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RBT Mock Exam 9
This is a full-length practice exam designed to simulate the actual RBT Competency Assessment. Questions are mixed across all six domains, reflecting the real exam experience.
Exam Instructions
Before You Begin:
When Ready:
After Completion:
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Tags: RBT, Mock Exam, Behavior Analysis
A. An RBT is implementing a TASK ANALYSIS for teaching a client to wash hands. The task is broken into 8 steps. The FIRST step in task analysis development is:
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Explanation: Task analysis first requires breaking down the complex skill into teachable components. Only after steps are identified can baseline, teaching method, and evaluation occur.
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B. An RBT is using a HIGH-PROBABILITY (high-p) sequence. The procedure involves:
Explanation: High-p builds compliance momentum by establishing a pattern of “yes” responses before the difficult request, increasing likelihood of compliance.
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C. During errorless learning, if the RBT uses immediate, full physical guidance to prevent errors, the technique is:
Explanation: Immediate full prompting to prevent errors is most-to-least. Errorless learning is a principle (preventing errors); most-to-least is a procedure using that principle.
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D. A client refuses to transition between activities and engages in tantrums when transitions are announced. A DATA-BASED intervention for this transition-maintained behavior might include:
Explanation: Antecedent modifications like warnings, visuals, and incentives prevent escalation by preparing the client for transitions.
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E. An RBT is implementing NATURALISTIC TEACHING. The CORE principle is:
Explanation: Naturalistic teaching capitalizes on intrinsic motivation and real-world contexts, producing better generalization.
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F. A client has learned to request “break” appropriately in response to difficult tasks. However, after 2 weeks, break requests have tripled. The RBT should:
Explanation: Increased break-requesting = successful learning. Next: adjust schedule parameters for functional balance. Option A eliminates success; C misinterprets; D is counterproductive.
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G. When collecting data using WHOLE INTERVAL RECORDING, a behavior is marked “YES” only if:
Explanation: Whole interval is conservative and underestimates (only yes if entire interval = continuous).
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H. An RBT implements a TOKEN ECONOMY. Tokens are earned frequently, but clients rarely exchange them for backup reinforcers. This indicates:
Explanation: Token value comes from exchange. Non-exchange = backup reinforcers aren’t reinforcing. Conduct new preference assessment.
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I. A client’s screaming is maintained by ATTENTION. To implement DRA, the RBT should teach:
Explanation: DRA teaches an alternative serving the same function. If screaming gets attention, then appropriate communication should also get attention.
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J. An RBT is measuring OBSERVER DRIFT. The tool used to detect observer drift is:
Explanation: IOA checks consistency between observers. Declining IOA indicates observer drift—observers are no longer applying definitions consistently.
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K. A client engages in a behavioral sequence: request denied → whining → screaming → property destruction. Understanding this BEHAVIORAL CHAIN allows the RBT to:
Explanation: Early intervention prevents escalation. Addressing whining is more effective than waiting for property destruction.
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L. An RBT documents: “Client had a good session today.” A more OBJECTIVE alternative is:
Explanation: Option C provides specific, measurable data. Others are subjective interpretations.
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M. During a PREFERENCE ASSESSMENT using momentary time sampling, the RBT observes whether the client is engaged with each item at randomly selected times throughout a 10-minute session. This approach:
Explanation: Momentary time sampling can effectively measure engagement with items (engaged vs. not engaged). Random observations across time provide reasonable preference data.
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N. An RBT is implementing a plan that includes ANTECEDENT-BASED and CONSEQUENCE-BASED interventions. The antecedent component is:
Explanation: Antecedent = happens BEFORE behavior. Reducing difficulty prevents behavior proactively. Options A, B, D are consequences.
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O. A client’s aggression occurs MOST FREQUENTLY during group activities and LEAST FREQUENTLY during 1-on-1 instruction. This pattern suggests:
Explanation: Setting-specific pattern indicates context-specific antecedent control. Group-specific interventions (support, structure) are appropriate.
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P. An RBT is implementing a teaching procedure where the client practices a skill multiple times before moving to the next level. This is:
Explanation: Multiple trials of the same task build fluency and confidence before advancement.
