RBT Competency Test

Question 1

1. Continuous Measurement

Answer 1

A data-collection method that records every single instance of a target behavior as it occurs throughout an entire session, providing the most accurate, detailed data for analysis.

Question 2

Types of Continuous Measurement

Answer 2

-Frequency
-Duration
-Latency
-IRT

Question 3

Frequency

Answer 3

Recording every time a behavior occurs (e.g., tallying 5 instances of
hitting).

Question 4

Duration

Answer 4

Measuring how long a behavior lasts, from start to finish (e.g., a
10-minute tantrum). Must have a clear beginning and end.

Question 5

Latency

Answer 5

Measuring the time between the prompt (SD) and the start of the
response. How long it takes the client to follow an instruction. The time between the onset of a stimulus and the initiation of a response.

Question 6

IRT

Answer 6

Measuring the time between two consecutive instances of a behavior.

Question 7

2. Discontinuous Measurement

Answer 7

A time-sampling data collection method that records behaviors during specific intervals rather than continuously, providing an estimated rate or duration. Splitting a session into intervals (ex. split a 1 hour session into six 10 minute sessions.)

Question 8

Types of Discontinuous Measurement

Answer 8

-Partial Interval
-Whole Interval
-Momentary time sampling

Question 9

Partial Interval

Answer 9

The observer records an occurrence if the behavior happens at any time during the interval. It is used to decrease behavior and often
overestimates occurrence.

Question 10

Whole Interval

Answer 10

The observer records an occurrence only if the behavior happens throughout the entire interval. It is used to increase behavior and often
underestimates occurrence.

Question 11

Momentary time sampling

Answer 11

The observer records whether the behavior is occurring at the exact moment the interval ends. Measuring a behavior at a certain point in time(useful to measure multiple subjects at the same time).

Question 12

3, Data and Graphs

Answer 12

Collect discrete trial data on a data sheet. The supervisor should just
be observing if you are taking data accurately and in a timely manner(right after you run
the target).

Question 13

4. Preference Assessments

Answer 13

Systematic tools used to identify an individual’s favorite items, activities, or reinforcers to increase motivation and treatment effectiveness. Finds objects and activities that are a higher preference to the learner. These are done through asking, free operant and trial based. The type you use depends on the client’s skill level.

Question 14

Types of Preference Assessments

Answer 14

-Asking
-Free-Operant Observation
-Trial Based

Question 15

Asking

Answer 15

Involves interviewing the client or caregivers, or using surveys/questionnaires to identify preferred items.

Question 16

Free-Operant Observation

Answer 16

The client is allowed free, unrestricted access to various items in a natural or contrived environment, while the practitioner observes and records interaction times.

Question 17

Trial Based

Answer 17

-Single Stimulus: One item at a time is presented to the individual to
measure their reaction.
Paired Stimulus: Two items are presented simultaneously, and the
individual chooses one. This is repeated until all items are paired, creating a detailed hierarchy.
-Multiple Stimulus Without Replacement: An array of items is
presented. The selected item is removed, and the remaining items are rearranged for the next trial.
-Multiple Stimulus With Replacement: The selected item is returned to
the array to be chosen again.

Question 18

5. ABC Data Collection

Answer 18

A structured observation tool used to identify function behind behaviors. It records what happened immediately before (Antecedent(A)), the specific behavior (Behavior(B)), and what happened immediately after (Consequence(C)) to identify patterns and functions of behavior, guiding effective interventions.

Question 19

6. Discrete Trial Teaching(DTT)

Answer 19

Breaks down skills into smaller steps. Taught through repetition, clear instructions, and immediate reinforcement. Structured and taught at a table.

Question 20

7. Naturalistic Teaching(NET)

Answer 20

A child-led, flexible teaching method that integrates learning into daily routines, play, and natural settings rather than using a desk. Teaching in the learners natural environment. DTT skills are generalized here.
a. INCIDENTAL TEACHING: A type of NET that is strictly initiated by the child when they show interest in an item. NET is broader, often involving a therapist setting up the environment to prompt learning opportunities.

Question 21

8. Chaining

Answer 21

A teaching technique that breaks complex, multi-step tasks into smaller, teachable units called a task analysis. Types are forward, backward and total task.

Question 22

Types of Chaining

Answer 22

-Forward
-Backward
-Total Task

Question 23

Forward

Answer 23

Taught in order from first to last. The student learns the first step of a
task first and masters it before moving to the next, while the teacher prompts the remaining steps. For example, teaching handwashing by starting only with turning on the water.

Question 24

Backward

Answer 24

Taught from last to first. The instructor assists the learner through all steps except the final one, which the learner completes independently. As the learner masters the final steps, the teacher works backward, allowing for a high rate of reinforcement.

