RBT Practice EXAM part 1 & 2 PREP
RBT PRACTICE EXAM PART 1 & 2 PREP LATEST 2025/2026 ACTUAL
EXAM COMPLETE 150 QUESTIONS AND CORRECT ANSWERS GRADED
A+ GUARANTEED PASS- ACE YOUR EXAM
When BCBAs, BCaBAs and BCBA-Ds conduct functional assessments or functional
analysis they are looking for what a certain behavior does (or how it functions) for
an individual. Possible functions include all EXCEPT________.
-Attention
-Avoidance
-Access to a tangible
-Deprivation - Correct Answer-Deprivation
As an RBT you may be asked to assist with functional assessments. Likely, your
involvement will be via indirect measures. These measures include __________.
-functional manipulation in analog settings
-functional manipulation in-vivo
-observing a subject and taking data about preferences
-conducting interviews and surveys, compiling rating scales and questionnaires -
Correct Answer-conducting interviews and surveys, compiling rating scales and
questionnaires
The goal of a stimulus preference assessment is to:
-test reinforcers for an individual
-determine items or activities that will be punishers for an individual
1|Page
, RBT Practice EXAM part 1 & 2 PREP
-identify objects, people or activities that may be motivating
-help a client determine which intervention they would prefer - Correct Answer-
identify objects, people or activities that may be motivating
Ways to assess potential stimuli preference include all of the following
EXCEPT_________.
-ask the person what they like
-ask others what the person likes
-observe the person in their natural environment to see what they like
-use a published list of items/activities that kids like - Correct Answer-use a
published list of items/activities that kids like
RBTs will assist in assessment procedures. This may look like:
-using questionnaires to assess a client's current repertoire of social skills
-supervise other RBTs
-creating interventions based on functionally equivalent behaviors
-perform cognitive tests to determine intellect - Correct Answer-using
questionnaires to assess a client's current repertoire of social skills
Genevive, a preschooler, is a thumb-sucker. The teacher finds it unsanitary and has
asked the BCBA working with the pre-school to help her decrease Genevive's
thumb sucking. The BCBA asks you to take baseline data. Which measurement
dimension would be most useful to the BCBA when they design their
intervention?
-rate, how often Genevive sucks her thumb per minute
2|Page
, RBT Practice EXAM part 1 & 2 PREP
-duration, or how much time during the day Genevive is sucking her thumb
-frequency of how many times the teacher asks Genevive to stop sucking her
thumb
-latency, how long it takes Genevive to stop sucking her thumb when asked -
Correct Answer-duration, or how much time during the day Genevive is sucking
her thumb
You believe a client you are working with would find edibles reinforcing. They have
no health or dietary restrictions. You decide you would like to see if they prefer
potato chips over fruit and yogurt. You offer a choice of a potato chip and a tube
of yogurt at the same time. They select the yogurt. Then you offer the choice of a
yogurt and bowl of mixed fruit at the same time. Again they select the yogurt. You
have conducted a_________.
-a single stimulus preference assessment
-a multiple stimulus preference assessment without replacement
-free operant observation preference assessment
-forced choice preference assessment - Correct Answer-forced choice preference
assessment
RBTs will often be charged with helping clients increase their current repertoire of
skills. Skills acquisition plans are aimed to do just that. Components of a successful
plan include: identifying the deficit, create a goal to address the deficit, establish a
data measurement system, take baseline data, select and implement an
acquisition procedure, then collect data to assess effectiveness of the procedure.
The final step would likely be________.
-reinforce clients' progress
-modify existing plan based on assessment data
3|Page
, RBT Practice EXAM part 1 & 2 PREP
-select the next skill to address
-create a written report for the BCBA outlining acquisition success or failure -
Correct Answer-modify existing plan based on assessment data
RBTs are likely to be the ABA professionals who are implementing skills acquisition
plans. In order to prepare and plan for a session, RBTs should always_______,
before collecting their materials, including data tracking forms.
-ask their supervising BCBA for instructions regarding the day's session
-modify the current written plan
-sign all necessary waivers
-review notes from the previous session, and decide how to proceed with the
current session - Correct Answer-review notes from the previous session, and
decide how to proceed with the current session
Schedules of reinforcement can be both continuous (reinforcement is received
after each appropriate response, sometimes called a Fixed Rate 1-FR1) or it is
intermittent (reinforcement varies from one opportunity to the next). Behavior on
___________ schedules of reinforcement is the most difficult behavior to
extinguish.
