RBT Practice Exam with 100% Correct Answers 2023
Version A Grade
Ethical - ANSWER: Pertaining to right and wrong in conduct. Being in accordance
with the rules or standards for right conduct or practice
Feedback and Reflection - ANSWER: Respond appropriately to feedback and
maintain or improve performance. Take feedback and be a reflective practitioner.
Communication - ANSWER: Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.
Professional Boundaries - ANSWER: Avoid dual relationships, conflicts of interest,
social media contacts. Always take notes.
Client Dignity - ANSWER: Be respectful and thoughtful about the client's needs and
wants.
Never do or say anything to cause embarrassment to the client.
Do not do something in front of your client that you would not do if working with a
typical developing child.
How to Prepare for Data Collection - ANSWER: 1. Read data from last session
2. Prepare material and programs for current session based on data from last
session.
3. Determine what programs you plan to work on during the session.
4. Gather materials for those programs.
5. Set up the first set of programs so they are ready for the client when you begin
your session.
The Role of the RBT in the Service Delivery System - ANSWER: Implement
measurement, assessment, skill acquisition, behavior reduction, documentation and
reporting, and maintain professional conduct in the scope of the practice under the
direct supervision of a BCBA or BCaBA.
RBT Assisting with Individual Assessment Procedures - ANSWER: The RBT can
interview stakeholders, gather baseline data by observing the client's behaviors in
his/her natural environment, or probe client by asking them to perform a task we
are unsure they can perform without providing assistance.
Dealing with Stakeholders - ANSWER: The RBT should only communicate with
stakeholders as authorized by the supervisor. Any specific questions should be
deferred to the BCBA or BCaBA. If you do communicate you must be objective, use
behavioral language, avoid speculation, stick to topic appropriate for an RBT.
,Assist Training Stakeholders - ANSWER: RBT can assist with training stakeholders by
giving them instruction, modeling, rehearsal, and feedback with regard to behavioral
skills training.
Report Other Variables - ANSWER: illness, relocation or change in medication.
Components of a Written Behavior Plan - ANSWER: 1. Identify, describe, create a
goal for a behavior in observable terms.
2. Assess antecedent/consequence that may maintain behavior.
3. Identify hypothesis of function of behavior.
4. Identify possible replacement behaviors.
5. Select and implement antecedent/consequence based interventions.
6. Create crisis intervention plan.
7. Implementation, modification, generalization and maintenance procedures.
Skill Acquisition Plan - ANSWER: 7 Components
1. Identify the skill deficit
2. Create a goal to address the deficit
3. Establish a data measurement system
4. Take baseline data (Assess current skill level)
5. Select and implement an acquisition procedure.
6. Collect data to assess effectiveness of the procedure.
7. Modify existing plan based on assessment data. (Modify, if necessary) to
maintain/increase effectiveness)
Prepare for Skill Acquisition Plan - ANSWER: 1. Determine what occurred last session
to decide where to start.
2. Select skill acquisition procedures to complete during session.
3. Prepare materials you will need for the skill acquisition (including data collection
protocols).
5 Dimensions we can Shape - ANSWER: 1. Topography
2. Frequency
3. Latency
4. Duration
5. Amplitude/Intensity
Applied Behavior Analysis - ANSWER: The science in which tactics derived from the
principles of behavior are applied systematically to improve socially significant
behavior and experimentation is used to identify the variables responsible for
behavior change.
The scientific study of principles of learning and behavior.
Behavior - ANSWER: An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.
, Response - ANSWER: Specific instance of behavior.
4 types of Responses:
1. Correct
2. Incorrect
3. Non-Response
4. Prompted
Respondent Behavior - ANSWER: Untaught or unconditioned responses. Reflex.
Respondent Conditioning - ANSWER: New stimuli can acquire the ability to elicit
responses.
Occurs through pairing of two stimuli.
Stimulus - Stimulus Pairing (S - S)
Unconditioned Stimulus - ANSWER: A stimulus that elicits an unconditioned
response.
i.e. Food is an unconditioned stimulus for a hungry animal and salivation is the
unconditioned response.
Unconditioned Response - ANSWER: A behavior that occurs naturally due to a given
stimulus.
i.e. Dogs salivating in the presence of food; yelping upon being bitten by an insect.
Conditioned Stimulus - ANSWER: A previously neutral stimulus that, after repeated
association with an unconditioned stimulus, elicits the response produced by the
unconditioned stimulus itself.
Conditioned Response - ANSWER: A behavior that does not come naturally, but must
be learned by the individual by pairing a neutral stimulus with an unconditioned
stimulus.
Unconditioned Reinforcers - ANSWER: (AKA primary reinforcers) Stimuli that do not
require learning. (i.e. food, water, warmth, sleep, sexual stimulation)
Conditioned Reinforcers - ANSWER: (AKA secondary reinforcers) Neutral stimuli that
have been paired with unconditioned reinforcers, or other conditioned reinforcers
and through repeated pairing become reinforcers themselves. (i.e. stickers, sound,
people)
Generalized Conditioned Reinforcers - ANSWER: Stimuli that have been paired with a
variety of unconditioned and conditioned reinforcers. (i.e. praise, attention, money,
tokens)
Operant Behavior - ANSWER: Behavior that is controlled or influenced by
consequences.
Behavior whose future frequency is determined by a history of consequences.
