Measurement
Which of the following is an example of continuous measurement?
a. Momentary time sampling
b. Partial interval recording
c. Whole interval recording
d. Frequency recording
D. Frequency recording
Continuous measurement records every occurrence of a behavior (e.g., frequency, duration, latency, interresponse time). Discontinuous methods (a–c) record only some instances of behavior during predetermined intervals. Frequency recording counts each time a behavior occurs, so it’s continuous.
When conducting a preference assessment, the RBT should:
a. Ask the caregiver which reinforcers to use and skip direct assessment
b. Present multiple items to the learner and observe which they choose
c. Deliver all items at once and record which one is touched first
d. Wait for the BCBA to conduct the assessment alone
b. Present multiple items to the learner and observe which they choose
Explanation:
Preference assessments identify potential reinforcers by systematically presenting items/activities and observing selections or engagement. RBTs assist by implementing the assessment under supervision—not making reinforcer assumptions or avoiding participation.
Which of the following is an example of shaping?
a. Teaching shoe tying by completing each step in sequence with prompts
b. Reinforcing closer and closer approximations to saying “ball”
c. Providing reinforcement only after 5 minutes of on-task behavior
d. Using a token economy to increase math homework completion
b. Reinforcing closer and closer approximations to saying “ball”
Explanation:
Shaping reinforces successive approximations toward a target behavior. The learner moves from babbling to saying “ba,” then “bal,” then “ball.” Option (a) is chaining, (c) is differential reinforcement of duration, and (d) is a token system.
Which of the following is an example of extinction?
a. Providing tokens for appropriate behavior
b. Ignoring a behavior that was previously reinforced by attention
c. Punishing all instances of problem behavior
d. Giving a child a break before problem behavior occurs
b. Ignoring a behavior that was previously reinforced by attention
Explanation:
Extinction means withholding reinforcement that previously maintained a behavior. If attention-maintained behavior is ignored, that function’s reinforcement is removed. Option (a) is reinforcement, (c) is punishment, and (d) is antecedent modification.
A 6-year-old with autism is learning to ask for toys. When the RBT holds up a ball and says, “What do you want?” the child says, “Ball,” and receives the ball immediately. What procedure is being used?
a. Mand training
b. Tact training
c. Intraverbal training
d. Echoic training
a. Mand training
Explanation:
A mand is a request controlled by motivation (wanting the ball). The child’s verbal response (“ball”) directly results in obtaining the desired item.
A behavior analyst wants to measure how long it takes a student to start an assignment after being given directions. What measurement system should be used?
a. Duration
b. Latency
c. Interresponse time
d. Rate
b. Latency
Explanation:
Latency measures the time between an instruction (stimulus) and the beginning of a behavior. Here, the focus is on the delay before the student begins, not how long they work or how often.
During a functional assessment, an RBT’s main role is to:
a. Interpret data and determine the function of behavior
b. Implement functional analysis independently
c. Collect data and observe behavior in various conditions
d. Write the final behavior intervention plan
c. Collect data and observe behavior in various conditions
Explanation:
RBTs assist with data collection during assessments but do not conduct analyses or create treatment plans. The BCBA interprets the data and designs interventions.
When teaching a new skill using discrete trial training (DTT), which sequence is correct?
a. Instruction → Response → Reinforcement → Data recording
b. Response → Instruction → Reinforcement → Feedback
c. Reinforcement → Instruction → Response → Data recording
d. Instruction → Reinforcement → Response → Feedback
a. Instruction → Response → Reinforcement → Data recording
Explanation:
Each DTT includes a clear instruction (SD), learner response, consequence (reinforcement or correction), and data recording. This format promotes structured, consistent teaching trials.
When implementing a behavior reduction plan, the RBT should:
a. Change procedures if the plan isn’t working
b. Collect data and follow the plan exactly as written
c. Use personal judgment about when to reinforce
d. Modify target behaviors as needed
b. Collect data and follow the plan exactly as written
Explanation:
RBTs must implement plans with fidelity. If something isn’t working, they should report it to the supervisor (BCBA) rather than make independent changes.
