Free RBT Mock Exam 3 with Solutions - No Sign-up Needed! 🚀

#1. Marlee’s mother gives her a cup of orange juice. Marlee throws the cup and screams. What was the antecedent in this scenario?

Marlee’s mother providing a cup of orange juice

Marlee’s mother asking her what’s wrong

Marlee asking for the orange juice

Marlee throwing the cup

The antecedent is the event that precedes the behavior, in this case, providing the orange juice.

#2. Which of the following is true about a free operant preference assessment?

You present your learner with one item at a time and record their response to it

You present your learner with two items and allow them to choose one, then record which one they chose

You observe your learner in a natural setting and record what they choose to play with

None of these describe a free operant preference assessment

Free operant preference assessments involve observing the learner’s choices in an unrestricted environment.

#3. Your BCBA provides your client’s caregiver with a questionnaire to fill out about the child’s behavior. This type of tool falls under which category of assessments?

Descriptive assessment

Preference assessment

Skill assessment

Indirect assessment

Questionnaires provide information based on reports from others, making them indirect assessments.

#4. Which of the following describes a multiple stimulus with replacement (MSW) preference assessment?

Jane observes her learner and records which toys they play with and how long

Kia offers two toys to her learner and records which one they choose

Lorraine places 6 toys in an array and records which toy her learner chooses. She allows them to play with it for a minute before taking it away and changing the array with new toys

Misha places 5 toys in an array and records which toy her learner chooses. She allows them to play with it for a minute before taking it away and instructing her learner to choose another toy

MSW involves presenting an array of items, allowing the learner to choose, and then replacing the chosen item.

#5. What is the purpose of a preference assessment?

To identify items and activities that are reinforcing to an individual

To identify items and activities that an individual likes

To identify why the individual engages in a particular behavior

To assess skill deficits

Preference assessments help identify reinforcing items for behavior intervention.

#6. Which of the following would be an objective and measurable operational definition of “talking back”?

The student raises their voice and uses disrespectful language towards the teacher

The student engages in verbal behavior that contradicts or challenges the teacher’s instructions

The student makes statements with a loud and angry tone of voice

The student’s verbal behavior disrupts the classroom environment

This definition specifies observable and measurable characteristics of the behavior (volume and tone) without subjective interpretations or inf

#7. Which of the following assessments would likely involve standardized scoring and normative data comparisons?

A functional analysis of self-injurious behavior

A teacher-designed skill checklist for basic reading fluency

A free operant preference assessment with toys and activities

A standardized developmental assessment like the Bayley Scales of Infant and Toddler Development (BSITD)

Standardized assessments, like the BSITD, have specific scoring procedures and compare individual performance to established norms for age or developmental level. Functional analyses, skill checklists, and preference assessments typically use non-standardized procedures and data interpretation within the specific context of the individual’s behaviors.

#8. You are analyzing a graph of your client’s vocal stereotypy behavior across weeks of intervention. The line on the graph is consistently declining. What does this trend likely indicate?

The behavior is becoming more frequent

The behavior is occurring closer together in time

The target behavior is decreasing in frequency

The intervention is having no effect on the behavior

A downward trend on a graph of behavior frequency (e.g., occurrences per week) generally signifies a reduction in the target behavior and suggests the intervention is having a positive effect.

#9. Which of the following is NOT a primary goal of behavior reduction?

To eliminate the unwanted behavior completely.

To decrease the frequency or intensity of the behavior.

To teach alternative, more appropriate behaviors.

To identify and address the underlying causes of the behavior.

Complete elimination may not always be realistic or necessary. Focus is on reducing the behavior to a manageable level and building adaptive skills.

#10. Which behavior reduction technique involves removing a desirable stimulus following the unwanted behavior?

Positive reinforcement

Negative reinforcement

Punishment

Extinction

Punishment aims to decrease behavior by associating it with negative consequences.

#11. Which of the following is a key consideration when selecting a behavior reduction technique?

The severity of the behavior

The age and developmental level of the individual

The function of the behavior

All of the above

All factors are crucial for choosing the most effective and appropriate strategy.

#12. Which of the following is a potential ethical concern with behavior reduction techniques?