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Q. A client’s on-task behavior is measured using MOMENTARY TIME SAMPLING (observing every 5 minutes during a 50-minute session). There are 10 observations; on-task during 7 of them. Report as:
Explanation: Momentary time sampling reports proportion of observations where behavior was present.
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R. An RBT is using LEAST-TO-MOST PROMPTING. The sequence from least to most intrusive is:
Explanation: Least-to-most starts minimal (SD alone) and progresses MORE intrusive. Option A is backwards (most-to-least).
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S. A client’s self-injury produces INTERNAL SENSORY CONSEQUENCES and occurs across all settings regardless of social attention. The function is MOST likely:
Explanation: No external consequence + across-setting occurrence = internal sensory/automatic reinforcement.
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T. An RBT notices that a client’s compliance increases dramatically when a preferred item (toy) is shown BEFORE the task is presented. This is an example of:
Explanation: Showing a preferred item before the task creates motivation (establishing operation) to complete the task that leads to that item.
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U. A behavior plan includes a CRISIS PROCEDURE. These should, in order of escalation:
Explanation: Best practice: de-escalation (first) → safety → physical management (last resort) → learning afterward.
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V. An RBT is implementing FORWARD CHAINING for a multi-step task. If the task has 6 steps and step 1 is mastered, the next phase involves:
Explanation: Forward chaining = teach steps in order FROM FIRST. After step 1 mastery, add step 2 (steps 1-2 together).
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W. An RBT documents a client’s tantrum. The MOST objective description is:
Explanation: Option C describes specific observable behaviors, duration, staff response, and outcome—professional documentation.
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X. A client is taught a skill in 1-on-1 sessions but doesn’t perform it in classroom group settings. This is:
Explanation: Skill exists (learned in 1-on-1) but doesn’t transfer to groups = generalization problem. Teach in classroom and with peers.
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Y. An RBT is using ERRORLESS LEARNING for a client with intellectual disability. The CORE procedure is:
Explanation: Errorless learning = prevent errors via immediate prompts, then systematically fade. Reduces frustration and builds confidence.
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Z. A client’s problem behavior is maintained by ESCAPE. A GOOD DRA alternative is:
Explanation: DRA must serve the same function (escape). Teaching appropriate escape communication is functionally equivalent.
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AA. An RBT is collecting data on a VERY LOW-FREQUENCY behavior (occurs 1-2 times per week, but dangerous). The BEST measurement is:
Explanation: Rare but important behaviors are best tracked via frequency; interval/time-sampling might miss events.
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AB. An RBT implements a SCHEDULE OF REINFORCEMENT and gradually changes from FR1 (reinforce every response) to FR5 (reinforce every 5 responses). This process is:
Explanation: Gradually reducing reinforcement frequency = thinning the schedule. Builds ability to perform with less frequent reinforcement.
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AC. A client demonstrates PROMPT DEPENDENCY (relies heavily on prompts). Accuracy is 95% with full physical guidance but only 25% without prompts. The appropriate intervention is:
Explanation: With severe prompt dependency, very gradual fading through intermediate steps prevents regression and builds independence. Options A, B fail the client.
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AD. An RBT documents that a client “was difficult today.” A more OBJECTIVE version:
Explanation: Option C provides specific, measurable data. A, B, D are interpretations.
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AE. An RBT notices that implementation fidelity has declined from 85% to 55% over 3 weeks. The appropriate action is:
Explanation: Declining fidelity impacts treatment. Report to supervisor for professional addressing (retraining, resources, support).
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AF. A client’s behavior shows a clear BEHAVIORAL SEQUENCE (whine → escalate → scream → throw). The RBT’s most effective intervention point is:
Explanation: Early intervention prevents escalation to severe phases. Addressing whining prevents full tantrum.
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AG. An RBT is collecting INTER-OBSERVER AGREEMENT (IOA) data. Observer A records 25 instances; Observer B records 28 instances. IOA is:
Explanation: IOA = (Smaller ÷ Larger) × 100 = (25 ÷ 28) × 100 ≈ 89%. This meets the 80% standard.
