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RBT Mock Exam 10
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
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When Ready:
After Completion:
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Tags: RBT, Mock Exam, Behavior Analysis
A. A client’s behavior analysis reveals the problem behavior is maintained by BOTH escape (task avoidance) AND attention (staff response). This is classified as:
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Explanation: Behavior maintained by multiple reinforcing consequences = multi-function behavior. Requires multi-component intervention addressing each function.
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B. An RBT is implementing an ANTECEDENT-BASED INTERVENTION for escape-maintained problem behavior. Which is the BEST example?
Explanation: Antecedent = happens BEFORE behavior. Reducing difficulty prevents the trigger before behavior occurs. Options A, C, D are consequences.
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C. An RBT is measuring a client’s behavior using WHOLE INTERVAL RECORDING. During 10 intervals of 1 minute each, the behavior occurs continuously in only 4 intervals. The report should be:
Explanation: Whole interval = mark “YES” only if behavior occurred entire interval. Conservative; underestimates true duration. Actual behavior is at least 40%, likely more.
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D. An RBT is implementing FUNCTIONAL COMMUNICATION TRAINING (FCT). A client learns to say “break” instead of engaging in aggression to escape demands. For FCT to remain effective, what MUST happen?
Explanation: FCT success depends on the alternative behavior continuing to produce its functional outcome. If break requests stop working, the client reverts to aggression.
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E. A client demonstrates PROMPT DEPENDENCY with accuracy of 98% WITH hand-over-hand guidance but only 25% WITHOUT prompts. The difference (73 points) indicates:
Explanation: Large gap (98% → 25%) indicates severe dependency. Very gradual fading (light touch → model → gestural → verbal → no prompt) prevents regression.
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F. An RBT is using a BEHAVIORAL MOMENTUM (high-p) sequence to increase compliance with a difficult academic task. The procedure should include:
Explanation: High-p builds compliance momentum with easy “yes” responses before the difficult task. This increases likelihood of compliance with the hard request.
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G. A client is learning to brush teeth using TASK ANALYSIS. The skill has been broken into 12 steps. The FIRST step in implementation is:
Explanation: After task analysis, the next step is baseline assessment—what can the client already do independently? Then teaching can build from that point.
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H. An RBT is collecting FREQUENCY DATA and records: · Correct responses: 22 · Incorrect responses: 4 · No response: 1 Total frequency is:
Explanation: Frequency = count all instances of the defined response category. 22 + 4 + 1 = 27 total response opportunities/trials.
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I. A client’s behavior shows CLEAR STIMULUS CONTROL: behavior occurs reliably when the BCBA gives instructions but not when other staff give identical instructions. The RBT should interpret this as:
Explanation: Person-specific stimulus control means the SD is the BCBA specifically, not the instruction. Generalization training involves systematically having other people deliver identical instructions.
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J. An RBT is implementing ERRORLESS LEARNING for a client with significant intellectual disability. Which procedure is MOST consistent with errorless learning?
Explanation: Errorless learning = prevent errors via immediate prompts, then systematically fade. Reduces frustration and builds early success/confidence.
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K. A client engages in self-injury that produces internal proprioceptive (sensory) feedback. This behavior occurs across all times, settings, and people. The function is MOST likely:
Explanation: Behavior with no external consequence but producing internal sensory input, occurring ubiquitously = automatic reinforcement.
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L. An RBT is implementing a PREFERENCE ASSESSMENT and notices a client selects from the LEFT POSITION every trial, regardless of what item is there. The RBT should:
Explanation: Consistent position selection = position bias, not genuine item preference. Rotating locations controls for this artifact and reveals true preferences.
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M. An RBT documents: “The client was uncooperative and resistant today.” A more OBJECTIVE alternative is:
Explanation: Option C provides specific, measurable data (refusal rate %, off-task periods). A, B, D are interpretations.
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N. An RBT is implementing a DISCRETE TRIAL TEACHING session. The correct sequence is:
Explanation: Proper DTT: (1) Antecedent (instruction), (2) wait time (3 sec), (3) Response, (4) Consequence, (5) ITI (pause). This is foundational.
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O. An RBT is implementing BACKWARD CHAINING for a client learning to put on a shirt (6 steps). In session 1, the client should perform:
Explanation: Backward chaining = teach last step first. This allows immediate task completion (natural reinforcement). After mastery, add step 5, then work backward.
