What Procedure is it?
A teacher provides a reward to a student whenever the student goes 15 minutes without calling out in class. Which differential reinforcement procedure is being used?
A. DRA (Differential Reinforcement of Alternative Behavior)
B. DRI (Differential Reinforcement of Incompatible Behavior)
C. DRO (Differential Reinforcement of Other Behavior)
D. Extinction
C. DRO (Differential Reinforcement of Other Behavior)
The student is reinforced for the absence of the problem behavior (not screaming). No specific replacement behavior is required—just that the target behavior does not occur.
You are in a home session with your client, and the parent/caregiver invites you to the movies later.
A. Accept the invitation and see a movie with the parent.
B. Decline when asked in-person, but text the parent separately- accepting the invitation.
C. Decline when asked in-person and report to your supervisor.
D. Decline when asked in-person, inform the supervisor, and ask the supervisor to join you and the parent at the movies.
C. Decline when asked in-person and report to your supervisor.
It is imperative as an RBT to uphold professional boundaries when working with clients. It is good practice to inform supervisors when an instance like this occurs, and to decline any invitation like this with a parent/caregiver to help maintain those boundaries.
During a 30-minute session, an RBT records that a client hit the table 12 times. Which measurement procedure is the RBT using?
A. Duration
B. Latency
C. Frequency
D. Permanent Product
C. Frequency
Frequency measures the number of times a behavior occurs. In this example, the RBT counted that the behavior occurred 12 times, which is a frequency count.
A client correctly identifies pictures only after receiving a verbal prompt. Independent responses remain near zero despite several weeks of instruction. What are the next best steps?
A. Increase the number of prompts being provided
B. Continue using the same prompt level indefinitely
C. Stop teaching the client the skill
D. Begin fading prompts to promote independent responding
Best Answer: D
Rationale: If prompt dependency is developing, prompts should be systematically faded to increase learner independence.
While working in the clinic, an RBT notices a client is consistently meeting mastery criteria and believes the target should be advances. What should the RBT do?
A. Advance the target independently
B. Skip the mastered target during session
C. Notify the BCBA and continue the current intervention
D. Ask another RBT for permission
Answer: C
Rationale: Only the BCBA can modify treatment goals and mastery criteria. RBT's role is to implement program as written, collect data, and communicate recommendations to BCBA.
An RBT teaches a child to request a toy during playtime by waiting for the child to show interest in the toy and then prompting communication.
A. Discrete Trial Training
B. Naturalistic Environment Training
C. Prompt fading
D. DRI
B. Naturalistic Environment Training (NET)
NET occurs in the learner's natural environment and uses naturally occurring motivation and activities (such as play with a desired toy) to teach skills. The teaching is embedded within everyday interactions.
Your client is beginning to engage in mouthing behaviors. The function has been previously established as sensory/automatic. You notice that the client begins to place items into their mouth right after you deliver an SD. What should you do?
A. Ignore it and let client put the item in their mouth
B. Remove the item and tell the client "No, we don't put things in our mouth"
C. Immediately inform supervisors of what you have observed.
D. Tell supervisors that the function of behavior has now changed.
C. Immediately inform supervisors of what you have observed.
The RBT should report only objective observations (e.g., eye contact, unclear antecedent, ABC data) so the BCBA can assess whether updates are needed.
An RBT records that a client cried continuously for 8 minutes after being told that playtime was over. Which measurement procedure is the RBT using?
A. Frequency
B. Duration
C. Latency
D. Rate
B. Duration
Duration measures how long a behavior lasts, from the moment it begins until it ends. In this example, the RBT measured that the crying lasted 8 minutes, which is the length of time the behavior occurred.
A client previously worked enthusiastically for musical instruments but now refuses tasks and leaves the work area when music instruments are offered. What is the next best step?
A. Remove reinforcement completely
B. Conduct preference assessment and evaluate current reinforcer effectiveness
C. Deliver more musical instrument time after each response
D. Continue using musical instruments because it worked before
Best Answer: B
Rationale: Reinforcers can lose value over time. The next step is to determine what is currently motivation for the client
The BCBA is unavailable, and a client is becoming increasingly frustrated during a sorting program. The RBT thinks a different prompt strategy would work better. What should the RBT do?
A. Change the prompting procedure independently
B. Create a new teaching procedure
C. Stop the program
D. Continue following the protocol and communicate to BCBA any RBT concerns
Answer: D
Rationale: RBT's should implement programs as written and communicate concerns to the supervising BCBA. Program modifications, intervention changes, and prompting adjustments are the responsibility of the supervising BCBA
Which of the following best describes prompt fading?
A. Providing a more intrusive prompt after every incorrect response.
B. Gradually reducing assistance so the learner responds independently.
C. Delivering reinforcement after every correct response.
D. Repeating the instruction multiple times until the learner responds.
B. Gradually reducing assistance so the learner responds independently.
The goal of prompt fading is to prevent prompt dependency and help the learner perform the skill when only the natural cue is present. Assistance is systematically reduced (e.g., moving from full physical prompts to partial physical prompts, then gestures, then no prompts).
Jenny is working in a clinical setting with their client, and the client begins to engage in aggression behaviors. The client scratches a peer and breaks skin on the peer's arm during the behavior. Next steps would be:
A. Provide first aid and tell the parent at pick-up
B. Call for the center coordinator and request an ambulance
C. Check on the injured peer's arm and scold your client for having injured their peer
D. Remove your client from the area to ensure safety of peers. Block any other aggression attempts. Communicate with the peer or their technician to see if you need to assist with first aid. Communicate to supervisor the instance that occurred and fill out an incident report (UOIR form)
D. Remove your client from the area to ensure safety of peers. Block any other aggression attempts. Communicate with the peer or their technician to see if you need to assist with first aid. Communicate to supervisor the instance that occurred and fill out an incident report (UOIR form)
Documenting any instance of injury to yourself, client, or other persons during session is a must if there are any visible marks, bruising, or serious injuries that occur.
