RBT Documentation and Reporting Quiz 2026

Documentation and Reporting Quiz

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1 / 50

1.

You learn that your client will be starting school next week after previously receiving services only at home. What action should you take regarding this information?

A. Document this schedule change immediately as it may affect programming

B. Wait to see how the client adjusts to school before documenting the change

C. Only document the change if the client's behavior worsens after starting school

D. Suggest to the parents that they delay school until current programs are mastered

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2.

The client's father mentions that they have started a new intensive sports program three evenings per week. What should you do with this information?

A. Recommend that the father prioritize therapy over extracurricular activities

B. Only document this information if sessions occur on the same days as sports

C. Document this schedule change as it may affect client energy and performance

D. Suggest scaling back the sports program to avoid therapy interference

3 / 50

3.

You notice inconsistencies in your data collection for a particular target behavior. What is the most appropriate next step?

A. Continue collecting data and hope the inconsistencies resolve themselves

B. Ask another RBT to collect data instead while you observe the client

C. Develop a new data collection system that seems more appropriate

D. Prioritize discussing the data collection concerns with your supervisor

4 / 50

4.

During a challenging session, you had to implement a crisis intervention procedure. In your documentation, you should:

A. Emphasize that the situation would not have escalated with better support

B. Include your emotional response to help improve future crisis situations

C. Document objectively the sequence of events and the procedures followed

D. Focus mainly on explaining why the crisis situation was unavoidable

5 / 50

5.

During a session at school, the speech therapist mentions that the client is having difficulty with peer interactions during recess. What should you do with this information?

A. Observe the client during recess to verify the speech therapist's report

B. Develop a social skills intervention to implement during your sessions

C. Tell the speech therapist to address social skills during their therapy sessions

D. Document the concern and communicate it to your supervisor promptly

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6.

A parent suggests implementing a reward system for the client completing homework assignments. What action should you take?

A. Tell the parent to try the system themselves without involving therapy

B. Explain why behavior analysts don't typically focus on academic tasks

C. Document the suggestion and communicate it to your supervisor

D. Implement the reward system during your next session with the client

7 / 50

7.

A classroom teacher mentions that the client seems to respond well when seated near the front of the classroom. What should you do with this observation?

A. Implement preferential seating in all your therapy sessions

B. Tell the teacher to make that accommodation without involving you

C. Document the observation and communicate it to your supervisor

D. Wait to see if other team members make similar observations

8 / 50

8.

When documenting a session where you implemented several different programs, you should:

A. Objectively document implementation and response for each program

B. Provide detailed notes only for new programs being implemented

C. Document subjective impressions of which programs the client enjoyed most

D. Focus primarily on programs where the client made progress

9 / 50

9.

You're confused about the mastery criteria for a program in the client's treatment plan. What is the most appropriate course of action?

A. Establish your own mastery criteria based on the client's performance

B. Make your best guess about appropriate mastery criteria

C. Continue implementing the program without clear mastery criteria

D. Seek clarification from your supervisor before continuing the program

10 / 50

10.

During a session at the client's home, the grandparent suggests using time-out procedures for tantrums, which differs from the current behavior plan. What should you do?

A. Ignore the suggestion since the grandparent isn't part of the official team

B. Explain to the grandparent why their suggestion is inappropriate

C. Thank the grandparent and communicate their suggestion to your supervisor

D. Implement the grandparent's suggestion since they know the client well

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11.

You are uncertain about the operational definition of a target behavior in the behavior plan. Your most appropriate action would be to:

A. Continue implementing the plan using your best interpretation

B. Seek clarification from your supervisor before your next data collection

C. Define the behavior yourself based on your observations of the client

D. Ask the client's parent how they would define the behavior

12 / 50

12.

You notice that the client is wearing a compression vest today that you haven't seen before. What action should you take?

A. Document the new sensory tool and ask the caregiver about its purpose

B. Ignore this change since sensory tools aren't behavior analytic interventions

C. Wait to see if the vest affects the client's behavior before documenting it

D. Remove the vest as it wasn't part of the approved intervention plan

13 / 50

13.