The potential for misuse or abuse

The potential for negative side effects

The potential for limiting individual autonomy

All of the above

Ethical considerations are vital to ensure techniques are used responsibly and respectfully.

#13. Which of the following is a common misconception about behavior reduction?

It is used for severe problem behaviors.

It is a quick and easy fix.

It is effective for children.

It is synonymous with punishment.

Behavior reduction encompasses diverse strategies, including positive reinforcement and skill-building, not just punishment.

#14. When documenting ethical concerns about a colleague’s practice, what should be your primary focus?

Reporting personal opinions and interpretations of the situation.

Providing specific examples and factual observations of the alleged issue.

Consulting legal counsel for guidance before taking any action.

Confronting the colleague directly to address the perceived ethical breach.

Provide objective evidence and avoid speculation or personal attack

#15. A parent requests to see their child’s complete behavioral intervention records. What is your ethical responsibility?

Provide immediate access to all records without restriction.

Deny access to protect client confidentiality.

Review records with the parent and explain relevant information.

Consult with a supervisor or legal counsel before sharing any records.

Balance transparency with confidentiality by reviewing records with the parent and explaining relevant information.

#16. You are writing a report for a client who has made significant progress in social skills development. Which of the following would be the most appropriate way to document this progress?

“Client is now able to engage in conversations with peers without prompting.”

“Client has made great strides in social skills and is now much more outgoing.”

“Client’s social skills have improved significantly, as evidenced by increased interactions with peers and decreased anxiety in social situations.”

“Client is no longer socially withdrawn and has made many new friends.”

Provide specific examples and objective measures of progress.

#17. You are documenting a client’s response to a new medication. Which of the following information is essential to include?

Medication name, dosage, and frequency

Observed side effects and any behavioral changes

Client’s subjective experience and feedback

All of the above

Include all relevant information to ensure comprehensive documentation.

#18. You are preparing a discharge summary for a client who has completed a behavioral intervention program. Which of the following should be included in the summary?

Client’s presenting problems and goals

Interventions implemented and progress made

Recommendations for future services or supports

All of the above

Provide a comprehensive overview of the client’s journey and future needs.

#19. You are facing a challenging ethical dilemma in your practice. What should you do?

Rely on your intuition and make a quick decision without seeking further guidance.

Consult with colleagues or other professionals for their opinions and advice.

Review relevant ethical codes and professional standards to inform your decision.

All of the above.

Navigating ethical dilemmas involves seeking various inputs to make informed decisions. Consulting colleagues, reviewing professional standards, and considering personal values can help navigate complex situations responsibly.

#20. You are asked to provide pro bono (free) services to a non-profit organization. What should you consider before accepting the engagement?

Whether the work aligns with your professional interests and expertise.

Whether the organization’s mission and values are compatible with your own.

Whether you have the time and resources to adequately fulfill the engagement.

All of the above.

Providing pro bono services requires careful consideration of various factors to ensure responsible engagement. Aligning with interests, assessing compatibility with the organization, and evaluating resource availability are all crucial points.

#21. You are approached by a potential client who wishes to remain anonymous. What are your ethical responsibilities in this situation?

Accept the engagement without questioning the client’s desire for anonymity.

Explain the importance of transparency and discourage anonymous relationships.

Discuss the potential risks and limitations of anonymous engagements with the client.

Both B and C.

Anonymitous client relationships raise ethical concerns regarding transparency and accountability. While not always prohibited, discussing potential risks and limitations with the client is crucial for informed decision-making and upholding ethical obligations.

#22. You are working on a project for a client involving confidential information. How should you protect this information?

Store all documents on your personal computer for easy access.

Utilize password-protected files and encrypt sensitive data when applicable.

Discuss confidential information with colleagues over casual conversations.

Share information with third parties unless explicitly prohibited by the client.

Maintaining confidentiality is paramount for building trust and upholding ethical standards. Securing data using passwords and encryption protects sensitive information from unauthorized access.

#23. You are offered a lucrative incentive by a potential client to influence your services in their favor. What should you do?

Accept the incentive, as it is an additional bonus for your expertise.

Decline the incentive and explain the ethical obligation to remain impartial.

