RBT Practice Exam 4: 2025-2026 (2nd & 3rd Editions)

Cap off your exam prep series with Practice Exam 4, available in two distinct formats: the 2025 version based on the 2nd Edition Task List, and the 2026 version aligned with the 3rd Edition updates.

Expect clinically relevant scenarios that test your understanding across every domain, from behavior assessment to ethics.

Explanations are provided at the end of the quiz so you can assess performance and adjust your study strategy accordingly.

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

RBT Practice Exam 4 (2nd Edition)

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

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A behavior analyst instructs you to collect data on a client's hand-flapping behavior using a 10-second partial interval recording system. During a 5-minute observation period, you record that hand-flapping occurred in 18 out of 30 intervals. What percentage of intervals included the target behavior?

A. 70%

B. 60%

C. 45%

D. 55%

Explanation: To calculate the percentage of intervals with the target behavior, divide the number of intervals with the behavior (18) by the total number of intervals (30), then multiply by 100. 18 ÷ 30 = 0.6, and 0.6 × 100 = 60%.

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Aiden has a history of hitting peers to obtain toys. You are implementing an intervention where Aiden receives immediate reinforcement when he appropriately requests toys using his communication device. Which behavior change procedure are you implementing?

A. Extinction

B. Response cost

C. Differential reinforcement of alternative behavior (DRA)

D. Noncontingent reinforcement (NCR)

Explanation: This intervention is an example of differential reinforcement of alternative behavior (DRA). You are reinforcing an alternative, appropriate behavior (requesting toys using a communication device) that serves the same function as the problem behavior (hitting to obtain toys).

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When implementing a token economy system with a client, what critical component must be included for the system to be effective?

A. The client must have access to the backup reinforcers only at home

B. The exchange rate between tokens and backup reinforcers must be clearly established

C. The tokens must be expensive

D. The client must earn a minimum of 20 tokens per session

Explanation: For a token economy to be effective, the exchange rate between tokens and backup reinforcers must be clearly established and understood by the client. This helps the client understand what they're working toward and how many tokens are needed to earn preferred items or activities.

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4. When teaching a new skill using discrete trial training, what should the RBT do if the client does not respond within the designated response time?

A. Repeat the instruction louder

B. Provide a more intrusive prompt according to the prompting hierarchy

C. Wait longer for the client to respond independently

D. Move on to the next trial without providing reinforcement

Explanation: If a client does not respond within the designated response time during discrete trial training, the RBT should provide a more intrusive prompt according to the prompting hierarchy. This keeps the learning process moving forward while providing the level of support needed for the client to experience success.

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Sophia's behavior intervention plan includes teaching her to request breaks appropriately. The RBT notices that Sophia is becoming frustrated during a difficult task. Which antecedent-based intervention should the RBT implement to prevent problem behavior?

A. Prompting Sophia to request a break appropriately

B. Physical restraint

C. Reinforcing a peer who is working quietly

D. Providing a noncontingent break

Explanation: Prompting Sophia to request a break appropriately is the correct antecedent-based intervention. This helps teach the replacement behavior (appropriate break requests) when the RBT notices the precursor to problem behavior (frustration). This prevents the problem behavior while reinforcing the appropriate alternative.

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6. During a paired-stimulus preference assessment, the RBT presents two items and asks the client to "pick one." After the client makes a selection, what should the RBT do next?

A. Immediately take the item away and present two new items

B. Allow the client to play with the selected item for a brief period

C. Present the same two items again in the same positions

D. Allow the client to keep the selected item for the remainder of the session

Explanation: In a paired-stimulus preference assessment, after the client selects an item, the RBT should allow brief access to the selected item (typically 15-30 seconds). This brief access serves as reinforcement for making a selection and confirms that the item is actually preferred by the client.

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7. An RBT notices that a client engages in stereotypic behavior (hand-flapping) most frequently during unstructured time and less frequently during engaging activities. Based on this observation, what intervention might be effective?

A. Differential reinforcement of other behavior

B. Token economy system

C. Response blocking

D. Noncontingent access to preferred activities

Explanation: Based on the observation that stereotypic behavior occurs most frequently during unstructured time and less during engaging activities, noncontingent access to preferred activities might be effective. This intervention would reduce the motivation for automatic reinforcement by providing alternative sources of stimulation during times when the behavior typically occurs.

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8. During a session, a client becomes upset and says, "I hate this! You're the worst RBT ever!" What is the most professional response?

A. "That hurts my feelings. You should apologize."

B. "If you don't change your attitude, we'll have to end the session."

C. "I understand you're frustrated right now. Would a short break help you feel better?"

D. "You don't mean that. Let's continue with our work."

Explanation: The most professional response acknowledges the client's feelings without taking the comment personally or making demands. Offering a short break addresses the client's apparent frustration while maintaining a supportive and respectful relationship. This response demonstrates emotional regulation and client-centered care.

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During a discrete trial teaching session focused on receptive identification of animals, you place three picture cards on the table and say, "Touch the dog." The client hesitates for 5 seconds and then touches the correct card. What type of recording method would be most appropriate to document the client's response latency?

A. Whole interval recording

B. Momentary time sampling

C. Duration recording

D. Latency recording

Explanation: Latency recording is the most appropriate method for measuring the time between the delivery of a stimulus (the instruction "Touch the dog") and the initiation of the response (touching the card). This method allows you to track how quickly the client responds to instructions.

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10.

An RBT is conducting a session with a client who has a history of physical aggression. The client becomes increasingly agitated and begins threatening to hit the RBT. Which of the following responses demonstrates professional conduct?

A. Immediately terminating the session and leaving the client alone

B. Implementing de-escalation strategies from the behavior plan while maintaining a safe distance

C. Restraining the client preemptively to prevent aggression

D. Threatening consequences if the client becomes aggressive

Explanation: The professional response is to implement de-escalation strategies from the behavior plan while maintaining a safe distance. This approach prioritizes safety while following established protocols for managing challenging behavior, rather than using threats, abandoning the client, or using restrictive procedures unnecessarily.

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11. An RBT is teaching a client to identify emotions using picture cards. The RBT holds up a card showing a happy face and asks, "How does she feel?" What type of verbal operant is the RBT trying to evoke?

A. Mand

B. Tact

C. Echoic

D. Intraverbal

Explanation: The RBT is trying to evoke a tact, which is labeling or identifying something in the environment. In this case, the client is being asked to identify or label the emotion shown in the picture. Tacts are controlled by nonverbal stimuli (the picture) and maintained by generalized reinforcement (praise or acknowledgment).

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12. An RBT is implementing a task analysis for teaching hand washing. During one session, the client independently completes 6 out of 10 steps, needs a gestural prompt for 2 steps, and requires a full physical prompt for 2 steps. Using the scoring system where independence = 2 points, gestural prompt = 1 point, and full physical prompt = 0 points, what is the client's total score for this session?

A. 18

B. 12

C. 14

D. 16

Explanation: To calculate the total score, multiply each level of assistance by its point value and sum the results:

Independent steps: 6 × 2 = 12 points
Gestural prompt steps: 2 × 1 = 2 points
Full physical prompt steps: 2 × 0 = 0 points Total score = 12 + 2 + 0 = 14 points

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13.

A client's behavior plan includes functional communication training (FCT) to replace aggressive behavior with appropriate requests for breaks. During a difficult task, the client uses the break card appropriately. What should the RBT do next?

A. Ask the client why they need a break

B. Ignore the communication attempt to build tolerance

C. Provide praise but ask the client to finish the task first

D. Immediately honor the request for a break

Explanation: When implementing functional communication training (FCT), it's critical to immediately honor the appropriate communication when it occurs. By immediately providing the break when requested appropriately, the RBT reinforces the replacement behavior, increasing the likelihood that the client will use the communication card rather than aggression in the future.

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14.

While conducting preference assessment with a 10-year-old client, you realize that he consistently chooses items placed on his right side regardless of what they are. What should you do to address this potential side bias?

A. Only place preferred items on the left side

B. Alternate the positions of items throughout the assessment

C. Continue the assessment as is

D. Remove all items on the right side

Explanation: To address potential side bias, you should alternate the positions of items throughout the assessment. This controls for the possibility that the client is selecting based on position rather than preference, ensuring more accurate results.

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15. An RBT is working with a 4-year-old client on identifying colors. The RBT holds up a red card and asks, "What color is this?" Before the client can respond, the RBT says, "R..." and waits for the client to complete the word. What type of prompt is the RBT using?

A. Verbal modeling

B. Phonemic prompt

C. Full verbal prompt

D. Partial verbal prompt

Explanation: The RBT is using a partial verbal prompt by providing the first sound ("R...") of the word "red." This gives the client just enough information to produce the correct response without offering the complete answer, which can help fade dependence on full verbal prompts.

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16. A behavior analyst has developed a plan to teach a client how to brush teeth independently. The plan breaks down tooth brushing into 12 sequential steps. What is this procedure called?

A. Whole task presentation

B. Forward chaining

C. Task analysis

D. Skill acquisition programming

Explanation: This procedure is called a task analysis. Task analysis involves breaking down a complex skill (like brushing teeth) into smaller, sequential steps that can be taught individually. This makes it easier to teach complex skills systematically and track progress on each component.

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17.

During a mand training session, 5-year-old Leo reaches toward a toy car but doesn't vocalize. His RBT says, "Car," waits for Leo to repeat "car," and then gives him the toy. What prompt strategy is the RBT using?

A. Response blocking

B. Errorless learning

C. Time delay

D. Verbal modeling

Explanation: The RBT is using verbal modeling as a prompt strategy. By saying "Car" and waiting for Leo to repeat it before giving him the toy, the RBT is modeling the appropriate verbal response (mand) that Leo needs to make to get the desired item.

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18.