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P. A client’s problem behavior occurs ONLY during MATH CLASS, not during reading or physical education. This pattern suggests:
Explanation: Subject/setting-specific pattern indicates context-specific antecedent variables. Intervention targets math-specific modifications.
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Q. An RBT is using a SCHEDULE OF REINFORCEMENT and gradually reduces reinforcement frequency from FR1 (every response) to FR5 (every 5 responses). This is called:
Explanation: Gradually reducing reinforcement frequency = thinning. Builds ability to perform with less frequent rewards, increasing independence.
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R. An RBT notices that a client’s compliance INCREASES when given choices (“Would you like math or reading first?”) and DECREASES when given commands only (“Do math now”). This pattern suggests:
Explanation: Clear pattern shows choice increases compliance. This is an effective antecedent strategy for this client—provides autonomy/control.
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S. An RBT is implementing NATURALISTIC TEACHING. Which scenario BEST exemplifies it?
Explanation: NET uses natural motivation (reaching/interest) and functional context (learning occurs within the child’s activity). Teaching opportunity arises organically.
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T. An RBT is collecting IOA (Inter-Observer Agreement) data. Observer A records 18 instances; Observer B records 22 instances. IOA is:
Explanation: IOA = (Smaller ÷ Larger) × 100 = (18 ÷ 22) × 100 ≈ 82%. This exceeds 80% standard for acceptable agreement.
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U. A client demonstrates a BEHAVIORAL SEQUENCE (escalation chain): request denied → whines → screams → throws object → leaves room. Understanding this chain allows intervention to:
Explanation: Early intervention prevents escalation. Addressing the whining phase prevents progression to property destruction and elopement.
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V. An RBT is implementing a BEHAVIOR REDUCTION PLAN. The plan includes antecedent modifications (reducing task difficulty), DRA (teaching alternative communication), and extinction (ignoring problem behavior). This multi-component approach is:
Explanation: Comprehensive intervention at multiple levels is modern ABA best practice and more effective than single strategies.
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W. An RBT observes that on-task behavior is 85% during 1-on-1 sessions but only 15% during independent work. This suggests:
Explanation: Large performance drop when RBT absent indicates dependence on RBT presence/prompting. Generalization training across people and contexts is needed.
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X. An RBT is implementing LEAST-TO-MOST PROMPTING. The hierarchy from least to most intrusive is:
Explanation: Least-to-most starts minimal (SD alone) and progressively adds MORE intrusive prompts only if needed. Option A is backwards (most-to-least).
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Y. An RBT is implementing a plan where a client learns to request “break” instead of engaging in elopement (escape-maintained). After successfully learning, the client requests breaks every 30 seconds. The RBT should:
Explanation: High break requests = successful learning. Adjust parameters for functional balance. Option A eliminates success; C misinterprets; D is counterproductive.
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Z. A client’s on-task behavior shows: · Baseline: 40 instances per 30-minute session · Week 1: 38 instances · Week 2: 35 instances · Week 3: 36 instances · Week 4: 32 instances This pattern indicates:
Explanation: Overall trend is downward (40 → 32) despite weekly variability. This indicates intervention effectiveness with normal session-to-session variation.
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AA. An RBT is told to implement a procedure but feels unsure about it. The appropriate action is:
Explanation: RBTs must work within their competence. When unclear, request training from the supervisor before implementation.
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AB. An RBT is measuring LATENCY (time from instruction to behavior start). This should reflect:
Explanation: Latency = delay between stimulus and response onset. Example: instruction given at 2:00; response starts at 2:03 → latency = 3 seconds.
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AC. An RBT is implementing DRO (Differential Reinforcement of Other behavior). The plan states: “Reinforce if calling out does NOT occur for 3 minutes.” The RBT must:
Explanation: DRO = reinforce after a specified time period with NO occurrence of target behavior. Reinforcement is contingent on absence of behavior.
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AD. An RBT is collecting DURATION DATA on tantrum behavior. One tantrum lasts 4 min 30 sec; another lasts 2 min 15 sec. Total duration is:
Explanation: 4:30 + 2:15 = 6:45 (6 minutes, 45 seconds).
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AE. An RBT notices that implementation fidelity has declined from 90% to 65% over the past month. The most appropriate action is:
Explanation: Declining fidelity impacts treatment. Report to supervisor for professional addressing (retraining, resources, support).