Disclose the incentive to your supervisor and seek guidance on how to proceed.

Both B and C.

Accepting bribes or inducements undermines professional integrity and compromises impartiality. Declining the incentive and seeking guidance from superiors upholds ethical conduct and protects client interests.

#24. Your client shows initial improvement in a new communication skill (e.g., asking questions) during training sessions, but struggles to use it spontaneously in everyday situations. How would you address this and promote generalization?

Conduct more frequent training sessions to increase overall skill fluency.

Introduce role-playing exercises to practice using the skill in various social contexts.

Schedule opportunities for the client to practice the skill in natural settings with support.

Implement a token economy system to incentivize using the skill in everyday situations.

Generalization requires practice in real-world contexts. While additional training (A) may be beneficial, role-playing (B) can be artificial, and external rewards (D) may not always be available or maintain long-term use. Scheduling specific opportunities for practicing the skill in everyday situations with fading support (C) provides the necessary experience and feedback for naturalization.

#25. You are teaching your client a complex multi-step skill like preparing a meal. They consistently master individual steps but have difficulty transitioning smoothly between them and maintaining organization throughout the process. How would you support their independent execution of the entire sequence?

Divide the task into smaller, independent sub-skills and practice each one separately.

Utilize chaining techniques to gradually teach the sequence of steps from beginning to end.

Implement self-monitoring strategies and checklists to help the client track their progress and stay organized.

Provide verbal prompting and reminders throughout the task to cue transitions and maintain focus.

While chaining (B) is valuable for initial skill acquisition, relying on prompts (D) may hinder independent execution. Dividing the task further (A) may not address sequencing issues. Self-monitoring tools like checklists (C) empower the client to track their progress, plan transitions, and manage the overall organization of the multi-step skill.

#26. Your client exhibits high distractibility during skill acquisition sessions, making it difficult for them to focus and attend to instructions. How would you modify the learning environment and instruction delivery to improve attention and engagement?

Reduce the length and frequency of skill acquisition sessions to prevent fatigue.

Incorporate sensory-motor activities and breaks into the sessions to increase alertness and engagement.

Utilize visual aids and concrete materials to supplement verbal instructions and enhance clarity.

Implement a token economy system to reward attending to instructions and staying focused.

Distractibility requires strategies to address focus and energy levels. Reducing sessions (A) may not be beneficial, and external rewards (D) may not address the underlying issue. Sensory-motor activities and breaks (B) can help re-energize the client and improve their ability to pay attention, while visuals (C) can support understanding but may not directly address distractibility.

#27. You are concerned your client may be experiencing anxiety or apprehension during certain skill acquisition tasks. How would you identify and address their emotional state to create a more comfortable and productive learning environment?

Analyze data on task completion and reinforcement schedules to identify potential sources of anxiety.

Observe the client’s body language and nonverbal cues for signs of anxiety or discomfort.

Discuss any concerns with the client directly and offer reassurance and support.

Modify the difficulty or pace of the tasks to reduce pressure and feelings of overwhelm.

Data analysis (A) may not reveal personal feelings, and direct conversations (C) may not be suitable for all clients. Observing nonverbal cues (B) allows you to identify subtle signs of anxiety and adjust the learning environment or approach to reduce pressure and create a more comfortable learning experience. Task adjustments (D) can be helpful but may not directly address the emotional state.

#28. A client who has difficulty with social skills might benefit from practicing with a(n)

virtual reality program

artificial intelligence tutor

role-playing exercise

online forum

Role-playing exercises provide a safe and controlled environment for clients to practice social skills in a variety of situations.

#29. A therapist is working with a client who has anxiety. The therapist might use exposure therapy to help the client gradually

increase their avoidance of anxiety-provoking situations

decrease their reliance on safety behaviors

identify the cognitive distortions that are maintaining their anxiety

all of the above

Exposure therapy is a type of cognitive behavioral therapy that can be effective in treating anxiety disorders. It involves gradually exposing the client to anxiety-provoking situations in a safe and controlled environment.

#30. A client who is struggling with depression might benefit from

spending more time alone

avoiding activities they enjoy

engaging in regular exercise

all of the above

Exercise has been shown to be an effective treatment for depression. It can help to improve mood, reduce stress, and increase energy levels.

