Question: Which data collection method is most appropriate for measuring the total amount of time a behavior occurs?

Answer: Duration recording

Explanation: Duration recording measures the total amount of time a behavior occurs from onset to offset, making it ideal for behaviors where time is the relevant dimension.

For more information, see the Measurement section of our study guide.

Question: When using whole interval recording, a behavior is scored as occurring if:

Answer: The behavior occurs for the entire duration of the interval

Explanation: Whole interval recording requires the behavior to occur continuously throughout the entire interval to be scored as occurring.

For more information, see the Measurement section of our study guide.

Question: What is the primary advantage of using frequency recording?

Answer: It is simple to use and provides a count of behavior occurrences

Explanation: Frequency recording is straightforward and provides a direct count of how many times a behavior occurs, making it ideal for discrete behaviors.

For more information, see the Measurement section of our study guide.

Question: Which measurement would be most appropriate for tracking hand-raising in a classroom?

Answer: Frequency

Explanation: Hand-raising is a discrete behavior with a clear beginning and end, making frequency recording the most appropriate measurement method.

For more information, see the Measurement section of our study guide.

Question: When should you record the exact time a behavior occurs?

Answer: When collecting ABC data

Explanation: ABC (Antecedent-Behavior-Consequence) data collection often requires precise timing to identify patterns and relationships between events.

For more information, see the Measurement section of our study guide.

Question: What does IOA stand for in behavioral measurement?

Answer: Inter-Observer Agreement

Explanation: IOA (Inter-Observer Agreement) measures the consistency between two independent observers collecting data on the same behavior.

For more information, see the Measurement section of our study guide.

Question: Which recording method would be best for measuring how long it takes a student to begin an assignment after instruction?

Answer: Latency recording

Explanation: Latency recording measures the time between a stimulus (instruction) and the onset of a response (beginning the assignment).

For more information, see the Measurement section of our study guide.

Question: In partial interval recording, a behavior is scored if it:

Answer: Occurs at any point during the interval

Explanation: Partial interval recording scores a behavior as occurring if it happens at any point during the observation interval, regardless of duration.

For more information, see the Measurement section of our study guide.

Question: Which data collection method provides the most detailed information about when behaviors occur?

Answer: Continuous recording

Explanation: Continuous recording captures all instances of behavior as they occur in real-time, providing the most comprehensive behavioral data.

For more information, see the Measurement section of our study guide.

Question: What should you do if you miss recording a behavior occurrence?

Answer: Make a note about the missed observation

Explanation: Accuracy in data collection requires noting any missed observations to maintain data integrity and inform interpretation.

For more information, see the Measurement section of our study guide.

Question: Which measurement is most appropriate for self-stimulatory behaviors that occur frequently?

Answer: Momentary time sampling

Explanation: For high-frequency behaviors like self-stimulation, momentary time sampling provides a practical way to estimate occurrence without requiring continuous observation.

For more information, see the Measurement section of our study guide.

Question: When graphing behavioral data, what does the y-axis typically represent?

Answer: The behavior being measured

Explanation: The y-axis (vertical axis) represents the dependent variable - the behavior being measured and its frequency, duration, or other dimension.

For more information, see the Measurement section of our study guide.

Question: What is the primary purpose of a functional behavior assessment (FBA)?

Answer: To identify the function or purpose of a problem behavior

Explanation: A functional behavior assessment is conducted to identify the function or purpose that a problem behavior serves for an individual, which guides intervention planning.

For more information, see the Assessment section of our study guide.

Question: Which of the following is a direct assessment method?

Answer: Behavioral observation

Explanation: Direct assessment involves observing and recording behavior as it occurs, while indirect methods rely on reports from others or reviews of existing information.

For more information, see the Assessment section of our study guide.

Question: What are the four main functions of behavior according to behavioral analysis?

Answer: Attention, escape, sensory, tangible

Explanation: The four main functions of behavior are: attention-seeking, escape/avoidance, sensory stimulation, and access to tangibles or activities.

For more information, see the Assessment section of our study guide.

Question: During a preference assessment, what should you do if a client consistently chooses the same item?

Answer: Continue the assessment as planned

Explanation: Consistent choice of the same item indicates a strong preference. The assessment should continue to identify the full hierarchy of preferred items.

For more information, see the Assessment section of our study guide.

Question: Which assessment method involves systematically manipulating environmental variables to test hypotheses about behavior function?

Answer: Functional analysis

Explanation: Functional analysis involves experimental manipulation of environmental variables to directly test hypotheses about what maintains problem behavior.

For more information, see the Assessment section of our study guide.

Question: What should be included in ABC data collection?