An RBT tells a client, "Please sit down." The client sits down 7 seconds later. What dimension of behavior is being measured?
A. Duration
B. Frequency
C. Latency
D. Rate
C. Latency
Latency measures the time between a cue, instruction, or event and the start of the behavior. In this example, the RBT measured the 7 seconds between the instruction and the client sitting down.
During a center session, the BCBA observes that two RBT's are implementing the same behavior reduction procedure differently. One follows the written protocol, and the other skips several steps to save time. What is the next best step?
A. Create a new intervention immediately
B. Allow both methods if problem behavior decreases
C. Review treatment plan and make sure all staff implements consistently
D. Let each RBT use the method they prefer to use
Best Answer: C
Rationale: Treatment integrity requires interventions to be implemented as designed. Consistent implementation must occur before determining whether a treatment is effective.
During an in home session, a parent asks the RBT to teach the child to tie shoes even though it is not currently apart of the client's treatment plan. What is the best response?
A. Add shoe-tying to current session for the day
B. Inform parent any new goals should be reviewed by BCBA
C. Tell the parent no and end the conversation
D. Create a new teaching plan for future sessions
Answer: B
Rationale: RBT's cannot add goals independently. Adding a new target without BCBA approval would be outside the RBT's scope of practice. while parents can request new goals, treatment planning and goal selection are BCBA responsibilities.
A child learns to say “hello” to their RBT during sessions. Later, the child independently says “hello” to their RBT and peers without being taught to do so in those settings. This is an example of:
A. Prompt Fading
B. Shaping
C. Generalization
D. Discrete Trial Training
C. Generalization
Generalization occurs when a learner demonstrates a skill in new environments, with different people, or with different materials than those used during training. In this example, the child learned the greeting with the RBT but then used it appropriately with peers, showing that the skill transferred beyond the original teaching situation.
An RBT divides a 20-minute observation into 1-minute intervals. The RBT marks an interval as occurring if the target behavior happens at any time during the interval, even if it lasts only a few seconds.
This is an example of:
A. Whole Interval Recording
B. Partial Interval Recording
C. Duration Recording
D. Momentary Time Sampling
B. Partial Interval Recording
Partial Interval Recording is used when the observer records the behavior if it occurs at any point during the interval, even briefly.
During home sessions, a client independently requests help from the RBT but never requests help from parents, siblings, or other relatives. What is the next best step?
A. Increase reinforcement only during sessions
B. Introduce opportunities to practice requesting help with family members and different settings
C. Continue practicing only with the RBT until mastery increases
D. Stop teaching the skill because it was mastered with the RBT
Best Answer: B
Rationale: Generalization occurs when skills transfer across settings, people, and situations. Practice should be expanded beyond the RBT.
A teacher tells the RBT, "I noticed this student leaves their seat frequently during class. What do you think the function of the student's behavior?" What should the RBT do?
A. Explain which behavioral function seems most likely based on teacher observations
B. Share an opinion but explain that it is only an assumption
C. Review observations with the teacher and explain that determining functions is the responsibility of the supervising BCBA
D. Conduct a functional assessment and provide the teacher with the results
Answer: C
Rationale: When the teacher requests information about the function of behavior, the RBT should communicate observations and refer any questions regarding behavioral function to the supervising BCBA. Functional assessments, interpreting assessment results, and determining behavioral function are BCBA responsibilities.
An RBT is teaching a child to independently tie their shoes. The RBT breaks the task into smaller steps (cross laces, make a loop, wrap the lace, pull tight) and teaches each step in sequence until the child can complete the entire task.
This procedure is an example of:
A. Shaping
B. Chaining
C. Prompt Fading
D. Generalization
B. Chaining
Chaining is used to teach a complex skill that consists of multiple smaller behaviors linked together in a specific order. Shoe-tying is a task with many steps, so the RBT teaches each step and connects them into a complete behavior chain.
An RBT records:
What part of the ABC data may suggest the behavior is maintained by escape?
A. Difficult math worksheet was presented.
B. Student yelled and threw the worksheet.
C. Student did not complete the worksheet.
D. The behavior occurred in a classroom.
C. Student did not complete the worksheet.
The consequence resulted in the student escaping the task. This suggests the behavior may be maintained by escape from demands.
During clinic sessions, your client frequently throws materials when asked to complete difficult work tasks. Data shows that staff often removes the task immediately after the behavior occurs. What is the next best step?
A. Provide high preferred items after the objects are thrown
B. Continue removing tasks following the challenging behaviors
C. Teach and reinforce an appropriate way to request assistance/break
D. increase the difficulty of all tasks
Rationale: The behavior helps the client avoid difficult tasks. The next step is to teach the client an appropriate way to ask for help or ask for a break instead of engaging in problem behaviors.
During a clinic session, another staff member says: "The BCBA is out today. You've worked with this client for months. Can you determine why the aggression is increasing and create a new behavior intervention for us to use?" Which response best reflects the RBT's role?
A. Create a temporary intervention since the BCBA is unavailable
B. Ask the caregiver what intervention they think is best to use when BCBA is unavailable
C. Analyze the data and determine the function of the behavior
D. Continue implementing the current plan, collect data, and notify the BCBA of behavior increase
Rationale: The situation falls outside the RBT's scope of practice. The RBT's role is to implement the existing plan with fidelity, collect data, and communicate concerns to the supervising BCBA.