RBT Practice Exam 3

Escape-maintained behaviors are used to avoid, delay, or escape from an undesired task or situation, such as throwing a tantrum to avoid cleaning up toys.

Latency is the time between a given stimulus (e.g., instruction) and the beginning of a behavior. It is useful for evaluating how quickly a client responds to prompts or demands.

A fixed ratio schedule delivers reinforcement after a predictable number of responses (e.g., after every 5 responses). It produces high response rates with pauses after reinforcement.

A preference assessment begins by presenting potential reinforcers and recording which ones the client selects or interacts with. This helps determine what items are most motivating to use as reinforcers.

Replacement behaviors are positive alternatives taught to serve the same function as the problem behavior. For example, teaching a child to ask for a break instead of running away from tasks.

A token economy uses tokens (secondary reinforcers) that are earned for target behaviors and can be exchanged for preferred items or privileges. It teaches delayed gratification and reinforces multiple behaviors.

A task analysis involves breaking a complex skill into smaller, manageable components, which can then be taught sequentially. For example, brushing teeth can be broken into steps like turning on the water, picking up the toothbrush, applying toothpaste, etc. This allows the RBT to teach each step systematically, often using chaining procedures, and track progress at each stage. Task analyses make it easier for clients to master functional life skills that would otherwise be overwhelming in their entirety.

A task analysis involves dividing a complex skill into smaller, manageable components that can be taught systematically. For example, brushing teeth can be broken down into 10–15 small steps like turning on water, applying toothpaste, etc.

Generalization occurs when a skill taught in one setting transfers to other environments or people, demonstrating that the client can apply learning flexibly across real-life contexts.

An MO is any event or condition that temporarily alters the value of a reinforcer and increases or decreases the frequency of behavior associated with that reinforcer. For example, deprivation of food makes food more valuable as a reinforcer.

RBTs are ethically bound to respect the dignity and rights of all clients, which includes avoiding embarrassment, promoting independence, and treating each person with respect.

Task analysis refers to the process of breaking a complex behavior or skill into smaller, manageable steps. This allows for more systematic teaching and helps the learner build toward mastery of the full task.

A conditioned reinforcer (also known as a secondary reinforcer) gains value through association with primary reinforcers. Tokens are neutral by themselves but become reinforcing when they’re linked to access to toys or treats.

Prompt fading is the gradual removal of prompts so that the learner becomes more independent. It ensures that the behavior is controlled by natural cues instead of artificial prompts.

RBTs are not qualified to discuss diagnoses and must refer clients or guardians to the BCBA. Sharing inaccurate or unauthorized information can violate ethical and legal standards.

Reinforcement is most effective when given immediately after the desired behavior. This strengthens the behavior–consequence connection, making it more likely the behavior will occur again.

The first step in an FBA is to clearly and objectively define the behavior of concern, so it can be consistently observed and measured. This is essential for ensuring accurate data collection and effective analysis. Without a clear operational definition, it's difficult to determine function or create an effective behavior intervention plan.

RBTs are responsible for faithfully implementing the behavior plan created by the BCBA and for collecting accurate data. They do not diagnose or make treatment changes independently.

RBTs are not responsible for designing behavior plans—that’s the job of the BCBA. However, RBTs implement the behavior intervention plan (BIP) and collect accurate data to inform the BCBA’s decisions. RBTs work under close supervision to ensure fidelity and effectiveness.

Ethical practice requires that mistakes be acknowledged, documented, and reported to the supervising BCBA. Transparency ensures client safety and promotes a culture of learning and improvement.

Duration data records how long a behavior occurs, which is ideal for behaviors like tantrums or on-task performance that vary in length.

The function of behavior is the purpose the behavior serves for the individual. Common functions include escape, attention, access to tangibles, and sensory stimulation. Identifying function is critical to designing effective interventions.

Discussing a client with someone not authorized or involved in their care violates confidentiality and the ethical code. RBTs must never share client information outside of the treatment team.

Continuous measurement tracks every instance of a behavior during the observation period. Counting each time a student raises their hand is a frequency measure and an example of continuous data.

An RBT should review previous data and plans before each session to ensure continuity, track progress, and implement procedures as designed by the BCBA.

An SD is a specific environmental cue or signal that indicates that reinforcement is available for a particular behavior. For example, if a teacher says, “Touch your nose,” and the student is reinforced for doing so, the instruction acts as an SD. The behavior is more likely to occur in the presence of that cue because it predicts reinforcement.

Partial interval recording checks if a behavior occurred at all during a set time interval. It tends to overestimate total behavior duration and is used when it's more important to know if a behavior is happening than how long.

Interviews, observations, and data collection are standard components of an FBA, which seeks to determine the function or reason behind a behavior in order to develop an effective intervention.

For behavior to be measurable, it must be observable and quantifiable. Smiling for 5 seconds is observable and can be timed, while emotions and thoughts are private events not visible to others.

Extinction involves no longer providing reinforcement for a behavior that was previously reinforced, which leads to a decrease in that behavior over time. For example, if a child gets attention for whining and the attention stops, the whining may decrease.

