RBT Practice Exam 2

Partial interval recording scores an interval as positive if the behavior occurs at any time during the interval, even briefly. This method tends to overestimate behavior frequency but is useful for capturing low-frequency behaviors or when exact timing isn’t critical. It’s less demanding than continuous recording while still providing valuable information about behavior patterns and is particularly useful for behaviors that are difficult to count precisely.

Rate is calculated by dividing frequency by time: 15 requests ÷ 3 hours = 5 requests per hour. Rate data allows for comparison across sessions of different lengths and provides standardized measurement. This is particularly important when session durations vary or when comparing data across different settings or time periods. Rate data helps identify trends and evaluate intervention effectiveness.

Objective operational definitions include only observable, measurable behaviors that different observers would identify consistently. Terms like “mean,” “hostile,” “acts out,” or “inappropriate” are subjective interpretations that vary between observers. Clear operational definitions ensure accurate data collection, treatment integrity, and effective communication among team members about specific target behaviors.

Baseline data establishes the natural occurrence of behavior before intervention, providing a comparison point for measuring treatment effectiveness. Baseline should be stable and representative of typical behavior patterns. This data helps determine if observed changes are due to intervention or natural variation. Adequate baseline data is essential for demonstrating experimental control and treatment efficacy.

Probing assesses current skill level by presenting discriminative stimuli without assistance to determine independent performance levels. Unlike teaching trials, probes don’t include prompting, error correction, or differential reinforcement. Probe data helps identify mastery criteria achievement, guides program modifications, and determines when to advance to new skills or fade intervention components.

Conditioned reinforcers gain their reinforcing value through pairing with other reinforcers rather than being naturally reinforcing. Computer time becomes reinforcing through learning experiences and associations with enjoyable activities. Unlike primary reinforcers (food, water, warmth) that are biologically important, conditioned reinforcers must be learned and can vary greatly between individuals based on their experiences and preferences.

Shaping involves reinforcing successive approximations toward a target behavior, gradually increasing criteria for reinforcement. This process builds new behaviors that aren’t currently in the learner’s repertoire by reinforcing behaviors that are progressively closer to the final goal. Shaping is essential for developing complex behaviors and is particularly useful when the target behavior cannot be prompted or when existing behaviors need refinement.

Task analysis breaks complex behaviors into smaller, sequential steps that can be taught individually. Each step should be clearly defined, observable, and measurable. Good task analyses consider the individual learner’s abilities, the natural environment, and logical sequences. Task analysis is the foundation for chaining procedures and helps ensure comprehensive skill development while allowing for systematic prompting and data collection.

This example demonstrates all three concepts: most-to-least prompting (starting with most intrusive), prompt fading (systematic reduction of assistance), and stimulus control transfer (moving control from prompts to natural stimuli). The goal is to transfer stimulus control from artificial prompts to the natural discriminative stimulus while maintaining high levels of correct responding and avoiding prompt dependency.

Maintenance refers to the continued demonstration of learned skills after formal intervention has ended. Good maintenance indicates that learning was meaningful and durable. Factors affecting maintenance include overlearning, intermittent reinforcement during training, natural reinforcement contingencies, and continued practice opportunities. Maintenance failures may require booster sessions or environmental modifications to support continued performance.

Variable Ratio 5 (VR5) means reinforcement occurs after an average of 5 responses, with the actual number varying unpredictably around this mean. VR schedules produce high, steady rates of responding with minimal post-reinforcement pauses because the next reinforcer could always be available. This schedule is highly resistant to extinction and closely mimics many natural reinforcement contingencies.

Extinction burst is the temporary increase in behavior frequency, intensity, or duration when reinforcement is first withheld. This is a normal and expected part of the extinction process. Understanding extinction bursts helps teams persist with intervention despite initial increases in problem behavior. The burst typically decreases if extinction is implemented consistently without inadvertent reinforcement.

Functionally equivalent replacement behaviors serve the same function as problem behaviors but are socially appropriate. Teaching appropriate ways to access attention addresses the underlying need while eliminating harmful behaviors. Effective replacement behaviors should be easier to perform, more efficient at accessing reinforcement, and result in higher quality reinforcement than the problem behavior.

Crisis intervention plans are required for behaviors that pose immediate physical danger to the individual or others. Self-injurious behavior can cause serious harm and requires immediate response procedures to ensure safety. Crisis plans should include prevention strategies, emergency procedures, de-escalation techniques, and post-incident protocols. Regular training ensures all team members can respond appropriately during emergencies.

HIPAA and professional ethics require limiting case discussions to individuals directly involved in providing services to that specific client. This includes the supervising BCBA, other RBTs on the case, and relevant family members. Sharing information with unauthorized individuals, even other professionals, violates confidentiality and can result in disciplinary action. Always verify someone’s involvement before sharing case information.

BACB Professional and Ethical Compliance Code requires maintaining client records for at least 7 years from the last date of service provision. Some state laws may require longer retention periods. Proper record retention protects clients, supports continuity of care, provides legal protection, and ensures availability of information for future treatment needs. Records must be stored securely and disposed of properly when retention periods expire.

RBTs are mandated reporters legally required to report suspected child abuse or neglect to appropriate authorities immediately. This obligation supersedes confidentiality requirements and cannot be delegated to supervisors or others. Reports should be made to local child protective services or law enforcement. Delaying reports or confronting families can endanger children and interfere with investigations.

RBTs must complete the competency assessment annually as part of credential renewal requirements. This assessment evaluates practical skills across all RBT task list areas through direct observation by a qualified supervisor. Annual competency assessment ensures continued skill maintenance, identifies areas needing improvement, and demonstrates ongoing professional development. Failure to complete this assessment results in credential suspension.

Professional response to feedback involves respectful dialogue to understand different perspectives and gain clarity. Supervisors may have different approaches based on current research, client-specific modifications, or program updates. Asking for clarification demonstrates professionalism, commitment to learning, and appropriate deference to supervision. This approach resolves confusion while maintaining positive working relationships.

Professional boundaries require declining gifts from clients or families regardless of value or intent. Accepting gifts can create conflicts of interest, compromise professional judgment, or suggest that better treatment requires additional compensation. Politely explaining these boundaries maintains therapeutic relationships while upholding ethical standards. Alternative ways to acknowledge appreciation include thank-you notes or positive feedback to supervisors.