Free RBT Mock Exam 7 with Solutions - No Sign-up Needed! 🚀

#1. 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 choices in a naturalistic environment without prompting or manipulating options.

#2. Your BCBA provides your client’s caregiver with a questionnaire to fill out about the child’s behavior to get more information about what they’re seeing outside of therapy sessions. This type of tool falls under which category of assessments?

Descriptive assessment

Preference assessment

Skill assessment

Indirect assessment

Indirect assessments gather information about behavior via interviews, questionnaires, or observations by others, as opposed to direct data collection during controlled settings.

#3. 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, then allows them to play with it for a minute before taking it away and changing the array with new toys

Misha place 5 toys in an array and records which toy her learner chooses, then allows them to play with it for a minute before instructing her learner to choose another toy

MSW presents multiple options, allows interaction with a chosen option, then replaces it with new options for further choice, offering continuous choice opportunities.

#4. 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 determine what items or activities motivate and reinforce an individual, which can be used in intervention planning.

#5. Your BCBA asks you to help him conduct a skill-based assessment (E.g., VB-MAPP, ABLLS) with your shared client. Which of the following best describes how you would conduct the assessment?

Provide the instruction for the skill, then immediately prompt the correct response

Provide the instruction for the skill, do not prompt, but go through error correction if the learner errors

Provide the instruction for the skill, allow your learner to respond, and record data on their response

Provide the instruction for the skill, prompt as needed, and reinforce correct responding

Skill-based assessments typically involve observing the learner’s independent response to instructions or tasks, without prompting or interference, to assess their current skill level.

#6. You record data on your client’s hand flapping for 30 minutes and find they flap their hands 45 times. What type of measurement did you use?

Frequency

Rate

Duration

Interresponse time

Explanation:

Frequency: This refers to the number of times a behavior occurs within a specific period. In this case, you counted 45 hand flaps within 30 minutes.
Duration: This refers to the total length of time a behavior lasts. You don’t have information about the duration of individual hand flaps, just the total number of occurrences.
Interresponse time (IRT): This refers to the time between two consecutive instances of a behavior. You don’t have data on the time between individual hand flaps.
Rate: This is calculated by dividing the frequency by the time interval. While the information could be used to calculate rate (45 flaps / 30 minutes), the question directly asks for the type of measurement used to collect the data, which is frequency.

#7. You are conducting a verbal behavior assessment for your client with limited expressive language. The assessment tasks involve receptive identification and manding (requesting desired items). You notice the client frequently vocalizes but their vocalizations are not consistently associated with specific objects or actions. How would you adjust your assessment procedures to gain more accurate information about their abilities?

Continue with the assessment as planned and interpret the data based on overall vocalization patterns.

Introduce simpler receptive identification tasks and gradually increase complexity.

Prompt the client to label familiar objects or actions and provide reinforcement for accurate vocalizations.

Focus on assessing manding skills through prompting for requests for preferred items or activities.

Since the vocalizations aren’t consistently associated with objects or actions, focusing on manding tasks provides a clearer picture of the client’s ability to use vocalizations to express their needs and wants. Prompts and reinforcement can encourage communication attempts and clarify the meaning of their vocalizations.

#8. Your client exhibits disruptive behaviors during group activities but engages appropriately in one-on-one interactions. To assess the potential role of social reinforcement in maintaining the disruptive behavior, you design a momentary time sampling observation with two conditions: baseline (group activities) and contingency management (group activities with rewards for appropriate behavior). How would you analyze the data to draw valid conclusions?

Compare the total occurrences of disruptive behaviors in each condition.

Calculate the rate of disruptive behaviors per minute in each condition.

Analyze the antecedents and consequences of disruptive behaviors in each condition.

Compare the percentage of observed intervals with disruptive behavior in each condition.

Simply comparing rates or frequencies may not fully explain the changes. Focusing on the specific triggers and consequences of the disruptive behavior in each condition allows you to determine if social reinforcement from peers is indeed maintaining the behavior and how the intervention (contingency management) may be impacting those contingencies.

#9. Behavioral contracting is most effective when:**

The individual has limited self-awareness of their behavior.

The goals are set by the therapist without client input.

Clear expectations and consequences are agreed upon beforehand.

Frequent external monitoring and reminders are implemented.

Behavioral contracting is a positive reinforcement technique where an individual and a helper (therapist, parent, teacher) agree on specific goals, desired behaviors, and corresponding rewards for achieving those goals. For this to be most effective, a few key elements are crucial:

Clear Expectations and Consequences (CORRECT): Both parties need to understand exactly what behavior is expected and what the rewards or consequences will be. This clarity promotes understanding and motivates adherence.
Frequent external monitoring can be helpful initially, but the goal is for the individual to develop self-monitoring skills over time. Overreliance on external reminders reduces ownership and long-term success.
Limited self-awareness might necessitate more external support initially, but involving the individual in goal setting fosters buy-in and self-management.
Therapist-set goals (without client input) are less likely to be motivating and achievable for the individual. Collaboration in goal setting leads to a greater sense of ownership and commitment.

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

It is generally considered the most effective method for most maladaptive behaviors.

It should be delivered immediately and consistently after the unwanted behavior occurs.

It can have undesirable side effects like increased aggression and anxiety.

It should never be used in conjunction with positive reinforcement strategies.

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

#11. 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.

#12. Which technique involves providing a brief break from reinforcement following the unwanted behavior?

Time-out

Extinction

Response cost

Overcorrection

Time-out temporarily removes the opportunity for reinforcement, leading to a decrease in behavior.

#13. Which of the following is a key factor for ensuring the long-term effectiveness of behavior reduction techniques?

