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RBT Mock Exam 11
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 observes that when the BCBA provides praise for implementing correctly, the RBT implements with higher fidelity. However, when the BCBA doesn’t provide feedback, fidelity drops. This illustrates:
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Explanation: Staff implementation behavior is maintained by contingencies just like client behavior. Supervisor feedback = reinforcer for RBT’s implementation. This is “interlocking contingencies”—organizational behavior affecting treatment behavior.
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B. An RBT is implementing a teaching procedure with a client. The RBT’s implementation involves: Correct instruction delivery ✓ Appropriate wait time ✓ Correct reinforcement ✓ This represents:
Explanation: Following procedures exactly as specified = implementation fidelity. Fidelity is separate from whether the client is learning (though fidelity affects learning).
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C. A BCBA notices that two RBTs implement the same plan with different fidelity levels (RBT A: 90%, RBT B: 60%). To improve RBT B’s fidelity, the supervisor should consider:
Explanation: Fidelity gaps warrant troubleshooting: Is training needed? Are resources available? Are there barriers? Support improves fidelity better than punishment.
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D. An RBT is implementing a behavior plan with multiple components (antecedent modification + DRA + extinction). An “interlocking contingency” in this system is:
Explanation: Interlocking contingencies = how staff behavior (implementation) is maintained by consequences and how staff behavior affects client behavior. They’re interdependent.
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E. An RBT is monitoring a client’s behavior data and comparing to baseline. The data show: Baseline: 25 instances per day Week 1: 23 Week 2: 24 Week 3: 25 Week 4: 23 This pattern indicates:
Explanation: Data hover around baseline (23-25) with no downward trend. This is no meaningful change. Intervention may need adjustment.
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F. An RBT is collecting data on a client’s COMPLIANCE (following requests). Out of 12 requests, the client complied with 8. Compliance percentage is:
Explanation: Compliance = (Complied ÷ Total Requests) × 100 = (8 ÷ 12) × 100 ≈ 67%.
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G. An RBT implements a plan correctly 85% of sessions but sometimes forgets components or modifies procedures. The BCBA should:
Explanation: Implementation fidelity of 100% is the goal. 85% leaves 15% variation affecting treatment. Address barriers to improve fidelity.
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H. A client’s behavior shows ESCALATION: request denied → whines → escalates → screams → throws object. Understanding this sequence allows the RBT to:
Explanation: Early intervention prevents escalation to more severe behaviors. Addressing the trigger or early phases is most effective.
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I. An RBT is implementing a MULTI-COMPONENT INTERVENTION (antecedent + DRA + extinction). After 3 weeks, the client’s behavior shows some improvement but also variability. The RBT should:
Explanation: Variability warrants investigation. Could be implementation inconsistency, satiation, or other factors. BCBA collaboration is appropriate.
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J. An RBT is measuring a client’s ACCURACY across 25 trials: Correct: 20 Incorrect: 3 No response: 2 Accuracy percentage is:
Explanation: Accuracy = (Correct ÷ Total Trials) × 100 = (20 ÷ 25) × 100 = 80%.
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K. An RBT notices that implementation fidelity has declined over 6 weeks (from 95% to 65%). The RBT should:
Explanation: Declining fidelity over time is a type of “drift.” The RBT should recognize this pattern and report for supervisor support/retraining.
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L. An RBT is told to implement FCT (Functional Communication Training) for a client with escape-maintained behavior. For FCT to succeed, what is CRITICAL?
Explanation: FCT only works if the alternative behavior produces its functional outcome. If requests don’t work, the client reverts to problem behavior.
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M. An RBT documents: “Client was well-behaved and cooperative today.” Better documentation is:
Explanation: Option C provides specific, measurable data (compliance %, on-task %, peer interactions). Others are interpretations.
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N. An RBT is implementing a teaching procedure and the client shows accuracy of: Trial 1-5: 40% Trial 6-10: 55% Trial 11-15: 68% This indicates:
Explanation: Increasing accuracy across trial blocks (40% → 55% → 68%) demonstrates learning progress. Continue current procedure.
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O. An RBT is implementing a plan with DRA (Differential Reinforcement of Alternative Behavior). The alternative behavior must:
Explanation: DRA effectiveness depends on the alternative serving the same function. If problem behavior produces attention, alternative should also produce attention appropriately.
