behavior?

A. Escape from demands

B. Access to tangibles

C. Automatic reinforcement

D. Access to attention

Explanation: The pattern described suggests automatic reinforcement, as the behavior occurs when the client is alone (without social consequences) and continues when no one is present to observe it. Automatic reinforcement refers to sensory consequences that are inherently reinforcing without requiring external mediation.

65 / 75

65. An RBT records the number of times a client interrupts others during a 30-minute group activity. On Monday, the client interrupted 12 times. On Tuesday, the client interrupted 8 times. On Wednesday, the group activity only lasted 15 minutes, and the client interrupted 6 times. How should the RBT analyze this data?

A. The behavior decreased from Monday to Tuesday but increased from Tuesday to Wednesday

B. The behavior decreased from Monday to Wednesday

C. The behavior remained stable across all three days

D. The behavior decreased from Monday to Tuesday but cannot be directly compared to Wednesday due to different session lengths

Explanation: When session durations differ, raw counts cannot be directly compared. The RBT should calculate rates: Monday (12 interruptions/30 min = 0.4 per min), Tuesday (8/30 = 0.27 per min), and Wednesday (6/15 = 0.4 per min). This shows a decrease from Monday to Tuesday but a return to the original rate on Wednesday.

66 / 75

66. A BCBA asks an RBT to conduct a multiple stimulus without replacement (MSWO) preference assessment for a new client. The RBT places eight items in front of the client and allows the client to select one item. After the client plays with the selected item briefly, the RBT removes that item and rearranges the remaining seven items. This process continues until all items have been selected or the client no longer makes selections. What is the purpose of this assessment?

A. To assess the client's fine motor skills

B. To teach the client to make choices

C. To identify potential reinforcers and create a hierarchy of preferences

D. To determine the client's cognitive functioning level

Explanation: The purpose of a multiple stimulus without replacement (MSWO) preference assessment is to identify potential reinforcers by determining which items the client prefers and to what degree. This creates a hierarchy of preferences that can be used to select effective reinforcers for behavior intervention programs.

67 / 75

67. A parent asks an RBT about using a specific alternative therapy they heard about on social media for their child with autism. The therapy is not evidence-based and involves restrictive diets. The most appropriate response would be:

A. "Try it for a month and then we can see if it works with our ABA program."

B. "That therapy is not evidence-based and could be harmful to your child."

C. "I understand you're exploring options for your child. While I can't speak to that specific therapy, I'd be happy to connect you with your BCBA who can discuss evidence-based interventions."

D. "I've heard that therapy works well for some children, so it's worth trying."

Explanation: This response acknowledges the parent's interest without endorsing or condemning the therapy, while appropriately referring them to the BCBA who can provide guidance on evidence-based practices. The response stays within the RBT's scope of practice while being respectful of the parent's concerns.

68 / 75

68. An RBT has been working with a client for 18 months and has developed an excellent rapport. The client's parents ask the RBT to babysit on weekends for extra money. What should the RBT do?

A. Accept but charge the same hourly rate as ABA therapy

B. Decline and explain that this would create a dual relationship that could compromise treatment

C. Accept the offer but maintain professional boundaries during babysitting

D. Accept but only if the BCBA doesn't find out

Explanation: This situation would create a dual relationship (both therapist and babysitter), which could compromise treatment integrity and professional boundaries. Professional ethics require RBTs to avoid dual relationships that could create conflicts of interest or compromise their professional judgment.

69 / 75

69. A child frequently runs away from the table during work sessions. The BCBA implements a procedure where the child is allowed a 30-second break after completing 3 tasks without running away. This intervention is an example of:

A. Negative reinforcement

B. Extinction

C. Response cost

D. Positive punishment

Explanation: This is negative reinforcement because it reinforces behavior (completing tasks without running away) by removing an aversive stimulus (work demands) through providing breaks. The removal of something aversive (work) is what makes this negative reinforcement rather than positive reinforcement.

70 / 75

70. An RBT needs to measure hand-flapping behavior that occurs in rapid succession making it difficult to count individual occurrences. Which measurement procedure would be most appropriate?

A. Latency

B. Frequency

C. Duration

D. Percentage of intervals

Explanation: When behaviors occur in rapid succession making individual instances difficult to count, duration recording (measuring how long the behavior occurs) is more appropriate than trying to count each instance. This gives a better measure of the behavior's presence across time.

71 / 75

71. An RBT is teaching a client to brush teeth independently using a task analysis. The client has mastered steps 1-6 but struggles with steps 7-10. The RBT decides to have the client complete steps 1-6 independently but provides prompting for steps 7-10. What teaching approach is the RBT using?