-intermittent
-FR1
-continuous
-child-led - Correct Answer-intermittent
4|Page
RBT PRACTICE EXAM PART 1 & 2 PREP LATEST 2025/2026 ACTUAL
EXAM COMPLETE 150 QUESTIONS AND CORRECT ANSWERS GRADED
A+ GUARANTEED PASS- ACE YOUR EXAM
When BCBAs, BCaBAs and BCBA-Ds conduct functional assessments or functional
analysis they are looking for what a certain behavior does (or how it functions) for
an individual. Possible functions include all EXCEPT________.
-Attention
-Avoidance
-Access to a tangible
-Deprivation - Correct Answer-Deprivation
As an RBT you may be asked to assist with functional assessments. Likely, your
involvement will be via indirect measures. These measures include __________.
-functional manipulation in analog settings
-functional manipulation in-vivo
-observing a subject and taking data about preferences
-conducting interviews and surveys, compiling rating scales and questionnaires -
Correct Answer-conducting interviews and surveys, compiling rating scales and
questionnaires
The goal of a stimulus preference assessment is to:
-test reinforcers for an individual
-determine items or activities that will be punishers for an individual
1|Page
, RBT Practice EXAM part 1 & 2 PREP
-identify objects, people or activities that may be motivating
-help a client determine which intervention they would prefer - Correct Answer-
identify objects, people or activities that may be motivating
Ways to assess potential stimuli preference include all of the following
EXCEPT_________.
-ask the person what they like
-ask others what the person likes
-observe the person in their natural environment to see what they like
-use a published list of items/activities that kids like - Correct Answer-use a
published list of items/activities that kids like
RBTs will assist in assessment procedures. This may look like:
-using questionnaires to assess a client's current repertoire of social skills
-supervise other RBTs
-creating interventions based on functionally equivalent behaviors
-perform cognitive tests to determine intellect - Correct Answer-using
questionnaires to assess a client's current repertoire of social skills
Genevive, a preschooler, is a thumb-sucker. The teacher finds it unsanitary and has
asked the BCBA working with the pre-school to help her decrease Genevive's
thumb sucking. The BCBA asks you to take baseline data. Which measurement
dimension would be most useful to the BCBA when they design their
intervention?
-rate, how often Genevive sucks her thumb per minute
2|Page
, RBT Practice EXAM part 1 & 2 PREP
-duration, or how much time during the day Genevive is sucking her thumb
-frequency of how many times the teacher asks Genevive to stop sucking her
thumb
-latency, how long it takes Genevive to stop sucking her thumb when asked -
Correct Answer-duration, or how much time during the day Genevive is sucking
her thumb
You believe a client you are working with would find edibles reinforcing. They have
no health or dietary restrictions. You decide you would like to see if they prefer
potato chips over fruit and yogurt. You offer a choice of a potato chip and a tube
of yogurt at the same time. They select the yogurt. Then you offer the choice of a
yogurt and bowl of mixed fruit at the same time. Again they select the yogurt. You
have conducted a_________.
-a single stimulus preference assessment
-a multiple stimulus preference assessment without replacement
-free operant observation preference assessment
-forced choice preference assessment - Correct Answer-forced choice preference
assessment
RBTs will often be charged with helping clients increase their current repertoire of
skills. Skills acquisition plans are aimed to do just that. Components of a successful
plan include: identifying the deficit, create a goal to address the deficit, establish a
data measurement system, take baseline data, select and implement an
acquisition procedure, then collect data to assess effectiveness of the procedure.
The final step would likely be________.
-reinforce clients' progress
-modify existing plan based on assessment data
3|Page
, RBT Practice EXAM part 1 & 2 PREP
-select the next skill to address
-create a written report for the BCBA outlining acquisition success or failure -
Correct Answer-modify existing plan based on assessment data
RBTs are likely to be the ABA professionals who are implementing skills acquisition
plans. In order to prepare and plan for a session, RBTs should always_______,
before collecting their materials, including data tracking forms.
-ask their supervising BCBA for instructions regarding the day's session
-modify the current written plan
-sign all necessary waivers
-review notes from the previous session, and decide how to proceed with the
current session - Correct Answer-review notes from the previous session, and
decide how to proceed with the current session
Schedules of reinforcement can be both continuous (reinforcement is received
after each appropriate response, sometimes called a Fixed Rate 1-FR1) or it is
intermittent (reinforcement varies from one opportunity to the next). Behavior on
___________ schedules of reinforcement is the most difficult behavior to
extinguish.
-intermittent
-FR1
-continuous
-child-led - Correct Answer-intermittent
4|Page