#31. Which of the following is NOT a characteristic of a well-defined skill?

Observable

Measurable

Complex

Achievable

#32. When using shaping, the therapist gradually introduces __________ to the desired behavior.

prompts

reinforcers

criteria

consequences

#33. Which of the following is NOT a benefit of using technology in skill acquisition programs?

Increased engagement

Individualized instruction

Data collection and analysis

Reduced therapist workload

#34. When fading prompts, it is important to __________ the rate of fading to match the learner’s progress.

increase

decrease

maintain

vary

#35. Which of the following is an example of a motivational strategy that can be used to promote skill acquisition?

Providing clear and concise instructions

Offering choices and control

Using positive reinforcement

All of the above

Free RBT Mock Exam 3 with Solutions – No Sign-up Needed! 🚀

Get Ready for Your RBT Exam with 35 Practice Questions!

Results

#1. Marlee’s mother gives her a cup of orange juice. Marlee throws the cup and screams. What was the antecedent in this scenario?

#2. Which of the following is true about a free operant preference assessment?

#3. Your BCBA provides your client’s caregiver with a questionnaire to fill out about the child’s behavior. This type of tool falls under which category of assessments?

#4. Which of the following describes a multiple stimulus with replacement (MSW) preference assessment?

#5. What is the purpose of a preference assessment?

#6. Which of the following would be an objective and measurable operational definition of “talking back”?

#7. Which of the following assessments would likely involve standardized scoring and normative data comparisons?

#8. You are analyzing a graph of your client’s vocal stereotypy behavior across weeks of intervention. The line on the graph is consistently declining. What does this trend likely indicate?

#9. Which of the following is NOT a primary goal of behavior reduction?

#10. Which behavior reduction technique involves removing a desirable stimulus following the unwanted behavior?

#11. Which of the following is a key consideration when selecting a behavior reduction technique?

#12. Which of the following is a potential ethical concern with behavior reduction techniques?

#13. Which of the following is a common misconception about behavior reduction?

#14. When documenting ethical concerns about a colleague’s practice, what should be your primary focus?

#15. A parent requests to see their child’s complete behavioral intervention records. What is your ethical responsibility?

#16. You are writing a report for a client who has made significant progress in social skills development. Which of the following would be the most appropriate way to document this progress?

#17. You are documenting a client’s response to a new medication. Which of the following information is essential to include?

#18. You are preparing a discharge summary for a client who has completed a behavioral intervention program. Which of the following should be included in the summary?

#19. You are facing a challenging ethical dilemma in your practice. What should you do?

#20. You are asked to provide pro bono (free) services to a non-profit organization. What should you consider before accepting the engagement?

#21. You are approached by a potential client who wishes to remain anonymous. What are your ethical responsibilities in this situation?

#22. You are working on a project for a client involving confidential information. How should you protect this information?

#23. You are offered a lucrative incentive by a potential client to influence your services in their favor. What should you do?

#24. Your client shows initial improvement in a new communication skill (e.g., asking questions) during training sessions, but struggles to use it spontaneously in everyday situations. How would you address this and promote generalization?

#26. Your client exhibits high distractibility during skill acquisition sessions, making it difficult for them to focus and attend to instructions. How would you modify the learning environment and instruction delivery to improve attention and engagement?

#27. You are concerned your client may be experiencing anxiety or apprehension during certain skill acquisition tasks. How would you identify and address their emotional state to create a more comfortable and productive learning environment?

#28. A client who has difficulty with social skills might benefit from practicing with a(n)

#29. A therapist is working with a client who has anxiety. The therapist might use exposure therapy to help the client gradually

#30. A client who is struggling with depression might benefit from

#31. Which of the following is NOT a characteristic of a well-defined skill?

#32. When using shaping, the therapist gradually introduces __________ to the desired behavior.

#33. Which of the following is NOT a benefit of using technology in skill acquisition programs?

#34. When fading prompts, it is important to __________ the rate of fading to match the learner’s progress.

#35. Which of the following is an example of a motivational strategy that can be used to promote skill acquisition?

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