Eight-year-old Maya has a goal to increase her conversation skills. Her RBT collects data on the number of appropriate conversational turns Maya takes during a 10-minute conversation with a peer. This is an example of what type of measurement?

A. Latency recording

B. Duration recording

C. Frequency recording

D. Rate recording

Explanation: This is an example of frequency recording, which involves counting the number of times a behavior occurs during a specified time period. The RBT is counting the number of appropriate conversational turns Maya takes during the 10-minute conversation.

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19. An RBT is working with a client who has a history of property destruction when asked to complete non-preferred tasks. The RBT notices that the client is beginning to show early signs of frustration, such as furrowing his brow and clenching his fists. What should the RBT do next?

A. Tell the client to "calm down" and "use his words"

B. Give the client a preferred item to distract him

C. Immediately implement the identified antecedent interventions in the behavior plan to prevent escalation

D. Wait for the property destruction to occur and then implement the consequence procedures

Explanation: When early signs of frustration (precursors to problem behavior) are observed, the RBT should immediately implement the identified antecedent interventions from the behavior plan. This proactive approach may prevent escalation to property destruction by addressing the client's needs before the problem behavior occurs.

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20.

Six-year-old Zoe has been working on following three-step instructions. Her RBT gives the instruction, "Stand up, clap your hands, and sit down." Zoe stands up, claps her hands, but then starts spinning in circles instead of sitting down. How should the RBT document Zoe's response?

A. No response

B. Incorrect response

C. Prompted response

D. Correct response

Explanation: This should be documented as an incorrect response. For a three-step instruction to be considered correct, all three components must be completed correctly. Since Zoe completed only two of the three steps correctly (standing up and clapping), but did not complete the third step (sitting down), her overall response is incorrect.

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21. During a session, a client becomes upset and attempts to hit the RBT. The RBT successfully blocks the hit without restraining the client and implements de-escalation strategies. After the incident, what should the RBT do next?

A. Document the incident and notify the supervising BCBA

B. Tell the client they will lose privileges if it happens again

C. Pretend the incident didn't happen to avoid reinforcing the behavior

D. Terminate the session immediately

Explanation: After successfully managing a crisis situation, the RBT should document the incident and notify the supervising BCBA. Documentation is essential for tracking patterns of behavior and evaluating the effectiveness of intervention strategies. The BCBA may need to adjust the behavior plan based on this information.

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22.

During mealtime, 4-year-old Elijah refuses to use utensils and instead uses his hands to eat. His parents have asked for help with teaching appropriate mealtime behavior. Which of the following would be most appropriate for an RBT to implement after consulting with the BCBA?

A. Time-out from mealtime whenever Elijah uses his hands

B. Removing all food until Elijah agrees to use utensils

C. Differential reinforcement of alternative behavior by praising and providing small rewards when Elijah uses utensils

D. Physically restraining Elijah's hands until he agrees to use utensils

Explanation: Differential reinforcement of alternative behavior (DRA) is the most appropriate intervention. By praising and providing small rewards when Elijah uses utensils (the alternative behavior), you increase the likelihood of this appropriate behavior while not reinforcing the inappropriate behavior (using hands).

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23. A behavior analyst directs an RBT to implement a changing criterion design to increase a client's work completion. The client currently completes an average of 5 math problems per session. The first criterion is set at 8 problems. After the client meets this criterion for three consecutive sessions, what should the RBT do next?

A. Maintain the criterion at 8 problems indefinitely

B. Increase the criterion to the next level specified in the plan

C. Decrease the criterion to ensure continued success

D. End the intervention since the client has been successful

Explanation: In a changing criterion design, once the client consistently meets the current criterion (in this case, completing 8 math problems for three consecutive sessions), the RBT should increase the criterion to the next level specified in the plan. This systematic increase in expectations allows for gradual improvement toward the ultimate goal.

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24. A client's behavior intervention plan includes using visual schedules throughout the day. The primary purpose of visual schedules is to:

A. Create additional work for the RBT

B. Provide a punishment for off-task behavior

C. Increase the client's reading skills

D. Reduce the client's dependence on verbal instructions

Explanation: The primary purpose of visual schedules is to reduce the client's dependence on verbal instructions by providing visual cues about activities and expectations. Visual schedules increase predictability, independence, and understanding of daily routines, particularly beneficial for clients who process visual information more effectively than verbal information.

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25.

While reviewing session notes before meeting with a client, you notice that another RBT's progress note contains confidential information about a different client. What should you do in this situation?

A. Stop reading immediately and notify your supervisor about the confidentiality breach

B. Read the notes anyway because you might work with that client someday

C. Share the information with the client's parent to keep them informed

D. Make a copy of the notes to show your supervisor later

Explanation: The ethical response is to stop reading immediately and notify your supervisor about the confidentiality breach. This protects client confidentiality and allows the supervisor to address the issue appropriately. Reading or sharing the information would constitute further breaches of confidentiality.

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26.

A 10-year-old client is working on multiplication facts. The RBT presents flash cards with multiplication problems, and the client responds correctly to 8 out of 10 cards. What is the client's accuracy percentage?

A. 85%

B. 70%

C. 75%

D. 80%

Explanation: To calculate accuracy percentage, divide the number of correct responses (8) by the total number of opportunities (10) and multiply by 100. 8 ÷ 10 = 0.8, and 0.8 × 100 = 80%.

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27.

A client's treatment plan includes differential reinforcement of other behavior (DRO) with a 5-minute interval. The RBT reinforces the client after each 5-minute period without the target problem behavior. During one session, the problem behavior occurs at the 4-minute mark of an interval. What should the RBT do next?

A. Immediately reset the timer and start a new 5-minute interval

B. End the session immediately

C. Deliver the reinforcer anyway to keep the client motivated

D. Continue the current interval and deliver reinforcement at the end of 5 minutes

Explanation: In a DRO procedure, when the target problem behavior occurs during an interval, the interval should be reset immediately. The RBT should restart the 5-minute timer, and the client will need to go the full 5 minutes without the problem behavior to earn reinforcement.

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28.

A client's behavior plan includes teaching replacement behaviors for hitting. The plan specifies using a time delay prompt procedure. When implementing this procedure, what should the RBT do immediately after giving the instruction?

A. Immediately provide a full physical prompt

B. Provide a model of the correct response

C. Wait a predetermined amount of time before providing a prompt

D. Ask the client if they need help

Explanation: When implementing a time delay prompt procedure, the RBT should wait a predetermined amount of time after giving the instruction before providing a prompt. This brief pause gives the client an opportunity to respond independently before receiving assistance, which can facilitate the fading of prompts over time.

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29.

A behavior technician is working with a child who has a history of aggression. While implementing the behavior intervention plan, the child becomes increasingly agitated and begins showing warning signs of potential aggression. What should the behavior technician do first?

A. Physically block any aggressive behaviors that occur

B. Implement the crisis intervention procedures outlined in the behavior intervention plan

C. Immediately call for assistance from other staff members

D. Give the child immediate access to preferred items to calm them down

Explanation: The behavior technician should first implement the crisis intervention procedures outlined in the behavior intervention plan. The BIP should include specific strategies for addressing warning signs of aggression based on the child's individual needs and behavioral patterns.

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30. A client's behavior intervention plan includes noncontingent reinforcement (NCR) delivered on a fixed-time schedule of every 5 minutes. What should the RBT do if the client engages in the target problem behavior 2 minutes after receiving NCR?

A. Withhold the next scheduled reinforcer

B. Deliver the next scheduled reinforcer as planned at the 5-minute mark

C. Immediately deliver another reinforcer

D. Reset the timer and wait another 5 minutes

Explanation: In noncontingent reinforcement (NCR), reinforcement is delivered on a time-based schedule regardless of the client's behavior. If the client engages in the target problem behavior between scheduled reinforcement times, the RBT should continue with the established schedule and deliver the next reinforcer as planned at the 5-minute mark.

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31.

An RBT is teaching a child to identify common community helpers. The RBT holds up a picture of a firefighter and says, "Who is this?" before the child can respond, the RBT points to the picture and says, "Firefighter." What type of prompt did the RBT use?

A. Full physical prompt

B. Verbal prompt

C. Gestural prompt with verbal prompt

D. Textual prompt

Explanation: The RBT used a combination of a gestural prompt (pointing to the picture) and a verbal prompt (saying "Firefighter"). This combination often helps provide stronger support for learners who need multiple types of prompts to succeed.

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32.

Morgan is implementing a graduated guidance procedure to teach a client to brush teeth. The client has mastered holding the toothbrush but struggles with applying toothpaste. What level of prompting should Morgan use for this step?

A. Partial physical guidance at the wrist

B. Shadowing with close proximity

C. Full physical guidance

D. No prompting

Explanation: Based on the information provided, partial physical guidance at the wrist would be appropriate. Since the client has mastered holding the toothbrush but struggles with applying toothpaste, some physical support is still needed but not full hand-over-hand assistance. Partial physical guidance provides support while giving the client more opportunity for independence than full physical guidance.

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33. An RBT is teaching a client to sort objects by color. The client correctly sorts red items but struggles with blue items. The RBT decides to make the blue items larger and more distinct before gradually returning them to their original size. What prompting strategy is the RBT using?

A. Response prompting

B. Stimulus prompting

C. Physical prompting

D. Verbal prompting

Explanation: The RBT is using stimulus prompting, which involves modifying characteristics of the stimuli rather than providing direct assistance to the learner. By making the blue items larger and more distinct, the RBT is making the relevant features more salient, which can help the client discriminate between the colors before fading back to natural stimuli.

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34.

A 14-year-old client frequently requests to use the bathroom during difficult academic tasks. The behavior analyst determines that this is an escape-maintained behavior. Which of the following interventions would be most appropriate?