A. Forward chaining

B. Forward chaining

C. Total task presentation with extra prompting

D. Discrete trial training

Explanation: This approach is total task presentation with extra prompting for more difficult steps. The client practices the entire task sequence (steps 1-10) each time, with additional prompting provided for the steps that haven't yet been mastered. This differs from forward chaining, which would only teach steps 1-6 initially.

72 / 75

72. An RBT collects data showing that a client correctly responded to 8 out of 10 trials during Monday's session and 7 out of 10 trials during Tuesday's session. What is the average percentage of correct responses across both sessions?

A. 70%

B. 75%

C. 80%

D. 85%

Explanation: For Monday: (8 ÷ 10) × 100 = 80%. For Tuesday: (7 ÷ 10) × 100 = 70%. The average percentage across both sessions is (80% + 70%) ÷ 2 = 75%.

73 / 75

73. An RBT is documenting problem behavior in a session note. Which of the following statements is most appropriate?

A. "Client was being defiant and uncooperative during transitions."

B. "Client engaged in aggression (hitting, kicking) 5 times during transitions between activities."

C. "Client had a terrible day with multiple aggressive episodes."

D. "Client doesn't like transitions and gets angry when asked to change activities."

Explanation: "Client engaged in aggression (hitting, kicking) 5 times during transitions between activities" is the most appropriate documentation because it objectively describes the specific behaviors (hitting, kicking), their frequency (5 times), and the context (during transitions) without making subjective judgments about the client's emotional state or intentions.

74 / 75

74. When documenting replacement behaviors taught during a session, which of the following would be most appropriate to include?

A. "Client did better with his communication device than yesterday"

B. "Client was very cooperative with using his communication device"

C. "Client requested break using communication device independently 4/6 opportunities (67%)"

D. "Client seemed interested in using his communication device today"

Explanation: "Client requested break using communication device independently 4/6 opportunities (67%)" is the most appropriate documentation because it is objective, specific, and quantifiable. It clearly states what behavior occurred, how many opportunities were presented, and calculates a success percentage.

75 / 75

75. During a preference assessment, an RBT presents pairs of items to a client and records which item is selected from each pair. After completing all possible pairs, the RBT calculates how often each item was selected. What type of preference assessment is being conducted?

A. Free operant preference assessment

B. Multiple stimulus without replacement (MSWO)

C. Multiple stimulus with replacement (MSW)

D. Paired stimulus preference assessment

Explanation: A paired stimulus preference assessment involves presenting items in pairs and recording which item is selected from each pair. After all possible pairings are presented, the percentage of times each item was selected when presented is calculated to create a preference hierarchy.

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RBT Practice Exam 1 (3rd Edition)

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1 / 75

1. RBT Rachel begins babysitting for her client’s family outside of therapy hours. What ethical concern does this raise?

A. Confidentiality

B. Multiple relationships

C. Effective supervision

D. Cultural humility

Explanation: Babysitting creates a dual relationship, which can impair judgment or objectivity.

2 / 75

2. Which statement correctly defines a “variable trend” on a behavior graph?

A. Data remain flat with little variation

B. Data climb at an equal rate each day

C. Data fluctuate without clear upward or downward movement

D. Data points show a steady decrease across time

Explanation: Variable (or undifferentiated) trends show inconsistent highs and lows, unlike consistent descending, ascending, or stable patterns.

3 / 75

3. RBT Kevin rotates three toys while noting which one Maya reaches for first, then gives her the chosen toy for 30 seconds before the next trial. What type of preference assessment is Kevin using?

A. Paired-stimulus assessment

B. Multiple-stimulus with replacement

C. Free-operant observation

D. Multiple-stimulus without replacement

Explanation: Kevin replaces the selected toy each time, so this is MS with replacement; MSWO removes selected items, paired-stimulus presents two at a time, and free-operant allows unrestricted play.

4 / 75

4. In discrimination training, what is the stimulus that evokes the desired response called?

A. SD (discriminative stimulus)

B. S-delta

C. Conditioned punisher

D. Neutral stimulus

Explanation: The SD signals reinforcement is available, thereby evoking the response; S-delta signals non-reinforcement.

5 / 75

5. Which component is essential in a token economy?

A. Tokens have no backup reinforcers

B. Tokens are exchangeable only once a month

C. Tokens are delivered unpredictably by peers

D. A clear exchange rate between tokens and backup items

Explanation: Effective systems specify how many tokens buy which backup reinforcers; without backup value or with infrequent exchanges, tokens lose effectiveness.