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P. An RBT notices that a client’s aggression increases RIGHT BEFORE a specific staff member arrives. This pattern suggests:
Explanation: Escalating behavior before arrival indicates that expected presence is an establishing operation (creating motivation).
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Q. An RBT is implementing a behavior plan. After 2 weeks, the supervisor notices implementation fidelity has dropped from 95% to 75%. The supervisor should:
Explanation: Declining fidelity is a signal. The supervisor should investigate barriers and provide support (training, resources, clarity) to improve fidelity.
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R. An RBT is using a HIGH-PROBABILITY (high-p) SEQUENCE. This procedure involves:
Explanation: High-p builds compliance momentum through initial easy “yes” responses before the difficult request, increasing compliance probability.
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S. An RBT is implementing a plan with EXTINCTION for attention-maintained behavior. The BCBA warns: “Prepare for extinction burst.” This means:
Explanation: Extinction burst is expected and temporary. The client tries harder when usual reinforcement stops. Persisting through the burst is critical.
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T. An RBT is collecting RATE data. In a 20-minute session, a behavior occurs 15 times. Rate can be expressed as:
Explanation: All equivalent: 15/20 = 0.75/min = 45/hour. Rate is flexible in expression.
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U. An RBT is monitoring whether implementation of a behavior plan maintains fidelity across weeks. This monitoring is important because:
Explanation: Fidelity → Treatment effectiveness → Client outcomes. Monitoring fidelity ensures treatment is being delivered as designed.
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V. An RBT is implementing a procedure and notices it’s becoming inconsistent (sometimes following all steps, sometimes skipping steps). This is an example of:
Explanation: Gradual change in how a procedure is implemented = implementation drift. Regular supervision and retraining prevent this.
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W. A client’s behavior occurs MOST FREQUENTLY during GROUP SETTINGS and LEAST FREQUENTLY during 1-on-1 instruction. This pattern suggests:
Explanation: Setting-specific pattern indicates context-specific antecedent variables. Group-specific interventions are appropriate.
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X. An RBT implements a teaching procedure where the client practices a skill 10 times in the same session. This:
Explanation: Multiple practice repetitions = building fluency and confidence before moving to advancement or new contexts.
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Y. An RBT is told: “Implement DRO every 5 minutes.” This means:
Explanation: DRO = Differential Reinforcement of Other behavior: reinforce if target behavior is absent during specified time (5 minutes).
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Z. An RBT observes that a coworker’s implementation fidelity with a client is 100% on days the BCBA is present and 60% when the BCBA is absent. This illustrates:
Explanation: Supervisor presence acts as an antecedent controlling staff implementation behavior (likely due to perceived monitoring). This is an interlocking contingency.
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AA. An RBT is implementing MOST-TO-LEAST PROMPTING. Client accuracy is 96% with gestural prompts. Next step should be:
Explanation: At mastery (96%), fade to less intrusive level. Options A, C, D are inappropriate.
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AB. An RBT is implementing a FUNCTIONAL COMMUNICATION TRAINING (FCT) plan. After teaching the client to request breaks appropriately, break requests increase significantly. The RBT’s interpretation should be:
Explanation: High requests = successful learning. Adjust parameters for functional balance. Option A misinterprets success.
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AC. An RBT is measuring MOMENTARY TIME SAMPLING. Observations at random intervals (10 times during a session) show behavior present in 7 observations. This should be reported as:
Explanation: Momentary time sampling reports proportion of observations where behavior was present (7/10 = 70%).
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AD. An RBT is implementing a MULTI-COMPONENT plan. Data show improvement in week 1, then variability in weeks 2-3. Before declaring the plan ineffective, the RBT should:
Explanation: Variability warrants investigation, not assumption. Supervisor collaboration is appropriate.
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AE. An RBT is collecting IOA (Inter-Observer Agreement) data. Observer A: 16 instances; Observer B: 20 instances. IOA is:
Explanation: IOA = (Smaller ÷ Larger) × 100 = (16 ÷ 20) × 100 = 80%.
