RBT Practice Exam 4

Response cost is a form of negative punishment where something earned (like tokens or privileges) is taken away after problem behavior, reducing the likelihood that the behavior will continue.

Time-out reduces behavior by removing positive reinforcement for a brief period, signaling that the behavior is undesirable.

Primary reinforcers satisfy biological needs (food, water, comfort) without prior learning. Secondary reinforcers (tokens, praise) become reinforcing because they are paired with primary reinforcers. Understanding this distinction helps in designing effective reinforcement strategies.

RBTs are trained to follow supervision and ensure they implement procedures correctly. If uncertain, they must seek guidance from their supervisor to avoid errors that could affect client progress or safety. Ethical practice requires asking questions rather than guessing.

MOs temporarily alter the effectiveness of a reinforcer or punisher and affect the likelihood of behavior occurring. For example, deprivation increases the value of food as a reinforcer, motivating behaviors to obtain food.

Intermittent reinforcement helps maintain behavior over time by reinforcing inconsistently, which makes behavior more resistant to extinction compared to continuous reinforcement.

Token economies use tokens as secondary reinforcers that are later traded for preferred items or privileges, motivating desired behaviors through a structured reward system.

Gestural prompts involve using physical gestures, such as pointing or nodding, to indicate what the learner should do. They are less intrusive than physical prompts and are often used as part of prompt fading strategies to encourage independent responding.

DTT is a structured, adult-directed teaching method with clear trials and prompts. Naturalistic teaching happens in natural contexts and uses learner motivation and naturally occurring reinforcers, promoting generalization.

A fixed ratio (FR) schedule delivers reinforcement after a specific number of correct responses (e.g., every 5th response). This tends to produce high response rates but may cause pauses after reinforcement. Variable ratio (VR) schedules reinforce after an unpredictable number of responses, leading to high and steady response rates that are highly resistant to extinction, as seen in gambling behavior.

FCT teaches individuals functional ways to communicate their needs, reducing problem behavior that serves the same function (e.g., gaining attention or avoiding demands). It improves communication and quality of life.

Negative reinforcement involves removing an aversive stimulus contingent on a behavior to increase that behavior. Here, the loud noise is aversive and its removal reinforces compliance.

The primary purpose of a preference assessment is to identify items or activities that the client prefers, which can then be used as potential reinforcers during behavior intervention or skill acquisition. Reinforcement is only effective if it increases the likelihood of a behavior recurring, so knowing what the client finds motivating is crucial. There are several types of preference assessments, including free operant, single stimulus, and multiple stimulus with or without replacement. The goal is to observe or test which items consistently result in increased engagement or positive responses. Choosing effective reinforcers improves learning outcomes, especially in teaching new behaviors or reducing problem behaviors through differential reinforcement strategies.

Positive reinforcement involves adding a stimulus immediately after a behavior, which increases the likelihood of that behavior happening again in the future. Praise is a common form of positive reinforcement because it is socially reinforcing and encourages repetition of the desired behavior. The key point is that something is added (e.g., attention, praise, tangible rewards) following the behavior to strengthen it.

Prompt fading prevents prompt dependency by systematically reducing assistance as the learner gains competence, encouraging independence in skill use.

A Functional Behavior Assessment (FBA) is a process used to identify the purpose or function a challenging behavior serves for an individual. The four main functions typically identified are: escape, attention, access to tangibles, and automatic (sensory) reinforcement. By understanding why a behavior occurs, a behavior analyst can develop an effective intervention that addresses the root cause, rather than just suppressing symptoms. For example, if a child tantrums to escape a difficult task, the intervention might involve teaching a functional communication response (like asking for a break) and modifying the task demands. The FBA is a foundational tool in ABA, ensuring that interventions are ethical, effective, and individualized. It is not used to diagnose or to simply track frequency.

Response cost is a form of negative punishment where a reinforcer is taken away contingent on problem behavior to reduce that behavior. For example, a child might lose tokens earned if they engage in inappropriate behavior. It must be used carefully and ethically to avoid negative side effects.

Discontinuous measurement methods (e.g., partial interval, whole interval) sample behavior, useful for behaviors difficult to record continuously but less precise than continuous measurement

Chaining is a teaching method used to develop complex behaviors that consist of several smaller steps performed in sequence. Each step acts as a cue for the next, culminating in the final behavior that produces reinforcement. It can be taught forward (from first to last step) or backward (starting from the last step).

A Functional Behavior Assessment (FBA) is a systematic process used to understand why a behavior occurs. It involves gathering data on the antecedents (what happens before), the behavior itself, and the consequences (what happens after). The ultimate goal is to determine the function or purpose that the behavior serves for the individual, such as seeking attention, avoiding a task, gaining access to items, or sensory stimulation. Understanding this function allows behavior analysts to create targeted interventions that address the root cause, rather than just managing symptoms. Punishing or teaching skills without understanding the function may be ineffective or counterproductive.