6 / 75

6. To teach handwashing, RBT Priya first helps Leo turn on the faucet, then adds soap in the next session, and continues until Leo completes all steps independently. Which chaining method is Priya using?

A. Forward chaining

B. Random-order teaching

C. Total-task presentation

D. Backward chaining

Explanation: Forward chaining teaches steps in sequence from the first to last; backward starts with the final step, and total-task teaches all steps at once.

7 / 75

7. Which statement best describes the purpose of a functional behavior assessment?

A. To discover the most preferred reinforcers

B. To evaluate academic skill levels across subjects

C. To identify variables that maintain problem behavior

D. To measure treatment integrity of interventions

Explanation: FBAs aim to determine maintaining antecedents and consequences; the other descriptions fit different assessment types.

8 / 75

8. RBT Noah enters Jamal’s daily aggression totals into a spreadsheet that automatically updates a line graph shared with the supervising BCBA. Which task is Noah completing?

A. Conduct preference assessment

B. Enter data and update graphs

C. Calculate rate of behavior

D. Identify trends in graphed data

Explanation: Noah is transferring numbers and refreshing the graph, which is Task A.4; he is not yet analyzing trends or calculating derived measures.

9 / 75

9. RBT Ella writes, “Liam kicked the table with his right foot three times, producing a loud bang,” instead of “Liam was disruptive.” Which key measurement principle is Ella demonstrating?

A. Observable, measurable descriptions

B. Treatment fidelity

C. Risk-benefit analysis

D. Interobserver agreement

Explanation: Ella describes what could be seen and counted, satisfying observable and measurable standards; the other terms address different aspects of data quality.

10 / 75

10. After mastering greeting teachers at school, RBT Marco arranges brief visits to the library so the learner practices saying hello to librarians. What generalization programming tactic is Marco using?

A. Intermittent reinforcement

B. Error correction

C. Multiple exemplar training

D. Stimulus fading

Explanation: Providing varied exemplars across settings promotes stimulus generalization; fading changes one stimulus dimension, reinforcement schedules and error correction serve different purposes.

11 / 75

11. On a playground, RBT Felix embeds mand practice by waiting for Sarah to move toward the swing and then prompting her to say “push please” before pushing her. Which teaching strategy is this?

A. Prompt fading

B. Stimulus shaping

C. Natural environment teaching

D. Discrete-trial teaching

Explanation: Teaching within natural routines is NET; DTT occurs at a table, prompt fading is a stimulus change strategy, and shaping gradually changes form or magnitude.

12 / 75

12. During a 15-minute reading block, RBT Omar records that Sophia read aloud for 450 seconds. He divides 450 seconds by 900 seconds to report that Sophia engaged in reading 50 percent of the time. Which calculation did Omar perform?

A. Mean

B. Frequency

C. Rate

D. Percentage

Explanation: Dividing the number of seconds engaged by total seconds yields a percentage; rate would divide responses by time, mean is an average of several numbers, and frequency is a simple count.

13 / 75

13. The client’s parents offer RBT Arjun a holiday gift card. He politely declines and explains company policy. What guideline is Arjun following?

A. Refusing gifts to maintain professionalism

B. Accepting reinforcement

C. Cultural sensitivity

D. Avoiding financial misconduct

Explanation: RBTs must avoid receiving gifts to prevent real or perceived conflicts of interest.

14 / 75

14. A student completes an average of three math problems between reinforcers, but engagement drops over time. Which schedule change could most effectively increase response consistency without lowering motivation?

A. Shift to a fixed interval of one minute

B. Shift to a fixed ratio of three

C. Shift to continuous reinforcement

D. Shift to a variable ratio of two

Explanation: A denser variable ratio maintains unpredictability and motivation while increasing response consistency; fixed schedules can produce pauses, fixed interval creates scallops, and continuous may satiate.

15 / 75

15. RBT Liam observes that Devon’s self-injury occurs most when tasks are difficult and consistently results in teacher attention. He shares these findings so the BCBA can design an FA. This role exemplifies what functional assessment participation?

A. Collecting descriptive assessment data

B. Conducting a reinforcer survey

C. Delivering extinction procedures

D. Implementing a brief experimental analysis

Explanation: Liam collects observational data for a descriptive assessment, distinct from experimental analysis or intervention delivery.

16 / 75

16. During a check-in, RBT Leo provides accurate data and asks thoughtful questions about implementation challenges. What is Leo demonstrating?

