Free RBT Mock Exam 2 with Solutions – No Sign-up Needed! 🚀

Get Ready for Your RBT Exam with 35 Practice Questions!

This is your chance to test your knowledge and prepare for the Registered Behavior Technician certification exam.
Dive into 35 practice questions, each with detailed explanations, covering key areas like Assessment, Skill Acquisition, Behavior Reduction, Measurement, Documentation and Reporting, and Professional Conduct and Scope of Practice. This is 2nd Practice Exam in the series
Boost your confidence and get exam-ready – for free!


#1. Which of the following is an objective and measurable description of behavior?

This option provides a specific and measurable description of behavior.

#2. What is the red arrow pointing to in this graph of client ABC’s spitting?

The trendline represents the overall pattern or direction of behavior over time.

#3. Milana wants to know how much time passes between occurrences of her client asking for a break. What type of data would she collect?

Interresponse time measures the time between the end of one response and the beginning of the next.

#4. You want to make changes to your own behavior to be healthier. During week 1, you record exercising 3x/week and 90 minutes total. What types of measurement did you use?

Duration measures the total time engaged in the behavior, and rate measures the frequency per unit of time.

#5. Operational definitions of behavior should be:

Operational definitions should be clear, specific, and objective to ensure consistency in measurement.

#6. You are conducting a multiple stimulus with replacement (MSW) preference assessment with your client. You begin by placing 5 toys on a table. What happens next?

MSW assessments involve continuous choice opportunities, so once the client chooses a toy, it is removed and replaced, offering new options for further interaction and preference expression.

#7. A behavior technician completes a whole interval recording for a student’s on-task behavior during a 30-minute reading session. The technician marks a “yes” for each 5-minute interval where the student is on-task for at least 3 minutes. What type of measurement procedure is this?

Whole interval recording categorizes each interval based on whether the target behavior occurred for a designated minimum duration within the interval (yes/no). Momentary time sampling focuses on a specific point in time within each interval. Partial interval recording records the behavior at specific intervals but not continuously.

#8. What is the main purpose of a descriptive assessment?

Descriptive assessments aim to comprehensively describe the behavior itself, its variations, frequency, and potential antecedents and consequences, without focusing on function or intervention planning.

#9. A client reports frequent nail biting as a nervous habit. Which behavior reduction technique would not be appropriate?

Scolding reinforces the client’s negative self-perception and doesn’t offer alternative coping mechanisms.

#10. When faced with a child throwing food during mealtime, a parent should avoid:

Lengthy explanations can draw attention to the unwanted behavior and inadvertently reinforce it.

#11. An employee frequently arrives late to work. The manager implements a token economy system, awarding tokens for on-time arrival that can be exchanged for desired rewards. This approach falls under which category of behavior reduction?

Positive reinforcement incentivizes the desired behavior (on-time arrival) by providing desirable consequences.

#12. For a teenager struggling with excessive social media use, what would be the least effective behavior reduction strategy?

Drastically removing access might lead to withdrawal symptoms and hinder finding alternative coping mechanisms.

#13. Which statement is true about punishment as a behavior reduction technique?

While sometimes utilized, punishment needs careful implementation due to potential negative consequences. It can co-exist with positive reinforcement for desired behaviors.

#14. Which of the following is a key consideration when writing a behavioral intervention report?

Effective reports are tailored to their audience and purpose, and present information in a clear and organized manner.

#15. You observe a client exhibiting challenging behavior during a therapy session. How should you document this incident objectively?

Focus on observable behavior and avoid subjective interpretations or labels.

#16. When writing a progress report for a client transitioning to independent living, which aspect should be highlighted?

Emphasize client’s real-world progress and independence skills.

#17. You are documenting a client’s family history. How should you approach this sensitive topic ethically?

Respect client’s autonomy and limit information to what is relevant and ethically permissible.

#18. A team of professionals is collaborating on a client’s intervention plan. How can documentation facilitate effective communication?

A centralized platform allows all team members to access and update information seamlessly.

#19. You discover that a colleague has engaged in unethical conduct. What should you do?