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AF. An RBT notices that a client’s problem behavior is MORE FREQUENT when a specific staff member is ABSENT and LESS FREQUENT when that staff member is PRESENT. This pattern suggests:
Explanation: Clear pattern = person-specific antecedent control. That person’s presence affects behavior through structure, attention, or other factors.
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AG. An RBT is implementing a TEACHING PROCEDURE and the client shows PROMPT DEPENDENCY: 95% accuracy WITH prompts, 20% WITHOUT prompts. To address this:
Explanation: With severe dependency (75-point gap), very gradual fading through intermediate steps prevents regression. Options A, B are inappropriate.
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AH. An RBT is using SCHEDULE THINNING (gradually reducing reinforcement frequency). This:
Explanation: Schedule thinning = gradually reduce reinforcement frequency. Client learns to perform with less frequent rewards, increasing independence.
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AI. An RBT documents: “Client was resistant and uncooperative.” Better documentation:
Explanation: Option C provides specific, measurable data (refusal %, task attempts). Others are interpretations.
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AJ. An RBT is monitoring implementation across multiple sessions. If fidelity is consistently dropping (e.g., 95% → 90% → 85% → 80%), the RBT should:
Explanation: Consistent decline = pattern indicating drift. Report and seek support to restore fidelity.
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AK. An RBT is implementing a behavior plan that includes both ANTECEDENT MODIFICATIONS and CONSEQUENCE-BASED STRATEGIES. This multi-level approach:
Explanation: Multi-level intervention (antecedent → prevention; teaching → alternatives; consequences → reduction) is modern ABA best practice.
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AL. An RBT is implementing a DISCRETE TRIAL TEACHING session. A proper DTT trial includes:
Explanation: Proper DTT: (1) Antecedent (instruction), (2) wait time (3 sec), (3) Response, (4) Consequence, (5) ITI (pause).
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AM. An RBT is collecting data on a client’s compliance. Out of 8 task demands, the client complied with 6. Compliance rate is:
Explanation: Compliance = (Complied ÷ Total) × 100 = (6 ÷ 8) × 100 = 75%.
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AN. An RBT notices that when the BCBA provides SPECIFIC, IMMEDIATE FEEDBACK after sessions, the RBT’s implementation fidelity is 95%. When feedback is delayed or vague, fidelity drops to 70%. This illustrates:
Explanation: Staff behavior (implementation) is reinforced by supervisor feedback → fidelity maintained. No feedback → fidelity drops. This is a clear interlocking contingency.
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AO. An RBT is implementing a plan for ESCAPE-MAINTAINED AGGRESSION. An appropriate antecedent modification is:
Explanation: Escape-maintained behavior → reduce/modify the trigger. Gradual difficulty increase builds capacity.
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AP. An RBT is using a BEHAVIORAL MOMENTUM (high-p) SEQUENCE. This works by:
Explanation: High-p builds compliance momentum. Pattern of “yes” responses increases likelihood of compliance with subsequent hard request.
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AQ. An RBT is collecting FREQUENCY DAT
Explanation: Frequency = count all response instances = 22 + 3 + 1 = 26 total.
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AR. An RBT is told the client has “good days and bad days.” To provide objective information, the RBT should:
Explanation: Data reveal patterns. By analyzing “good” and “bad” days, the RBT identifies controlling antecedent variables.
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AS. An RBT is implementing a plan with EXTINCTION for problem behavior. After 1 week, behavior increases. The RBT should:
Explanation: Extinction burst is temporary behavior increase when reinforcement stops. Persist through it. Giving in reinforces the intensity.
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AT. An RBT is implementing a teaching procedure with a client. The RBT follows the plan exactly, provides appropriate prompts, reinforces correctly, and collects accurate data. This is:
Explanation: Following procedures exactly = high fidelity. Fidelity and learning outcomes are related but distinct.
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AU. An RBT observes escalating behavior: request denied → whines → escalates → screams. Understanding this SEQUENCE allows intervention to:
Explanation: Early intervention prevents escalation to severe behaviors. This is most effective for reducing overall severity.
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AV. An RBT is collecting DURATION DAT
Explanation: 3:30 + 2:15 = 5:45 (5 minutes, 45 seconds).
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AW. An RBT is implementing NATURALISTIC TEACHING. A client reaches for a toy. The RBT should:
Explanation: NET uses natural motivation to teach functional communication with natural reinforcement (getting the toy).