A. Confidentiality breaches

B. Resistance to direction

C. Effective use of supervision

D. Passive compliance

Explanation: Actively engaging in supervision supports competence and accountability.

17 / 75

17. RBT Adam places one red and one blue card on the table, saying “touch red,” and reinforces only when the learner selects red. He repeats until red is chosen reliably, then reverses the colors. What is Adam working on?

A. Prompt dependency

B. Stimulus fading

C. Token economy

D. Discrimination training

Explanation: Teaching the learner to respond differently to distinct stimuli is discrimination training; the other concepts are unrelated here.

18 / 75

18. RBT Jackson is assigned to implement a PECS program but has never used the system before. Instead of guessing, he tells the BCBA he needs training first. What principle is Jackson following?

A. Confidentiality

B. Dual relationships

C. Scope of competence

D. Avoiding punishment procedures

Explanation: RBTs must only perform tasks they’re trained and competent to do. Asking for support is ethical and expected.

19 / 75

19. Which is an example of positive punishment?

A. Using a token economy for good behavior

B. Ignoring tantrums

C. Requiring a student to clean up after throwing materials

D. Taking away recess when rules are broken

Explanation: Adding an aversive activity after behavior (cleaning) is positive punishment. Removing something is negative punishment.

20 / 75

20. While working with a client who begins to self-injure aggressively, RBT Lila follows the emergency protocol and uses a protective mat to block injury. What type of response is this?

A. Preventative strategy

B. Emergency/crisis procedure

C. Punishment procedure

D. Differential reinforcement

Explanation: Immediate physical intervention during dangerous behavior is an emergency procedure. It is not a teaching or consequence strategy.

21 / 75

21. If a learner makes frequent errors during discrete-trial teaching, which tactic should the RBT implement first?

A. Move to errorless teaching with immediate prompts

B. Increase inter-trial interval length

C. Introduce incidental teaching instead

D. Reduce reinforcement magnitude

Explanation: Preventing errors with immediate prompts supports success; other changes may slow learning or reduce motivation.

22 / 75

22. Which statement accurately defines a conditioned reinforcer?

A. A stimulus that always decreases future behavior

B. A stimulus delivered on a fixed interval schedule

C. A stimulus that acquires value through pairing with other reinforcers

D. A stimulus that requires no learning to be reinforcing

Explanation: Conditioned reinforcers gain their effect via association; unconditioned reinforcers need no learning, and punishers decrease behavior.

23 / 75

23. Which behavior should the RBT report to the supervisor?

A. Client blinking

B. Client refusing food multiple times

C. Client sitting in chair

D. Client coloring quietly

Explanation: Behavior that might suggest health or behavioral concerns should be reported. The others are neutral or expected.

24 / 75

24. If an RBT needs a quick method to identify a hierarchy of highly preferred items for a learner with limited attending skills, which assessment is most efficient?

A. Single-stimulus approach

B. Free-operant observation

C. Multiple-stimulus without replacement

D. Paired-stimulus assessment

Explanation: Free-operant observation is rapid and minimally demanding, making it ideal when attending skills are weak; MSWO and paired methods require participant choices, and single-stimulus is slower.

25 / 75

25. RBT Nora delivers a token each time Malik greets a peer, exchanging five tokens for computer time every afternoon. By varying the number of greetings needed before reinforcement, Nora is implementing which schedule?

A. Fixed ratio

B. Fixed interval

C. Variable ratio

D. Variable interval

Explanation: A variable ratio delivers reinforcement after an unpredictable number of responses; fixed ratio has a constant requirement, and interval schedules depend on time.

26 / 75

26. Which is the best action when a client shows signs of severe aggression not previously observed?

A. Record data and ignore the behavior

B. Follow the behavior plan without change

C. Immediately call the supervisor and follow emergency protocol

D. Restrict all reinforcement opportunities

Explanation: New severe behaviors require following emergency procedures and supervisor contact. Other actions may risk safety.

27 / 75

27. RBT Jamie observes that whenever his client, Ava, is given a difficult writing assignment, she begins to cry and leaves the table. This behavior consistently results in her being allowed to skip the task. Based on this, what function is most likely maintaining Ava’s behavior?

A. Access to tangibles

B. Automatic reinforcement

C. Escape

D. Attention

Explanation: Crying and leaving the task are followed by removal of the demand, indicating escape. The other options are not consistently associated with this consequence.

28 / 75

28. At the end of each art period, RBT Layla counts how many paintbrushes Ethan cleaned, using that total as evidence Ethan followed directions. What measurement method has Layla chosen?

