Question: What is the main advantage of using momentary time sampling?

Answer: It requires minimal observer effort while providing useful estimates

Explanation: Momentary time sampling allows observers to sample behavior at specific moments, making it efficient while providing good estimates of behavior occurrence.

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

Question: Which data collection method would be most appropriate for measuring how long a tantrum lasts?

Answer: Duration recording

Explanation: Duration recording measures the total time from the onset to offset of a behavior, making it ideal for measuring how long behaviors like tantrums last.

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

Question: What is a limitation of frequency recording?

Answer: It doesn't provide information about behavior duration

Explanation: Frequency recording counts occurrences but doesn't capture how long each instance lasts, which may be important for some behaviors.

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

Question: When conducting interval recording, intervals should be:

Answer: Based on the typical duration of the behavior

Explanation: Interval length should be chosen based on the behavior being measured to ensure accurate and meaningful data collection.

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

Question: What does baseline data represent?

Answer: Pre-intervention levels of behavior

Explanation: Baseline data shows the natural level of behavior before any intervention is implemented, providing a comparison point for measuring change.

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

Question: Which factor is most important when selecting a data collection method?

Answer: The characteristics of the behavior being measured

Explanation: The data collection method should match the specific characteristics of the target behavior to ensure accurate and meaningful measurement.

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

Question: What is the purpose of collecting reliability data?

Answer: To ensure data collection accuracy and consistency

Explanation: Reliability data (IOA) ensures that different observers are collecting data consistently and accurately, validating the data quality.

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

Question: In which situation would partial interval recording overestimate behavior?

Answer: When behavior occurs briefly at the start of each interval

Explanation: Partial interval recording can overestimate behavior when brief occurrences at the beginning of intervals are scored the same as continuous occurrences.

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

Question: What should you do if you cannot clearly see whether a behavior occurred?

Answer: Note that observation was unclear

Explanation: When observation is unclear, this should be noted to maintain data integrity rather than making assumptions about behavior occurrence.

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

Question: Which recording method is best for behaviors that have no clear beginning or end?

Answer: Momentary time sampling

Explanation: Momentary time sampling is useful for ongoing behaviors without clear beginnings and endings by sampling at specific moments.

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

Question: What information should be included on a data collection sheet?

Answer: Client name, date, time, observer, and behavioral data

Explanation: Data sheets should include all essential identifying information and objective behavioral data to ensure accurate record-keeping.

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

Question: When should you take a break from data collection?

Answer: When data collection might interfere with safety or client care

Explanation: Client safety and care always take priority over data collection. Data collection should pause when it would interfere with these priorities.

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

Question: What is the purpose of a preference assessment?

Answer: To identify potential reinforcers for an individual

Explanation: Preference assessments systematically identify items, activities, or stimuli that an individual prefers, which can then be used as reinforcers.

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

Question: Which is an example of an indirect assessment method?

Answer: Parent interview

Explanation: Indirect assessment methods gather information through interviews, questionnaires, and record reviews rather than direct observation.

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

Question: What should you do if assessment results are inconsistent with your observations?

Answer: Discuss the discrepancy with your supervisor

Explanation: Discrepancies between different assessment methods should be discussed with supervisors to understand possible reasons and plan next steps.

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

Question: In a paired choice preference assessment, what happens if a client consistently chooses the same item?

Answer: Continue pairing that item with all other options

Explanation: The assessment should continue to completion to determine the full preference hierarchy, even if one item is consistently preferred.

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

Question: What is the main difference between descriptive and experimental functional analysis?

Answer: Experimental involves systematic manipulation of variables

Explanation: Experimental functional analysis systematically manipulates environmental conditions to test hypotheses, while descriptive analysis observes naturally occurring conditions.

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

Question: When should a preference assessment be repeated?

Answer: When preferences appear to change or periodically

Explanation: Preferences can change over time, so assessments should be repeated periodically or when changes in preference are observed.

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

Question: What is an establishing operation?

Answer: A motivating variable that affects reinforcer value

Explanation: An establishing operation is an environmental event that temporarily increases the value of a reinforcer and the likelihood of behaviors that have produced that reinforcer.

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

Question: Which of the following is an example of an intraverbal?

Answer: Saying 'cookie' when asked 'What comes after milk and...?'

Explanation: An intraverbal is verbal behavior controlled by verbal stimuli where the response doesn't match the stimulus, like completing phrases or answering questions.

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

Question: What is the main purpose of using a visual schedule?

Answer: To help predict and organize activities

Explanation: Visual schedules help individuals understand the sequence of activities and transitions, providing predictability and structure.

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

Question: In discrete trial training, what is the inter-trial interval?

Answer: The time between trials

Explanation: The inter-trial interval is the brief pause between discrete trials, allowing for data recording and preparation for the next trial.

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

Question: Which prompt fading technique gradually increases the delay before providing a prompt?

Answer: Progressive time delay

Explanation: Progressive time delay gradually increases the time between the instruction and prompt, allowing opportunity for independent responding.

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

Question: What should you do when a learner gives an incorrect response during discrete trial training?

Answer: Follow the error correction procedure specified in the program

Explanation: Error correction procedures should be specifically defined in the teaching program and followed consistently.