After implementing a new intervention component, you should document:

A. Your opinion about whether the intervention will be successful long-term

B. Objective observations of the client's response to the intervention

C. A comparison to how other clients have responded to similar interventions

D. Your emotional response to seeing the intervention in action

14 / 50

14.

You're uncertain whether to count a particular vocalization as a mand or not based on the operational definition. What should you do?

A. Don't count it since you're unsure if it meets the definition

B. Seek immediate clarification from your supervisor about the definition

C. Count it as a mand to give the client the benefit of the doubt

D. Create your own modified definition that's easier to apply consistently

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15.

You notice that a client's data shows three consecutive sessions with increasing self-injurious behavior. What should you do?

A. Modify the intervention plan to address the increasing behavior

B. Continue collecting data for three more sessions to confirm the trend

C. Immediately contact the client's parents to discuss your concerns

D. Prioritize seeking clinical direction from your supervisor about the data trend

16 / 50

16.

A caregiver mentions to you that they've been implementing a new bedtime routine at home that seems to be helping with the client's sleep difficulties. What is your next step?

A. Thank the caregiver and communicate this information to your supervisor

B. Advise the caregiver on how to improve their bedtime routine further

C. Tell the caregiver to continue with whatever works at home without reporting it

D. Suggest the caregiver share this at the next formal team meeting instead

17 / 50

17.

When documenting a problem behavior that occurred during a session, you should:

A. Record only that the behavior occurred without contextual details

B. Focus on describing your interpretation of why the behavior occurred

C. Document objectively the antecedents, behavior, and consequences observed

D. Emphasize how the problem behavior made you feel as the therapist

18 / 50

18.

A caregiver suggests that the client's problem behaviors might be related to an undiagnosed food sensitivity. What is the most appropriate action?

A. Dismiss the suggestion as outside the scope of behavioral intervention

B. Document the caregiver's concern and communicate it to your supervisor

C. Begin keeping a food diary to analyze potential correlations yourself

D. Recommend the caregiver put the client on an elimination diet

19 / 50

19.

A client's mother informs you that the client started a new medication yesterday. Which of the following represents the most appropriate documentation response?

A. Document the medication change immediately in your session notes

B. Document this information only if you observe side effects during the session

C. Ask for the specific dosage and only document if it seems relevant to behavior

D. Wait to see if the medication affects data before documenting the change

20 / 50

20.

A school aide suggests that the client would benefit from using a communication device throughout the school day, not just during designated activities. What should you do?

A. Document the suggestion and communicate it to your supervisor

B. Implement this suggestion immediately during your next school session

C. Tell the aide this decision should be made by the speech therapist only

D. Explain to the aide why limited device use is better for skill development

21 / 50

21.

During a home session, the client's sibling suggests that the client might comply better if given more choices throughout the day. What should you do?

A. Explain to the sibling why structured programming is more effective

B. Document the suggestion and communicate it to your supervisor

C. Implement more choice-making opportunities in your next session

D. Ignore the suggestion since siblings are not professional team members

22 / 50

22.

You are having difficulty implementing a new token economy system with your client and the client isn't responding as expected. What is your first course of action?

A. Seek direction from your supervisor about the implementation challenges

B. Continue trying for a few more sessions before reporting any issues

C. Switch to a different intervention that might work better with this client

D. Modify the token economy system to make it work better for the client

23 / 50

23.

You notice that a client's goal specifies using a verbal prompt hierarchy, but you're unclear about the exact sequence of prompts to use. You should:

A. Use whatever prompt sequence seems most logical to you

B. Observe another RBT working with the client to see what they do

C. Seek clarification from your supervisor before implementing the program

D. Implement the program using standard prompt hierarchies from textbooks

24 / 50

24.

During a session, a client has a behavioral incident requiring crisis intervention procedures. When documenting this incident, you should:

A. Provide subjective interpretations about why the behavior occurred

B. Include your personal opinion about how the parents' actions contributed

C. Document objectively what happened before, during, and after the incident

D. Focus on describing your emotional reaction to manage similar incidents better

25 / 50

25.

The client's mother informs you that the client has been having nightmares and sleeping poorly for the past week. What should you do with this information?