Answer: Antecedent, Behavior, Consequence

Explanation: ABC data collection records what happens before (Antecedent), during (Behavior), and after (Consequence) behavioral episodes to identify patterns.

For more information, see the Assessment section of our study guide.

Question: Which of the following best describes reinforcement?

Answer: A consequence that increases the likelihood of a behavior occurring again

Explanation: Reinforcement is defined as any consequence that follows a behavior and increases the probability that the behavior will occur again in the future.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the difference between positive and negative reinforcement?

Answer: Positive adds something, negative removes something

Explanation: Positive reinforcement involves adding a stimulus to increase behavior, while negative reinforcement involves removing a stimulus to increase behavior.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompting strategy involves providing the least amount of assistance necessary?

Answer: Least-to-most prompting

Explanation: Least-to-most prompting starts with minimal assistance and gradually increases prompt levels until the learner responds correctly, promoting independence.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the goal of prompt fading?

Answer: To transfer stimulus control from prompts to natural cues

Explanation: Prompt fading gradually reduces artificial prompts so that behavior comes under the control of natural environmental stimuli.

For more information, see the Skill Acquisition section of our study guide.

Question: In discrete trial training, what follows the discriminative stimulus (SD)?

Answer: The client's response

Explanation: In discrete trial training, the sequence is: discriminative stimulus (SD), response, consequence, then inter-trial interval.

For more information, see the Skill Acquisition section of our study guide.

Question: What is shaping?

Answer: Reinforcing successive approximations toward a target behavior

Explanation: Shaping involves reinforcing behaviors that gradually become more similar to the desired target behavior through successive approximations.

For more information, see the Skill Acquisition section of our study guide.

Question: Which type of reinforcement schedule is most resistant to extinction?

Answer: Variable ratio

Explanation: Variable ratio schedules create the highest resistance to extinction because the unpredictable nature maintains responding even when reinforcement is removed.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the primary goal of task analysis?

Answer: To break complex skills into smaller, teachable steps

Explanation: Task analysis involves breaking down complex behaviors into smaller, sequential steps that can be taught individually and then chained together.

For more information, see the Skill Acquisition section of our study guide.

Question: In forward chaining, which step is taught first?

Answer: The first step in the sequence

Explanation: Forward chaining teaches the first step of a task sequence first, then gradually adds subsequent steps until the entire chain is mastered.

For more information, see the Skill Acquisition section of our study guide.

Question: What is incidental teaching?

Answer: Using naturally occurring opportunities to teach

Explanation: Incidental teaching takes advantage of naturally occurring situations and the learner's interests to provide learning opportunities in natural contexts.

For more information, see the Skill Acquisition section of our study guide.

Question: Which of the following is an example of a natural reinforcer?

Answer: Successfully opening a door after turning the handle

Explanation: Natural reinforcers are the logical outcomes of behaviors that occur in everyday environments without artificial arrangement.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the purpose of errorless learning?

Answer: To prevent or minimize errors during learning

Explanation: Errorless learning techniques minimize errors during acquisition by providing sufficient prompts and support to ensure correct responding.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you provide reinforcement during skill acquisition?

Answer: Immediately after correct responses

Explanation: Reinforcement should be delivered immediately after correct responses to strengthen the connection between the behavior and its consequences.

For more information, see the Skill Acquisition section of our study guide.

Question: What is generalization in behavior analysis?

Answer: The spread of behavior change across settings, people, or time

Explanation: Generalization occurs when learned behaviors occur in conditions different from those in which they were originally taught.

For more information, see the Skill Acquisition section of our study guide.

Question: Which teaching method involves teaching the learner to make requests?

Answer: Mand training

Explanation: Mand training teaches requesting behaviors where the learner asks for specific items, activities, or assistance they want or need.

For more information, see the Skill Acquisition section of our study guide.

Question: What should you do if a learner is not making progress on a skill?

Answer: Analyze the data and modify the teaching approach

Explanation: When progress stalls, data should be analyzed to identify barriers and the teaching approach should be modified accordingly.

For more information, see the Skill Acquisition section of our study guide.

Question: What is maintenance in behavior analysis?

Answer: The continued performance of a behavior after teaching ends

Explanation: Maintenance refers to the continued performance of learned behaviors over time, even after direct teaching and reinforcement are reduced or removed.

For more information, see the Skill Acquisition section of our study guide.

Question: Which of the following is a verbal operant that involves labeling or describing?

Answer: Tact

Explanation: A tact is a verbal operant where the speaker labels or describes something in their environment, such as naming objects or describing events.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the first step in teaching a new skill?

Answer: Establish the prerequisite skills

Explanation: Before teaching a new skill, it's essential to ensure the learner has the prerequisite skills necessary for success.

For more information, see the Skill Acquisition section of our study guide.