A. Allowing unlimited bathroom breaks regardless of timing

B. Implementing a time-out procedure when bathroom requests occur

C. Denying all bathroom requests during academic tasks

D. Providing scheduled bathroom breaks before difficult tasks and requiring the client to earn tokens for additional breaks

Explanation: Providing scheduled bathroom breaks before difficult tasks and requiring the client to earn tokens for additional breaks addresses the function of the behavior (escape) while still respecting the client's dignity and possible legitimate needs. This intervention establishes appropriate boundaries while teaching the client to persist with difficult tasks.

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35. Seven-year-old Malik has a goal to increase appropriate social initiations with peers. His RBT uses behavior-specific praise whenever Malik approaches peers and says hello. After two weeks, Malik is consistently initiating social interactions with peers without prompting. This outcome demonstrates:

A. Spontaneous recovery

B. Generalization

C. Maintenance

D. Acquisition

Explanation: This outcome demonstrates acquisition, which is the initial phase of learning when a new behavior is established. Malik has successfully acquired the target behavior (initiating social interactions with peers) as evidenced by his consistent performance without prompting.

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36. A behavior analyst instructs an RBT to collect data on problem behavior using a 15-second partial interval recording system. During a 10-minute observation (40 intervals), the behavior occurred in 12 intervals. What percentage of intervals included the target behavior?

A. 30%

B. 25%

C. 40%

D. 35%

Explanation: To calculate the percentage of intervals with the target behavior, divide the number of intervals with the behavior (12) by the total number of intervals (40) and multiply by 100. 12 ÷ 40 = 0.3, and 0.3 × 100 = 30%.

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37.

During a parent training session, a parent asks you why their child's behavior intervention plan includes teaching replacement behaviors rather than just focusing on eliminating problem behaviors. What is the most appropriate response?

A. "Because eliminating behaviors is too difficult without replacements."

B. "Because your child is too difficult to work with otherwise."

C. "Replacement behaviors provide an appropriate way for the child to meet their needs, making problem behaviors unnecessary."

D. "It's just the current trend in ABA therapy."

Explanation: The most appropriate response explains that replacement behaviors provide an appropriate way for the child to meet their needs, making problem behaviors unnecessary. This answer explains the function-based approach of ABA and helps parents understand why teaching replacement behaviors is essential to effective intervention.

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38.

An RBT is implementing an intervention that involves providing brief breaks from work contingent on the client remaining on-task for progressively longer periods. This is an example of:

A. Extinction

B. Positive reinforcement

C. Negative reinforcement

D. Response cost

Explanation: This is an example of negative reinforcement. The intervention involves removing an aversive stimulus (work demands) contingent on appropriate behavior (remaining on-task), which strengthens the on-task behavior. Negative reinforcement involves the removal of an aversive stimulus to increase behavior.

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39. A behavior technician is implementing a multiple-stimulus without replacement (MSWO) preference assessment. What is the correct procedure?

A. Present all items and allow the client to interact with all of them simultaneously

B. Present one item at a time and measure the client's response

C. Present all items simultaneously, remove each item after it's selected, and continue until all items have been selected or the client refuses to make another selection

D. Present two items at a time and remove the selected item

Explanation: In an MSWO preference assessment, you present all items simultaneously, allow the client to select one, remove that item after selection, rearrange the remaining items, and continue until all items have been selected or the client refuses to make another selection. This helps establish a hierarchy of preferences.

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40. A client's behavior plan includes differential reinforcement of alternative behavior (DRA) to reduce screaming. The plan specifies that the client should be taught to request help using a communication card instead of screaming. During a difficult task, the client begins to show signs of frustration. What should the RBT do?

A. Wait for the client to scream before presenting the communication card

B. Physically block any attempts at screaming

C. Prompt the client to use the communication card before screaming occurs

D. Remove the difficult task to prevent frustration

Explanation: The RBT should prompt the client to use the communication card before screaming occurs. Prompting the alternative behavior (requesting help with the card) when early signs of frustration are noticed can prevent the problem behavior (screaming) while teaching the client a more appropriate way to communicate their needs.

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41.

An RBT is implementing a token economy system where the client earns tokens for completing work tasks and can exchange them for preferred activities. The client has been successfully earning and exchanging tokens for several weeks. What should be the RBT's long-term goal regarding this token system?

A. Switch to a different reinforcement system

B. Gradually increase the response requirement for earning tokens

C. Gradually transition to natural contingencies and more intermittent reinforcement

D. Maintain the token system indefinitely

Explanation: The long-term goal should be to gradually transition to natural contingencies and more intermittent reinforcement. While token systems are effective for establishing behaviors, the ultimate goal is for clients to maintain appropriate behaviors under more natural conditions. This transition might involve increasing the requirements for earning tokens, thinning the reinforcement schedule, and incorporating more naturally occurring reinforcers.

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42.

When implementing most-to-least prompting with a client learning a new skill, the RBT should:

A. Start with the most intrusive prompt and gradually fade as the client demonstrates success

B. Use only verbal prompts throughout the teaching sequence

C. Allow the client to choose which prompt they prefer

D. Start with no prompts and add them if the client makes errors

Explanation: Most-to-least prompting involves starting with the most intrusive prompt (typically full physical guidance) and gradually fading to less intrusive prompts as the client demonstrates success with the skill. This approach minimizes errors during the learning process.

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43. During a community outing, an RBT notices that their client is about to engage in a dangerous behavior (running toward a busy street). What should the RBT do immediately?

A. Implement the least restrictive intervention to ensure safety

B. Call the supervisor for guidance

C. Document the incident and discuss it later

D. Wait to see if the behavior occurs before intervening

Explanation: When a client is about to engage in a dangerous behavior that poses an immediate risk to their safety, the RBT should implement the least restrictive intervention necessary to ensure safety immediately. Safety is always the first priority, especially in community settings.

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44.

When a client successfully completes a task, their RBT says, "Great job following all the steps in the right order!" This is an example of:

A. Punishment

B. Behavior-specific praise

C. Generic praise

D. Negative reinforcement

Explanation: This is an example of behavior-specific praise because the RBT specifically identifies what the client did well ("following all the steps in the right order") rather than using generic praise like "good job." Behavior-specific praise is more effective because it clearly communicates which behavior is being reinforced.

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45. A client has mastered naming common animals in pictures and can generalize this skill across different pictures of the same animals. Now, the RBT is teaching the client to name animals when given verbal descriptions (e.g., "It says meow and has whiskers"). This is an example of teaching:

A. Stimulus generalization

B. Response generalization

C. Response maintenance

D. Multiple control

Explanation: This is an example of teaching multiple control. The RBT is teaching the client to respond to a different type of stimulus (verbal descriptions) rather than visual stimuli (pictures). The client's response (naming the animal) is coming under the control of multiple stimuli, which is an important aspect of language development.

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46.

While reviewing a client's data, an RBT notices that the frequency of problem behavior has increased dramatically over the past three sessions despite implementing the behavior intervention plan consistently. What should the RBT do next?

A. Modify the intervention plan independently

B. Document the increase and discuss it with the supervising BCBA

C. Continue implementing the current plan and see if the trend continues

D. Increase the schedule of reinforcement without consulting the BCBA

Explanation: When a significant change in behavior is observed (such as a dramatic increase in problem behavior), the RBT should document this change and discuss it with the supervising BCBA. RBTs should not independently modify intervention plans; changes should be made under the direction of the supervising BCBA.

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47.

Carlos is learning to prepare a simple meal. His behavior technician creates a task analysis that breaks down the process into 12 steps. During an assessment, Carlos completes 9 steps independently, needs a gestural prompt for 2 steps, and a full physical prompt for 1 step. What percentage of steps did Carlos complete with some level of independence (without full physical prompts)?

A. 100%

B. 75%

C. 92%

D. 83%

Explanation: Carlos completed 11 out of 12 steps with some level of independence (9 steps independently and 2 steps with gestural prompts). Only 1 step required a full physical prompt. To calculate the percentage: 11 ÷ 12 = 0.917, which rounds to 92%.

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48. An RBT is implementing a least-to-most prompting hierarchy with a client who is learning to tie shoes. After three consecutive errorless trials with a gestural prompt, what should the RBT do next?

A. Move to a more intrusive prompt level

B. Move to a less intrusive prompt level

C. Discontinue prompting entirely

D. Continue using the gestural prompt

Explanation: After three consecutive errorless trials with a gestural prompt, the RBT should move to a less intrusive prompt level. The goal of prompt hierarchies is to systematically fade prompts as the client demonstrates success, promoting greater independence over time.

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49. An RBT is collecting data on a client's hand-raising behavior during group instruction. Using a frequency count, the RBT records that the client raised their hand 15 times during a 30-minute group session. What is the rate of hand-raising per minute?

A. 2 responses per minute

B. 0.5 responses per minute

C. 0.25 responses per minute

D. 1.5 responses per minute

Explanation: To calculate rate, divide the frequency (15 hand raises) by the duration of the observation period (30 minutes). 15 ÷ 30 = 0.5 responses per minute.

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50. An RBT is implementing a behavior intervention plan that includes using differential reinforcement of alternative behavior (DRA) to reduce tantrum behavior. During a session, the client engages in the alternative behavior (requesting a break using a break card) and then immediately has a tantrum. What should the RBT do?

A. Honor the break request only after the tantrum stops

B. Provide a different reinforcer for using the break card

C. Ignore both the break request and the tantrum

D. Honor the break request despite the tantrum

Explanation: The RBT should honor the break request only after the tantrum stops. While it's important to reinforce the alternative behavior (using the break card), providing the reinforcer (break) while the problem behavior (tantrum) is occurring would inadvertently reinforce both behaviors. Waiting until the tantrum stops ensures that only the appropriate behavior is reinforced.

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51. A behavior analyst instructs an RBT to collect data on a client's aggressive behavior using a 15-second momentary time sampling procedure. During a 10-minute session (40 intervals), the RBT records that the behavior was occurring at the end of 6 intervals. Based on this data, approximately what percentage of the observation period included aggressive behavior?