A. Suggest the mother consult a physician about the sleep disturbance

B. Inform the mother that sleep issues are outside your scope of practice

C. Provide recommendations for improving sleep hygiene

D. Document this information as it may affect the client's performance

26 / 50

26.

You learn that the client's parents are going through a divorce. What should you do with this information?

A. Tell the client that you understand how difficult divorce can be

B. Only document this if the client's behavior changes significantly

C. Document this significant family change in your session notes

D. Keep this information confidential since it's a personal family matter

27 / 50

27.

When documenting a challenging session where little progress was made, you should:

A. Minimize the challenges in your documentation to avoid negative impressions

B. Focus on explaining that the client was uncooperative or having a bad day

C. Suggest in your notes that the client's parents need to work more on skills at home

D. Document objectively what occurred during the session without blame

28 / 50

28.

You notice that a client's reinforcer seems to be losing effectiveness. What is your first step?

A. Conduct a new preference assessment during your next session

B. Seek direction from your supervisor about the reinforcement concern

C. Switch to a different reinforcer that you think might work better

D. Continue using the current reinforcer but in larger amounts

29 / 50

29.

After a session where you worked on toilet training, your documentation should:

A. Focus on describing how uncomfortable the topic was to address

B. Document your prediction about when the client will be fully trained

C. Objectively record the protocols implemented and the client's responses

D. Include personal advice about toilet training based on your experience

30 / 50

30.

A teacher mentions that group activities seem to trigger problem behaviors for your client. What is the most appropriate action to take?

A. Begin implementing a social skills program focused on group participation

B. Observe a group activity yourself before deciding if there's really an issue

C. Recommend to the teacher that the client be excused from group activities

D. Document this observation and communicate it to your supervisor promptly

31 / 50

31.

You notice that the graph of a client's aggressive behavior shows an unusual spike that doesn't match your recollection of the session. Your first step should be to:

A. Ask another RBT to help you determine if the data point is accurate

B. Seek guidance from your supervisor about the data irregularity

C. Continue graphing and see if the trend continues before reporting it

D. Adjust the data point to better match your recollection of events

32 / 50

32.

A teacher provides you with a list of academic skills they believe the client needs to develop. What should you do with this information?

A. Tell the teacher that behavior therapy doesn't address academic skills

B. Add these skills to the client's program without consulting your supervisor

C. Document the teacher's suggestions and communicate them to your supervisor

D. Begin working on these academic skills during your next session

33 / 50

33.

A client's parent mentions that they've started letting the client watch TV as a reward at home, which was previously restricted. What action should you take?

A. Suggest alternative rewards that might be more effective for behavior change

B. Tell the parent this information isn't relevant to your therapy sessions

C. Document this change in reinforcement contingencies at home

D. Advise the parent to maintain consistent restrictions across environments

34 / 50

34.

When documenting the implementation of a new prompting procedure, you should:

A. Focus on describing how quickly you mastered the new procedure

B. Compare this client's response to how other clients typically respond

C. Include your opinion about whether the prompting procedure is effective

D. Document objectively the prompting sequence used and client responses

35 / 50

35.

When documenting a parent training session where you demonstrated prompting techniques, you should:

A. Document objectively the techniques demonstrated and parent implementation

B. Focus on assessing the parent's natural teaching abilities

C. Include your evaluation of whether the parent will consistently use the techniques

D. Emphasize areas where the parent needs significant improvement

36 / 50

36.

A client has been consistently taking medication for ADHD, but today the parent mentions they forgot the morning dose. How should you handle this information?

A. Only document the missed dose if you notice changes in the client's behavior

B. Suggest to the parent that they administer the medication immediately

C. Reschedule the session since the data won't be valid without medication

D. Document that the medication dose was missed before beginning the session

37 / 50

37.

A client's father informs you that they will be traveling for two weeks next month. How should you handle this information?

A. Document the upcoming schedule change immediately in your notes

B. Wait to see if the travel plans change before documenting anything

C. Tell the father to remind you again closer to the travel dates

D. Suggest the father cancel the trip as it might disrupt therapy progress

38 / 50

38.

You realize you've been implementing a chaining procedure incorrectly for several sessions. What should you do first?