A. Momentary time sampling

B. Whole-interval recording

C. Duration recording

D. Permanent-product recording

Explanation: Counting a tangible outcome after the session is permanent-product recording because the behavior’s effect remains; the other methods involve observing behavior in real time.

29 / 75

29. During discrete-trial instruction, RBT Isabel presents the SD “touch apple,” waits two seconds, and then gently guides the child’s hand to the picture. What procedure is she using?

A. Behavior momentum

B. Incidental teaching

C. Backward chaining

D. Errorless teaching with most-to-least prompting

Explanation: A controlling prompt immediately after the SD prevents errors, characteristic of errorless most-to-least DTT; the other terms represent different strategies.

30 / 75

30. RBT Zara forgets to start her timer during duration recording and later fills in estimates from memory, causing the BCBA to recommend schedule changes. What risk does this illustrate?

A. Unreliable data compromising decisions

B. Observer drift improving accuracy

C. Poor treatment acceptability

D. Positive practice overcorrection

Explanation: Inaccurate, unreliable data can lead to misguided treatment decisions; the other options do not match the described scenario.

31 / 75

31. RBT Ava notices her client isn’t feeling well and offers to end the session early. What ethical value is Ava demonstrating?

A. Confidentiality

B. Beneficence and dignity

C. Integrity

D. Compliance with supervision

Explanation: Acting in the client’s best interest reflects respect for dignity and wellbeing.

32 / 75

32. What should an RBT do if a client shows emotional distress when extinction is first implemented?

A. Ignore all behavior permanently

B. Switch to a different behavior plan

C. Continue implementation and notify the supervisor

D. Provide reinforcement again

Explanation: The RBT must maintain consistency but notify the supervisor for guidance. Reintroducing reinforcement may delay behavior reduction.

33 / 75

33. During play, RBT Caleb provides praise and access to preferred toys only when Mia plays nicely, ignoring aggressive behaviors. What type of differential reinforcement is this?

A. DRI

B. DRO

C. DRL

D. DRA

Explanation: Reinforcing an alternative behavior (playing nicely) instead of aggression is DRA. DRO reinforces any absence of problem behavior, DRI requires incompatible behavior, and DRL reduces frequency.

34 / 75

34. Which action demonstrates strong professional and interpersonal skills by an RBT?

A. Responding promptly and respectfully to client concerns

B. Debating with supervisors during therapy

C. Avoiding team meetings to work independently

D. Taking phone calls during session

Explanation: Timely, respectful communication reflects professionalism. The other actions are unprofessional or disruptive.

35 / 75

35. RBT Ethan posts a photo on social media of a craft project completed with his client, showing only the materials used. No identifying information is visible. Is this ethical?

A. Yes, as long as the client isn’t in the photo

B. No, because social media is not a clinical platform

C. Yes, it’s harmless

D. No, client activity should not be shared without consent

Explanation: Even indirect sharing of client activities may require consent; client privacy must be protected at all times.

36 / 75

36. Which antecedent strategy is most appropriate for preventing escape-maintained behavior during academic tasks?

A. Providing clear instructions and a choice of materials

B. Delivering a verbal reprimand

C. Allowing escape every time the behavior occurs

D. Restricting access to all preferred items

Explanation: Giving choices and clear expectations reduces escape behavior by increasing motivation. The others may escalate behavior or reduce compliance.

37 / 75

37. Given a behavior that occurs very rapidly and is difficult to time precisely, which continuous measurement dimension should an RBT recommend to capture each instance most accurately?

A. Frequency

B. Inter-response time

C. Duration

D. Latency

Explanation: Counting every occurrence (frequency) is best for rapid, discrete responses; duration times how long behavior lasts, latency measures delay before behavior starts, and IRT measures time between responses.

38 / 75

38. RBT Sean notices his client flaps his hands frequently when alone and not interacting with others. The behavior does not appear to produce social or tangible outcomes. What is the likely function?

A. Escape

B. Automatic reinforcement

C. Access to attention

D. Task demand

Explanation: Behavior occurring without external consequence likely serves automatic reinforcement.

39 / 75

39. Which chaining method is most efficient when a learner can already perform many middle steps but struggles with both start and finish?

A. Total-task presentation

B. Backward chaining

C. Random-order chaining

D. Forward chaining

Explanation: Teaching all steps together capitalizes on existing skills and targets weak ones; backward focuses on the end, forward on the beginning.