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AF. A client is learning to write their name using TASK ANALYSIS. The skill has been broken into 8 steps. The first implementation step after task analysis is:
Explanation: After task analysis, baseline determines current independent performance. Teaching then builds from that foundation.
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AG. An RBT is implementing EXTINCTION for attention-maintained problem behavior. During week 2, the behavior INCREASES significantly (more frequent and intense). 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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AH. A client’s self-injury produces internal sensory consequences and occurs across all settings/times. To address automatic reinforcement, intervention might include:
Explanation: Automatic/sensory behavior requires addressing the underlying sensory need functionally. Provide alternative sensory input and alternative stimulation.
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AI. An RBT is implementing PARTIAL INTERVAL RECORDING. If the target behavior occurs at ANY point during a 10-second interval, the RBT marks:
Explanation: Partial interval = mark “YES” if behavior occurs at ANY time in the interval. Lenient; tends to overestimate actual duration.
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AJ. An RBT documents an incident but makes an error (misspelled a name). The correct correction method is:
Explanation: Professional correction preserves document integrity (error remains visible) while showing the correction was intentional and traceable.
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AK. An RBT is using a HIGH-PROBABILITY (high-p) REQUEST SEQUENCE for a non-compliant client. The procedure involves:
Explanation: High-p builds compliance momentum through initial “yes” responses before the difficult request, increasing compliance probability.
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AL. A client demonstrates GENERALIZATION when:
Explanation: Generalization = skill transfers across contexts (people, settings, materials). This is the goal of teaching.
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AM. An RBT is implementing a teaching procedure. The client shows: · 65% accuracy WITH full physical guidance · 30% accuracy WITHOUT prompts This 35-point discrepancy suggests:
Explanation: Large drop when support is removed = prompt dependency. Gradual fading through intermediate steps (light touch → model → gestural → verbal) required.
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AN. An RBT is implementing a BEHAVIOR PLAN with crisis procedures. During a crisis situation, the first priority is:
Explanation: Safety is ALWAYS first in crisis. Data collection, teaching, interventions are secondary to immediate safety concerns.
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AO. An RBT notices that a client’s behavior increases RIGHT BEFORE a specific staff member arrives (before entering the room). This pattern suggests:
Explanation: Behavior escalating before someone arrives indicates that expected presence is an establishing operation creating motivation.
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AP. An RBT documents: “The client was better today.” A more OBJECTIVE version is:
Explanation: Option C provides specific, measurable comparison data. Others are interpretations.
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AQ. An RBT is implementing MOST-TO-LEAST PROMPTING. The client currently achieves 93% accuracy with gestural prompts. The next appropriate step is:
Explanation: At 93% (above mastery), fade to less intrusive level. Options A maintain dependency; C risks regression; D reduces motivation.
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AR. An RBT is collecting data showing: · Observer A: 20 instances · Observer B: 24 instances IOA (Inter-Observer Agreement) is:
Explanation: IOA = (Smaller ÷ Larger) × 100 = (20 ÷ 24) × 100 = 83.3% ≈ 83%.
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AS. An RBT is implementing a NATURALISTIC TEACHING opportunity. A client shows interest in a toy by reaching toward it. What should the RBT do?
Explanation: Naturalistic teaching uses natural motivation (reaching) as a teaching opportunity (reinforcing communication) within a functional context (child gets desired item).
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AT. An RBT is implementing a behavior reduction plan. After 3 weeks, data show: · Week 1: 25 instances · Week 2: 24 instances · Week 3: 23 instances This pattern indicates:
Explanation: Consistent downward trend (25 → 24 → 23) indicates intervention effectiveness. Continue monitoring for continued improvement.
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AU. A client’s problem behavior is maintained by ESCAPE (task removal). A DRA (alternative behavior) would be:
Explanation: DRA must serve the same function as problem behavior. If problem behavior produces escape, alternative should produce escape appropriately (help-seeking, break-requesting).
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AV. An RBT is implementing FORWARD CHAINING for a 7-step task. After step 1 is mastered, the RBT should:
Explanation: Forward chaining = teach steps in order FROM FIRST. After step 1 mastery, add step 2 (do 1-2 together; RBT does remaining).