Professionals have a responsibility to report unethical behavior, even if it involves a colleague. Reporting helps uphold ethical standards and protect the public from harm.

#20. You are invited to speak at a public event about your area of expertise. The organizers ask you to endorse a product or service related to your topic. What should you do?

Professionals should avoid endorsements that could compromise their objectivity or the public’s trust. Declining endorsements if the product/service hasn’t been evaluated is ethical, and even if accepted, disclosing potential conflicts is crucial.

#21. You are working with a client on a project that falls within your scope of practice, but you encounter an unforeseen legal issue that you are not qualified to address. What should you do?

Recognizing your limitations and seeking appropriate referrals when necessary upholds ethical practice and protects clients.

#22. You are reviewing a colleague’s work and discover that they have made a minor error that does not significantly impact the outcome of the project. What should you do?

Addressing minor errors constructively and collaboratively within the team fosters professional communication and learning

#23. Your client expresses dissatisfaction with your services. How should you respond?

Demonstrating professionalism requires open communication and a willingness to address client concerns. Actively listening and seeking clarification helps identify areas for improvement and maintain positive relationships.

#24. Which of the following is a common maintenance strategy to ensure that a newly acquired skill continues to be used over time?

Maintenance involves strategies to ensure the long-term retention and use of learned skills, and these options contribute to that goa

#25. Your client exhibits difficulty with complex multi-step tasks like dressing independently. Due to attention difficulties, they often lose focus and forget the sequence of steps halfway through. How would you adapt your skill acquisition plan to address these challenges?

Given the attention difficulties, presenting the entire task at once (A) or relying on reinforcement alone (C) wouldn’t address the need for focused skill acquisition. Backward chaining (B) breaks down the task into smaller, easier steps, providing opportunities for success and reinforcement at each stage, and prompting and error correction (D) can further support accurate performance at each step.

#26. You are teaching your client a new reading fluency skill like reading sight words. Initially, you provide physical prompting by pointing to each letter as they say the sound. However, you notice they become overly reliant on the prompts and don’t attempt to sound out the words independently. How would you adjust your prompting strategy to promote independent responding?

Over-reliance on prompts indicates the need for fading. Slowly reducing the physical prompts (B) encourages the client to use their own skills to sound out the words, while error correction (A) can address occasional mistakes they make without prompts. Increasing difficulty (C) may be premature before independent responding is established, and switching prompt type (D) wouldn’t necessarily address the reliance on external cues.

#27. Your client demonstrates inconsistent performance with a previously acquired skill like tying their shoes. Sometimes they can complete the task independently, but other times they struggle and request assistance. How would you approach this situation to improve skill stability and generalization?

Inconsistent performance suggests possible skill gaps or external factors affecting independent execution. Analyzing data (D) helps identify any triggers or situations where the client struggles, allowing you to tailor interventions or provide targeted prompts and reinforcement to improve consistency. Reteaching the entire skill (A) may be unnecessary, and generalization probes (B) or maintenance programs (C) may be best implemented once consistent performance is established.

#28. You are designing a skill acquisition program for a client with limited verbal communication skills. How would you adapt your instruction and assessment methods to ensure effective learning and progress monitoring?

Given limited verbal communication, visuals and picture cues (B) offer an alternative means for conveying instructions and understanding expectations. Physical prompting (A) may be helpful, but visuals offer additional support. Reinforcement (C) is important, but assessment (D) should go beyond just completion and include accuracy, consistency, and generalization across contexts.

#29. Your client exhibits strong initial response to skill acquisition but loses motivation and engagement over time. How would you adapt your intervention plan to maintain their interest and promote continued progress?

While increasing difficulty (A) may be desirable later, maintaining motivation requires addressing decreased engagement. Novel reinforcers (B) and breaks (C) can address this, and social praise (D) is important but may not be enough to combat waning interest. Switching up reinforcers keeps the learning process fun and motivating.

#30. You are teaching your client a sequence of self-care skills like washing their hands. You notice they sometimes skip certain steps or complete them in the wrong order. How would you address these errors and promote accurate sequential performance?

