Question: What is the main difference between partial interval and momentary time sampling?

Answer: Whether behavior is recorded throughout the interval or at specific moments

Explanation: Partial interval recording observes throughout the interval, while momentary time sampling only checks at specific moments.

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

Question: When is latency recording most appropriate?

Answer: For measuring how long it takes to begin a behavior after a cue

Explanation: Latency recording measures the time between a stimulus (cue) and the onset of the target behavior.

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

Question: Which data collection method tends to overestimate behavior occurrence?

Answer: Partial interval recording

Explanation: Partial interval recording tends to overestimate because it scores an interval as occurring even if the behavior happens only briefly.

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

Question: What should you do if you miss recording data for a trial?

Answer: Leave it blank and note why

Explanation: Missing data should be left blank with a note explaining why to maintain data integrity rather than guessing.

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

Question: Which measurement is best for tracking tantrums?

Answer: Frequency and duration

Explanation: Tantrums benefit from tracking both how often they occur (frequency) and how long they last (duration).

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

Question: What is inter-observer agreement?

Answer: Agreement between two independent observers

Explanation: Inter-observer agreement measures how consistently two independent observers record the same behavior.

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

Question: Why is operational definition important in measurement?

Answer: It ensures consistent and reliable measurement across observers

Explanation: Operational definitions provide clear, objective criteria that help different observers measure behavior consistently.

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

Question: What does a rate measure show?

Answer: How often a behavior occurs per unit of time

Explanation: Rate measures frequency per unit of time, allowing for comparison across different session lengths.

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

Question: Which data collection method is most accurate for discrete behaviors?

Answer: Frequency recording

Explanation: Frequency recording provides the most accurate count for discrete behaviors with clear beginnings and endings.

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

Question: What is the purpose of baseline data?

Answer: To show current performance levels before intervention

Explanation: Baseline data establishes the current level of performance before intervention to measure change.

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

Question: How should you handle unclear behavioral instances during data collection?

Answer: Use predetermined decision rules or ask for clarification

Explanation: Unclear instances should be handled consistently using predetermined rules or clarification from supervisors.

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

Question: What is a probe in data collection?

Answer: An assessment of skill without prompts or consequences

Explanation: Probes assess current skill levels without providing prompts or programmed consequences to get pure measures.

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

Question: What is the main purpose of a skills assessment?

Answer: To determine what skills a person currently has

Explanation: Skills assessments identify current abilities to inform program planning and set appropriate teaching targets.

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

Question: Which is a component of a functional behavior assessment?

Answer: ABC data collection

Explanation: ABC (Antecedent-Behavior-Consequence) data collection is a key component of functional behavior assessments.

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

Question: What should you do during a preference assessment?

Answer: Present items systematically and record choices

Explanation: Preference assessments involve systematic presentation of items and objective recording of the person's choices.

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

Question: Why are preference assessments important?

Answer: They help identify effective reinforcers for that individual

Explanation: Preference assessments help identify items or activities that are likely to be effective reinforcers for that specific person.

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

Question: What is ecological assessment?

Answer: Assessment of environmental factors affecting behavior

Explanation: Ecological assessment examines environmental factors and contexts that may influence behavior and learning.

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

Question: When should reassessment occur?

Answer: Regularly to monitor progress and changing needs

Explanation: Regular reassessment ensures programs remain appropriate as individuals develop and their needs change.

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

Question: What is the difference between massed and distributed practice?

Answer: The timing and spacing of practice sessions

Explanation: Massed practice has little time between trials, while distributed practice spaces trials across time.

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

Question: What is generalization in skill acquisition?

Answer: Using learned skills in new situations, with new people, or with new materials

Explanation: Generalization occurs when learned skills transfer to new contexts beyond the original teaching situation.

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

Question: Which prompt type is considered least intrusive?

Answer: Gestural prompt

Explanation: Gestural prompts are typically considered less intrusive than verbal, model, or physical prompts.

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

Question: What is the goal of prompt fading?

Answer: To develop independent responding

Explanation: Prompt fading systematically reduces prompts to develop independent responding without assistance.

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

Question: Which teaching method presents all steps of a task sequence at once?

Answer: Total task presentation

Explanation: Total task presentation teaches all steps of a task sequence in every trial, prompting as needed.

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

Question: What is maintenance in skill acquisition?

Answer: Retaining previously learned skills over time

Explanation: Maintenance refers to continued performance of previously learned skills over time without reteaching.

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

Question: When should you provide reinforcement during discrete trial training?

Answer: Immediately following correct responses

Explanation: Reinforcement should be delivered immediately after correct responses to strengthen the behavior.