A. 20%

B. Cannot be determined from momentary time sampling

C. 25%

D. 15%

Explanation: To calculate the percentage from momentary time sampling data, divide the number of intervals where the behavior was occurring (6) by the total number of intervals (40) and multiply by 100. 6 ÷ 40 = 0.15, and 0.15 × 100 = 15%. Momentary time sampling provides an estimate of the percentage of time the behavior occurred.

52 / 85

52.

During a session, an RBT observes that a client consistently engages in disruptive behavior when presented with difficult tasks but rarely when given easier tasks. This pattern suggests that the function of the behavior might be:

A. Access to tangible items

B. Escape from demands

C. Social attention

D. Automatic reinforcement

Explanation: The pattern of disruptive behavior occurring consistently with difficult tasks but rarely with easier tasks suggests that the function is escape from demands. The behavior allows the client to avoid or escape from challenging tasks that they find aversive or difficult, and the pattern indicates that task difficulty is an important antecedent factor.

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53.

While working with a client, your supervisor instructs you to implement a visual activity schedule for transitions between tasks. Which of the following is the primary purpose of using visual activity schedules?

A. To create more work for the RBT

B. To provide a complex system of reinforcement

C. To increase predictability and reduce anxiety during transitions

D. To punish inappropriate transitions

Explanation: Visual activity schedules help increase predictability and reduce anxiety during transitions by showing clients what activities are coming next. This visual support can help clients understand expectations and prepare for changes in activities, particularly beneficial for individuals who struggle with transitions.

54 / 85

54. Samantha is implementing a shaping procedure to teach a client to tie shoelaces. The client currently can wrap the laces around each other but struggles with pulling them tight. What should be Samantha's next step in this shaping procedure?

A. Discontinue the shaping procedure until the client masters wrapping the laces

B. Skip ahead to teaching the next step of making loops

C. Reinforce the client for wrapping the laces and provide full physical guidance for pulling them tight

D. Go back to an earlier step in the process

Explanation: In a shaping procedure, you reinforce successive approximations toward the target behavior. The appropriate next step is to reinforce the current skill level (wrapping the laces) while providing guidance for the next component (pulling them tight), gradually moving toward the complete behavior of tying shoelaces.

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55.

Jordan's behavior intervention plan includes differential reinforcement of incompatible behavior (DRI) to reduce hand-flapping. Which of the following replacement behaviors would be physically incompatible with hand-flapping?

A. Counting aloud

B. Solving math problems

C. Keeping hands in pockets

D. Sitting quietly

Explanation: Keeping hands in pockets is physically incompatible with hand-flapping because both behaviors cannot occur simultaneously. DRI involves reinforcing a behavior that physically cannot occur at the same time as the problem behavior.

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56. A behavior analyst asks an RBT to collect inter-observer agreement (IOA) data with another staff member during a session. What is the purpose of collecting IOA data?

A. To evaluate the effectiveness of the intervention

B. To measure the reliability of the data collection procedures

C. To determine the function of the target behavior

D. To assess the client's progress toward goals

Explanation: The purpose of collecting inter-observer agreement (IOA) data is to measure the reliability of data collection procedures. By having two observers independently measure the same behavior and comparing their results, we can assess whether the data collection system is producing consistent and accurate measurements.

57 / 85

57. A client's behavior plan includes a token economy system where she earns tokens for completing academic tasks and can exchange them for 5 minutes of tablet time (5 tokens) or 10 minutes of outdoor play (10 tokens). This is an example of what kind of reinforcement schedule?

A. Fixed interval

B. Variable ratio

C. Fixed ratio

D. Token economy with fixed exchange rates

Explanation: This is an example of a token economy with fixed exchange rates. The client earns tokens contingent on completing academic tasks, and there are clear, fixed exchange rates for different reinforcers (5 tokens for 5 minutes of tablet time, 10 tokens for 10 minutes of outdoor play).

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58. A client's behavior intervention plan includes a token economy system where tokens can be exchanged for various reinforcers, including 5 minutes of tablet time (5 tokens), a small treat (3 tokens), or a sticker (1 token). During a session, the client earns 7 tokens. Which of the following exchange options is available to the client?

A. Tablet time only

B. Small treat and two stickers

C. Tablet time and three stickers

D. Small treat and tablet time

Explanation: With 7 tokens, the client can choose the small treat (3 tokens) and two stickers (2 tokens total), for a total of 5 tokens used. The client could also choose 7 stickers, but this wasn't an option listed. The client cannot afford tablet time (5 tokens) plus any other item, as they only have 7 tokens total.

59 / 85

59. Twelve-year-old Damien has a goal to increase his ability to wait quietly during group activities. His RBT collects data on the duration of appropriate waiting behavior during a 30-minute group activity. This is an example of what type of measurement?

A. Interval recording

B. Latency recording

C. Frequency recording

D. Duration recording

Explanation: This is an example of duration recording, which measures how long a behavior lasts. The RBT is measuring the length of time that Damien engages in appropriate waiting behavior during the group activity.

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60. An RBT is implementing a token economy system with a client. The client earns 12 tokens during a session but engages in aggressive behavior toward the end of the session. According to best practices in behavior analysis, what should happen to the tokens the client has already earned?

A. The client should keep the tokens but not be allowed to exchange them

B. All tokens should be removed as punishment for aggression

C. The client should keep all earned tokens, but the aggressive behavior should be addressed separately

D. Half the tokens should be removed as a response cost

Explanation: According to best practices, the client should keep all tokens that were already earned. Tokens should function as reinforcers, not punishers, and removing already-earned tokens could undermine the effectiveness of the token system. The aggressive behavior should be addressed separately through appropriate intervention procedures specified in the behavior plan.

61 / 85

61. A behavior analyst instructs an RBT to conduct a discrete trial training session focusing on receptive identification of animals. Which of the following is a critical component of discrete trial training?

A. Reinforcement can only include edible items

B. Sessions must be at least one hour long

C. Clear presentation of the discriminative stimulus

D. Trials must be presented in a predetermined sequence

Explanation: A critical component of discrete trial training is the clear presentation of the discriminative stimulus (in this case, the instruction to identify an animal). This clarity helps the client understand what response is expected and facilitates learning through repetitive trials with distinct beginnings and endings.

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62.

After collecting baseline data on a client's aggressive behavior, you notice that the behavior occurs most frequently during transitions between activities. Based on this information, what would be an appropriate antecedent-based intervention strategy?

A. Ignoring the aggressive behavior during transitions

B. Using visual schedules to increase predictability during transitions

C. Providing preferred items during transition periods

D. Implementing a response cost procedure during transitions

Explanation: Using visual schedules to increase predictability during transitions is an appropriate antecedent-based intervention strategy. This addresses the antecedent condition (transitions) that triggers the behavior by making transitions more predictable and less anxiety-provoking for the client.

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63.

Tyler's mother reports that he frequently drops to the floor and cries in grocery stores, especially in the candy aisle. The behavior analyst hypothesizes that this behavior is maintained by access to tangible items (candy). Which assessment would be most appropriate to test this hypothesis?

A. A paired-choice preference assessment

B. A structured descriptive assessment

C. A continuous ABC recording in the natural environment

D. A functional analysis with a test condition involving contingent access to candy

Explanation: A functional analysis with a test condition involving contingent access to candy would be most appropriate to test the hypothesis that Tyler's behavior is maintained by access to tangible items. This would involve systematically arranging conditions where crying in the presence of candy results in access to candy, and measuring if this increases the behavior.

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64.

A behavior technician is implementing a differential reinforcement of incompatible behavior (DRI) procedure to reduce a client's nail-biting. Which of the following replacement behaviors would be physically incompatible with nail-biting?

A. Counting to ten

B. Squeezing a stress ball

C. Deep breathing

D. Requesting a break

Explanation: Squeezing a stress ball would be physically incompatible with nail-biting because both behaviors require the use of the hands and cannot occur simultaneously. DRI involves reinforcing a behavior that physically cannot be performed at the same time as the target problem behavior.

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65. A client's behavior intervention plan includes gradually increasing the time they must wait for reinforcement. This procedure is known as:

A. Response cost

B. Demand fading

C. Differential reinforcement

D. Delay to reinforcement fading

Explanation: This procedure is known as delay to reinforcement fading. It involves systematically increasing the amount of time the client must wait between the target behavior and delivery of reinforcement. This procedure helps build tolerance for delayed gratification and prepares clients for natural environments where reinforcement is not always immediate.

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66.

When implementing a differential reinforcement of alternative behavior (DRA) procedure, what happens to the target problem behavior?

A. It is reinforced on a fixed schedule

B. It is punished with a response cost

C. It is reinforced on a variable schedule

D. It is not reinforced (extinction)

Explanation: In a DRA procedure, the target problem behavior is placed on extinction (not reinforced), while an alternative, appropriate behavior is reinforced. This combination helps decrease the problem behavior while increasing the appropriate alternative behavior.

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67. While supervising a client during recess, an RBT observes the client engaging in appropriate play with peers for the first time. The RBT does not have data collection materials available at that moment. What should the RBT do?

A. Ignore the behavior since it cannot be documented properly

B. Interrupt the play to document the behavior

C. Make a mental note and document the observation as soon as possible

D. Ask the client to repeat the behavior later when documentation is possible

Explanation: When observing important behavior but lacking data collection materials, the RBT should make a mental note and document the observation as soon as possible. This allows the natural interaction to continue uninterrupted while ensuring the important information is still captured in the client's record.

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68. An RBT is collecting data on a client's on-task behavior during 30-minute work sessions. The RBT uses a timer to measure the total duration that the client remains on task. At the end of the week, the RBT calculates that the client was on-task for an average of 18 minutes per session. What percentage of session time was the client on-task?