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AW. An RBT is implementing a plan for a client’s aggression that is maintained by BOTH attention AND escape. The intervention should:
Explanation: Multi-function behavior requires multi-function intervention—each function needs its own intervention component.
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AX. An RBT documents: “Client had a tantrum.” Better documentation includes:
Explanation: Professional documentation specifies: specific behaviors, antecedent context, duration, and outcome/safety status.
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AY. A client’s compliance increases when given ADVANCE WARNINGS (“In 5 minutes, we’re transitioning to reading”) and decreases with abrupt transitions. This antecedent modification:
Explanation: Advance warnings are an effective antecedent modification that prevents escalation by providing transition predictability and prep time.
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AZ. An RBT is implementing SHAPING to increase a client’s accuracy. Currently at 55% accuracy. To properly shape, reinforce:
Explanation: Shaping = reinforce incremental progress toward the goal. Building 55% → 57% → 60% celebrates small improvements.
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BA. An RBT is using MOMENTARY TIME SAMPLING. Observations at random 5-minute intervals across a 50-minute session (10 observations total) show the behavior present in 6 of 10. Report as:
Explanation: Momentary time sampling reports proportion of observations where behavior was present (6/10 = 60%).
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BB. A client’s behavior shows CLEAR ANTECEDENT CONTROL: behavior occurs DURING GROUP WORK but not during 1-on-1 instruction. The RBT should interpret this as:
Explanation: Setting-specific pattern = context-specific antecedent variables. Group-specific interventions (structure, support, rules) are appropriate.
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BC. An RBT is implementing a plan using DRI (Differential Reinforcement of Incompatible behavior). For hitting, an incompatible behavior is:
Explanation: DRI requires behavior physically impossible to occur with problem behavior. Clasped hands = hitting impossible.
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BD. An RBT is told: “Implement DRO every 2 minutes.” This means:
Explanation: DRO = Differential Reinforcement of Other behavior: reinforce if target behavior is absent during specified time (2 minutes).
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BE. An RBT observes that a coworker implements a behavior plan INCONSISTENTLY (sometimes using different procedures). The appropriate action is:
Explanation: Implementation inconsistency affects treatment. Report professionally through proper channels for supervisor addressing.
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BF. An RBT is implementing a teaching procedure where the client practices a skill multiple times on the same day. This is:
Explanation: Multiple practice repetitions = building fluency and confidence before advancement to next level/skill.
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BG. A client’s problem behavior is MAINTAINED by AUTOMATIC REINFORCEMENT (internal sensory input). Intervention might include:
Explanation: Automatic/sensory behavior requires addressing the underlying sensory need functionally through enrichment and alternative stimulation.
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BH. An RBT is collecting RATE data in a 20-minute session. The target behavior occurs 10 times. Rate can be expressed as:
Explanation: All equivalent: 10/20 = 0.5/min = 30/hour. Rate can be expressed in multiple formats.
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BI. An RBT is implementing TOTAL TASK CHAINING for learning to set a table (5 steps). 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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BJ. An RBT is implementing a behavior reduction plan. Data show: · Week 1: 30 instances · Week 2: 28 instances · Week 3: 30 instances · Week 4: 29 instances This pattern suggests:
Explanation: Data hover around 29-30 instances with no systematic downward trend. This indicates minimal meaningful change.
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BK. An RBT receives a LARGE, EXPENSIVE GIFT from a client’s family. The appropriate response is:
Explanation: Declining large/expensive gifts maintains professional boundaries. Small tokens may be acceptable per policy; large gifts do not.
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BL. An RBT is implementing LEAST-TO-MOST PROMPTING. If client responds incorrectly (without prompts), the next step is:
Explanation: Least-to-most: start minimal; add more intrusive only if needed. Progress from least → more intrusive as necessary.
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BM. An RBT is told to implement a procedure but feels UNPREPARED. The appropriate response is:
Explanation: RBTs must work within their competence. Request training before implementation.
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BN. A client’s behavior occurs ONLY DURING MATH, not during other subjects. The RBT should conclude:
Explanation: Subject-specific pattern indicates antecedent variables within math context are controlling. Intervention modifies math-specific factors.
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BO. An RBT is implementing a TOKEN ECONOMY. Clients earn tokens frequently but rarely exchange them. This indicates:
Explanation: Token value depends on backup reinforcers. Non-exchange = backup reinforcers aren’t reinforcing. Conduct new preference assessment.