Reinforcement is any consequence that increases the future likelihood of a behavior, while punishment decreases the likelihood. Both can be positive (adding a stimulus) or negative (removing a stimulus).

Automatic reinforcement is when the behavior produces its own reinforcement without needing social mediation. Hand-flapping may feel good or provide stimulation, making it self-reinforcing.

According to the BACB, RBTs must receive supervision for at least 5% of the hours they spend providing behavior-analytic services each month. This ensures ethical practice and ongoing professional development.

Chaining involves teaching steps in a sequence, where each step serves as the cue for the next. This is used for complex behaviors like brushing teeth, where each part is taught individually until the whole task can be done independently.

Only behaviors that are observable and measurable can be recorded accurately. Screaming is something that can be seen or heard, and duration (3 seconds) provides a quantifiable measure.

Differential reinforcement teaches appropriate alternatives by reinforcing desired behaviors and not reinforcing the undesired behaviors. For example, reinforcing asking for help while ignoring screaming.

Prompt fading ensures that the client does not become dependent on artificial prompts. By gradually removing prompts, clients learn to respond independently to natural cues in their environment.

Latency measures the time delay between a specific stimulus (e.g., instruction) and the onset of the behavior. This is important for analyzing response patterns, especially for compliance-related tasks.

A discriminative stimulus (SD) is a cue or signal that a certain behavior will be reinforced. For example, a therapist holding up a flashcard may act as an SD indicating that a response (e.g., saying the name of the object) will earn reinforcement.

RBTs are responsible for implementing skill acquisition programs created by the supervising BCBA and collecting data. They do not design or change plans without BCBA guidance.

RBTs are mandated reporters and are ethically and legally required to report suspected abuse to their supervisor or designated authority immediately. Delaying or ignoring such concerns can endanger the client and result in legal consequences.

Reinforcement is a core principle in ABA and refers to any stimulus or consequence that strengthens or increases a behavior. This means the behavior is more likely to occur again in similar situations. Reinforcement can be positive (adding something desirable) or negative (removing something aversive). Its main purpose is not punishment or convenience but behavior change through strengthening desired actions.

Accurate data collection allows the behavior analyst to monitor client progress, determine effectiveness of interventions, and make necessary changes. Without reliable data, treatment may be ineffective or even harmful.

ABC data must be recorded objectively and factually. This means describing exactly what happened before (A), what the behavior was (B), and what happened after (C) — without interpretation or assumptions.

A dual relationship occurs when an RBT has multiple roles with a client (e.g., therapist and friend), which can compromise objectivity and ethics. Such relationships should be avoided or managed appropriately.

Using disrespectful, belittling, or sarcastic language undermines the client’s dignity. As an RBT, it's essential to treat all clients with respect, professionalism, and care regardless of behavior.

Reinforcement is used to increase the future frequency of a behavior by following it with a consequence that is desirable to the individual. Reinforcement can be positive (adding something pleasant) or negative (removing something unpleasant), but the key outcome is that the behavior is strengthened over time.

Extinction involves withholding reinforcement that was previously given for a behavior, with the goal of reducing or eliminating that behavior. For example, if a child screams for attention and that attention is no longer provided, the behavior may eventually decrease.

A fixed interval schedule delivers reinforcement after a set amount of time, as long as the target behavior is occurring. This teaches individuals that time passing is a cue for reinforcement, not just behavior frequency.

Positive punishment involves adding an aversive consequence after a behavior to reduce its occurrence. In this case, assigning extra chores is an added stimulus meant to discourage lying.

Pairing refers to the process where an RBT becomes associated with reinforcement (e.g., toys, attention, food), so the client views the RBT as a positive presence. This builds rapport and increases instructional control.

Reinforcers can lose their effectiveness due to satiation or changing interests, especially in children. Conducting regular preference assessments ensures that the most motivating reinforcers are used, maintaining behavior change.

A BIP outlines strategies for reducing problem behaviors, including antecedent modifications, teaching replacement behaviors, and how to respond to challenging behaviors appropriately. It is based on the FBA.

Differential reinforcement of incompatible behavior (DRI) involves reinforcing a behavior that cannot happen at the same time as the problem behavior. Sitting in a seat is incompatible with running around — a child cannot do both simultaneously. By reinforcing sitting, you're encouraging a positive behavior that physically prevents the undesired behavior from occurring. This strategy is particularly effective because it directly reduces the problem behavior by strengthening a mutually exclusive alternative.

RBTs are mandated reporters, meaning they are legally required to report suspected abuse or neglect immediately when they have reasonable suspicion. They do not need to confirm or investigate the situation — that responsibility lies with the appropriate child protective services. Waiting for confirmation or approval from others can delay critical intervention and put the client at further risk. This duty is both an ethical and legal obligation to protect vulnerable individuals.

If instructions are unclear, the RBT must consult the supervising BCBA to avoid collecting inaccurate or inconsistent data. Clear communication ensures fidelity to the behavior intervention plan.

Response prompts directly guide or assist the learner in performing the desired behavior, such as modeling, verbal instructions, or physical guidance. These prompts are faded over time to promote independence.