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AH. An RBT is using a HIGH-PROBABILITY (high-p) REQUEST SEQUENCE for a client who is non-compliant with difficult tasks. The procedure is:
Explanation: High-p builds compliance momentum. Easy requests establish “yes-saying” pattern before the difficult request.
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AI. A client’s on-task behavior is measured using PARTIAL INTERVAL RECORDING. If on-task occurs even briefly during a 10-second interval, the RBT marks:
Explanation: Partial interval = mark “YES” if behavior occurs at ANY point. Lenient; tends to overestimate.
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AJ. An RBT documents a behavior incident. The documentation should include:
Explanation: Professional documentation includes ALL context: what, when (antecedent), how staff responded, duration, and outcome.
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AK. A client learns to tie shoes using BACKWARD CHAINING with 8 steps. In session 1, the client performs:
Explanation: Backward chaining = teach last step first. This allows immediate task completion (natural reinforcement).
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AL. An RBT is implementing NATURALISTIC TEACHING. Which scenario is the BEST example?
Explanation: NET uses natural motivation (reaching for toy) and functional context. Teaching moment arises from client’s interest.
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AM. A client’s problem behavior is maintained by MULTIPLE FUNCTIONS (attention AND escape). An intervention addressing BOTH would include:
Explanation: Multi-function behavior requires multi-component intervention addressing each function separately.
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AN. An RBT is teaching a client to request breaks using FCT. To maintain effectiveness, what is CRITICAL?
Explanation: For FCT success, the alternative behavior must continue producing its functional outcome. If break requests are ignored, the client learns communication doesn’t work.
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AO. An RBT is implementing a teaching procedure with a client showing learning trajectory: Week 1: 40% accuracy Week 2: 60% accuracy Week 3: 75% accuracy This pattern indicates:
Explanation: Upward accuracy trend (40% → 60% → 75%) demonstrates learning is occurring. Continue current approach.
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AP. A client is learning a complex 5-step motor skill using TOTAL TASK CHAINING. Each session, the client should:
Explanation: Total task = all steps each trial/session, with graduated support. Promotes understanding of complete skill sequence.
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AQ. An RBT observes a coworker implementing a plan DIFFERENTLY than specified (using different consequences). The appropriate RBT action is:
Explanation: Implementation inconsistency affects treatment. Report professionally through proper channels for supervisor addressing.
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AR. An RBT is collecting DATA on a client’s accuracy across 20 trials: Correct: 16 Incorrect: 3 No response: 1 This reflects:
Explanation: 16 + 3 + 1 = 20 total responses. This captures all response categories (correct, incorrect, no response).
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AS. A client’s aggression drops significantly after implementing DRA (teaching appropriate communication). However, break requests then INCREASE dramatically. The RBT should:
Explanation: High break requests = successful learning of DRA. Adjust parameters for functional balance. Option A eliminates success.
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AT. An RBT is measuring LATENCY (time from instruction to response initiation). The data should reflect:
Explanation: Latency = delay between stimulus and response onset.
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AU. A client’s self-injury shows INTERNAL sensory consequences and occurs across all settings, times, and people. The function is MOST likely:
Explanation: Absence of external consequence + ubiquitous occurrence = automatic reinforcement (internal sensory input maintains it).
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AV. An RBT documents a behavior incorrectly. The appropriate correction method is:
Explanation: Professional correction preserves document integrity while showing intentional, traceable correction.
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AW. An RBT is implementing a PREFERENCE ASSESSMENT using paired-choice format. The procedure involves:
Explanation: Paired-choice = two items, client picks one, repeated through all pairings. Different from MSWO, MSWR, sequential.
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AX. A client’s compliance increases when given CHOICES (e.g., “Would you like to do math first or reading first?”) and decreases when given COMMANDS only (e.g., “Do math now”). This pattern suggests:
Explanation: Clear pattern shows choice increases compliance. Providing autonomy is an effective antecedent strategy.