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AX. An RBT implements a plan with 100% fidelity. Client’s behavior doesn’t change. This suggests:
Explanation: High fidelity but no progress → plan may need reassessment or modification. Function may be incorrect or other variables present.
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AY. An RBT is monitoring a client’s learning across trials: Trials 1-5: 50% accuracy Trials 6-10: 65% accuracy Trials 11-15: 78% accuracy This indicates:
Explanation: Increasing accuracy across trial blocks demonstrates learning is occurring. Continue.
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AZ. An RBT is implementing a MULTI-COMPONENT plan. Data show improvement in week 1 but plateau in weeks 2-3. The RBT should:
Explanation: Plateau warrants investigation. Supervisor collaboration helps determine whether satiation, boredom, or other factors are present.
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BA. An RBT is using PARTIAL INTERVAL RECORDING. If the behavior occurs even briefly during an interval, mark:
Explanation: Partial interval = mark “YES” if behavior occurs at ANY time. Lenient; overestimates actual duration.
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BB. An RBT is implementing a behavior plan with a client. After 3 weeks, the client’s progress is clear (behavior down 60%). The RBT should:
Explanation: Strong progress warrants continued implementation and supervisor consultation about sustainability and next steps.
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BC. An RBT is implementing a BACKWARD CHAINING procedure for a 6-step task. In session 1, the client should perform:
Explanation: Backward chaining = teach last step first. Allows immediate task completion (natural reinforcement).
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BD. An RBT notices that a client’s behavior is SPECIFIC TO ONE SETTING (occurs in gym, not in classroom). This pattern suggests:
Explanation: Setting-specific pattern = context-specific antecedent control. Gym-specific interventions are appropriate.
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BE. An RBT is told: “Client has no preferred reinforcers.” The RBT’s best response is:
Explanation: Most clients have some reinforcing items/activities. Multiple assessment methods (MSWO, paired-choice, observation) may reveal preferences.
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BF. An RBT is collecting data on ACCURACY. Client accuracy: Monday: 70% Tuesday: 75% Wednesday: 72% Thursday: 76% This trend indicates:
Explanation: Overall upward pattern (70% → 76%) despite day-to-day variation indicates learning progress. Variability is normal.
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BG. An RBT is implementing a FUNCTIONAL COMMUNICATION TRAINING (FCT) plan. The key to FCT success is:
Explanation: FCT only works if the taught communication produces its functional outcome. Otherwise, the client reverts to problem behavior.
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BH. An RBT is implementing a MOST-TO-LEAST PROMPTING procedure. The client shows: 98% accuracy WITH full physical guidance 25% accuracy WITHOUT prompts This gap (73 points) indicates:
Explanation: Large gap = severe dependency. Gradual fading through intermediate steps (light touch → model → gestural → verbal) prevents regression.
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BI. An RBT notices that implementation fidelity IMPROVES when the BCBA conducts live observations and provides SPECIFIC FEEDBACK. This illustrates:
Explanation: Feedback = reinforcement for RBT’s implementation. This is a clear interlocking contingency affecting staff behavior.
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BJ. An RBT is implementing a teaching procedure and data show NO LEARNING PROGRESS after 4 weeks. The RBT should:
Explanation: No progress warrants reassessment and potential plan modification. Supervisor consultation is appropriate.
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BK. An RBT is collecting RATE DATA in a 15-minute session. The behavior occurs 6 times. Rate per minute is:
Explanation: 6/15 = 0.4/min = 24/hour (equivalent expressions).
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BL. An RBT is implementing DRA (Differential Reinforcement of Alternative Behavior). The alternative behavior must:
Explanation: DRA effectiveness = alternative serves the same function. If problem behavior produces escape, alternative should produce escape appropriately.
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BM. An RBT is using a schedule of reinforcement and gradually reduces reinforcement from every response (FR1) to every 5 responses (FR5). This process is:
Explanation: Gradually reducing reinforcement frequency = thinning. Builds independence from frequent rewards.
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BN. An RBT is implementing a behavior plan. After 2 weeks, data show clear improvement. The RBT documents this as:
Explanation: Option C provides specific, measurable comparison. Others are vague.