Skipping or misordering steps requires immediate feedback and intervention. Error correction (D) allows you to address mistakes in real-time, providing guidance and prompting to ensure the correct sequence is followed. Response prompting (A) and breaking down the skill further (B) may be helpful as initial support, but video modeling (C) wouldn’t directly address sequence errors.

#31. You are concerned your client may be experiencing boredom or frustration during skill acquisition sessions. How would you identify the source of their negative emotions and adjust your approach to improve learning and engagement?

Direct conversations (C) may not be effective for all clients, and data analysis (A) provides information but not direct insight into emotions. Observing nonverbal cues (B) allows you to identify subtle signs of boredom or frustration that can inform adjustments like changing the pace, activity, or feedback provided. Environmental modifications (D) can be helpful but may not address the underlying source of the negative emotions.

#32. You notice your client relies heavily on prompts and cues to perform a newly acquired skill. How would you assess their level of independent mastery and determine the need for prompt fading?

Data analysis (B) provides information about prompt usage but doesn’t directly assess independent mastery. Gradually fading prompts (C) is a strategy, but not an assessment approach. Comparing to norms (D) may not be relevant at this stage. Unannounced probe sessions (A) provide a direct measure of the client’s ability to perform the skill without prompts, informing decisions about fading and further instruction.

#33. You are evaluating the effectiveness of your skill acquisition program for a client with learning difficulties. What factors should you consider beyond simply measuring the acquisition of the target skill?

A comprehensive evaluation of skill acquisition considers not just the final outcome (A) but also the efficiency of the program (A), the client’s engagement and attitude

#34. When conducting a task analysis, it is important to break down the skill into __________ steps.

#35. Which of the following is NOT a common barrier to skill acquisition?


Official Test vs. Our Mock Test: A Comparative Overview

Official Test:

  • Duration: 90 minutes
  • Total Questions: 85
  • Scored Questions: 75
  • Unscored Questions: 10 (pre-tested for future exams, not counted towards the final score)
  • Passing Marks: 68

Content Areas and Distribution:

  • Measurement: 12 questions
  • Assessment: 6 questions
  • Skill Acquisition: 24 questions
  • Behavior Reduction: 12 questions
  • Documentation and Reporting: 10 questions
  • Professional Conduct and Scope of Practice: 11 questions

Our Mock Test:

  • Duration: 45 minutes
  • Total Questions: 35
  • Scored Questions: 35
  • Unscored Questions: 0
  • Passing Marks: 28

Content Areas and Distribution:

  • Measurement: 5 questions
  • Assessment: 3 questions
  • Skill Acquisition: 12 questions
  • Behavior Reduction: 5 questions
  • Documentation and Reporting: 5 questions
  • Professional Conduct and Scope of Practice: 5 questions

What to Expect:

  1. 35 In-Depth Practice Questions: Engage with a diverse set of 35 practice questions meticulously designed to cover crucial RBT exam areas. Each question is crafted to reflect real-world scenarios, ensuring you’re well-prepared for the challenges ahead.
  2. Detailed Explanations: Gain a deep understanding of each question with our detailed explanations. We provide insights and reasoning behind the correct answers, allowing you to grasp essential concepts and enhance your problem-solving skills.

Why Use Our Mock Exam:

  • Convenience: No sign-up required! Simply access the mock exam and start your preparation journey immediately. We value your time and make the process hassle-free.
  • Realistic Scenario Simulation: Our questions are crafted to mirror the challenges you’ll face in the actual RBT certification exam. Practice in a simulated environment to build confidence and familiarity with the test format.
  • Comprehensive Coverage: Tackle a broad spectrum of topics to ensure you’re well-versed in all aspects of the RBT exam. Our questions provide a comprehensive review of the skills and knowledge required for success.

How to Use the Mock Exam:

  1. Self-Assessment: Gauge your current understanding of RBT concepts and identify areas for improvement.
  2. Focused Study: Use the detailed explanations to target specific areas of weakness and reinforce your understanding.
  3. Time Management Practice: Mimic the time constraints of the actual exam to enhance your ability to manage time effectively during the test.

Prepare with confidence using our Free RBT Mock Exam, and take a step closer to achieving your RBT certification! 🌟


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