During group instruction, a student often yells to gain teacher attention. The RBT begins to reinforce appropriate hand-raising and ignores yelling. What is this an example of?
a. DRA (Differential Reinforcement of Alternative Behavior)
b. Extinction only
c. Punishment
d. Shaping
a. DRA (Differential Reinforcement of Alternative Behavior)**
Explanation:
The RBT reinforces an appropriate alternative (hand-raising) while withholding attention (extinction) for yelling. This increases desirable behaviors and reduces problem behaviors.
If an RBT counts 30 instances of hand-raising during a 60-minute class, what is the rate of behavior?
a. 2 per minute
b. 0.5 per minute
c. 30 per minute
d. 60 per hour
b. 0.5 per minute
Explanation:
Rate = count ÷ time. Here, 30 ÷ 60 = 0.5 responses per minute. Rate gives a standardized measure of how often a behavior occurs over time.
Which of the following best describes an RBT’s role during a preference assessment?
a. Selecting all assessment materials and writing the procedure
b. Conducting the assessment as directed and collecting accurate data
c. Interpreting the data to identify reinforcers
d. Choosing the most preferred items based on personal judgment
b. Conducting the assessment as directed and collecting accurate data
Explanation:
RBTs implement assessments under BCBA direction and record results objectively. They do not interpret or design the assessment.
Which of the following best describes prompt fading?
a. Adding more prompts to ensure correct responses
b. Gradually removing prompts so the learner responds independently
c. Using physical guidance permanently
d. Alternating between prompts randomly
b. Gradually removing prompts so the learner responds independently
Explanation:
Prompt fading systematically reduces assistance (e.g., from full physical to verbal) to promote independent responding and avoid prompt dependency.
A BCBA designs a plan to reinforce on-task behavior and ignore calling out. This is an example of:
a. Extinction
b. Differential Reinforcement of Alternative Behavior (DRA)
c. Punishment
d. Response cost
b. Differential Reinforcement of Alternative Behavior (DRA)
Explanation:
DRA strengthens a desirable behavior (on-task behavior) while withholding reinforcement for an undesired one (calling out).
During a session, the RBT is teaching color identification. The RBT holds up a red card and says, “What color?” The client says “red,” and the RBT provides verbal praise and a token. What type of operant is this?
a. Mand
b. Tact
c. Intraverbal
d. Echoic
b. Tact
Explanation:
The client labels something in the environment (a red card). A tact is labeling or commenting about the world around us, reinforced socially.
An RBT recorded that a child raised their hand 12 times during a 45-minute session. What is the rate of hand-raising per minute?
a. 0.25 per minute
b. 0.30 per minute
c. 0.40 per minute
d. 0.50 per minute
b. 0.30 per minute
Explanation:
Rate = frequency ÷ time.
12 ÷ 45 = 0.27, which rounds to 0.3 per minute.
Rate helps standardize frequency data across different observation durations.
A BCBA is testing whether tantrums occur to escape tasks. What kind of assessment is being conducted?
a. Preference assessment
b. Functional assessment
c. Skills assessment
d. Reinforcer assessment
b. Functional assessment
Explanation:
A functional assessment identifies why (the function) a behavior occurs—such as to escape demands, gain attention, or access tangibles.
What is the goal of generalization training?
a. To teach a single skill in one setting
b. To maintain skills without reinforcement
c. To have skills occur across settings, people, and stimuli
d. To reduce problem behaviors
c. To have skills occur across settings, people, and stimuli
Explanation:
Generalization means the learner applies learned behaviors in new contexts (different people, environments, or materials).
If extinction is implemented incorrectly, what might occur?
a. The behavior will immediately stop
b. A behavior spike known as an extinction burst
c. Increased reinforcement
d. Faster acquisition of new skills
b. A behavior spike known as an extinction burst
Explanation:
An extinction burst is a temporary increase in frequency, duration, or intensity of behavior when reinforcement is first removed. It’s common and expected.