A. Change your data collection to make the previous sessions appear correct

B. Continue implementing it the same way for consistency

C. Correct your implementation without telling anyone about the error

D. Seek immediate direction from your supervisor about how to proceed

39 / 50

39.

When documenting a successful teaching session where a client mastered a new skill, you should:

A. Focus on describing how well you implemented the teaching procedure

B. Document objectively what skills were targeted and the client's response

C. Include your excitement about the client's progress and future potential

D. Emphasize that the client's success was due to your excellent teaching skills

40 / 50

40.

You learn that the client's family will be moving to a new home in the same city next month. How should you handle this information?

A. Wait until after the move to document any effects on the client

B. Tell the family to inform your supervisor directly about the move

C. Document this upcoming change immediately in your session notes

D. Only document this if it will affect the location of therapy sessions

41 / 50

41.

You are unsure about how to implement a new prompt fading procedure with your client. What should you do first?

A. Try different approaches until you find one that seems to work well

B. Search online for articles about prompt fading techniques to guide you

C. Seek direction from your supervisor before attempting the procedure

D. Consult with another RBT who has more experience with prompt fading

42 / 50

42.

You observe that the client appears to have a mild cough during your session. How should you handle this observation?

A. Wait to see if symptoms worsen before documenting anything

B. End the session early due to possible illness concerns

C. Only document this if the cough interferes with program implementation

D. Document the observed symptoms in your session notes

43 / 50

43.

A client's occupational therapist suggests incorporating deep pressure activities before demanding tasks. What action should you take?

A. Begin implementing deep pressure activities in your sessions

B. Explain that sensory approaches aren't behaviorally supported

C. Refer the occupational therapist to research on behavioral approaches

D. Document the suggestion and communicate it to your supervisor

44 / 50

44.

At the end of a session where a client engaged in aggressive behavior, the parent asks you to explain why their child is being "bad." In your session documentation, you should:

A. Record your explanation of the function of the client's aggressive behavior

B. Objectively document the parent's question and your factual response

C. Include your assessment that the parent's attitude is contributing to behavior issues

D. Document that the parent needs parent training to understand behavior better

45 / 50

45.

You observe that your client seems unusually tired during your session and the caregiver mentions they had a poor night's sleep. How should you handle this information?

A. Document the report of poor sleep as it may affect the client's performance

B. Only document this if it significantly impacted the session outcomes

C. Wait to see if poor sleep becomes a pattern before documenting it

D. Focus only on the behavioral data without noting potential influencing factors

46 / 50

46.

When documenting progress on a client's self-help skill goal, you should:

A. Focus on describing how proud you are of the client's independence

B. Document specific steps mastered and the level of prompting required

C. Include your prediction about when the client will fully master the skill

D. Emphasize how the client's progress compares to typical developmental norms

47 / 50

47.

You're unsure whether to use edible or social reinforcers for a new program. What should you do first?

A. Use social reinforcers to avoid issues with satiation

B. Try both types and see which one the client responds to better

C. Seek direction from your supervisor about the appropriate reinforcer

D. Use edible reinforcers since they're typically more powerful

48 / 50

48.

After observing your session, a speech therapist suggests incorporating more visual supports for communication. How should you respond?

A. Tell the speech therapist to focus on their own therapy goals instead

B. Begin creating visual supports to use in your next session

C. Thank the speech therapist and communicate their suggestion to your supervisor

D. Explain that you prefer verbal instructional approaches

49 / 50

49.

You're unsure about how to correctly score a client's response during a verbal behavior assessment. What should you do?

A. Skip that item and continue with the rest of the assessment

B. Make your best guess about the correct scoring procedure

C. Pause the assessment and seek immediate clarification from your supervisor

D. Score it both ways and let your supervisor decide later

50 / 50

50.

During a team meeting about a client with challenging behaviors, a teacher suggests implementing a visual schedule to help with transitions. You believe this is a good idea but want to ensure proper implementation. What is the most appropriate action?

A. Share the teacher's suggestion directly with the client's parents at pickup time

B. Document the suggestion and communicate it to your supervisor within 24 hours

C. Implement the visual schedule immediately during your next session

D. Wait until the next team meeting to discuss the suggestion again

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RBT Documentation and Reporting Quiz 2026

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