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

Question: Which is an example of a natural environment teaching strategy?

Answer: Incidental teaching

Explanation: Incidental teaching uses naturally occurring opportunities and the learner's motivation to teach skills in natural environments.

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

Question: What is the purpose of using multiple exemplars in teaching?

Answer: To promote generalization

Explanation: Using multiple exemplars (different examples) helps ensure that skills generalize across different stimuli, settings, and conditions.

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

Question: When should you provide differential reinforcement?

Answer: Based on the current learning objective and criteria

Explanation: Differential reinforcement should be provided according to the specific criteria defined in the teaching program for the current learning objective.

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

Question: What is fluency in skill acquisition?

Answer: Accurate and smooth performance of a skill

Explanation: Fluency refers to performing skills accurately, quickly, and smoothly, indicating mastery and automaticity.

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

Question: Which teaching method is most appropriate for teaching motor imitation to a young child?

Answer: Physical prompting with fading

Explanation: Motor imitation often requires physical prompts initially, which are then systematically faded to promote independent imitation.

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

Question: What is the advantage of using natural reinforcers?

Answer: They promote generalization and maintenance

Explanation: Natural reinforcers are more likely to be available in the learner's natural environment, promoting generalization and long-term maintenance.

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

Question: When teaching a complex skill, what should be taught first?

Answer: The prerequisite or foundational skills

Explanation: Complex skills should be broken down and prerequisite skills taught first to provide the foundation for more advanced learning.

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

Question: What is the purpose of programming common stimuli?

Answer: To promote generalization across settings

Explanation: Programming common stimuli ensures that elements present during teaching are also present in generalization settings.

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

Question: Which is an example of a listener response (receptive language)?

Answer: Pointing to a ball when asked 'Where is the ball?'

Explanation: Listener responses involve following instructions or responding to verbal stimuli without speaking, like pointing to named objects.

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

Question: What should you do if a learner is not acquiring a skill after multiple sessions?

Answer: Analyze the data and modify the teaching approach

Explanation: When learning isn't occurring, data should be analyzed to identify barriers and the teaching approach should be systematically modified.

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

Question: What is the benefit of using a variety of teaching formats?

Answer: It prevents boredom and promotes generalization

Explanation: Varying teaching formats maintains engagement and helps ensure skills generalize across different presentation methods.

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

Question: When is it appropriate to use mass trials (repeated practice)?

Answer: During initial acquisition of specific skills

Explanation: Mass trials can be useful during initial skill acquisition but should be balanced with varied practice to promote generalization.

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

Question: What is an echoic response?

Answer: Repeating or imitating vocal sounds

Explanation: An echoic is a verbal operant where the speaker repeats vocal sounds or words they hear, like vocal imitation.

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

Question: How should reinforcement be delivered during skill acquisition?

Answer: Immediately following correct responses according to the schedule

Explanation: Reinforcement should be delivered immediately after correct responses and according to the specified reinforcement schedule for maximum effectiveness.

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

Question: What is the role of motivation in skill acquisition?

Answer: It affects learning speed and engagement

Explanation: Motivation significantly impacts how quickly skills are learned and how engaged the learner is during teaching sessions.

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

Question: Which factor is most important when selecting teaching targets?

Answer: Functional significance and developmental appropriateness

Explanation: Teaching targets should be selected based on their importance for the learner's daily functioning and developmental appropriateness.

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

Question: What is the purpose of intermixing maintenance and acquisition targets?

Answer: To maintain previously learned skills while teaching new ones

Explanation: Intermixing maintenance targets with new learning helps ensure previously learned skills don't deteriorate while new skills are acquired.

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

Question: When should you move to the next step in a task analysis?

Answer: When the current step meets mastery criteria

Explanation: Progression through task analysis steps should be based on meeting specific mastery criteria to ensure solid skill development.

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

Question: What is the first step in developing a behavior intervention plan?

Answer: Conducting a functional behavior assessment

Explanation: A functional behavior assessment must be conducted first to understand the function of the behavior before developing appropriate interventions.

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

Question: Which is an example of a replacement behavior?

Answer: Teaching a functionally equivalent appropriate behavior

Explanation: Replacement behaviors serve the same function as the problem behavior but are socially appropriate alternatives.

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

Question: When should crisis intervention procedures be used?

Answer: Only when there is imminent danger to self or others

Explanation: Crisis intervention procedures should only be used when there is immediate risk of harm to the individual or others.

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

Question: What does extinction involve?

Answer: Withholding the reinforcer that maintains the behavior

Explanation: Extinction involves no longer providing the reinforcement that has been maintaining the behavior.

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

Question: What is an extinction burst?

Answer: A temporary increase in behavior frequency or intensity

Explanation: An extinction burst is a temporary increase in behavior that often occurs when extinction is first implemented.

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

Question: Which principle should guide the use of restrictive procedures?

Answer: Use the least restrictive effective procedure

Explanation: The principle of least restrictive intervention requires using the least intrusive procedure that will be effective.

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

Question: What should you do if a behavior intervention isn't working?