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AY. An RBT is implementing MOST-TO-LEAST PROMPTING. The client currently achieves 95% accuracy with light touch guidance. The next appropriate step is:
Explanation: At 95% (mastery), fade to less intrusive level. Option A maintains dependency; C risks regression; D reduces motivation.
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AZ. A client demonstrates GENERALIZATION when:
Explanation: Generalization = skill used across contexts, not just training.
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BA. An RBT notes that a client’s behavior occurs DURING MATH CLASS but not during READING CLASS. The RBT should conclude:
Explanation: Subject-specific pattern indicates antecedent variables within math context trigger behavior. Modify math antecedents.
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BB. An RBT is using DRO (Differential Reinforcement of Other behavior). The plan states: “Reinforce if calling-out does NOT occur for 2 minutes.” The RBT must:
Explanation: DRO = reinforce after a specified period with NO occurrence of target behavior.
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BC. An RBT is implementing a teaching procedure. The client shows: Accuracy WITHOUT prompts: 30% Accuracy WITH full physical prompts: 92% This 62-point discrepancy suggests:
Explanation: Large gap (92% → 30%) = severe dependency. Gradual fading through intermediate steps required.
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BD. During a CRISIS, the RBT’s first priority is:
Explanation: Safety is ALWAYS first. Data collection, teaching, interventions are secondary.
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BE. An RBT observes a client’s behavioral SEQUENCE: refuses task → whines → escalates → becomes aggressive → property destroyed. Understanding this chain:
Explanation: Early intervention prevents escalation to severe behaviors. Address the beginning, not the end.
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BF. An RBT is implementing EXTINCTION for attention-maintained behavior. During week 2, behavior INCREASES dramatically. The RBT should:
Explanation: Extinction burst = temporary behavior increase when reinforcement is removed. Persist through it. Giving in reinforces the increased intensity.
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BG. A client is learning a skill using SHAPING. Currently at 65% accuracy. To properly shape, the RBT should:
Explanation: Shaping = reinforce incremental progress. Building 65% → 67% → 70% celebrates small improvements.
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BH. An RBT is using a SCHEDULE OF REINFORCEMENT that gradually decreases how often reinforcement is given (e.g., from FR1 to FR3 to FR5). This is called:
Explanation: Gradually reducing reinforcement frequency = thinning, building ability to work with less frequent rewards.
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BI. An RBT is collecting DATA on problem behavior using FREQUENCY RECORDING during a 30-minute session. The client engages in the behavior 12 times. The RATE is:
Explanation: All are mathematically equivalent: 12/30 = 0.4/min = 24/hour.
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BJ. A client has mastered a skill at 100% accuracy WITH MODELING. According to best practice, the next step is:
Explanation: At mastery with modeling, fade systematically to less intrusive prompts. Options A, C, D are inappropriate.
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BK. An RBT notices that a client’s behavior increases RIGHT BEFORE a specific staff member arrives (before they even enter). This pattern suggests:
Explanation: Behavior escalating before arrival indicates that expected presence is an establishing operation.
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BL. An RBT is implementing a behavior reduction plan using a MULTI-COMPONENT approach (antecedent modifications + DRA + extinction). After 2 weeks, data show some improvement but high variability. The RBT should:
Explanation: Variability suggests the plan may need adjustment, not elimination. Supervisor consultation is appropriate.
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BM. An RBT is measuring a LOW-FREQUENCY, HIGH-SEVERITY behavior (dangerous, occurs 1-3 times per week). The BEST measurement procedure is:
Explanation: Rare but dangerous behaviors are best captured with frequency; interval/sampling methods risk missing events.
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BN. A client’s skill shows 100% accuracy ONLY when the RBT provides immediate prompts. Without RBT, accuracy is 0%. This demonstrates:
Explanation: Performance relies entirely on RBT prompts = severe prompt dependency. Gradual fading is critical.
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BO. An RBT documents: “Client was cooperative and on-task today.” A more OBJECTIVE version is:
Explanation: Option C provides specific, measurable data (compliance rate, accuracy percentage).
