RBT Practice Exam 3

Duration measurement records the total length of time a behavior occurs, from onset to termination. This is appropriate for behaviors that vary in length and when the temporal dimension is clinically significant. Duration data helps evaluate intervention effectiveness for behaviors where reducing length is as important as reducing frequency. It’s particularly useful for tantrums, self-stimulatory behaviors, and other persistent behaviors.

Interresponse time (IRT) measures the time between the end of one response and the beginning of the next occurrence of the same behavior. This measurement helps identify patterns in behavior occurrence, assess the effectiveness of interventions on behavior spacing, and understand temporal relationships between responses. IRT data is valuable for behaviors that occur in clusters or when timing between responses is clinically relevant.

Whole interval recording requires the target behavior to occur throughout the entire interval to be scored as positive. This method tends to underestimate behavior occurrence but provides conservative measurement for behaviors that should be sustained. It’s useful for measuring appropriate behaviors like on-task behavior, where brief interruptions indicate the behavior was not maintained throughout the interval.

In ABC data collection, “C” represents Consequence – the environmental events that immediately follow the target behavior. Consequences can be positive or negative, planned or unplanned, and may function as reinforcers or punishers. Accurate consequence recording helps identify maintaining variables and guides intervention development. Consequences should be described objectively, including who delivered them and their apparent effect on the individual.

Free operant preference assessment involves observing natural behavior in an unstructured environment without experimenter interference. Clients have continuous access to multiple items and activities, and observers record engagement duration and frequency. This assessment provides information about naturally preferred activities and realistic preference hierarchies, though it may be influenced by availability, familiarity, and other environmental factors.

Effective token economies require clearly defined target behaviors that earn tokens, preferred backup reinforcers that tokens can purchase, and specific exchange ratios determining token values. Additional components include delivery schedules, token storage methods, and exchange opportunities. Token economies bridge the gap between immediate behavior and delayed reinforcement while teaching concepts about earning, saving, and making choices.

Least-to-most prompting begins with the least intrusive prompt level and increases intensity only if needed. This approach promotes independence by providing minimal assistance first, reducing prompt dependency risk. The prompting hierarchy typically progresses from verbal, to gestural, to model, to physical assistance. This method requires more time but often results in faster prompt fading and greater independence.

Backward chaining begins instruction with the final step of a behavior chain, working backwards toward the first step. The learner experiences immediate task completion and natural reinforcement with each step mastered. This approach is particularly effective for tasks where completion provides strong natural reinforcement and when earlier steps may be more difficult than later ones.

Stimulus generalization occurs when learned responses transfer to new but similar stimuli without additional training. The response (identifying “dog”) remains the same while the stimulus changes (pictures to real dogs). This type of generalization is crucial for meaningful skill development and indicates that learning has occurred at a conceptual level rather than rote memorization.

Noncontingent reinforcement (NCR) provides reinforcement on a time-based schedule independent of behavior. This reduces motivation for problem behavior by making the maintaining reinforcer freely available. NCR can be effective for reducing behaviors maintained by attention, escape, or tangible access while being combined with other procedures like differential reinforcement of appropriate behavior.

Response generalization occurs when untrained responses that are functionally similar to trained responses appear in the learner’s repertoire. The stimulus (greeting situation) remains the same while the response varies (hello, hi, hey). This demonstrates flexible use of language and indicates that the learner understands the concept rather than just memorizing specific responses.

Differential Reinforcement of Other behavior (DRO) provides reinforcement at the end of time intervals if the target problem behavior has not occurred during that interval. Any other behavior is acceptable for reinforcement. DRO reduces problem behavior through extinction while reinforcing the absence of problem behavior, effectively increasing appropriate behavior through differential reinforcement.

Setting events are environmental or biological conditions that influence the likelihood of problem behavior occurring but are not directly triggering events. They alter the effectiveness of reinforcers and punishers, making problem behavior more or less likely. Identifying setting events helps develop comprehensive intervention plans that address distant antecedents, not just immediate triggers.

Functional Communication Training (FCT) teaches appropriate communication responses that serve the same function as problem behavior. By teaching “break please” to access escape, the client learns a socially acceptable way to meet their needs. FCT is most effective when the communication response is easier, faster, and more reliable than the problem behavior for accessing reinforcement.

Session notes should contain objective, factual descriptions of events, behaviors observed, interventions implemented, and client responses. Avoid subjective interpretations, assumptions about internal states, or judgmental language. Include specific data, environmental conditions, and factual observations that other team members can understand and use for treatment planning. Keep personal opinions and interpretations separate from factual documentation.

Client safety is always the primary concern in emergency situations. Immediately ensure the client’s safety, call appropriate emergency services if needed, and provide necessary first aid within your training scope. Documentation and supervisor notification are important but secondary to addressing the immediate emergency. Follow your agency’s emergency protocols while prioritizing the client’s immediate medical needs.

Data integrity requires honest correction of errors with clear documentation of changes made. Cross out incorrect data with a single line, write the correct information, and initial and date the correction. Never use correction fluid or make changes that obscure original entries. Accurate data is essential for treatment decisions, so errors should be corrected promptly and transparently.

RBTs must complete 20 continuing education units (CEUs) annually to maintain their credential. These CEUs must be relevant to behavior analysis and from approved providers. Continuing education ensures RBTs stay current with best practices, new research, and evolving standards in the field. CEUs help maintain competency and support professional development throughout one’s career.

Dual relationships can impair professional judgment, create conflicts of interest, and potentially harm clients. When personal relationships exist alongside professional ones, it becomes difficult to maintain objectivity, set appropriate boundaries, and make decisions based solely on client welfare. Avoiding dual relationships protects both clients and professionals from potential harm and maintains the integrity of therapeutic relationships.

Informed consent requires providing comprehensive information about treatment procedures, potential risks and benefits, alternative approaches, confidentiality policies, and other relevant aspects of service delivery. Clients and families need sufficient information to make educated decisions about participating in treatment. This process respects client autonomy and ensures voluntary participation in services.