An SD sets the occasion for a behavior by indicating that reinforcement will follow the behavior in its presence. For example, a teacher’s instruction can serve as an SD for a student to answer.

Negative reinforcement involves the removal of an aversive stimulus immediately following a behavior, which increases the likelihood of that behavior occurring again in the future. In this case, the loud noise is the aversive stimulus. When it’s removed after a correct response, the behavior (the correct response) is reinforced and is more likely to happen again.

Task analysis helps teach complex behaviors by dividing them into manageable components, making instruction clearer and more effective.

Prompt dependency happens when a learner relies too heavily on prompts to perform a behavior and doesn’t learn to do it independently. To prevent this, prompt fading systematically reduces the level of assistance over time, encouraging independent responding. This can be done by gradually moving from physical prompts to gestural or verbal prompts, or by delaying prompts. Without fading, the learner may become “stuck” relying on prompts, which undermines skill acquisition and generalization.

A frequency count involves tallying the number of times a behavior occurs during a specific observation period and is considered a continuous measurement because it captures every instance of the target behavior. This method is most effective when the behavior has a clear beginning and end (discrete behaviors), such as hand-raising, jumping, or vocalizing a specific word. In contrast, interval recording methods like partial, whole, and momentary time sampling only sample behavior during specific intervals and are discontinuous measurement methods. These can potentially miss occurrences and are used when behaviors happen at high frequency or for extended durations.

Maintenance ensures that learned skills are not lost by providing ongoing reinforcement or practice, supporting long-term behavior change.

Least-to-most prompting promotes independence by initially offering minimal assistance (e.g., a verbal cue) and only increasing prompt intensity if the learner does not respond correctly. This approach encourages natural learning and reduces prompt dependency.

Behavioral cusps are key behaviors that, once learned, give the learner access to new experiences and learning that were previously unavailable. For example, learning to communicate effectively can lead to broader social interactions and skill development.

Errorless learning uses prompts to help learners respond correctly from the start, minimizing frustration and incorrect responses, which improves learning efficiency.

Chaining teaches complex behaviors by breaking them into smaller steps taught in sequence. Forward chaining teaches steps in order, backward chaining starts from the last step.

Data provides objective evidence about client progress and guides decisions on whether to modify, continue, or terminate interventions, ensuring treatment is effective and ethical.

In an experimental design, the independent variable is the factor intentionally changed or manipulated by the researcher to observe its effect on the dependent variable (behavior). Identifying the independent variable allows practitioners to establish cause-and-effect relationships and evaluate intervention efficacy.

An FBA is a systematic process used to identify why a behavior is occurring (its function). Understanding the function allows behavior analysts to design interventions that address the root cause rather than just the symptoms, making behavior change more effective and meaningful.

Stimulus control is established when the presence of a particular stimulus (SD) reliably signals that a behavior will be reinforced. This is essential for appropriate behavior regulation in different contexts.

Automatic reinforcement occurs when the behavior itself generates reinforcement, such as sensory feedback (e.g., rocking, hand-flapping), without social mediation.

Interobserver Agreement (IOA) measures the extent to which two or more observers record the same data consistently. It is critical for ensuring that data are reliable and valid, which supports accurate decision-making in treatment. Collecting IOA regularly helps identify and correct observer drift, ensuring that the data represent true client behavior rather than observer error.

A reinforcement schedule determines the timing and frequency of reinforcement delivery. Different schedules (fixed ratio, variable interval, etc.) impact how quickly behavior is learned and how resistant it is to extinction. Understanding schedules helps design effective behavior plans.

The Premack Principle states that a more probable behavior can reinforce a less probable behavior. For example, a child may be required to complete homework (less preferred) before playing video games (more preferred). This principle leverages natural preferences to increase desired behaviors.

Motivating Operations (MOs) are environmental variables that temporarily alter the value of a reinforcer and the likelihood that a behavior will occur. For example, deprivation of food increases the value of food as a reinforcer and can increase behaviors that have previously resulted in food. Conversely, satiation decreases the value of that reinforcer. MOs are critical to consider because they help explain fluctuations in behavior based on the current state or context, rather than just past learning history.

Shaping involves reinforcing behaviors that gradually get closer to the desired behavior. This method is effective for teaching new or complex behaviors that the learner does not currently perform.

Generalization occurs when a behavior that has been taught in a structured setting transfers to other environments, people, or similar stimuli. This is a core goal of ABA because the behavior must be useful and functional outside the training context. For example, a child taught to say “hello” during therapy should also say “hello” at school or home without needing prompts or specific conditions. Generalization involves programming strategies such as using multiple exemplars, training with various people, reinforcing in different settings, and gradually fading prompts. Without generalization, behaviors are often confined to therapy rooms and lack real-world impact, reducing the client’s independence and success in natural environments.