A. 40%

B. 70%

C. 50%

D. 60%

Explanation: To calculate the percentage of time on-task, divide the average duration on-task (18 minutes) by the total session duration (30 minutes) and multiply by 100. 18 ÷ 30 = 0.6, and 0.6 × 100 = 60%.

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69.

Marcus, a 7-year-old client, has been working on identifying emotions in pictures. His RBT presents him with 10 different pictures and asks him to label the emotion shown. Marcus correctly labels 8 out of 10 pictures. What is his accuracy percentage for this session?

A. 85%

B. 75%

C. 80%

D. 70%

Explanation: To calculate accuracy percentage, divide the number of correct responses (8) by the total number of opportunities (10) and multiply by 100. 8 ÷ 10 = 0.8, and 0.8 × 100 = 80%.

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70.

Shannon is a 16-year-old with autism who is learning vocational skills at a coffee shop. Her behavior technician collects data on her ability to complete the steps in making coffee. Shannon independently completes 7 out of 10 steps in the task analysis. What is her percentage of steps completed independently?

A. 80%

B. 70%

C. 60%

D. 90%

Explanation: To calculate the percentage of steps completed independently, divide the number of steps completed independently (7) by the total number of steps (10) and multiply by 100. 7 ÷ 10 = 0.7, and 0.7 × 100 = 70%.

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71.

During a session, a client's parent asks an RBT to share detailed information about another client's progress. What should the RBT do?

A. Explain that client information is confidential and cannot be shared

B. Share the information since the parent is trustworthy

C. Share general information without using names

D. Tell the parent to ask the other client's parents

Explanation: The RBT should explain that client information is confidential and cannot be shared. Sharing information about one client with another client's parent would violate confidentiality requirements and ethical guidelines regarding protection of client privacy.

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72.

An RBT notices that a client engages in self-stimulatory behavior most frequently when left alone without engaging activities. Based on this observation, what is the most likely function of the behavior?

A. Automatic reinforcement

B. Access to tangible items

C. Social attention

D. Escape from demands

Explanation: If the behavior occurs most frequently when the client is alone without engaging activities, the most likely function is automatic reinforcement. This means the behavior itself produces reinforcing sensory consequences for the individual, independent of social contingencies.

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73.

An RBT is conducting a functional behavior assessment observation for a client who engages in self-injury. During the observation period, the RBT notices that the behavior frequently occurs when difficult academic tasks are presented and results in the client being removed from the task. Based on this information, what is the most likely function of the self-injurious behavior?

A. Tangible reinforcement

B. Escape from demands

C. Attention from peers

D. Automatic reinforcement

Explanation: Based on the observation that the self-injurious behavior occurs when difficult tasks are presented and results in removal from the task, the most likely function is escape from demands. The behavior is being negatively reinforced by the removal of an aversive stimulus (difficult academic tasks).

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74.

A behavior analyst directs an RBT to conduct a multiple-stimulus without replacement (MSWO) preference assessment with a new client. After completing the assessment, the RBT discovers that the client consistently selected items placed on the left side, regardless of what they were. What should the RBT conclude about these results?

A. The client has no strong preferences

B. The assessment accurately reflects the client's preferences

C. The client needs a different type of preference assessment

D. The assessment may be invalid due to position bias

Explanation: If the client consistently selected items placed on the left side regardless of what they were, the RBT should conclude that the assessment may be invalid due to position bias. Position bias occurs when selections are based on location rather than actual preference, which undermines the validity of the assessment results.

75 / 85

75. During a parent training session, a parent asks why their child's behavior seems to worsen initially when they begin implementing the behavior intervention plan at home. Which of the following best explains this phenomenon?

A. Behavioral contrast

B. Response generalization

C. Extinction burst

D. Spontaneous recovery

Explanation: This phenomenon is likely an extinction burst, which is a temporary increase in the frequency, intensity, or duration of problem behavior when reinforcement is withheld (extinction). This is common when first implementing behavior intervention plans and is often a sign that the intervention is working, as the client is testing whether the old behavior will still work to access reinforcement.

76 / 85

76. An RBT notices that a client frequently engages in hand-flapping when presented with math worksheets. Based on this observation, what is the most likely function of the hand-flapping behavior?

A. Automatic reinforcement

B. Escape from demands

C. Social attention

D. Access to tangible items

Explanation: Based on the observation that hand-flapping occurs when presented with math worksheets, the most likely function is escape from demands. The behavior may be occurring to delay or avoid having to complete the math worksheets, which the client finds challenging or aversive.

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77.

An RBT is implementing a least-to-most prompting hierarchy with a client who is learning to tie shoes. The client attempts to tie the first loop but struggles. What should the RBT do next?

A. Provide a gestural prompt by pointing to where the loop should go

B. Give specific verbal feedback about what the client did wrong

C. Immediately provide physical hand-over-hand assistance

D. Provide a full verbal instruction on how to tie the loop

Explanation: In a least-to-most prompting hierarchy, you start with the least intrusive prompt and gradually increase the level of assistance if needed. Since the client is struggling after an independent attempt, the next step would be to provide a gestural prompt (pointing), which is less intrusive than verbal instructions or physical assistance.

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78.

During a session, an RBT observes a client engage in a new form of problem behavior that is not addressed in the current behavior intervention plan. What should the RBT do first?

A. Create a new intervention plan for the behavior

B. Document the behavior and report it to the supervising BCBA

C. Immediately implement time-out procedures

D. Ignore the behavior since it's not in the current plan

Explanation: When observing a new form of problem behavior not addressed in the current plan, the RBT should first document the behavior and report it to the supervising BCBA. The BCBA is responsible for assessing the behavior and developing appropriate intervention strategies, which the RBT will then implement under supervision.

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79.

During a session, a client becomes upset and says, "I hate this stupid work!" As an RBT, which response demonstrates professional conduct?

A. "If you don't stop complaining, you won't get your reward at the end."

B. "This work isn't stupid. You're just not trying hard enough."

C. "Let's take a break and then talk about how we can make this more manageable for you."

D. "Fine, we can just skip this part if you're going to be difficult."

Explanation: The professional response acknowledges the client's frustration without judgment and offers a constructive approach (taking a break and discussing how to make the work more manageable). This demonstrates respect for the client while maintaining professional boundaries.

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80. An RBT is implementing a procedure to teach a client to wash dishes. The RBT provides assistance with all steps except the last step (drying hands), which the client completes independently. Each time the client completes this last step, they receive praise and a token. After several successful trials, the RBT begins requiring the client to complete the last two steps independently. This is an example of:

A. Discrete trial teaching

B. Total task presentation

C. Backward chaining

D. Forward chaining

Explanation: This is an example of backward chaining. In backward chaining, the learner initially completes only the last step of a task independently while receiving assistance with all previous steps. As they master each step, they gradually learn to complete more steps independently, working backward from the end of the task to the beginning.

81 / 85

81. An RBT notices that a client with limited verbal abilities consistently reaches for specific items when they want them. According to Skinner's verbal behavior analysis, what type of verbal operant is this client demonstrating?

A. Echoic

B. Mand

C. Tact

D. Intraverbal

Explanation: The client is demonstrating a mand, which is a request for a specific item, activity, or action. Mands are evoked by motivating operations (wanting something) and are reinforced by access to the specific item or activity being requested. In this case, reaching is functioning as a mand even though it's not vocal verbal behavior.

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82.

Emily is learning to wait her turn during a board game. The behavior analyst has instructed you to use a visual timer and provide reinforcement when Emily waits appropriately. After three sessions, you notice that Emily's waiting behavior has increased from an average of 15 seconds to 45 seconds. This pattern of behavior change demonstrates:

A. Extinction burst

B. Response generalization

C. Spontaneous recovery

D. Positive behavioral momentum

Explanation: Positive behavioral momentum refers to the pattern of increasing success with a behavior over time as reinforcement builds momentum. Emily's gradual increase in waiting time (from 15 to 45 seconds) demonstrates this concept, as successful waiting experiences and reinforcement have built momentum for continued improvement.

83 / 85

83. During a discrete trial teaching session, an RBT presents three picture cards and says, "Touch cat." The client touches the card with the dog. What type of error did the client make?

A. Omission error

B. Commission error

C. Duration error

D. Discrimination error

Explanation: The client made a discrimination error. A discrimination error occurs when a learner responds incorrectly by selecting the wrong stimulus (in this case, touching the dog picture instead of the cat picture). The client responded to the instruction but failed to discriminate between the different stimuli correctly.

84 / 85

84. A behavior analyst directs an RBT to implement differential reinforcement of lower rates of behavior (DRL) for a client who calls out answers without raising their hand. The goal is to reduce call-outs to no more than 3 per 30-minute session. During one session, the client calls out 2 times. What should the RBT do at the end of the session?

A. Reset the criterion to 1 call-out for the next session

B. Withhold reinforcement because any call-outs occurred

C. Provide reinforcement since the client met the criterion

D. Provide a smaller reinforcer since some call-outs occurred

Explanation: In a differential reinforcement of lower rates of behavior (DRL) procedure, reinforcement is provided when the behavior occurs at or below a specified criterion. Since the client called out 2 times, which is below the criterion of 3 call-outs per session, the RBT should provide reinforcement as the client successfully met the goal.

85 / 85

85. An RBT is conducting a chaining procedure to teach hand washing. The client can turn on the water and wet hands but needs assistance with the remaining steps. Which chaining procedure would be most appropriate if the goal is to minimize errors during acquisition?

A. Total task chaining

B. Forward chaining

C. None of the above

D. Backward chaining

Explanation: Backward chaining would be most appropriate to minimize errors during acquisition. In backward chaining, you teach the last step first and work backward. This ensures the client always ends with success (completing the task) and experiences the natural reinforcement of task completion, which can be especially helpful for complex skills like hand washing.