Question: Which prompt is considered most intrusive?

Answer: Physical prompt

Explanation: Physical prompts involve physical contact to guide the learner through the response and are considered the most intrusive type of prompt.

For more information, see the Skill Acquisition section of our study guide.

Question: What is the goal of using a token economy?

Answer: To bridge the gap between behavior and delayed reinforcement

Explanation: Token economies provide immediate tokens for appropriate behavior that can later be exchanged for backup reinforcers, bridging time delays.

For more information, see the Skill Acquisition section of our study guide.

Question: In backward chaining, which step is taught first?

Answer: The last step in the sequence

Explanation: Backward chaining teaches the last step first, allowing the learner to experience the natural completion and reinforcement of finishing the task.

For more information, see the Skill Acquisition section of our study guide.

Question: What is pivotal response training (PRT)?

Answer: A naturalistic intervention targeting pivotal behaviors

Explanation: PRT is a naturalistic behavioral intervention that targets pivotal behaviors like motivation and self-initiation to produce widespread improvements.

For more information, see the Skill Acquisition section of our study guide.

Question: When should you fade prompts?

Answer: When the learner consistently responds correctly with current prompt level

Explanation: Prompts should be faded when the learner demonstrates consistent success at the current prompt level to maintain performance while increasing independence.

For more information, see the Skill Acquisition section of our study guide.

Question: What should be the first step when a client engages in dangerous behavior?

Answer: Ensure safety of the client and others

Explanation: Safety is always the first priority. Before implementing any intervention or data collection, ensuring the safety of everyone involved is paramount.

For more information, see the Behavior Reduction section of our study guide.

Question: Which is an example of positive punishment?

Answer: Adding extra chores

Explanation: Positive punishment involves adding an aversive stimulus (extra chores) following a behavior to decrease its future occurrence.

For more information, see the Behavior Reduction section of our study guide.

Question: What is extinction in behavior analysis?

Answer: Withholding the reinforcer that maintains a behavior

Explanation: Extinction involves withholding or removing the reinforcer that has been maintaining a behavior, leading to a decrease in that behavior over time.

For more information, see the Behavior Reduction section of our study guide.

Question: What often happens when extinction is first implemented?

Answer: Extinction burst

Explanation: An extinction burst is a temporary increase in behavior frequency or intensity when extinction is first implemented, as the individual tries harder to get the reinforcer.

For more information, see the Behavior Reduction section of our study guide.

Question: Which antecedent intervention involves removing or reducing triggers for problem behavior?

Answer: Antecedent manipulation

Explanation: Antecedent manipulation involves modifying environmental factors that occur before behavior to prevent or reduce the likelihood of problem behavior.

For more information, see the Behavior Reduction section of our study guide.

Question: What is differential reinforcement of alternative behavior (DRA)?

Answer: Reinforcing a specific appropriate behavior instead of the problem behavior

Explanation: DRA involves teaching and reinforcing a specific appropriate alternative behavior that serves the same function as the problem behavior.

For more information, see the Behavior Reduction section of our study guide.

Question: When should physical restraint be used?

Answer: Only when there is imminent danger of serious harm

Explanation: Physical restraint should only be used as a last resort when there is immediate danger of serious physical harm and other interventions are not feasible.

For more information, see the Behavior Reduction section of our study guide.

Question: What is the goal of a behavior intervention plan (BIP)?

Answer: To reduce problem behavior and teach appropriate alternatives

Explanation: A BIP aims to decrease problem behavior while simultaneously teaching and reinforcing appropriate alternative behaviors that serve the same function.

For more information, see the Behavior Reduction section of our study guide.

Question: Which is an example of negative punishment?

Answer: Removing preferred items

Explanation: Negative punishment involves removing a preferred stimulus following a behavior to decrease its future occurrence.

For more information, see the Behavior Reduction section of our study guide.

Question: What should you do if a behavior intervention is not working?

Answer: Review and modify the intervention based on data

Explanation: When interventions aren't effective, data should be analyzed to understand why and modifications should be made based on this analysis.

For more information, see the Behavior Reduction section of our study guide.

Question: What is response blocking?

Answer: Preventing the completion of a problem behavior

Explanation: Response blocking involves physically preventing the completion of a problem behavior, typically used for self-injurious behaviors.

For more information, see the Behavior Reduction section of our study guide.

Question: Which intervention focuses on teaching functionally equivalent replacement behaviors?

Answer: Functional communication training

Explanation: Functional communication training teaches appropriate communication behaviors that serve the same function as problem behaviors.

For more information, see the Behavior Reduction section of our study guide.

Question: When should data collection occur during a session?

