Whats the function?
Which of the following is not a function of behavior?
A) Automatic/sensory
B) Escape
C) Attention
D) Tantrum
D) Tantrums
The 4 functions of behavior are escape, Attention, Automatics/Sensory and tangible
Ethics:
During session a client's mother shares her recent medical issues. Ironically, the RBT has just had the same issue last year.
What should the RBT do?
A: Ignore the mother's comments
B: Share your medical history in hopes to comfort her
C: Tell the mother it's inappropriate to share her medical history.
D: Keep your personal information to yourself and respond with a neutral comment.
D: Keep your personal information to yourself and respond with a neutral comment.
Rationale: The RBT should maintain professional boundaries, avoid self-disclosure, and respond with a neutral, empathetic comment.
An RBT physically guides a client to complete a handwashing task, then gradually reduces help over time. What best explains this?
A. Reinforcement
B. Prompting & fading
C. Generalization
D. Extinction
B. Prompting and Fading
Rationale: The RBT is giving the client help (prompt) and slowly removing assistance to build independence.
An RBT count how many times a client leaves their seat during a 60-minute session. What type of measurement is being used?
A. Frequency
B. Duration
C. Latency
D. Interresponse Time (IRT)
A. Frequency
Rationale: Frequency counts how many times a behavior happens
During session a client starts to engage in novel problem behaviors.
What is the most appropriate way to handle this situation?
A: Immediately report to supervisors
B: Cancel session as you are not prepared for these behaviors
C: Leave client in their bedroom so you can take a break
D: After session, give parents advise on how to handle these behaviors
A: Immediately report to supervisors
Rationale:
Novel behaviors are not in the treatment plan, so the RBT must stay within scope and report to the BCBA to ensure safe and appropriate intervention.
What happens before the behavior?
A) Antecedent
B) Response
C) Consequence
D) Punishment
A) Antecedent
Reporting:
During a home session an RBT sees black mold in the bathroom. Later, they notice bugs in the carpet.
What should the RBT do?
A: Ignore it to keep the family from embarrassment
B: Bring it up to the family
C: Immediately tell a supervisor
D: Give the family suggestions on how to resolve the issue.
C: Immediately tell a supervisor
Rationale: Environmental concerns (e.g., mold, bugs) should be reported to a supervisor so they can address it appropriately and ensure client safety.
In the clinic, an RBT sits at the table with a client and presents flashcards. The RBT says, "What is this?" while showing a picture of a dog. The client answers, the RBT gives praise, and then immediately presents the next card. This best illustrates:
A. NET
B. DTT
C. Generalization
D. Extinction
B. DTT
Rationale: In the scenario, Discrete Trial Training (DTT) is structured teaching with clear instructions, repeated trials, and immediate reinforcement at the table.
Two RBTs observe the same session. One RBT records 5 instances of hitting, the other records 10. What should be done to check consistency?
A. Ignore one RBT's data collection
B. Change the intervention immediately
C. Stop data collection
D. Conduct IOA (Interobserver Agreement) and review definitions/training
D. Conduct IOA (Interobserver Agreement) and review definitions/training
Rationale: IOA checks if data is consistent between observers. It ensures the data is reliable and that both RBTs are measuring the behavior the same way.
Session is taking place in a center. Client's hitting behaviors have gotten so extreme it has been deemed unsafe to change a client's diaper.
How should this be handled?
A: Leave client in the diaper they are already wearing
B: Let supervisors know and have parents pick up client immediately
C: Ask for extra support and hold client down to change them
D: When parents arrive let them know that client is not allowed back at the center/
B: Let supervisors know and have parents pick up client immediately
Rationale: When behavior creates a safety risk, the RBT should notify supervisors immediately so appropriate next steps can be taken (e.g., parent pick-up, plan modification). This maintains client and staff safety.
When conducting ABC Data, what is being collected?
A) Antecedent, Before, Consequence
B) After, Before, Consequence
C) Antecedent, Behavior, Consequence
D) Abc Song
C) Antecedent, Behavior, Consequence
Antecedent: what happened before the behavior, was there an sd before the behavior?
Behavior: we describe the tantrum, flopping, eloping, crying, etc
Consequence: we document how we helped the behavior, did you offer coping skills? did the client ask for a break, Did the bt follow through with original sd ect
Supervision:
Halfway through the month an RBT notices that they haven't received any supervision.
What should the RBT do?
A: Give it more time to see if a supervisor will overlap
B: Let the supervisor handle it, as it is their responsibility
C: Reach out to a supervisor and let them know how many hours you need
D: Complain to other RBTs on the case
C: Reach out to a supervisor and let them know how many hours you need
Rationale: RBTs should proactively communicate and ensure they meet required supervision (e.g., 5%). This supports compliance and accountability.
A client completes a task and receives praise and a preferred toy, increasing future responding. This best shows:
A. Punishment
B. Extinction
C. Reinforcement
D. Prompting
C. Reinforcement
Rationale: The behavior increases because a reward was given after the response.
An RBT writes: "The client cried for 2 minutes and dropped to the floor." What type of data is this?