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RBT Practice Exam 4 (3rd Edition)

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1 / 75

1. To build value for a new marble-reward system, the RBT repeatedly pairs each earned marble with 30 seconds of tablet time until the client begins working solely for marbles.

A. Conditioned punisher

B. Generalized conditioned reinforcer

C. Unconditioned reinforcer

D. Conditioned reinforcer

Explanation: The marble becomes reinforcing through pairing with an established reinforcer, making it a conditioned reinforcer; unconditioned reinforcers do not require learning, punishers decrease behavior, and generalization involves diverse back-up reinforcers.

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2. Given a goal to reduce pencil tapping to fewer than five taps per 10 minutes, which procedure meets the goal while still allowing some tapping?

A. Escape extinction

B. Differential reinforcement of low rates

C. Differential reinforcement of incompatible behavior

D. Response blocking

Explanation: DRL lowers but does not eliminate responding; DRI requires incompatible actions, blocking prevents but does not teach, and escape extinction targets escape-maintained behaviors.

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3. Which probe demonstrates maintenance of a mastered math skill?

A. Graph current acquisition data daily

B. Review the problem set two weeks after mastery without prompts

C. Teach a new, related skill

D. Provide immediate prompts on every problem

Explanation: Testing unprompted performance after time has passed shows maintenance; prompting, introducing new skills, or routine graphing addresses acquisition, not maintenance.

4 / 75

4. After an art lesson, the RBT counts the finished clay figures on a shelf to record how many sculptures Luke completed without watching him build them.

A. Permanent-product recording

B. Whole-interval recording

C. Duration recording

D. Latency recording

Explanation: Assessing completed items after the fact is permanent-product recording; the other methods involve direct observation of time-based measures.

5 / 75

5. A variable that might influence client performance but is not part of the intervention is called a:

A. Reinforcer

B. Baseline measure

C. Prompt hierarchy

D. Confounding factor

Explanation: Confounding factors are external influences; the other terms have different meanings in behavior analysis.

6 / 75

6. After escape-maintained self-injury is placed on extinction, Ava begins to scream and throw materials she never tossed before.

A. Behavioral variability as side effect

B. Functional communication response

C. Stimulus control transfer

D. Generalization across settings

Explanation: New behaviors may emerge when previous reinforcement is withheld, reflecting increased variability; the other choices describe alternative communication, context spread, or stimulus change.

7 / 75

7. A BCBA hands the RBT a VB-MAPP protocol and requests administration of the listener-responding milestones; what should the RBT do first?

A. Change the assessment to PEAK

B. Review the specific instructions for scoring each trial

C. Explain extinction to the caregiver

D. Create a new reinforcement schedule

Explanation: Following standardized administration and scoring instructions ensures valid skill-assessment data; the other actions are unrelated or exceed the RBT’s scope.

8 / 75

8. In discrete-trial format, the RBT presents the SD “touch car,” waits two seconds without the response, then delivers a partial-physical prompt and records it as prompted-correct.

A. Stimulus shaping error

B. Mass trial with distracters

C. Error-correction procedure

D. Prompt fading error

Explanation: Providing a prompt after an incorrect or no response followed by another opportunity is error correction; this prevents reinforcement of errors and guides learning.

9 / 75

9. A teacher looks at Tommy’s reading-fluency graph and asks the RBT whether performance is stable; which visual feature should the RBT examine first?

A. Gridline spacing

B. Axis labels

C. Slope of the data path

D. Color of each point

Explanation: The slope reveals increasing, decreasing, or flat trends; the other elements aid readability but do not show behavioral change.

10 / 75

10. Over five sessions, Ava’s aggression counts drop from 8 to 2 with a consistent downward angle and little overlap; the RBT summarizes the pattern when updating the BCBA.

A. Cyclical trend

B. Ascending trend

C. Variable trend

D. Decreasing trend

Explanation: A consistent decline shows a decreasing trend; the other terms describe fluctuating data, upward patterns, or repeating cycles.

11 / 75

11. In a brief functional analysis, the RBT alternates between noncontingent attention and contingent escape conditions to observe Marcus’s self-injury, carefully following safety protocols while collecting data.

A. ABC indirect interview

B. Latency functional analysis

C. Scatterplot recording

D. Analog functional analysis

Explanation: Alternating controlled test and control conditions with measured consequences is an analog functional analysis; scatterplots chart time patterns, latency FAs measure time to first response, and interviews are indirect.

12 / 75

12.

During picture-exchange training, the RBT starts by physically guiding Emma to pick up a picture card; as Emma gains fluency, the RBT gradually reduces guidance until Emma exchanges independently.

A. Most-to-least prompting with fading

B. Least-to-most prompting

C. Stimulus fading through color changes

D. Natural reinforcement only

Explanation: Beginning with full assistance and systematically fading defines most-to-least prompting; least-to-most starts minimal, stimulus fading alters materials, and natural reinforcement omits prompts.

13 / 75

13. During group work, the RBT respects the client’s dignity by offering privacy for changing clothes and obtaining assent before physical prompts.

A. Honoring core ethical principles

B. Implementing punishment

C. Recruiting research subjects

D. Exceeding scope of practice

Explanation: Preserving dignity and assent reflects core ethical principles; the other choices mischaracterize the scenario.

14 / 75

14. The BCBA asks the RBT to add today’s percentage of correct trials to a line graph and adjust the y-axis so the new data point fits; which software action meets that request?

A. Insert a vertical bar showing mean sessions per week

B. Change the legend color without moving the data line

C. Extend the data line and increase the axis maximum

D. Add a pie chart summarizing total trials

Explanation: Updating the graph requires plotting the new score and rescaling the axis; the other actions do not meet the BCBA’s directive.

15 / 75

15. The BCBA instructs the RBT to implement extinction for attention-seeking screams; what is the most important first step?

A. Increase the reinforcement schedule for other students

B. Ensure everyone on the team can withhold attention consistently

C. Call parents before each session

D. Immediately add a punisher for screaming

Explanation: Consistency across implementers is critical for extinction success; adding punishment or unrelated schedules does not establish extinction fidelity, and repeated parent calls are unnecessary for each session.

16 / 75

16. The RBT switches from reinforcing every correct response to reinforcing on average every fifth response to strengthen Raya’s sorting accuracy and reduce token satiation.

A. Variable-ratio schedule thinning

B. Differential reinforcement of alternative behavior

C. Noncontingent reinforcement

D. Fixed-interval schedule

Explanation: Moving to a variable-ratio schedule maintains responding and combats satiation; fixed intervals depend on time, NCR provides independent reinforcers, and DRA targets different behaviors.

17 / 75

17. Which feature best distinguishes a functional analysis from an indirect assessment?

A. Conducted by parents at home

B. Uses questionnaires only

C. Directly manipulates antecedents and consequences

D. Requires no behavioral data

Explanation: Functional analysis tests causal relations by manipulating variables; indirect tools rely on reports, may lack observation data, and are often done by trained staff rather than solely by caregivers.

18 / 75

18. Which strategy is specifically designed to promote behavior change across new settings and people?

A. Backward chaining

B. Programming common stimuli

C. Fixed-interval reinforcement

D. Latency recording

Explanation: Incorporating familiar cues across environments helps generalization; the other items focus on sequencing, timing reinforcement, or measurement.

19 / 75

19. A new feeding protocol involves skills the RBT has never practiced. What is the ethical first step?

A. Decline forever without explanation

B. Proceed and hope for the best

C. Charge extra for the new skill

D. Seek additional training and demonstrate competence before implementation

Explanation: RBTs provide services only within their competence and must obtain training when needed; the other responses violate competence standards.

20 / 75

20. Collecting data inconsistently could lead to all of the following except:

A. Misleading treatment decisions

B. Accurate identification of functions

C. Wasted instructional time

D. Reduced supervisor confidence

Explanation: Poor data rarely yield accurate function identification; all other consequences are realistic risks of unreliable measurement.

21 / 75

21. After reviewing ABC data showing Dora’s elopement typically follows “clean-up” demands and results in playground access, which hypothesis is most reasonable?

A. Attention seeking

B. Escape from demands

C. Automatic sensory stimulation

D. Access to food

Explanation: Elopement removes the demand, matching an escape function; playground access is not tangible only, attention was not provided, and no food is involved.

22 / 75

22. A coworker speaks harshly to a client; the RBT privately suggests more respectful language and models calm prompts during the session.

A. Public shaming

B. Professional interpersonal skill

C. Gift exchange

D. Countertransference

Explanation: Addressing and modeling professional conduct demonstrates interpersonal skill; the other terms do not fit.

23 / 75

23. An RBT shows Kayla four textured balls, observes she plays longest with the spiky one, then offers paired choices to confirm, ranking the toys from most to least preferred.

A. Paired-stimulus preference assessment

B. Ranking survey

C. Multiple-stimulus-with-replacement preference assessment

D. Free-operant preference assessment

Explanation: Presenting two items at a time and ordering them by selection frequency is a paired-stimulus assessment; MS-WR offers several at once, free-operant tracks engagement without removal, and surveys use verbal reports.

24 / 75

24. In discrimination training, the SD is:

A. An unconditioned stimulus eliciting reflexes

B. A stimulus correlated with reinforcement availability

C. A punisher reducing response rates

D. A neutral stimulus presented randomly

Explanation: The SD signals reinforcement is possible when a response occurs; punishers decrease behavior, unconditioned stimuli evoke reflexes, and neutral stimuli have no control.

25 / 75

25. For tying shoes, the RBT completes all steps except inserting the second lace through the loop, prompting the learner to finish and then offering praise.

A. Backward chaining

B. Forward chaining

C. Task analysis revision

D. Total-task chaining

Explanation: Completing all but the final step for the learner to perform defines backward chaining; forward chaining starts with the first step, total-task teaches all steps at once.