Answer: Continuously as specified in the data collection plan

Explanation: Data should be collected according to the specific data collection plan, which typically requires continuous or systematic data collection throughout sessions.

For more information, see the Documentation and Reporting section of our study guide.

Question: What information should always be included in session notes?

Answer: Objective observations of client performance and any significant events

Explanation: Session notes should contain factual, objective observations about client performance, progress, and any significant events that occurred.

For more information, see the Documentation and Reporting section of our study guide.

Question: How should you document a behavioral incident?

Answer: Record only the facts of what occurred

Explanation: Incident documentation should be factual, objective, and completed as soon as possible after the event while details are fresh.

For more information, see the Documentation and Reporting section of our study guide.

Question: Who should have access to a client's behavioral data?

Answer: Only authorized members of the treatment team

Explanation: Client data is confidential and should only be accessed by authorized treatment team members who have a legitimate need to know.

For more information, see the Documentation and Reporting section of our study guide.

Question: What should you do if you make an error in documentation?

Answer: Cross out the error with a single line and initial it

Explanation: Errors should be corrected by drawing a single line through the mistake and initialing it, maintaining a clear record of the correction.

For more information, see the Documentation and Reporting section of our study guide.

Question: How soon after a session should data be recorded?

Answer: Immediately or as soon as possible

Explanation: Data should be recorded immediately during sessions or as soon as possible afterward to ensure accuracy and prevent loss of information.

For more information, see the Documentation and Reporting section of our study guide.

Question: What type of language should be used in behavioral documentation?

Answer: Objective, professional language

Explanation: Documentation should use clear, objective, professional language that accurately describes behaviors and events without personal interpretation.

For more information, see the Documentation and Reporting section of our study guide.

Question: Why is accurate data collection important?

Answer: It helps make informed decisions about treatment

Explanation: Accurate data collection provides the foundation for making evidence-based decisions about treatment effectiveness and necessary modifications.

For more information, see the Documentation and Reporting section of our study guide.

Question: What should you do if you notice a pattern in the data?

Answer: Document the pattern and discuss with supervisor

Explanation: Patterns in data should be documented and discussed with supervisors to determine if intervention modifications are needed.

For more information, see the Documentation and Reporting section of our study guide.

Question: How should you handle confidential information about clients?

Answer: Discuss it only when necessary for treatment

Explanation: Confidential client information should only be shared with authorized team members when necessary for treatment purposes.

For more information, see the Documentation and Reporting section of our study guide.

Question: An RBT should seek supervision when:

Answer: All of the above

Explanation: RBTs should seek supervision whenever they have questions about procedures, when interventions aren't effective, or when they observe potential ethical issues.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: Which of the following is within an RBT's scope of practice?

Answer: Implementing behavior plans designed by a BCBA

Explanation: RBTs implement behavior intervention plans that are designed and supervised by qualified behavior analysts (BCBAs).

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: How often should an RBT receive supervision?

Answer: As specified by the supervising BCBA, typically 5% of hours worked

Explanation: RBT supervision requirements are typically 5% of hours worked monthly, but may vary based on competency and supervisor requirements.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: What should an RBT do if they disagree with a supervisor's instructions?

Answer: Discuss concerns with the supervisor professionally

Explanation: RBTs should communicate concerns about instructions professionally with their supervisor to clarify expectations and address issues.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: Which of the following represents a dual relationship that should be avoided?

Answer: Providing ABA services to a family member

Explanation: Dual relationships, such as providing professional services to family members or friends, should be avoided as they can compromise professional judgment.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: What is the most appropriate response if a client offers you a gift?

Answer: Ask your supervisor what to do

Explanation: Gift policies vary by organization and situation. RBTs should consult with supervisors about appropriate responses to gifts from clients or families.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: An RBT must complete how many hours of continuing education annually?

Answer: 20 hours

Explanation: RBTs must complete 20 hours of continuing education annually to maintain their certification.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: What should you do if you witness potential abuse of a client?

Answer: Report it immediately according to facility policy and legal requirements

Explanation: Suspected abuse must be reported immediately following facility protocols and legal mandates, including contacting supervisors and authorities as required.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: Which statement about client dignity is correct?

Answer: All clients should be treated with respect regardless of their abilities

Explanation: All clients deserve to be treated with dignity and respect, regardless of age, ability level, or other characteristics.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: What is the primary purpose of the RBT code of ethics?

Answer: To guide professional behavior and protect clients

Explanation: The RBT code of ethics provides guidelines for professional conduct that prioritize client welfare and maintain professional standards.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.

Question: An RBT certification must be renewed every:

Answer: 1 year

Explanation: RBT certification must be renewed annually, requiring completion of continuing education and competency requirements.

For more information, see the Professional Conduct and Scope of Practice section of our study guide.