Generalization of skills to different settings and situations

Maintenance of behavior change over time

Collaboration with all stakeholders involved in the individual’s care

All of the above

All options contribute to sustained behavior change.

#14. Your agency implements a new digital data dashboard for progress tracking and reporting. What information would be most valuable to include for effective data visualization?

Extensive textual descriptions of client demographics and intervention details.

Interactive charts and graphs showcasing trends and key performance indicators.

Real-time updates and individual client data accessible by all staff members.

Aggregate data summaries without individualized information to protect client privacy.

Visualized data with key metrics and trends enables easier analysis and decision-making.

#15. You are writing a progress report for a client transitioning from residential care to independent living. Which aspect should be most emphasized?

Specific behavioral targets achieved and interventions implemented in the residential setting.

Client’s skills and resources for managing daily tasks and independent living challenges.

Detailed descriptions of the client’s living environment and support network.

Long-term goals and aspirations for the future after leaving residential care.

Focus on functional skills and resources empowering the client for independent living.

#16. You encounter a colleague documenting confidential client information in an insecure and unprofessional manner. How should you address this ethical breach?

Ignore the issue and avoid confrontation to maintain a peaceful work environment.

Directly confront your colleague and demand they change their documentation practices.

Discreetly report the concern to your supervisor or ethics committee for further action.

Inform the client about the potential confidentiality breach and offer your support.

Reporting to the appropriate authorities ensures proper handling of the ethical breach.

#17. You are writing a grant proposal for funding a new behavioral intervention program. How should you demonstrate the program’s potential effectiveness?

Focus on theoretical justifications and promising treatment approaches.

Utilize evidence-based research and successful similar programs as references.

Include projected financial costs and resource requirements of the program.

Highlight potential benefits for the community and target population.

Evidence-based justification and demonstrating a clear impact are key for successful grant proposals.

#18. You are invited to participate in a peer review process for a research article on a behavioral intervention. What should be your primary focus as a reviewer?

Critique the writing style and grammatical accuracy of the article.

Evaluate the methodological rigor and research design of the study.

Assess the program’s clinical applicability and potential for real-world implementation.

Analyze

#19. A client asks you to provide a professional opinion on a matter that is not directly related to the services you are providing. What should you do?

Decline to provide an opinion, as it falls outside the scope of your engagement.

Offer a tentative opinion, but make it clear that it is not based on your expertise in that area.

Conduct additional research to gain a better understanding of the matter before providing an opinion.

Refer the client to another professional who is qualified to provide an opinion on the matter.

Explanation of Other Options:

While referring the client can be helpful, it’s not the most direct answer to the question of what you should do.
Offering a tentative opinion can be misleading and damage your credibility.
Researching might be ideal in a real-world scenario, but for a multiple-choice question with limited time, declining is the best course of action.

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

Ignore the situation and hope it gets resolved on its own.

Report the conduct to your supervisor or the appropriate authorities.

Confront the colleague directly and attempt to resolve the issue privately.

Seek advice from a professional association or ethics committee.

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.

#21. Which errorless learning technique involves physically guiding the learner through the correct response to prevent errors?

Hand-over-hand prompting

Stimulus fading

Prompt delay

Response prompting

Hand-over-hand prompting ensures errorless practice by physically guiding the learner’s movements to achieve the correct response.

#22. 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.

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

Providing intermittent reinforcement

Conducting periodic skill probes

Reteaching the skill if necessary

All of the above

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

#24. 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.

#25. 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?

Increase the difficulty of the tasks as the client masters them.

Introduce novel reinforcers and reward systems to keep things fresh.

Schedule frequent breaks and opportunities for movement throughout the sessions.

Emphasize social praise and verbal recognition of the client’s efforts and achievements.

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.

#26. 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.

#27. 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.

#28. You experience burnout and feel unable to effectively fulfill your professional responsibilities. What should you do?

Continue working, hoping the feeling will pass on its own.

Seek professional help to address the burnout and develop coping mechanisms.

Delegate tasks to colleagues without informing your supervisor.

Inform your supervisor and discuss options for managing your workload and well-being.

Ignoring burnout risks client harm and unprofessional behavior. Seeking help, managing stress, and prioritizing your well-being are essential for ethical practice and sustainable professional life.

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

Lack of motivation

Sensory processing difficulties

Cognitive impairments

Strong social skills

#30. When using errorless learning techniques, the goal is to:

Punish incorrect responses.

Correct errors immediately.

Prevent errors from occurring in the first place.

Ignore minor errors.

#31. A client struggles with maintaining newly acquired skills. Which strategy can help?

Increase practice opportunities in various contexts.

Introduce more complex and challenging skills.

Focus solely on error correction techniques.

Reduce the frequency of reinforcement.

#32. When using least-to-most prompting, the therapist begins with:

The most intrusive and obvious prompt.

The least intrusive and subtle prompt.

A combination of prompts regardless of intensity.

No prompts and relies solely on verbal instructions.

#33. While conducting a task analysis, it’s important to:

Focus only on the final outcome of the skill.

Break down the skill into observable and measurable steps.

Prioritize the most challenging steps first.

Rely solely on the therapist’s expertise and intuition.

#34. A client with motor planning difficulties might benefit from learning the skill through:

Verbal instructions only.

Visual demonstrations and models.

Physical manipulation and practice.

A combination of all approaches.

#35. To effectively adapt a skill acquisition program for a client with cultural differences, it’s crucial to:

Impose the therapist’s cultural values and norms.

Consider the client’s cultural background and preferences.

Focus solely on universal learning principles.

Prioritize rapid skill acquisition regardless of cultural fit.

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