Version A Grade
Ethical - ANSWER: Pertaining to right and wrong in conduct. Being in accordance
with the rules or standards for right conduct or practice
Feedback and Reflection - ANSWER: Respond appropriately to feedback and
maintain or improve performance. Take feedback and be a reflective practitioner.
Communication - ANSWER: Communication with stakeholders as authorized.
Follow protocol of how to communicate.
Communicate effectively with all team members.
Professional Boundaries - ANSWER: Avoid dual relationships, conflicts of interest,
social media contacts. Always take notes.
Client Dignity - ANSWER: Be respectful and thoughtful about the client's needs and
wants.
Never do or say anything to cause embarrassment to the client.
Do not do something in front of your client that you would not do if working with a
typical developing child.
How to Prepare for Data Collection - ANSWER: 1. Read data from last session
2. Prepare material and programs for current session based on data from last
session.
3. Determine what programs you plan to work on during the session.
4. Gather materials for those programs.
5. Set up the first set of programs so they are ready for the client when you begin
your session.
The Role of the RBT in the Service Delivery System - ANSWER: Implement
measurement, assessment, skill acquisition, behavior reduction, documentation and
reporting, and maintain professional conduct in the scope of the practice under the
direct supervision of a BCBA or BCaBA.
RBT Assisting with Individual Assessment Procedures - ANSWER: The RBT can
interview stakeholders, gather baseline data by observing the client's behaviors in
his/her natural environment, or probe client by asking them to perform a task we
are unsure they can perform without providing assistance.
Dealing with Stakeholders - ANSWER: The RBT should only communicate with
stakeholders as authorized by the supervisor. Any specific questions should be
deferred to the BCBA or BCaBA. If you do communicate you must be objective, use
behavioral language, avoid speculation, stick to topic appropriate for an RBT.
,Assist Training Stakeholders - ANSWER: RBT can assist with training stakeholders by
giving them instruction, modeling, rehearsal, and feedback with regard to behavioral
skills training.
Report Other Variables - ANSWER: illness, relocation or change in medication.
Components of a Written Behavior Plan - ANSWER: 1. Identify, describe, create a
goal for a behavior in observable terms.
2. Assess antecedent/consequence that may maintain behavior.
3. Identify hypothesis of function of behavior.
4. Identify possible replacement behaviors.
5. Select and implement antecedent/consequence based interventions.
6. Create crisis intervention plan.
7. Implementation, modification, generalization and maintenance procedures.
Skill Acquisition Plan - ANSWER: 7 Components
1. Identify the skill deficit
2. Create a goal to address the deficit
3. Establish a data measurement system
4. Take baseline data (Assess current skill level)
5. Select and implement an acquisition procedure.
6. Collect data to assess effectiveness of the procedure.
7. Modify existing plan based on assessment data. (Modify, if necessary) to
maintain/increase effectiveness)
Prepare for Skill Acquisition Plan - ANSWER: 1. Determine what occurred last session
to decide where to start.
2. Select skill acquisition procedures to complete during session.
3. Prepare materials you will need for the skill acquisition (including data collection
protocols).
5 Dimensions we can Shape - ANSWER: 1. Topography
2. Frequency
3. Latency
4. Duration
5. Amplitude/Intensity
Applied Behavior Analysis - ANSWER: The science in which tactics derived from the
principles of behavior are applied systematically to improve socially significant
behavior and experimentation is used to identify the variables responsible for
behavior change.
The scientific study of principles of learning and behavior.
Behavior - ANSWER: An activity of living organisms.
What an individual does (how they respond in the situation).
It is observable and measurable.
, Response - ANSWER: Specific instance of behavior.
4 types of Responses:
1. Correct
2. Incorrect
3. Non-Response
4. Prompted
Respondent Behavior - ANSWER: Untaught or unconditioned responses. Reflex.
Respondent Conditioning - ANSWER: New stimuli can acquire the ability to elicit
responses.
Occurs through pairing of two stimuli.
Stimulus - Stimulus Pairing (S - S)
Unconditioned Stimulus - ANSWER: A stimulus that elicits an unconditioned
response.
i.e. Food is an unconditioned stimulus for a hungry animal and salivation is the
unconditioned response.
Unconditioned Response - ANSWER: A behavior that occurs naturally due to a given
stimulus.
i.e. Dogs salivating in the presence of food; yelping upon being bitten by an insect.
Conditioned Stimulus - ANSWER: A previously neutral stimulus that, after repeated
association with an unconditioned stimulus, elicits the response produced by the
unconditioned stimulus itself.
Conditioned Response - ANSWER: A behavior that does not come naturally, but must
be learned by the individual by pairing a neutral stimulus with an unconditioned
stimulus.
Unconditioned Reinforcers - ANSWER: (AKA primary reinforcers) Stimuli that do not
require learning. (i.e. food, water, warmth, sleep, sexual stimulation)
Conditioned Reinforcers - ANSWER: (AKA secondary reinforcers) Neutral stimuli that
have been paired with unconditioned reinforcers, or other conditioned reinforcers
and through repeated pairing become reinforcers themselves. (i.e. stickers, sound,
people)
Generalized Conditioned Reinforcers - ANSWER: Stimuli that have been paired with a
variety of unconditioned and conditioned reinforcers. (i.e. praise, attention, money,
tokens)
Operant Behavior - ANSWER: Behavior that is controlled or influenced by
consequences.
Behavior whose future frequency is determined by a history of consequences.