Answer: Review the function and modify the plan

Explanation: If an intervention isn't working, it's important to re-examine the behavioral function and modify the plan accordingly.

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

Question: What is differential reinforcement?

Answer: Reinforcing appropriate behaviors while withholding reinforcement for inappropriate ones

Explanation: Differential reinforcement involves selectively reinforcing appropriate behaviors while not reinforcing inappropriate behaviors.

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

Question: When implementing a behavior plan, what is most important?

Answer: Following the plan exactly as written

Explanation: Behavior plans should be implemented with fidelity exactly as written to ensure effectiveness and data integrity.

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

Question: What is the purpose of teaching replacement behaviors?

Answer: To provide appropriate ways to meet the same needs

Explanation: Replacement behaviors give individuals appropriate ways to access the same reinforcers their problem behavior was providing.

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

Question: Which factor is most important when selecting intervention strategies?

Answer: The function of the behavior

Explanation: Effective interventions must be matched to the function that the behavior serves for the individual.

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

Question: What should you document when a crisis procedure is used?

Answer: The antecedent, behavior, consequence, and effectiveness

Explanation: Complete documentation of crisis procedures should include all relevant details for review and future planning.

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

Question: How often should data collection forms be reviewed by supervisors?

Answer: Regularly as specified in supervision requirements

Explanation: Data collection should be reviewed regularly according to supervision requirements to ensure accuracy and make timely adjustments.

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

Question: What should you do if you realize you made an error in data recording?

Answer: Cross out clearly and initial the correction

Explanation: Errors should be corrected by clearly crossing out the error, writing the correction, and initialing it to maintain data integrity.

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

Question: Which information must be included in session notes?

Answer: Objective observations and data

Explanation: Session notes should contain objective, factual information and data rather than subjective opinions or speculation.

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

Question: Who can access a client's confidential records?

Answer: Only authorized individuals with legitimate need

Explanation: Confidential records should only be accessed by individuals who are authorized and have a legitimate need to know the information.

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

Question: What is the purpose of data collection?

Answer: To monitor progress and make informed decisions

Explanation: Data collection serves to track progress and provide objective information for making informed treatment decisions.

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

Question: When should incident reports be completed?

Answer: Immediately after any unusual incident

Explanation: Incident reports should be completed promptly after any unusual occurrence to ensure accurate documentation.

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

Question: What should be included in data collection?

Answer: All trials and relevant environmental factors

Explanation: Complete data collection includes all trials and relevant contextual information to provide a full picture of performance.

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

Question: How should confidential information be stored?

Answer: In secure, locked locations with limited access

Explanation: Confidential information must be stored securely with appropriate access controls to protect client privacy.

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

Question: What is required when sharing client information?

Answer: Written consent or legal authorization

Explanation: Sharing client information requires proper written consent or legal authorization to protect confidentiality.

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

Question: Why is accurate data collection important?

Answer: It ensures evidence-based decision making

Explanation: Accurate data collection is essential for making informed, evidence-based decisions about treatment effectiveness and modifications.

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

Question: What should you do if a parent asks you to discipline their child using methods not in the behavior plan?

Answer: Explain that you must follow the written plan and contact your supervisor

Explanation: RBTs must follow written behavior plans and cannot deviate without proper authorization from qualified supervisors.

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

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

Answer: Implementing behavior plans under supervision

Explanation: RBTs implement behavior-analytic services under the supervision of qualified professionals but do not design plans or conduct assessments.

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

Question: How should you respond if you witness unethical behavior by a colleague?

Answer: Report it through appropriate channels

Explanation: Unethical behavior should be reported through proper channels to ensure client welfare and professional standards.

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

Question: What should you do if you don't understand a procedure in a behavior plan?

Answer: Ask for clarification from your supervisor

Explanation: RBTs should always seek clarification from supervisors when procedures are unclear to ensure proper implementation.

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

Question: Which best describes the supervisory relationship for RBTs?

Answer: Regular, ongoing supervision with feedback

Explanation: RBTs require ongoing supervision to ensure competent service delivery and professional development.

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

Question: What should you do if a client offers you a gift?

Answer: Follow your agency's gift policy

Explanation: Gift policies help maintain appropriate professional boundaries and should be followed consistently.

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

Question: How should you maintain professional boundaries?

Answer: Maintain a therapeutic, professional relationship

Explanation: Professional boundaries ensure that relationships remain therapeutic and beneficial for the client.

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

Question: What is required for continuing education as an RBT?

Answer: Ongoing training as specified by certification requirements

Explanation: RBTs must complete continuing education requirements to maintain their certification and stay current with best practices.

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

Question: Which is an appropriate use of social media regarding clients?

Answer: Never posting any client-related information

Explanation: Client confidentiality prohibits posting any client-related information on social media, regardless of permission.

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

Question: What should you do if you have a personal relationship with a client's family?

Answer: Disclose to your supervisor and follow guidance

Explanation: Dual relationships should be disclosed to supervisors who can provide guidance on managing potential conflicts of interest.

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

Question: How should you handle confidential information?

Answer: Keep strictly confidential except as authorized

Explanation: Confidential information must be protected and only shared when properly authorized to do so.

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