A. Subjective
B. Objective
C. Opinion-based
D. Not measurable
B. Objective
Rationale: This describes observable and measurable behavior
While reading a client's behavior improvement plan you believe it may not be ethical.
How should this be handled?
A: Complain to parents and say you don't agree
B: In session do things the way you think is best
C: Report the BCBA who wrote it to the board
D: Ask to meet with the BCBA to help you further understand the plan
D: Ask to meet with the BCBA to help you further understand the plan
Rationale: The appropriate first step is to seek clarification from the BCBA, ensuring understanding while maintaining professional communication and ethical practice.
During a reading task, the RBT asks the client to read a paragraph. The client throws the book. The RBT picks up the book and prompts the client to ask for a 2-minute break. What is the consequence?
A) Throwing the book
B) Reading a paragraph
C) A 2-minute break
D) Asking to read
C, a 2-minute break (The action immediately following the behavior).
Behavior Plan Decisions:
During session a client is engaging in hitting behaviors. The function has been previously determined to be escape. The RBT is noticing that today the client is making eye contact before hitting and there is no clear antecedent.
What should the RBT do?
A: During drop off let parents know that the client is hitting for attention
B: Immediately let supervisors know what you have observed
C: Scold the client for hitting and take away break times
D: Tell supervisors that the function of the behavior has changed
B: Immediately let supervisors know what you have observed
Rationale: The RBT should report objective observations (e.g., eye contact, unclear antecedent) so the BCBA can assess whether updates are needed.
During playtime in the clinic, a client reaches for bubbles. The RBT waits, and the client says "bubbles". The RBT immediately gives the bubbles. This is an example of which teaching strategy:
A. DTT
B. NET
C. Prompting
D. Shaping
Rationale: The skill is taught naturally during play using the client's motivation. Natural Environment Teaching (NET) is teaching skills during everyday activities using things the client is already interested in.
Which statement should an RBT correct?
A. The client engaged in aggression 4 times
B. The client ran out of the room
C. The client was angry and acting out
D. The client threw a toy
C. The client was angry and acted out
Rationale: It is subjective and should be replaced with observable behavior.
Jason, a seven-year-old with autism, frequently screams and throws objects when presented with math tasks. Behavior Reduction Plan Goal: Reduce task-avoidant behavior (screaming, throwing)
Which of the following is not what the RBT should do?
A)Follow the BIP, which states to use planned ignoring for screaming and redirection back to task.
B) Discuss about Jason to the teacher and make changes to the BIP
C) Reinforce task completion with a preferred item (e.g., a break or favorite toy).
D) Collect ABC (Antecedent, Behavior, Consequence) data during the session.
B) Discuss about Jason to the teacher and make changes to the BIP
Rationale: The RBT should be following BIP, Reinforcing task completion (DRA) and collect ABC data during the session.
It is outside scope of practice if RBT changes BIP only a BCBA can make those decisions
The RBT is playing with a client. The RBT says, "Time to clean up," and the child begins to cry and vocal protesting. The RBT prompts the client to use coping skills and to ask for more time. The RBT allows the child to continue playing. What is the antecedent?
A) The child crying
B) The RBT saying "Time to clean up"
C) Continuing to play
D) The RBT and client playing
B) The RBT saying "Time to clean up" (The trigger before the behavior).
This is what happened before the behavior
Bonus question:
During session a parent starts to complain about a politician. You also dislike this person.
What should you do?
A: Keep your personal beliefs and preferences to yourself
B: Agree with parent and take some time to discuss politics
C: Let parents know to be careful, as you believe a supervisor on the case supports this politician
D: Now that you know parent's preferences, teach client about this politician and how bad they are.
A: Keep your personal beliefs and preferences to yourself
Rationale: RBTs must maintain professional boundaries and avoid sharing personal or political views during session.
A client can request "help" during therapy but not at school or home. This shows:
A. Prompt dependency
B. Lack of generalization
C. Lack of reinforcement
D. Extinction burst
B. Lack of generalization
Rationale: The skill is not happening across different settings or people. Generalization means a client can use a skill in different places, with different people, or different things, not just during therapy.
A graph shows a client's aggression decreasing after a new intervention is started. What does this suggest?
A. The intervention is not working
B. The behavior is increasing
C. The intervention may be effective
D. Data is inaccurate
C. The intervention may be effective
Rationale: Decreasing behavior suggests the intervention is helping. Graph interpretation means looking at patters or trends in data over time to understand the if behavior is increasing or decreasing. This helps RBTs and BCBAs decide if treatment is working or needs to be changed.
Client Profile: Maya, age 5, often engages in non-compliant behavior (e.g., refusing to sit) when a new person enters the room. Behavior Reduction Plan Goal: Decrease non-compliance and increase appropriate attention-seeking.
What should the RBT do?
A) Implement a differential reinforcement strategy (DRA), reinforcing when Maya appropriately asks for attention
B) Avoid giving attention (eye contact or reprimands) when she engages in non-compliance.
C) Prompt alternative behaviors, such as saying “Look at me!” or raising her hand.
D) All of the above
D) all of the above
Rationale: These all follow in line with BIP to help decrease the maladaptive behavior and increase appropriate behavior strategies.