40 / 75

40. Why must RBTs follow supervisor guidance for behavior plans?

A. To ensure ethical and effective implementation

B. Because RBTs write behavior plans

C. Because parents expect them to

D. To appear professional

Explanation: RBTs implement plans developed by supervisors. It’s an ethical requirement for quality service.

41 / 75

41. RBT Nora tells a student that if they throw items again, they’ll lose 5 minutes of free time. After throwing, the time is taken away. What procedure is being used?

A. Extinction

B. Positive punishment

C. DRA

D. Negative punishment

Explanation: Taking away a preferred activity after a behavior is negative punishment. Positive punishment would involve adding something aversive.

42 / 75

42. RBT Victor pairs the sound of a clicker with delivery of chocolate chips so that, over time, the learner smiles when hearing the click alone. What has the clicker become?

A. Unconditioned reinforcer

B. Neutral stimulus

C. Generalized aversive stimulus

D. Conditioned reinforcer

Explanation: Through pairing, the clicker gains reinforcing value as a conditioned reinforcer; it is no longer neutral, nor is it unconditioned or aversive.

43 / 75

43. RBT Olivia awards stars for completed worksheets; ten stars buy extra recess. By pairing stars with recess, she is implementing what system?

A. Response cost

B. Token economy

C. Stimulus equivalence

D. Fixed interval schedule

Explanation: Tokens exchanged for backup reinforcers form a token economy; response cost removes tokens, schedules govern timing, and equivalence concerns stimulus relations.

44 / 75

44. A parent tells the RBT that the client hasn’t been sleeping. What should the RBT do?

A. Ignore the comment

B. Update the treatment plan

C. Include it in session notes and notify the supervisor

D. Give advice to the parent

Explanation: Changes affecting performance must be reported and documented.

45 / 75

45. After plotting two weeks of data, RBT Grace notices the slope of the line showing Jayden’s correct responses rises steadily session after session. What trend has Grace identified?

A. Descending

B. Stable

C. Ascending

D. Variable

Explanation: A consistent upward slope reflects an ascending trend; the other terms describe flat, downward, or inconsistent patterns.

46 / 75

46. When fading a gestural prompt, which next step best supports prompt independence?

A. Fade to a model prompt

B. Switch to a less intrusive vocal prompt

C. Add physical guidance

D. Gradually decrease gesture intensity and distance

Explanation: Systematically reducing the same prompt helps transfer control; switching to different prompts can create confusion, and physical guidance is more intrusive.

47 / 75

47. When teaching letter sounds, RBT Jade gradually reduces the volume of her model after each correct response until the learner says the sound independently. Which prompting strategy is this?

A. Most-to-least prompting

B. Fading within stimulus

C. Time delay

D. Graduated guidance

Explanation: Systematically decreasing prompt intensity exemplifies most-to-least fading; graduated guidance uses physical prompts, time delay alters intervals, and within-stimulus changes stimulus features.

48 / 75

48. During a functional interview, RBT Sofia asks the teacher, “What usually happens right after Jamie hits his desk?” Which functional assessment component is Sofia gathering?

A. Setting events

B. Consequences

C. Functional hypothesis

D. Antecedents

Explanation: She seeks information on consequences that follow the behavior; antecedents occur before, setting events are distant conditions, and hypotheses synthesize data.

49 / 75

49. RBT Hailey schedules weekly booster sessions after a skill is mastered to ensure the client continues performing it months later. Which concept does this illustrate?

A. Overcorrection

B. Stimulus fading

C. Maintenance

D. Acquisition

Explanation: Periodic practice keeps the behavior in the repertoire, demonstrating maintenance; acquisition is initial learning.

50 / 75

50. RBT Neil writes, “Client was distracted due to fire drill,” in his session notes. What reporting task is this?

A. Recording treatment changes

B. Reporting variables affecting behavior

C. Writing a lesson plan

D. Documenting reinforcement delivery

Explanation: Environmental changes that affect performance should be noted to interpret behavior data correctly.

51 / 75

51. RBT Alex writes “Client was annoying today” in a session note. What documentation issue does this reflect?

A. Too detailed

B. Objective and appropriate

C. Highly measurable

D. Unethical and subjective

Explanation: Using personal opinions or emotionally charged language is unethical and subjective.

52 / 75

52. An RBT has counts of behavior across five equal-length sessions: 6, 4, 5, 5, and 10. Which summary statistic best represents the typical level of behavior?

A. Total

B. Mean

C. Rate

D. Highest value

Explanation: The mean (average) gives a central tendency useful for comparison; total and highest value can mislead, and rate needs time values.