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

Question: What is fluency in skill performance?

Answer: Performing skills accurately and at appropriate speed

Explanation: Fluency involves both accuracy and appropriate rate of responding for functional skill use.

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

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

Answer: Teaching 'more' when a child wants additional food

Explanation: Natural environment teaching uses naturally occurring opportunities when motivation is high.

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

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

Answer: Review and modify the teaching approach

Explanation: Lack of progress indicates the need to review and modify the teaching approach or program.

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

Question: What is the purpose of task analysis?

Answer: To break complex skills into smaller, teachable steps

Explanation: Task analysis breaks complex skills into component steps that can be taught systematically.

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

Question: Which best describes incidental teaching?

Answer: Using naturally occurring opportunities to teach

Explanation: Incidental teaching uses naturally occurring situations and the learner's interests as teaching opportunities.

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

Question: What is a prerequisite skill?

Answer: A skill that must be learned before a target skill

Explanation: Prerequisite skills are component skills that must be mastered before learning more complex target skills.

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

Question: How should teaching targets be prioritized?

Answer: By functional importance and likelihood of use

Explanation: Teaching targets should be prioritized based on their functional importance and how likely they are to be used.

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

Question: What is errorless learning?

Answer: Teaching procedures designed to minimize errors

Explanation: Errorless learning uses prompting and fading techniques to minimize errors during initial learning.

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

Question: Which factor most affects learning rate?

Answer: Reinforcement effectiveness and motivation

Explanation: Effective reinforcement and learner motivation are primary factors that influence how quickly skills are acquired.

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

Question: What should you do when a learner makes an error?

Answer: Follow the error correction procedure specified in the plan

Explanation: Error correction should follow the specific procedures outlined in the teaching plan for consistency.

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

Question: Why is variety important in teaching?

Answer: It promotes generalization and maintains engagement

Explanation: Variety in teaching materials and situations promotes skill generalization and helps maintain learner engagement.

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

Question: What is shaping in skill acquisition?

Answer: Gradually reinforcing closer approximations to the target behavior

Explanation: Shaping involves systematically reinforcing successive approximations that gradually approach the target behavior.

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

Question: When should you fade prompts?

Answer: When the response is consistently correct with the current prompt level

Explanation: Prompts should be faded when the learner demonstrates consistent success at the current prompt level.

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

Question: What characterizes effective instructional delivery?

Answer: Clear, concise instructions delivered consistently

Explanation: Effective instruction delivery involves clear, concise language delivered consistently across trials.

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

Question: Which is most important when teaching functional skills?

Answer: Practical application in daily life

Explanation: Functional skills should emphasize practical application and usefulness in the learner's daily life.

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

Question: What is the purpose of mastery criteria?

Answer: To determine when a skill is sufficiently learned

Explanation: Mastery criteria establish specific standards for determining when a skill has been learned adequately.

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

Question: How should you respond to problem behavior during teaching?

Answer: Follow the behavior plan while continuing appropriate instruction

Explanation: Problem behaviors should be addressed according to the behavior plan while maintaining appropriate instructional procedures.

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

Question: What is the primary goal of behavior reduction interventions?

Answer: To reduce problematic behaviors while teaching appropriate alternatives

Explanation: Effective behavior reduction focuses on decreasing problem behaviors while building appropriate replacement behaviors.

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

Question: Which is an example of positive punishment?

Answer: Adding an unpleasant consequence

Explanation: Positive punishment involves adding (presenting) an aversive stimulus to decrease behavior frequency.

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

Question: What does DRA stand for?

Answer: Differential Reinforcement of Alternative behavior

Explanation: DRA involves reinforcing alternative appropriate behaviors while not reinforcing the problem behavior.

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

Question: When should physical intervention be considered?

Answer: Only when there is imminent danger of serious harm

Explanation: Physical intervention should only be used when there is immediate risk of serious injury to self or others.

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

Question: What is functional communication training?

Answer: Teaching appropriate ways to communicate the same needs that problem behavior served

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

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

Question: Which principle should guide all behavior interventions?

Answer: Use positive, least restrictive approaches first

Explanation: Behavior interventions should begin with positive, least restrictive approaches before considering more intrusive methods.

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

Question: What should be included in every behavior intervention plan?

Answer: Teaching of replacement behaviors

Explanation: Effective behavior intervention plans must include teaching appropriate replacement behaviors, not just reducing problems.

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

Question: How should you respond during an extinction burst?

Answer: Maintain consistency with the plan

Explanation: During extinction bursts, it's crucial to maintain consistency with the intervention plan to achieve long-term success.