Shaping involves reinforcing behaviors that are closer and closer to the desired final behavior. This method is used when the target behavior doesn’t currently exist or is too complex to be taught all at once. By rewarding small steps along the way, the learner is gradually “shaped” toward the correct behavior. For example, if teaching a child to say “ball,” you might first reinforce any sound, then the “b” sound, and so on.

Generalization refers to the transfer of learned behavior beyond the original training conditions. For behavior change to be meaningful and functional, the skill must be used in various settings, with different people, and under different circumstances. If generalization does not occur, the behavior remains limited and less useful. Strategies to promote generalization include varying teaching conditions, teaching natural cues, and reinforcing behavior in multiple environments.

Prompt fading involves systematically reducing the level or frequency of prompts as the learner gains competence, preventing prompt dependency and promoting independent skill performance.

Partial interval recording notes whether the behavior occurred at any time during a brief interval. It is useful for high-rate or continuous behaviors because it is easier to implement than continuous recording but still provides useful data on behavior occurrence.

Stimulus control occurs when a behavior is reliably evoked by a specific antecedent stimulus due to a history of reinforcement. For example, a child may only raise their hand when the teacher asks a question, not at other times.

RBTs must balance ethical treatment and client comfort, adhering to protocols developed by supervisors and ensuring safety while respecting client preferences.

Socially mediated reinforcement occurs when another person provides reinforcement contingent on the behavior. Praise, attention, or access to preferred activities given by others are examples. In contrast, automatic reinforcement comes directly from the behavior itself, without social interaction.

Intervention fidelity refers to the accuracy and consistency with which an intervention is carried out according to the treatment plan. High fidelity is essential to ensure the intervention’s effectiveness and that outcomes are valid reflections of the treatment rather than inconsistent implementation.

Positive punishment involves adding an unpleasant consequence after a behavior (e.g., reprimand), aiming to reduce that behavior. Negative punishment involves taking away something valued (e.g., removing a toy) to decrease behavior. Both aim to reduce behavior but differ in the type of consequence applied.

Continuous measurement (e.g., frequency, duration) captures every instance of behavior, allowing for highly accurate data collection. This precision is crucial when behavior changes rapidly or when small differences matter for treatment decisions.

Extinction bursts occur because the learner intensifies behavior to regain reinforcement. Understanding this helps caregivers persist with extinction despite temporary worsening before behavior decreases.

Partial interval recording notes if the behavior occurred at any point during the interval, regardless of duration or frequency. It is useful for estimating behavior but tends to overestimate total duration.

Examples include tokens or money. Because they can be exchanged for many different reinforcers, their value remains stable across situations.

Continuous measurement means recording every instance of the target behavior during observation. This method is ideal for behaviors that are discrete and easily countable. It provides the most accurate data on frequency and is useful for behaviors that occur at a rate that can be feasibly recorded continuously.

Negative punishment involves removing a desirable stimulus to decrease the likelihood of the behavior recurring. In this example, removing the toy is intended to reduce the problem behavior.

An MO changes the effectiveness of a reinforcer or punisher and alters behavior likelihood. For example, food deprivation increases the value of food as a reinforcer and motivates behaviors to obtain food.

RBTs must implement BIPs as designed and only make changes under BCBA supervision to ensure interventions remain ethical and effective.

FBA is a systematic process that uses data collection, interviews, and observations to determine the antecedents, behavior, and consequences maintaining problem behavior. This information guides effective intervention planning.

When a client engages in challenging behavior, the most appropriate and ethical course of action for an RBT is to implement the behavior intervention plan (BIP) consistently while continuing to collect accurate data on the behavior. This ensures the intervention is applied properly and gives the supervising BCBA the necessary information to monitor progress or adjust the plan.

Unconditioned (primary) reinforcers satisfy biological needs naturally and do not require learning. Food, water, and warmth are typical examples.

Duration recording involves measuring the length of time that a behavior occurs—from the moment it begins until it ends. This is particularly useful for behaviors that are long-lasting or that vary in duration, such as tantrums, sustained attention, or task engagement. For example, if a child begins a tantrum at 2:01 PM and it ends at 2:07 PM, the duration is six minutes. This method helps determine whether an intervention is decreasing the length of the problem behavior or increasing the time engaged in desired behavior (like on-task behavior). In contrast, frequency measures how often, intervals measure presence/absence within set timeframes, and momentary time sampling records whether the behavior occurs at the end of the interval only.

Frequency recording is useful for discrete, countable behaviors, such as the number of times a child raises their hand. Duration recording is used when the length of time a behavior occurs is important, such as how long a tantrum lasts.