A well-written behavior goal is specific, measurable, and observable. "Requesting help using a complete sentence on 4 out of 5 opportunities" clearly defines what behavior is expected and how success is measured.

Discussing client information in public violates confidentiality and the RBT Ethics Code. RBTs must always maintain professionalism and protect client privacy.

When behavior is maintained by attention, providing attention reinforces it. Instead, RBTs should withhold reinforcement and redirect the client back to the task using neutral or minimal response.

RBTs have an ethical duty to protect client welfare, which includes reporting inappropriate or harmful practices to their supervising BCBA. Unsupervised or incorrect use of punishment can be dangerous and unethical.

Frequency recording is best for counting how often a behavior occurs, especially when behaviors are discrete and brief (e.g., hitting, hand-raising). It allows analysts to track trends and evaluate changes over time.

Negative reinforcement involves the removal of an aversive stimulus following a behavior, which increases the likelihood of that behavior recurring. In this case, putting on headphones removes an aversive sound, making the behavior more likely in the future.

Offering choices is a key way to promote autonomy and respect client dignity in ABA sessions. It gives clients a sense of control, improves engagement, and helps develop independence. For example, allowing a client to choose between two tasks or reinforcers shows respect for their preferences and individuality.

Response generalization occurs when the learner starts exhibiting new, untrained responses that achieve the same function as the taught behavior — showing flexibility and adaptation of skills.

A preference assessment helps identify items or activities that the client likes, which can be used as reinforcers. It's essential because reinforcement must be meaningful to the individual to be effective.

In a continuous reinforcement schedule, every occurrence of the target behavior is reinforced. This is especially useful when teaching new behaviors to build a strong behavior-reinforcer relationship.

Before starting a session, RBTs must review the client’s goals, previous session notes, and prepare necessary materials. This ensures they are ready to provide effective and consistent intervention.

Pairing is the process by which an RBT becomes associated with positive reinforcement in the eyes of the client. This involves engaging in fun, preferred activities without placing demands, which helps build a positive relationship. When the client sees the RBT as a source of enjoyment and reinforcement, they are more likely to engage and comply during future instructional sessions. Pairing lays the foundation for trust, motivation, and effective teaching.

Antecedent interventions focus on changing events that occur before a behavior to reduce the chance it will happen. This might include giving choices, modifying instructions, or reducing demands.

In forward chaining, the learner starts with the first step, which is taught and mastered before moving to the next. Each subsequent step is added in sequence, building the skill gradually.

IOA measures how consistently two or more observers collect data on the same behavior. High IOA ensures that data are accurate and that different observers are interpreting and recording behavior in the same way.

A tangible function occurs when a behavior results in access to a physical item or activity. In this case, the child screams to obtain a toy, making the behavior tangible-maintained. Understanding function is key to developing effective interventions.

A prompt is an antecedent strategy that helps guide the client toward the correct response. Prompts are used to teach new skills and should be faded over time to promote independence.

Continuous measurement methods record every instance of behavior, and duration tracks the total time the behavior occurs. In contrast, time sampling methods are discontinuous and observe behavior during specific intervals.

IOA is used to measure the degree to which two or more observers agree on what they are recording. High agreement indicates reliable, objective data collection—a cornerstone of quality ABA practice.

A variable ratio schedule reinforces a behavior after a changing number of responses, like a slot machine. This schedule leads to high and steady response rates because the next reward could always be "just one more" response away.

Client confidentiality is a legal and ethical responsibility. Information should never be shared without written consent, even with family or friends. The RBT should direct any requests to the supervising BCBA.

Permanent product recording involves measuring the outcome or result of a behavior rather than observing the behavior itself. For instance, counting how many math worksheets a student completes provides a tangible result (a "permanent product") of the behavior. This method is advantageous because it allows data collection to occur after the behavior has occurred, increasing flexibility and objectivity. Unlike frequency or duration data, which require real-time observation, permanent product data can be verified at any time.

Permanent product recording involves measuring the results of behavior, not the behavior itself. For example, counting completed worksheets or the number of folded towels are permanent products of the respective behaviors.

"Pairing" means associating yourself (the therapist) or materials with positive reinforcers to build rapport and make learning enjoyable. This is crucial in early sessions to ensure that the learner is motivated to engage with the RBT.

Shaping involves reinforcing successive approximations of a target behavior. For instance, teaching a child to say “juice” might begin with reinforcing any vocal sound, then “juh,” and eventually “juice.”

Interobserver Agreement (IOA) measures how consistently two or more observers record the same behavior. High IOA means the behavior was clearly defined and observed reliably, which increases the validity and trustworthiness of the data. For example, if two RBTs independently record that a student engaged in out-of-seat behavior five times in a session, and their counts match, it reflects high IOA. This is crucial for ensuring that decisions based on the data are accurate and objective.

RBTs are ethically required to protect client privacy, maintain confidentiality, follow behavior plans, and operate under supervision. Sharing client information is a violation of ethics and privacy laws (e.g., HIPAA).

RBTs must always follow the safety and crisis procedures outlined in the behavior intervention plan. These protocols are designed to protect the client and others while maintaining ethical standards and data integrity.