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BP. An RBT is implementing ERRORLESS LEARNING with immediate full physical prompts. After mastery at this level, the next step is:
Explanation: After mastery with full prompts, systematically fade to less intrusive levels. Options A, C, D are inappropriate.
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BQ. An RBT documents: “The client was difficult and aggressive today.” Better documentation:
Explanation: Option C describes specific observable behaviors, duration, staff response, and outcome—professional documentation.
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BR. An RBT is implementing NATURALISTIC TEACHING and the client shows interest in a cup (reaching, vocalizing). The RBT should:
Explanation: Naturalistic teaching uses natural motivation to teach functional communication within real context with natural consequences.
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BS. A client’s accuracy is 100% WITH prompts but 10% WITHOUT prompts. This 90-point gap indicates:
Explanation: Extreme gap (100% → 10%) indicates severe dependency. Very gradual fading through many intermediate steps required.
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BT. An RBT is using a HIGH-PROBABILITY (high-p) SEQUENCE for a client who is non-compliant with difficult tasks. This procedure:
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BU. An RBT is measuring OBSERVER DRIFT (gradual change in measurement consistency). The tool to DETECT observer drift is:
Explanation: Declining IOA indicates observer drift—observers are no longer applying definitions consistently.
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BV. A client’s aggression data show: · Baseline: 12 per day · Week 1: 10 · Week 2: 11 · Week 3: 9 · Week 4: 8 This MOST suggests:
Explanation: Overall downward trend (12 → 8) despite weekly variability indicates intervention is effective. Variability is normal.
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BW. An RBT is implementing a DISCRETE TRIAL. A client responds INCORRECTLY. What should happen next?
Explanation: Incorrect response → corrective feedback (show/model correct) → no reinforcement → re-present trial. This teaches the correct response.
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BX. An RBT is implementing a MULTI-COMPONENT BEHAVIOR PLAN (antecedent modifications + DRA + extinction). After 1 week, data show improvement but high variability. The RBT should:
Explanation: Variability warrants supervisor consultation for troubleshooting. Plan may need adjustment, not elimination.
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BY. An RBT is implementing a teaching procedure. The client shows: · Trial 1-5: 50% accuracy · Trial 6-10: 65% accuracy · Trial 11-15: 78% accuracy This pattern indicates:
Explanation: Upward accuracy trend across trial blocks (50% → 65% → 78%) demonstrates learning is occurring. Continue current approach.
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BZ. An RBT is collecting data on a client’s compliance during 10 task requests: · Complied: 7 · Non-complied: 3 Compliance rate is:
Explanation: Compliance rate = (Complied ÷ Total) × 100 = (7 ÷ 10) × 100 = 70%.
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CA. An RBT implements a procedure and notices the client’s behavior INCREASES initially before decreasing. This pattern during extinction is:
Explanation: Extinction burst is temporary behavior increase when reinforcement is removed. Persist through it; giving in reinforces the increased intensity.
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CB. An RBT notices that a client’s skill performance is 95% ONLY WHEN THE RBT IS PRESENT and 20% with other staff. This suggests:
Explanation: Person-specific stimulus control means the SD is the RBT specifically. Generalization training involves systematically training with other people.
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CC. An RBT documents an incident incorrectly. The proper correction method is:
Explanation: Professional correction preserves document integrity while showing intentional, traceable correction.
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CD. An RBT is implementing a BEHAVIOR PLAN for ESCAPE-MAINTAINED behavior. Which intervention is MOST appropriate?
Explanation: Escape-maintained behavior → reduce triggers + teach appropriate escape alternatives. This addresses the function.
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CE. An RBT is measuring a LOW-FREQUENCY, HIGH-SEVERITY BEHAVIOR (dangerous, occurs 1-2x per week). Best measurement is:
Explanation: Rare but dangerous behaviors are best captured with frequency; other methods risk missing critical events.
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CF. An RBT is implementing a plan where a client successfully learns to request breaks appropriately instead of eloping. Break requests then INCREASE dramatically. This indicates:
Explanation: High requests = successful learning. Adjust parameters for functional balance. Options A, C, D are incorrect interpretations.
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CG. Before the official RBT exam, the candidate’s BEST preparation strategy is:
Explanation: Effective exam prep = deep understanding, practice with feedback, targeted review, and self-care.
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