Question 3:
A client is learning to brush their teeth. The RBT teaches each step—picking up the toothbrush, applying toothpaste, brushing, rinsing—until the full routine is mastered. What teaching procedure is being used?
a. Shaping
b. Chaining
c. Task analysis
d. Prompt fading
b. Chaining
Explanation:
Chaining teaches complex skills by breaking them into smaller, linked steps. Once each step is mastered, the entire sequence is completed independently.
The RBT measures the time between giving the instruction “Stand up” and when the client stands up. The times (in seconds) across trials are: 3, 5, 4, and 8.
What is the average latency?
a. 4 seconds
b. 4.5 seconds
c. 5 seconds
d. 5.25 seconds
c. 5 seconds
Explanation:
(3 + 5 + 4 + 8) ÷ 4 = 20 ÷ 4 = 5 seconds average latency.
Latency = time from SD to response onset.
During a preference assessment, an RBT presents two items at a time and records which one the client chooses. After multiple trials, the RBT notices that the client consistently selects the same item first, regardless of what it’s paired with. What should the RBT do next?
A. Continue the assessment as planned since consistent selection indicates a strong preference.
B. End the assessment and immediately use the chosen item as a reinforcer in teaching sessions.
C. Modify the assessment by randomizing item positions and ensuring equal exposure to both items.
D. Replace the chosen item with a less preferred one to force variability in responding.
C. modify the assessment by randomizing item positions and ensuring equal exposure to both items.
Explanation: The consistent selection of one item may reflect position bias (e.g., always choosing the item on the left), not true preference. The RBT should control for this by randomizing item placement and ensuring each item appears equally often in each position.
An RBT is teaching a client to brush their teeth using chaining. The BCBA instructed the RBT to use backward chaining, but the RBT accidentally starts with the first step instead of the last. The client successfully completes several initial steps with prompts but never reaches the final step independently. What is the main issue with the RBT’s implementation?
A. The RBT should have used total task chaining instead of backward chaining.
B. The RBT changed the chaining method, preventing the client from contacting reinforcement at the natural terminal step.
C. The RBT failed to prompt effectively during the earlier steps.
D. The RBT should have paired brushing teeth with a preferred item before beginning the chain.
B
Explanation: In backward chaining, the learner completes the last step independently to contact the natural reinforcement (e.g., clean teeth, rinsing, praise). By starting with the first step, the RBT used a forward chaining approach instead, which changed the learning conditions and removed the opportunity for the client to access the natural reinforcer at the end of the chain.
During a session, a client engages in loud vocalizations when given a non-preferred task. The BCBA has developed a behavior intervention plan (BIP) that instructs the RBT to use extinction by withholding escape from the task and providing attention only when the client is quiet. After several days, the RBT notices that the behavior has become louder and lasts longer. What should the RBT do?
A. Continue implementing the extinction procedure as written, while collecting detailed data on the behavior.
B. Stop using extinction immediately and switch to planned ignoring.
C. Provide the client with short breaks to reduce frustration, even if not in the plan.
D. Reduce task demands to prevent the behavior from escalating further.
A
Explanation: The increase in behavior intensity or duration is likely an extinction burst, a temporary and expected part of the extinction process. The RBT should continue implementing the BIP as written and collect data to share with the BCBA, who can then evaluate if any modifications are needed. Deviating from the plan (as in options B, C, or D) could inadvertently reinforce the problem behavior.
The RBT is teaching the client to wave hello. First, the client is reinforced for raising their hand slightly, then for moving it side-to-side, then for waving independently. This is an example of:
a. Chaining
b. Shaping
c. Prompt fading
d. Generalization
b. Shaping
Explanation:
Shaping reinforces successive approximations toward a target behavior (gradually closer versions of “waving hello”).