53 / 75

53. When Elijah yells to get attention, RBT Zoe continues the activity without reacting. Over time, yelling decreases. Which behavior strategy is Zoe using?

A. Extinction

B. Differential reinforcement

C. Positive punishment

D. Antecedent manipulation

Explanation: Zoe withholds reinforcement (attention), which is extinction. No new behavior is taught or punished.

54 / 75

54. A family member of a client asks RBT Maya about modifying the behavior plan. Maya responds, “You’ll need to speak with the supervising BCBA.” What standard is Maya upholding?

A. Avoiding unauthorized practice

B. Refusing gifts

C. Following data protocols

D. Maintaining effective supervision boundaries

Explanation: Maya is avoiding independent decision-making outside her role, which is essential for ethical practice.

55 / 75

55. After implementing extinction for tantrums, RBT James notices that the frequency and intensity of tantrums increase for a few days. What is this called?

A. Spontaneous recovery

B. Extinction burst

C. Behavioral contrast

D. Stimulus generalization

Explanation: An extinction burst is a temporary increase in behavior before it decreases. Spontaneous recovery occurs after behavior has already stopped.

56 / 75

56. A teacher asks the RBT to try a different token system. The RBT says she must check with the supervisor first. What principle is the RBT following?

A. Prioritizing supervision

B. Autonomous decision-making

C. Independent service delivery

D. Documenting parent concerns

Explanation: RBTs must defer to supervisors for clinical decisions.

57 / 75

57. What is the goal of extinction?

A. To physically block the problem behavior

B. To reinforce appropriate behavior

C. To withhold reinforcement for a behavior so it decreases

D. To teach a new replacement behavior

Explanation: Extinction involves no longer reinforcing a behavior that was previously reinforced, leading to its reduction.

58 / 75

58. What is the primary reason to document session data objectively?

A. Parents prefer detailed notes

B. It makes the RBT's job easier

C. So insurance can pay faster

D. To support clinical decisions with accurate records

Explanation: Objective, clear documentation ensures valid decisions and quality treatment.

59 / 75

59. A supervising BCBA asks which discontinuous recording method minimizes observer effort yet still estimates behavior occurrence. Which should the RBT suggest?

A. Whole-interval recording

B. Partial-interval recording

C. Continuous frequency recording

D. Momentary time sampling

Explanation: Momentary time sampling requires a brief look at the end of intervals, reducing effort; whole- and partial-interval need observation throughout, and continuous recording is most effortful.

60 / 75

60. RBT Damien reinforces progressively closer approximations to pronouncing “elephant,” starting with “el.” Over sessions, he only reinforces clearer pronunciations until the full word emerges. Which procedure is he using?

A. Prompt fading

B. Behavioral contrast

C. Shaping

D. Chaining

Explanation: Successively reinforcing approximations defines shaping; chaining teaches sequence, prompt fading removes prompts, and contrast is unrelated.

61 / 75

61. Which of the following is an example of objective documentation?

A. Client had a bad attitude

B. Client was uncooperative and disrespectful

C. Client cried and placed head on table

D. Client looked sad and didn't want to work

Explanation: Describing observable behaviors, like crying or placing head down, is objective. Attitude and mood are subjective.

62 / 75

62. When Kevin interrupts class less than three times in 30 minutes, RBT Maya gives him a sticker. What kind of reinforcement procedure is this?

A. DRO

B. DRA

C. DRI

D. DRL

Explanation: Reinforcing behavior for occurring at a reduced rate (under 3 times) is DRL. DRO would reinforce zero occurrences.

63 / 75

63. RBT Olivia stores client records on a personal cloud storage app. The BCBA tells her this violates HIPAA. What is Olivia failing to do?

A. Avoid client harm

B. Accept feedback

C. Use time efficiently

D. Maintain confidentiality

Explanation: Client data must be stored securely and confidentially. Personal cloud apps may not meet security standards.

64 / 75

64. During recess, RBT Carlos checks whether Ava is talking out of turn during the first five seconds of each 30-second interval and marks a plus for yes or a minus for no. Which discontinuous measurement system is Carlos using?

A. Whole-interval recording

B. Momentary time sampling

C. Partial-interval recording

D. Event recording

Explanation: Looking only at the moment the interval ends is momentary time sampling; partial- and whole-interval require observation throughout the interval, and event recording is continuous.

65 / 75

65. During center time, RBT Helena quietly observes which activities four-year-old Lucas spends the most and least time on without interrupting him. Which preference assessment method is she using?

A. Free-operant observation

B. MSWO

C. Paired-stimulus assessment

D. Single-stimulus presentation

Explanation: Watching natural engagement without prompting is free-operant observation; the other methods involve structured presentations.