26 / 75

26. To prevent tantrums when the bell rings, the RBT gives Liam a two-minute warning and hands him his favorite transition card before the bell sounds.

A. Response-cost

B. Extinction procedure

C. Antecedent intervention

D. Positive-practice overcorrection

Explanation: Altering events before the problem behavior occurs is an antecedent intervention; the other strategies occur after or contingent on behavior.

27 / 75

27. When teaching brushing teeth, the RBT delivers verbal praise and a token every third correct step completed, maintaining consistent progress throughout the routine.

A. Fixed-interval schedule

B. Variable-ratio schedule

C. Fixed-ratio schedule

D. Variable-interval schedule

Explanation: Providing reinforcement after a set number of responses is a fixed-ratio schedule; variable schedules change criteria, and intervals rely on time rather than responses.

28 / 75

28. In a whole-session DRO, reinforcement is delivered:

A. At variable times regardless of behavior

B. After each occurrence of the target behavior

C. When an alternative behavior is emitted

D. Only if the target behavior does not occur during the entire interval

Explanation: Whole-session DRO provides reinforcement for the complete absence of the behavior; the other descriptions fit other schedules.

29 / 75

29. In the daily note, the RBT writes, “Alex independently asked for a break 4 of 4 times, no prompts, 100 percent accuracy,” avoiding phrases like “he was awesome.”

A. Objective session documentation

B. Task analysis update

C. Functional behavior analysis

D. Subjective praise language

Explanation: Recording measurable facts without opinion is objective; subjective praise would not meet the standard, and the other terms describe different processes.

30 / 75

30. The RBT posts a generic photo of therapy materials on social media without showing any clients and captions it “Love my job helping kids learn.”

A. Multiple relationship

B. Ethically appropriate public statement

C. Gift solicitation

D. Breach of confidentiality

Explanation: The post reveals no identifying information, making it an appropriate public statement; confidentiality remains intact.

31 / 75

31. While working on aggression reduction, Liam suddenly bites deep enough to break skin; the RBT follows the written emergency plan, blocks further bites, and calls for medical help.

A. Stimulus fading

B. Overcorrection protocol

C. Crisis/emergency procedure

D. Extinction burst

Explanation: Implementing a preplanned safety response during dangerous escalation is a crisis procedure; the other terms do not capture the emergency protocol.

32 / 75

32. The RBT asks a translator to join sessions when working with a family whose primary language is Bengali, ensuring instructions are understood.

A. Time-out implementation

B. Token-economy expansion

C. Extinction burst

D. Cultural responsiveness

Explanation: Seeking language support shows cultural humility and responsiveness; the other options are unrelated.

33 / 75

33. The RBT photographs the final worksheet to upload to the secure data portal instead of writing “work completed” so accuracy can be verified.

A. Permanent-product documentation

B. Punishment record

C. Subjective session summary

D. Public social media post

Explanation: Using a verifiable permanent product supports objective records; subjective summaries lack detail, and public posts violate confidentiality.

34 / 75

34. Maya calls out answers during group lessons; the RBT ignores call-outs but praises her only when she raises her hand and waits to be called on.

A. Differential reinforcement of alternative behavior

B. Differential reinforcement of other behavior

C. Extinction alone

D. Time-out

Explanation: Reinforcing the desirable alternative (hand raising) while withholding reinforcement for the unwanted response is DRA; DRO reinforces the absence of behavior, time-out removes access, and extinction alone provides no alternative reinforcement.

35 / 75

35. Across four probe sessions, Lily scored 5, 6, 5, and 4 correct responses. The RBT adds them and divides by four to present a single value to her teacher.

A. Level change

B. Rate

C. Mean

D. Median

Explanation: Adding the scores and dividing by the number of sessions yields the mean; median orders scores to find the middle, rate needs a time unit, and level change compares performance across phases.

36 / 75

36. Which calculation best summarizes data showing 12 correct responses out of 15 opportunities?

A. Mean

B. Percent correct

C. Cumulative count

D. Rate

Explanation: Percent correct expresses correct responses divided by total opportunities as a percentage; the mean averages values, rate adds a time component, and cumulative count totals occurrences without division.

37 / 75

37. Which element is required for objective session notes?

A. Observable behavior descriptions

B. Therapist mood

C. Family’s private opinions

D. Predictions about tomorrow

Explanation: Notes must contain clear observable data; the other items introduce subjectivity or irrelevant information.

38 / 75

38. While observing Jonah’s independent-work period, the RBT checks a data sheet every 10 seconds and marks whether Jonah is writing; the tally shows he was on task 70 percent of the observed intervals.

A. Whole-interval recording

B. Momentary-time-sampling

C. Permanent-product recording

D. Partial-interval recording

Explanation: Looking only at the exact moment the timer sounds is momentary-time-sampling; whole- and partial-interval recordings score an entire span, and permanent-product recording uses finished items rather than live observation.

39 / 75

39. The RBT tracks the total seconds Charlie’s feet stay on the floor during seated work by starting a stopwatch when both feet touch and pausing whenever one lifts, reporting a percentage of session time.

A. Event recording

B. Latency recording

C. Frequency recording

D. Duration recording

Explanation: Recording how long a behavior lasts is duration measurement; frequency tallies occurrences, latency measures onset delay, and event recording counts discrete instances.

40 / 75

40. According to the RBT Ethics Code, the primary obligation is to:

A. Obey any request from caregivers

B. Protect company profits

C. Publish research results

D. Do no harm and maximize client welfare

Explanation: Client welfare and non-maleficence are the foremost ethical duties; the other options do not hold primary status.

41 / 75

41. During data review, the RBT writes that Lily had a seizure at school, which may explain her higher latency to respond that day.

A. Confidentiality breach

B. Reporting variables affecting progress

C. Subjective opinion only

D. Requesting administrative leave

Explanation: Documenting relevant medical events explains data changes, fulfilling Task E.3; no confidential information is improperly shared.

42 / 75

42. Which action best supports effective supervision practice?

A. Ignoring skill deficits

B. Supervising more RBTs than recommended ratios

C. Providing feedback only when errors occur

D. Scheduling regular competency-based performance feedback meetings

Explanation: Competency-based, scheduled feedback is essential; ignoring deficits or exceeding caseloads undermines supervision quality.

43 / 75

43. The RBT teaches requesting help at school, then practices the same skill on the playground, at home, and in a store, reinforcing each correct request.

A. Response shaping

B. Multiple-exemplar training for generalization

C. Stimulus fading for maintenance

D. Differential reinforcement of low rates

Explanation: Using varied contexts and partners builds generalization; shaping changes response topography, DRL reduces rates, and stimulus fading changes prompts rather than settings.

44 / 75

44. During a discontinuous-measurement workshop, the RBT must choose the best method for low-frequency but brief head nods that occur at unpredictable times.

A. Permanent-product recording

B. Partial-interval recording

C. Momentary-time-sampling

D. Whole-interval recording

Explanation: Partial-interval is sensitive to any occurrence within an interval, capturing rare, brief behaviors; whole-interval risks undercounting, momentary may miss events entirely, and permanent-product lacks a product.

45 / 75

45. The BCBA asks the RBT to run assessments alone for three weeks while the BCBA is abroad. Which reply aligns with supervision guidelines?

A. Accept unsupervised work

B. Request remote supervision sessions and proceed only under ongoing oversight

C. Ask a teacher to sign data sheets instead

D. Refuse any contact

Explanation: RBTs must work under qualified supervision, even remotely; performing unsupervised or delegating to unqualified staff breaches standards.

46 / 75

46. To increase volume when greeting peers, the RBT praises Ben for saying “hi” at a whisper, then only when he speaks at normal volume, continuing until he reaches an audible level across the room.

A. Fixed-ratio thinning

B. Discrete-trial error correction

C. Shaping successive approximations

D. Stimulus-equivalence training

Explanation: Reinforcing closer approximations to the target response is shaping; the other methods differ in structure or goal.

47 / 75

47. When Jonah’s whining for candy at checkout no longer results in candy, whining at first becomes louder and more frequent before declining over two weeks.

A. Spontaneous recovery

B. Positive-practice effect

C. Stimulus generalization

D. Extinction burst

Explanation: The temporary escalation in frequency and intensity after reinforcement is withheld is an extinction burst; the other terms describe later re-emergence, spread to new stimuli, or a practice phenomenon.

48 / 75

48. In the garden, the RBT labels a ladybug that lands on Ben’s hand, then waits; when Ben later spots a worm and spontaneously says “bug,” the RBT cheers and gives him a sticker.

A. Stimulus fading

B. Massed-trial discrete instruction

C. Backward chaining

D. Incidental teaching within natural environment

Explanation: Teaching takes place in the child’s environment, capturing and contriving natural moments; the other methods rely on structured trials, backward-ordered steps, or gradual stimulus changes.

49 / 75

49. The RBT arranges the classroom so that materials are ready at each station, reducing wait time and off-task behavior during centers.

A. Antecedent intervention

B. Overcorrection

C. Differential reinforcement of low rates

D. Restitution

Explanation: Altering the environment before the session starts prevents the problem behavior, fitting an antecedent intervention; the other methods are consequence strategies.

50 / 75

50. During parent training, the RBT describes Sam’s self-stimulatory behavior as “Sam flaps both hands rapidly near his face for two to five seconds,” avoiding words like “hyper” or “silly.”

A. Subjective labeling

B. Diagnostic assumption

C. Objective, measurable description

D. Functional interpretation

Explanation: The RBT states observable actions in specific terms, which is objective and measurable; the other options include personal opinions or unsupported conclusions.

51 / 75

51. Because several RBTs skip latency recording on busy days, the graphed times appear shorter than reality, leading the BCBA to fade prompts too quickly and causing the client to regress.