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

Question: What is the purpose of antecedent interventions?

Answer: To prevent problem behaviors by modifying triggers

Explanation: Antecedent interventions modify environmental factors that trigger problem behaviors to prevent their occurrence.

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

Question: Which is an appropriate time to review a behavior plan?

Answer: Regularly as scheduled and when significant changes occur

Explanation: Behavior plans should be reviewed regularly and whenever there are significant changes in effectiveness or circumstances.

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

Question: What is response cost?

Answer: Removing a specific amount of reinforcer following problem behavior

Explanation: Response cost is a form of negative punishment that removes a predetermined amount of reinforcer following problem behavior.

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

Question: Why is data collection especially important during behavior reduction?

Answer: To monitor effectiveness and make necessary adjustments

Explanation: Data collection during behavior reduction helps monitor intervention effectiveness and guides decisions about modifications.

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

Question: What is the primary purpose of progress monitoring?

Answer: To track changes and inform treatment decisions

Explanation: Progress monitoring tracks changes over time to inform decisions about treatment effectiveness and modifications.

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

Question: How should you document unusual incidents?

Answer: Document objectively with all relevant details

Explanation: Unusual incidents should be documented objectively and thoroughly with all relevant details as soon as possible.

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

Question: What information should NOT be included in client records?

Answer: Personal opinions about the client

Explanation: Client records should contain only objective, factual information and should not include personal opinions or subjective judgments.

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

Question: When should you complete session notes?

Answer: Immediately after each session

Explanation: Session notes should be completed immediately after sessions while details are fresh and accurate.

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

Question: What is required when sharing information with other professionals?

Answer: Proper consent and authorization

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

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

Question: How long should client records be retained?

Answer: According to applicable laws and agency policies

Explanation: Record retention must follow applicable laws and agency policies, which vary by jurisdiction and setting.

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

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

Answer: Cross out clearly, write the correction, and initial

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

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

Question: Which is most important in maintaining confidentiality?

Answer: Following all applicable privacy laws and policies

Explanation: Maintaining confidentiality requires strict adherence to all applicable privacy laws and organizational policies.

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

Question: What should be included in behavioral data collection?

Answer: All instances of target behaviors and relevant context

Explanation: Comprehensive behavioral data should include all instances of target behaviors and relevant environmental context.

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

Question: Why is timely documentation important?

Answer: To ensure accuracy and support continuity of care

Explanation: Timely documentation ensures accuracy while details are fresh and supports continuity of care across providers.

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

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

Answer: Conducting functional behavior assessments

Explanation: Conducting functional behavior assessments requires advanced training and is outside the RBT scope of practice.

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

Question: How should you handle requests to exceed your scope of practice?

Answer: Decline and refer to appropriate qualified professionals

Explanation: RBTs should decline requests outside their scope and refer to appropriately qualified professionals.

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

Question: What should you do if you have concerns about your competence in an area?

Answer: Seek additional training and supervision

Explanation: Competence concerns should be addressed through additional training and supervision rather than avoided.

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

Question: Which best describes appropriate supervision for RBTs?

Answer: Ongoing supervision with regular feedback and observation

Explanation: RBTs require ongoing supervision that includes regular feedback and direct observation of their work.

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

Question: How should you respond to ethical concerns about a colleague?

Answer: Address through proper channels according to policy

Explanation: Ethical concerns should be addressed through proper organizational channels and policies, not ignored or handled informally.

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

Question: What is required for maintaining RBT certification?

Answer: Continuing education and supervision requirements

Explanation: RBT certification requires ongoing continuing education and supervision to maintain competency and certification status.

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

Question: Which is an appropriate professional boundary?

Answer: Maintaining therapeutic relationships focused on client needs

Explanation: Professional boundaries require maintaining therapeutic relationships that prioritize client needs and welfare.

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

Question: What should you do if you cannot provide competent services?

Answer: Discontinue services and refer appropriately

Explanation: If unable to provide competent services, the ethical response is to discontinue and make appropriate referrals.

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

Question: How should confidential information be protected?

Answer: Implement appropriate security measures and access controls

Explanation: Confidential information requires appropriate security measures and access controls to protect client privacy.

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

Question: What is the primary obligation of behavior analysts and RBTs?

Answer: Client welfare and best interests

Explanation: The primary obligation is always to client welfare and best interests, which should guide all professional decisions.

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

Question: How should you handle cultural differences with clients?

Answer: Respect diversity and seek cultural competence

Explanation: Cultural competence requires respecting diversity and continuously developing understanding of different cultural perspectives.

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