RBT Practice Exam 1

Frequency measurement involves counting the total number of times a behavior occurs during an observation period. In this case, you counted 18 instances of hand-flapping without considering the time factor. If you divided by time (18 times ÷ 45 minutes), that would be rate measurement. Frequency is the foundation for calculating other measures and provides a direct count of behavior occurrences.

Momentary time sampling involves observing behavior only at the exact moment when predetermined intervals end. This method is less labor-intensive than continuous recording and provides a representative sample of behavior. Unlike partial or whole interval recording which observe throughout the interval, momentary time sampling only captures a “snapshot” at specific time points, making it efficient for behaviors that occur frequently.

Response latency measures the time between the presentation of a discriminative stimulus (SD) and the onset of the target response. This is different from duration (total time behavior lasts) or interresponse time (time between responses). Response latency data helps assess prompt dependency, processing speed, and the effectiveness of instructional procedures in evoking timely responses.

In Multiple Stimulus with Replacement (MSW), the chosen item is removed temporarily but the array is replenished with new items, maintaining the same number of choices. This differs from Multiple Stimulus without Replacement (MSWO) where chosen items are permanently removed. MSW allows for repeated selection of highly preferred items and can better identify strong preferences while reducing potential frustration from permanently losing preferred items.

Descriptive assessment involves systematic observation of behavior in natural settings without manipulation of environmental variables. This differs from functional analysis which involves experimental manipulation of antecedents and consequences. Descriptive assessment using ABC data collection helps generate hypotheses about behavioral function and provides valuable information about naturally occurring contingencies that maintain problem behaviors.

Fixed Ratio 3 (FR3) means reinforcement is delivered after every third correct response. This creates a predictable pattern where the client knows exactly how many responses are required for reinforcement. FR schedules typically produce high, steady rates of responding with brief pauses after reinforcement delivery. This is different from variable ratio where the number varies around an average.

Physical prompts involve direct physical contact to guide the learner through the correct response. Hand-over-hand guidance is the most intrusive type of physical prompt, ensuring 100% success. Physical prompts should be faded systematically to less intrusive prompts (partial physical, gestural, then independent) to avoid prompt dependency while maintaining high levels of correct responding during skill acquisition.

Total task chaining involves having the learner attempt every step of the chain, with prompting provided only where needed. This approach is ideal when the learner already demonstrates some steps independently, as it maintains the natural flow of the behavior chain while targeting specific deficit areas. It prevents over-prompting of mastered steps and promotes independence.

Incidental teaching capitalizes on naturally occurring learning opportunities within the learner’s preferred activities. This approach uses the learner’s intrinsic motivation and interest to teach skills in natural contexts. By embedding learning opportunities in preferred activities, incidental teaching promotes generalization, reduces problem behaviors associated with demands, and makes learning more enjoyable and meaningful.

Discrimination training establishes stimulus control by reinforcing responses in the presence of specific stimuli (S+) and not reinforcing the same responses in the presence of other stimuli (S-). This process teaches the learner when it is appropriate to emit specific behaviors. Successful discrimination training results in the behavior occurring reliably in the presence of the correct stimulus.

Generalization occurs when learned behaviors transfer to new stimuli, settings, people, or conditions without additional training. This demonstrates successful skill acquisition beyond the original teaching context. Generalization can occur across people (stimulus generalization), settings, time, or response variations. Programming for generalization is essential for meaningful behavior change in applied settings.

The behavior serves an escape/avoidance function because it successfully terminates or postpones aversive stimuli (difficult tasks). When problem behavior consistently results in task removal or modification, it is negatively reinforced. Understanding function is crucial for developing effective interventions, including teaching appropriate escape responses and modifying antecedent conditions to prevent the need to escape.

Differential Reinforcement of Alternative behavior (DRA) involves reinforcing appropriate alternative behaviors that serve the same function as the problem behavior while withholding reinforcement for the problem behavior. Teaching hand-raising as an alternative to calling out provides the client with an appropriate way to access attention. This procedure is effective because it addresses the behavioral function while teaching socially acceptable replacement behaviors.

Antecedent interventions modify environmental conditions before problem behavior occurs to prevent its occurrence. By providing headphones proactively, you’re altering the antecedent condition (noise) that triggers aggressive behavior. This prevention-focused approach is often more effective and humane than reactive consequence-based interventions, as it addresses the root cause rather than waiting for problems to occur.

Objective documentation uses observable, measurable terms and avoids subjective interpretations or assumptions about internal states. Specific numbers, behaviors, and factual observations allow other team members to understand exactly what occurred. Subjective terms like “bad day,” “struggled,” or “frustrated” are interpretations that may not accurately reflect the actual events and can lead to inconsistent treatment approaches.

HIPAA requires that protected health information be secured during transport. A locked container within a locked vehicle trunk provides the highest level of security for physical documents. This prevents unauthorized access if the vehicle is broken into and ensures compliance with privacy regulations. Digital transmission methods should only use HIPAA-compliant platforms with proper encryption.

Medication changes can significantly impact behavior, treatment effectiveness, and safety. New medications may cause side effects that affect learning, increase or decrease certain behaviors, or interact with behavioral interventions. Immediate communication allows the BCBA to monitor for changes, adjust programming as needed, and ensure treatment protocols remain appropriate and safe.

BACB requires RBTs to receive ongoing supervision for at least 5% of their direct service hours. For 20 hours per week (80 hours per month), 5% equals 4 hours of monthly supervision. This supervision must include direct observation, feedback, and guidance on case management. Adequate supervision ensures quality service delivery, professional development, and adherence to ethical standards.

Providing services across multiple settings is within the RBT scope of practice and does not constitute a dual relationship. This actually enhances treatment by promoting generalization across environments. Dual relationships involve personal, social, or business relationships outside the professional therapeutic context, which can compromise objectivity, create conflicts of interest, and potentially harm the therapeutic relationship.

RBTs work under supervision and cannot independently design behavior intervention plans. Creating treatment plans requires advanced training in functional assessment, intervention design, and clinical decision-making that is beyond RBT scope. The appropriate response acknowledges the parent’s concern while directing them to the qualified supervisor who can assess needs and make treatment decisions.