A. Treatment drift due to measurement error

B. Experimental control

C. Social validity concern

D. Generalization failure

Explanation: Inaccurate data made the intervention appear effective and altered the plan improperly, a classic example of treatment drift from measurement error.

52 / 75

52. While administering a curriculum-based assessment, the RBT echoes each of Maya’s attempts, even incorrect ones, and records whether she initiates a spontaneous imitation within five seconds.

A. Provision of prompts invalidating assessment

B. Interobserver-agreement check

C. Accurate skill-acquisition baseline

D. Preference assessment embedded in sessions

Explanation: Prompting during baseline skews results and invalidates the assessment; the other choices misidentify what is happening.

53 / 75

53. After running a paired-stimulus assessment, the RBT notices two items tied in total selections; which step helps decide the stronger reinforcer?

A. Conduct a brief single-stimulus trial with each item

B. Ask a peer to choose for the client

C. Drop both items from the menu

D. Average the selections and declare them equal

Explanation: Presenting each item alone and measuring approach latency refines the ranking; the other actions ignore data or guess.

54 / 75

54. The BCBA instructs the RBT to probe joint-attention responses by standing behind Gina and calling her name; the RBT records whether Gina looks back within two seconds on 20 trials without providing feedback.

A. Contingency-based reinforcement test

B. Stimulus-preference assessment

C. Discrete-trial skill probe

D. Natural-environment teaching

Explanation: Each call is a discrete opportunity with a clear correct response and no teaching, fitting a skill probe; the other options involve teaching or preference evaluation.

55 / 75

55. A classroom uses response-cost within a token economy; which action correctly applies the procedure?

A. Remove one token each time a student swears

B. Ignore swearing so it extinguishes

C. Timeout the student for five minutes

D. Give an extra token for swearing cessation

Explanation: Response-cost removes a conditioned reinforcer contingent on behavior; ignoring is extinction, adding tokens reinforces, and timeout removes access to reinforcement entirely.

56 / 75

56. While playing blocks, the RBT withholds the red block until Leo says “red,” immediately giving it to him once he speaks, effectively teaching color-manding in play.

A. Stimulus fading within stimulus class

B. Natural-environment teaching with contrived EO

C. Massed-trial discrete instruction

D. Differential punishment

Explanation: Contriving motivation and delivering the item in context is NET; discrete trials are structured, stimulus fading alters stimuli, and punishment decreases behavior.

57 / 75

57. After completing forward-chaining instruction on handwashing, what data point shows mastery of a new step?

A. Independent performance of the step in three consecutive sessions

B. Prompt level needed during the first trial only

C. Total session duration

D. Number of errors on unrelated tasks

Explanation: Consistent independent completion signals mastery; the other metrics lack reliability or relevance.

58 / 75

58. Isabella yells when thirsty; the RBT teaches her to hand over a “drink” card and reinforces each exchange, ignoring yelling.

A. Noncontingent reinforcement

B. Functional communication training with DRA

C. Positive-only reinforcement schedule

D. DRO every five minutes

Explanation: Teaching a replacement request and reinforcing it while not reinforcing yelling is FCT with DRA; NCR delivers reinforcers freely, DRO reinforces absence, and “positive-only” lacks precision.

59 / 75

59. To teach letter tracing, the RBT provides a full hand-over-hand prompt at first, then moves to elbow guidance, then a light touch on the wrist, and finally gestures to the paper.

A. Stimulus shaping

B. Prompt fading

C. Stimulus generalization

D. Errorless learning

Explanation: Gradually reducing physical assistance is prompt fading; stimulus shaping alters materials, generalization spans contexts, and errorless learning minimizes mistakes through immediate prompts.

60 / 75

60. If the BCBA is unreachable during a data-collection software outage, what immediate action aligns with Task E.2?

A. Discard the session

B. Create an entirely new program in the moment

C. Switch to paper data sheets and notify the supervisor as soon as possible

D. Stop collecting data until the system returns

Explanation: Using an approved backup and informing the supervisor shows appropriate prioritization; the other choices halt data or exceed scope.

61 / 75

61. A thunderstorm interrupts the outdoor PE schedule, and the client’s tantrums spike indoors. How should the RBT note this?

A. “Storm ruined everything.”

B. “No idea why tantrums happened.”

C. “Client purposely acted out.”

D. “Tantrums increased; session held inside due to weather.”

Explanation: Objectively linking the environmental change to behavior meets Task E.3; the other notes are subjective or speculative.

62 / 75

62. During recess, the RBT sits back and notes which playground items Raul approaches on his own and for how long, without interrupting his play, later using the engagement percentages to select reinforcers.

A. Forced-choice assessment

B. Teacher interview

C. Trial-based functional analysis

D. Free-operant preference assessment

Explanation: Observing spontaneous interaction without constraints is a free-operant assessment; the other options involve structured trials, forced choices, or verbal reports rather than natural play.

63 / 75

63. The RBT stores paper data sheets with client initials in a locked cabinet and transmits graphs through an encrypted online portal.

A. Soliciting gifts

B. Maintaining confidentiality

C. Unauthorized disclosure

D. Multiple relationships

Explanation: Securing records protects confidentiality; the other terms involve different ethical issues.

64 / 75

64. Aunt Clara asks her nephew, who is an RBT on her child’s case, to provide extra home sessions for free each weekend.

A. Permitted pro-bono service

B. Competence expansion

C. Multiple relationship conflict

D. Valid supervision practice

Explanation: Family involvement with clinical services creates a dual relationship; competence and supervision remain unchanged, and it is not an approved pro-bono arrangement.

65 / 75

65. During discrete-trial training on color identification, which teacher action keeps the data clean for each trial?

A. Delivering prompts and recording the response within one continuous data cell

B. Changing the SD halfway through the client’s response

C. Reinforcing only correct independent responses and marking them immediately

D. Mixing materials after every correct answer

Explanation: Immediate reinforcement of correct, independent responses and accurate marking maintains discrete-trial integrity; the other practices introduce confounds or unclear data.

66 / 75

66. Which statement best demonstrates clear communication of a concern to the team?

A. “Everything was fine.”

B. “Client engaged in three head-hits during circle time, higher than baseline.”

C. “Client seemed off today.”

D. “I think data were weird.”

Explanation: The statement gives specific, observable data; the other comments are vague or dismissive.

67 / 75

67. When a parent requests the RBT reduce demands despite the BCBA’s plan, the RBT thanks the parent and immediately texts the supervisor for guidance before making changes.

A. Seeking supervisor direction

B. Implementing parent request independently

C. Ignoring the parent’s concern

D. Terminating session without notice

Explanation: Consulting the supervisor aligns with Task E.2; unilateral changes or ignoring concerns deviate from protocol.

68 / 75

68. During math class, Casey shouts loudly whenever the teacher approaches with a worksheet, and the teacher sends him to the hallway, where he sits quietly and avoids work.

A. Escape

B. Automatic reinforcement

C. Attention

D. Access to tangibles

Explanation: The behavior results in removal of the worksheet, showing an escape function; the other options do not match the consequence maintaining the shouting.

69 / 75

69. Which pairing will most rapidly establish a token as a generalized conditioned reinforcer?

A. Deliver only once per day

B. Assign one token per week

C. Exchangeable for multiple back-up items across settings

D. Pair with a single edible item

Explanation: Access to varied back-ups in many contexts makes tokens powerful and generalized; limited or single pairing slows conditioning.

70 / 75

70. After successful potty training, a grateful parent offers the RBT an expensive smartwatch; the RBT politely declines and explains agency policy.

A. Acceptable small gift

B. Solicitation of items

C. Public advertising

D. Appropriate gift refusal

Explanation: Declining valuable gifts prevents conflicts of interest; accepting or soliciting violates ethical guidelines.

71 / 75

71. During group instruction, the RBT implements a brief removal of the game board for one minute each time Ethan hits a peer, then returns it silently.

A. Response-cost

B. Time-out from positive reinforcement

C. Reprimand as positive punishment

D. Noncontingent reinforcement

Explanation: Taking away access to positive reinforcement for a set time is time-out; reprimands add a stimulus, response-cost removes tokens permanently, and NCR is independent of behavior.

72 / 75

72. After a session, the RBT notices the communication device battery failed midway and immediately emails the team so tomorrow’s plan includes a charged backup.

A. Ignoring noncritical issues

B. Seeking formal reauthorization

C. Public disclosure without consent

D. Communicating intervention-related concern

Explanation: Promptly informing the team of a variable affecting treatment aligns with Task E.1; the other options misrepresent the action.

73 / 75

73. The class earns tokens for following group instructions; once everyone has five tokens, they trade them for five minutes of class music time.

A. Response-cost system

B. Escape-from-demand contingency

C. Interdependent group token economy

D. Time-based schedule

Explanation: Tokens are delivered to all and exchanged when the entire group meets a criterion, defining an interdependent token economy; response cost removes tokens, time-based schedules ignore behavior, and escape contingencies remove demands.

74 / 75

74. When teaching coin sorting, the RBT wants quarters and nickels placed into different bowls; which stimulus-control strategy will help the learner discriminate coins quickly?

A. Reinforce any coin placement

B. Delay reinforcement until session end

C. Remove all visual cues

D. Use distinctly colored bowls for each coin type

Explanation: Distinctive stimulus features make discrimination easier, accelerating learning; the other options reduce clarity or motivation.

75 / 75

75. During an early-morning session, an RBT working with eight-year-old Mia presses a clicker each time Mia completes one full lap around the track in P.E., later dividing the total count by the session length to show how often she ran.

A. Duration

B. Latency

C. Frequency

D. Inter-response time

Explanation: Counting each completed lap is frequency recording, which can be converted to rate; the other options measure how long a behavior lasts, the delay before it starts, or the time between responses.

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RBT Practice Exam 4: 2025-2026 (2nd & 3rd Editions)

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