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BP. An RBT is implementing a plan that uses NCR (Noncontingent Reinforcement) for a client’s attention-maintained behavior. The RBT should:
Explanation: NCR delivers reinforcer (attention) on time-based schedule, independent of behavior. Reduces motivation for problem behavior.
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BQ. An RBT is using CONTINUOUS MEASUREMENT (FREQUENCY) and records: Correct responses: 18 Incorrect responses: 2 No response: 0 Total frequency is:
Explanation: Frequency = all instances of the defined behavior. 18 + 2 + 0 = 20 total responses/trials.
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BR. An RBT is implementing BEHAVIORAL MOMENTUM (high-p sequence). The procedure involves:
Explanation: High-p builds “yes-saying” momentum before difficult request, increasing compliance.
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BS. A client’s behavior is maintained by MULTIPLE REINFORCERS (both escape AND attention). An intervention addressing this would:
Explanation: Multi-function behavior requires multi-function intervention—DRA for each maintaining consequence.
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BT. An RBT notices implementation fidelity has improved from 60% to 85% over 4 weeks. The RBT should:
Explanation: Maintenance of improvement requires continued monitoring and support. Avoid assumptions of permanent change without evidence.
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BU. A client is learning to interact with peers using NATURALISTIC TEACHING during recess. The RBT capitalizes on:
Explanation: Naturalistic teaching uses real contexts and natural motivation—here, recess and peer play interests.
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BV. An RBT observes that a client performs a skill correctly at HOME but not at SCHOOL. This is:
Explanation: Skill exists at home but not school = generalization problem. Teach at school with school staff.
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BW. During errorless learning, the RBT uses IMMEDIATE FULL PHYSICAL PROMPTS to prevent errors. This approach is based on the principle that:
Explanation: Errorless learning builds early success and confidence, especially important for learners with intellectual disability or previous failure history.
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BX. An RBT is implementing a plan for a client’s escape-maintained aggression. Which antecedent modification is MOST appropriate?
Explanation: Antecedent modification = remove/reduce the trigger (difficult task). Gradually increase to build capacity.
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BY. An RBT’s data show: Week 1: 8 instances Week 2: 7 instances Week 3: 8 instances Week 4: 7 instances This pattern suggests:
Explanation: Data hover around baseline with no systematic trend. No meaningful change detected.
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BZ. An RBT is implementing a DISCRETE TRIAL. The correct sequence is:
Explanation: Correct DTT: (1) Antecedent (instruction), (2) wait time, (3) Response, (4) Consequence, (5) ITI (pause).
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CA. A client is learning complex motor skills using a TASK-ANALYZED approach. The first step is:
Explanation: Task analysis begins by breaking down the skill into teachable components. Only then can you establish baseline, choose method, etc.
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CB. An RBT is implementing a behavior plan that includes DRI (Differential Reinforcement of Incompatible). For hitting, an incompatible behavior is:
Explanation: DRI requires behavior impossible to occur simultaneously with problem behavior. Folded hands = hitting impossible.
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CC. An RBT notices that a client’s on-task behavior is 90% during 1-on-1 instruction but only 20% during independent seat work. This suggests:
Explanation: Performance dependent on RBT presence = stimulus control limited to the RBT. Generalization training needed.
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CD. An RBT is collecting DURATION data. A tantrum lasts 3 min 20 sec plus another 1 min 45 sec. Total duration is:
Explanation: 3:20 + 1:45 = 5:05 (5 minutes, 5 seconds).
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CE. An RBT is implementing LEAST-TO-MOST PROMPTING for a client learning to identify colors. The correct sequence is:
Explanation: Least-to-most starts minimal (SD alone) and progressively uses more intrusive prompts if needed.
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CF. An RBT notices that problem behavior is CONSISTENTLY INCREASING over 4 weeks despite intervention implementation. The appropriate action is:
Explanation: Increasing trend is concerning. Supervisor consultation is appropriate for troubleshooting. Options A, B, D are inappropriate.
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CG. Before the official RBT exam, the candidate’s BEST final preparation is:
Explanation: Effective exam preparation = understanding concepts, practice with feedback, targeted review, and self-care.
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