66 / 75

66. To reduce shouting during group instruction, RBT Lily allows extra break time for students who sit quietly. This strategy increases appropriate behavior and reduces shouting. What type of intervention is this?

A. Response cost

B. Negative punishment

C. Antecedent intervention

D. Extinction

Explanation: Altering conditions before the behavior (providing break incentives for quiet behavior) is an antecedent intervention. Extinction and punishment occur after the behavior.

67 / 75

67. During a morning math lesson, RBT Mia taps a handheld tally counter every time Elijah independently completes a multiplication fact and writes the total in his data sheet when the timer rings after ten minutes. What type of measurement is Mia using to record Elijah’s behavior?

A. Interval recording

B. Discontinuous measurement

C. Continuous measurement

D. Permanent-product recording

Explanation: Tallying every instance within an observation period is continuous measurement, which captures frequency; the other choices either sample behavior or record a product, not every occurrence.

68 / 75

68. RBT Maria notices that her client has been unusually quiet and withdrawn all session. She writes this down and informs the supervisor. What is Maria doing?

A. Disregarding HIPAA

B. Violating confidentiality

C. Communicating concerns

D. Updating the behavior plan

Explanation: Reporting unexpected observations ensures quality care and is part of professional communication.

69 / 75

69. Which option is an example of permanent-product data?

A. Counting completed math worksheets at day’s end

B. Timing how long a tantrum lasts

C. Recording on-task behavior every 15 seconds

D. Graphing step count from a pedometer in real time

Explanation: Completed worksheets remain after behavior and represent its result; the others involve direct observation or real-time sensing.

70 / 75

70. RBT Sara notes “Client completed 4/5 requests and followed directions calmly.” This note is:

A. Too vague

B. Subjective

C. Ethically inappropriate

D. Measurable

Explanation: Including observable behavior and frequency meets documentation standards.

71 / 75

71. A new client’s family speaks limited English. What should the RBT do to practice cultural humility?

A. Request translation services or culturally relevant supports

B. Avoid asking personal questions

C. Ask the child to interpret

D. Only use written instructions

Explanation: Seeking culturally and linguistically appropriate support ensures ethical and effective practice.

72 / 75

72. Which of the following is a core ethical principle for RBTs?

A. Seeking gifts for motivation

B. Avoiding reinforcement

C. Respecting client dignity

D. Maintaining public presence

Explanation: Protecting dignity, integrity, and welfare are foundational ethical duties for RBTs.

73 / 75

73. A BCBA plans to teach shoe tying and asks the RBT to select a tool that pinpoints which component steps the learner can already perform. Which assessment should the RBT recommend?

A. Latency-based functional analysis

B. Paired-stimulus preference assessment

C. Task analysis probe

D. Scatterplot analysis

Explanation: Probing a task analysis identifies existing skills in a behavioral chain; the other options measure preferences, relation of behavior to time, or function.

74 / 75

74. RBT Dante administers the VB-MAPP echoic subtest by saying words and recording whether child Ava repeats them accurately. Which type of assessment is Dante participating in?

A. Functional behavior assessment

B. Preference assessment

C. Experimental analysis

D. Curriculum-based skill assessment

Explanation: The VB-MAPP is a curriculum-based skill assessment; it is not a functional analysis or preference test.

75 / 75

75. A skill is maintained at 100 percent for two weeks. What change to reinforcement best promotes durable maintenance?

A. Continue continuous reinforcement

B. Shift to an FR 1 schedule

C. Shift to a thin variable ratio schedule

D. Stop reinforcement entirely

Explanation: Thinning to an unpredictable schedule sustains behavior while reducing dependence; abrupt removal risks extinction.

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2 Comments

Julia says:

at

#20 lists “Forward chaining” as both B & C answers.

1. Ryan says:
  
  at
  
  No, you’re wrong here.
  
  The question is:
  
  An RBT is teaching a child to tie shoes. The RBT completes most of the steps but lets the child do the final step of pulling the laces tight. In subsequent sessions, the RBT will have the child complete the last two steps, then three steps, and so on until the child can tie shoes independently.
  
  What teaching procedure is being used?
  A. Task analysis
  B. Forward chaining
  C. Backward chaining
  D. Whole task presentation
  
  It will be C. Backward chaining, because the child is starting with the final step, not the first. In forward chaining, the learner begins with the first step, which is not happening in this scenario.

RBT Practice Exam 1 – Foundation Assessment (2025-2026)

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