Question 25

Total Task

Answer 25

Teach the whole task at once and prompt along the way. The instructor assists the learner through all steps except the final one, which the learner completes independently. As the learner masters the final steps, the teacher works backward, allowing for a high rate of reinforcement.

Question 26

9. Shaping

Answer 26

Teaching new behaviors by reinforcing successive approximations (small steps) toward a desired goal. Reinforcing closer approximations to the behavior.

Question 27

10. Discrimination Training

Answer 27

A teaching procedure where a learner is taught to respond differently to two or more stimuli by reinforcing correct responses to a target stimulus and withholding reinforcement for incorrect ones.

Question 28

Types of Discrimination Training

Answer 28

-simple discrimination -conditional discrimination -stimulus equivalence

Question 29

Simple Discrimination

Answer 29

Teaching a response to one stimulus while ignoring another (e.g., stopping only at a red light).

Question 30

Conditional Discimination

Answer 30

The correct response depends on the context or a specific instruction (e.g., "point to the red" when multiple colors are present).

Question 31

Stimulus Equivalence

Answer 31

Understanding that different stimuli (e.g., a picture of a dog, the written word "dog", and the spoken word "dog") represent the same thing.

Question 32

11. Stimulus Control Transfer

Answer 32

A procedure that shifts control of a behavior from a prompt to a natural cue. It is used to teach independence and skill generalization by fading prompts or increasing time delays until the child responds independently.

Question 33

12. Prompting

Answer 33

Hints to help the learner when you are first teaching a behavior. Generally implemented immediately after an instruction to ensure a correct response and reduce learning frustration. Prompts are faded from most to least invasive.

Question 34

Two Types of prompting

Answer 34

-Prompt Hierarchy (most to least invasive) -Prompt fading

Question 35

Prompt Hierarchy (most to least invasive)

Answer 35

full physical, partial physical, modeling, gestural, verbal, visual.

Question 36

Prompt Fading

Answer 36

The systematic, gradual removal of prompts used to teach a skill, aiming for independence and preventing reliance on cues.

Question 37

13. Token Systems

Answer 37

Individuals earn tokens for desired behaviors, which are later exchanged for preferred items or activities, known as backup reinforcers.

Question 38

14, Crisis/Emergency Procedure

Answer 38

Focus on immediate safety, de-escalation, and protocol-driven responses to dangerous behavior. Key actions include blocking projectiles, limiting access to items, keeping a safe distance, calling for help, and notifying the BCBA and caregivers immediately to submit incident reports if needed. Taking steps to minimize harm to yourself or the learner. Restraints are only used as a last resort and most require prior approval. Remove as soon as possible and alert the supervisor.

Question 39

15. Choose one of the following tasks to demonstrate:

Answer 39

-Antecedent Interventions -Differential Reinforcement -Extinction

Question 40

Antecedent Interventions:

Answer 40

Modifying the environment to prevent behaviors from occurring. Proactive strategies implemented before a behavior occurs to prevent challenging behaviors and promote positive ones. They involve modifying environmental triggers, such as reducing distractions, providing choices, or using visual aids, to set the stage for success. Common techniques include noncontingent reinforcement, high-probability request sequences, and functional communication training

Question 41

Differential Reinforcement

Answer 41

Reinforcing a desired behavior while withholding reinforcement for undesirable behavior

Question 42

Extinction

Answer 42

Used to decrease problem behavior by stopping reinforcement of a previously reinforced behavior and implement a functionally equivalent replacement behavior the client can use to contact the same reinforcer.

Question 43

16. Session Notes

Answer 43

Objective, detailed records of a therapy session, documenting client behavior, skill acquisition, interventions, and progress towards goals. Notes should be professional, concise, and written immediately after sessions. Language used in notes should be observable and measurable, not subjective

Question 44

17. Client Dignity

Answer 44

Treating clients with respect, autonomy, and value, ensuring their preferences and feelings are honored regardless of their communication style or behavior. An example would be not talking about the client outside of work.

Question 45

18. Professional Boundaries

Answer 45

Strict guidelines, defined by the BACB Ethics Code, that maintain a strictly professional relationship between practitioners and clients, protecting both from exploitation and conflicts of interest. Maintain confidentiality, no dual relationships. Be friendly but keep conversations about the learner and sessions. No adding clients or parents/guardians on social media. No posting clients on social media

Question 46

19. Supervision Requirements

Answer 46

For RBT’s at least 5% of their monthly behavior-analytic service hours should be supervised to maintain certification. Requirements include at least two face-to-face, real-time contacts per month, with at least one direct observation of the RBT working with a client.

Question 47

Clinical Direction

Answer 47

Ask the supervisor if unsure of anything. Examples: new/challenging behaviors, unclear programs, no progress/regression, ethical/safety issues, mistakes etc.