Antecedent interventions involve modifying the environment or events before a behavior occurs to prevent or reduce problem behaviors. This includes providing clear instructions, offering choices, or removing triggers. Ignoring is a consequence-based strategy (extinction), not antecedent intervention, as it occurs after the behavior.

Data collection is the systematic recording of behavior and environmental events, which provides objective evidence of how well interventions are working. It allows practitioners to track progress, make data-driven adjustments to treatment, and ensure that interventions are effective. Without accurate data, decisions would be based on guesswork, which can delay or derail treatment success.

Maintenance refers to the continued performance of a skill after teaching has ended. Without reinforcement or practice, skills may fade. Maintenance strategies include periodic reinforcement and practice in natural settings to keep skills functional long-term.

An extinction burst is a common phenomenon when reinforcement for a behavior is stopped (extinction). Initially, the behavior may temporarily increase in frequency, intensity, or duration as the individual tries harder to get the previous reinforcement. This burst is a sign that the behavior is in the process of extinction, and with consistent application of extinction, the behavior will eventually decrease and stop.

Naturalistic teaching embeds learning opportunities into everyday routines and natural settings, using naturally occurring reinforcers (like social attention or access to preferred items). This approach promotes generalization and functional use of skills, as children learn in contexts similar to real life. It is often more motivating and meaningful than contrived teaching methods.

An SD is a cue or signal in the environment indicating that performing a specific behavior will result in reinforcement. For example, a teacher’s request can act as an SD for a student to answer a question to earn praise. Understanding SDs is crucial for teaching appropriate stimulus control.

Frequency recording counts how many times a behavior occurs during an observation period. This method is useful for behaviors that are discrete and countable.

Intermittent reinforcement means delivering reinforcement on a partial schedule rather than every response. This increases resistance to extinction and is often used after initial skill acquisition on continuous reinforcement.

Task analysis involves dividing a complex task (like brushing teeth) into smaller, sequential steps to teach each step systematically. This facilitates learning by making the skill manageable and allows for chaining techniques to teach the entire behavior chain effectively.

An RBT should consistently apply the behavior plan designed by the BCBA, ensuring safety while maintaining treatment integrity. Emotional or inconsistent responses can reinforce problem behavior or confuse the client.

A BIP is developed based on the results of an FBA. It outlines specific strategies to reduce problem behaviors by modifying antecedents and consequences and teaching alternative, appropriate behaviors. The BIP ensures consistency across caregivers and settings and increases the likelihood of positive behavior change.

Fluency is not just accuracy but also the speed and ease with which a skill is performed. A fluent skill is performed effortlessly and automatically, allowing the individual to use it functionally in daily life. Fluency increases retention, generalization, and reduces errors.

An RBT’s role is to carry out the behavior plans designed by a Board Certified Behavior Analyst (BCBA) and to collect accurate data on client progress. They do not diagnose or create treatment plans but work under supervision to ensure treatment integrity and client safety.

Shaping teaches new behaviors by rewarding closer and closer versions of the target behavior. This approach is essential when the learner cannot perform the target behavior initially.

Antecedents are environmental events or stimuli that occur right before a behavior, triggering or signaling the opportunity for the behavior. Understanding antecedents helps in designing interventions that modify these triggers to reduce problem behaviors.

Negative reinforcement strengthens behavior by removing or avoiding an aversive stimulus immediately after the behavior. In this example, the loud noise is unpleasant, and its removal following compliance increases the likelihood of the compliant behavior recurring.

Fluency training focuses on building both accuracy and speed to ensure a skill is automatic and can be performed smoothly in real-world situations. This results in better retention, generalization, and reduces errors or frustration.

Antecedent interventions adjust triggers or settings to reduce the likelihood of problem behavior, such as modifying tasks or providing choices.

Momentary time sampling involves recording if the behavior is occurring precisely when the observation interval ends. It is useful for estimating behavior in settings where continuous recording is difficult, though it can underestimate or overestimate behavior depending on timing.

Data reliability refers to the consistency of data collection procedures such that different observers or the same observer over time would record the same results under similar conditions. High reliability increases confidence in the validity of treatment decisions based on that data.

Maintaining professional boundaries ensures that the RBT-client relationship remains ethical, respectful, and clinically appropriate. Dual relationships—such as becoming friends with clients or their family members—can impair objectivity, introduce bias, and create conflicts of interest that can compromise the integrity of the treatment and decision-making process. The BACB Ethics Code requires RBTs to avoid conflicts, refrain from accepting gifts, and maintain a therapeutic, not personal, relationship with clients and families. This also protects clients from exploitation and helps RBTs avoid burnout or emotional entanglement, which can arise from overstepping boundaries. Professionalism builds trust and supports effective, ethical service delivery.

Discrete Trial Training breaks skills into small, manageable units, each with a clear instruction, response, and consequence. It involves repeated practice with immediate feedback and reinforcement, making it effective for teaching new skills, especially in children with autism.