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BO. An RBT notices that a client’s OFF-TASK behavior increases during WHOLE-CLASS INSTRUCTION but decreases during SMALL-GROUP WORK. This pattern suggests:
Explanation: Context-specific pattern = antecedent control. Whole-class-specific interventions (support, structure) are appropriate.
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BP. An RBT is implementing ERRORLESS LEARNING with a client. The procedure emphasizes:
Explanation: Errorless learning = prevent errors via immediate prompts, then systematically fade. Reduces frustration.
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BQ. An RBT is collecting IOA (Inter-Observer Agreement) data between two observers: Observer A: 24 instances Observer B: 28 instances IOA is:
Explanation: IOA = (Smaller ÷ Larger) × 100 = (24 ÷ 28) × 100 ≈ 86%.
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BR. An RBT is implementing a teaching procedure. A client shows PROMPT DEPENDENCY (high accuracy with prompts, low without). The RBT should:
Explanation: Gradual fading prevents regression and builds independence. Options A, B are inappropriate.
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BS. An RBT is monitoring a multi-component behavior plan. Data show week-to-week variability (sometimes better, sometimes worse). Before changing the plan, the RBT should:
Explanation: Variability warrants investigation, not assumption. Identify causes before making changes.
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BT. An RBT is implementing a behavior plan with 100% fidelity. After 4 weeks, the client’s behavior hasn’t changed. The RBT should:
Explanation: High fidelity but no progress → plan effectiveness is questioned. Reassessment may be needed.
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BU. An RBT is using LEAST-TO-MOST PROMPTING. The client responds incorrectly with NO prompt. Next step:
Explanation: Least-to-most: start minimal; add intrusive only if needed. Progress systematically.
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BV. An RBT observes that a client’s behavior is MAINTAINED BY MULTIPLE FUNCTIONS (attention AND escape). The intervention should:
Explanation: Multi-function behavior requires multi-function intervention—each function gets its own intervention component.
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BW. An RBT is implementing a BEHAVIORAL MOMENTUM (high-p) sequence for a non-compliant client. This procedure:
Explanation: High-p builds momentum. Easy “yes” responses increase compliance probability with subsequent hard request.
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BX. An RBT’s supervision includes LIVE OBSERVATION and SPECIFIC FEEDBACK on performance. This:
Explanation: Supervision with feedback reinforces RBT behavior, maintaining fidelity. This is a critical interlocking contingency.
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BY. An RBT is implementing a DISCRETE TRIAL TEACHING procedure and provides the correct instruction, waits 3 seconds, and the client responds. This structure:
Explanation: Instruction → wait → response is the first three components of DTT. Consequence and ITI follow.
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BZ. An RBT is collecting FREQUENCY DATA over 45 minutes. The behavior occurs 9 times. Frequency per minute is:
Explanation: 9/45 = 0.2/min = 12/hour (equivalent).
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CA. An RBT is implementing a plan for AUTOMATIC/SENSORY-MAINTAINED BEHAVIOR. Intervention might include:
Explanation: Automatic behavior requires addressing the underlying sensory need functionally through enrichment and alternatives.
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CB. An RBT is monitoring implementation of a behavior plan. If fidelity CONSISTENTLY DECLINES (95% → 90% → 85% → 80%), this is:
Explanation: Consistent decline = drift pattern. This signals need for retraining and support to restore fidelity.
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CC. An RBT is implementing TASK ANALYSIS for teaching a multi-step skill. The FIRST step is:
Explanation: Task analysis begins by breaking skill into components. Only then can baseline, method selection, etc. occur.
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CD. An RBT is implementing a teaching procedure where the client practices a skill 15 times in one session. This:
Explanation: Multiple practice repetitions = building fluency and confidence before advancement.
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CE. An RBT is implementing a multi-component plan. Week 1: improvement. Weeks 2-3: plateau. The RBT’s best action is:
Explanation: Plateau warrants investigation. Supervisor consultation helps determine whether modification is needed.
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CF. An RBT documents: “Client was noncompliant and difficult.” Better documentation is:
Explanation: Option C provides specific, measurable data (refusal %, off-task periods). Others are interpretations.
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CG. Before taking the official RBT exam, the candidate’s BEST preparation is:
Explanation: Effective prep = deep understanding, practice with feedback, targeted review, and self-care.
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