RBT (Registered Behavior Technician) Practice Exam 1

Incorrect. While assessment may be part of the overall process, the primary function of an RBT is treatment implementation.

Incorrect. RBTs do not diagnose individuals.

Correct! The primary function of an RBT is to implement treatment plans under the supervision of a Board Certified Behavior Analyst (BCBA) or a Board Certified Assistant Behavior Analyst (BCaBA).

Incorrect. RBTs receive supervision, but their primary function is not supervision itself.

Incorrect. ABA focuses on observable behaviors and their relationship with the environment.

Correct! ABA emphasizes the use of reinforcement rather than punishment.

Incorrect. ABA assesses the function of behavior to develop effective interventions.

Incorrect. ABA relies on data to guide decision-making and measure progress.

Incorrect. Time-out involves the removal of access to positive reinforcement.

Incorrect. Taking away a preferred toy is an example of negative punishment.

Correct! Providing praise for completing a task is an example of positive reinforcement.

Incorrect. Ignoring a disruptive behavior is an example of extinction.

Incorrect. The antecedent refers to the events or stimuli that occur before the behavior.

Incorrect. The behavior refers to the specific action or response being targeted.

Incorrect. The consequence refers to the events or stimuli that occur after the behavior.

Correct! While the setting may provide the context for the task analysis, it is not a specific component of the analysis itself.

Correct! In a continuous schedule of reinforcement, reinforcement is provided for every occurrence of the behavior.

Incorrect. This describes a fixed interval schedule of reinforcement.

Incorrect. This describes a variable ratio schedule of reinforcement.

Incorrect. Providing reinforcement for the first occurrence of the behavior after a variable interval describes a variable interval schedule of reinforcement.

Incorrect. Punishment procedures are typically not recommended as a first-line intervention and should be used cautiously.

Incorrect. Using punishment solely to suppress behavior without addressing the underlying cause is not considered best practice in behavior analysis.

Correct! Punishment procedures should be used as a last resort when less intrusive procedures have been ineffective, and only after a thorough functional assessment and consideration of ethical guidelines.

Incorrect. Punishment is not considered a primary method for teaching new skills and should be used sparingly, if at all, in skill acquisition programs.

Correct! A discriminative stimulus (SD) is a cue or signal that indicates the availability of reinforcement for a particular behavior. In this case, the teacher saying, 'It's time for recess' serves as an SD for engaging in recess-related behaviors.

Incorrect. A child raising their hand to ask a question may be a response to an SD, but it is not an example of an SD itself.

Incorrect. A therapist providing a prompt is not an example of an SD.

Incorrect. A parent redirecting a child's behavior is not an example of an SD.

Correct! Prompting should be faded as quickly as possible to promote independence and reduce the need for external support.

Incorrect. While prompting can be used as a method for teaching new skills, it should not be the primary method. Other instructional methods, such as shaping and reinforcement, should also be utilized.

Incorrect. Providing continuous prompting does not promote independent responding and may hinder skill acquisition.

Incorrect. Prompting should not be eliminated once the behavior is mastered. It should be gradually faded to promote independence.

Incorrect. Providing praise after completing a task is an example of a consequence-based intervention.

Correct! Using a visual schedule to structure the day is an example of an antecedent intervention. It modifies the environment to set the occasion for appropriate behavior.

Incorrect. Implementing time-out for a disruptive behavior is an example of a consequence-based intervention.

Incorrect. Providing access to a preferred activity is also an example of a consequence-based intervention.

Incorrect. While FBAs may involve identifying antecedents, their primary focus is on the function of behavior.

Incorrect. While FBAs may involve identifying consequences, their primary focus is on the function of behavior.

Correct! The purpose of conducting FBAs is to identify the function or purpose of behavior. This understanding helps in developing effective interventions.

Incorrect. Assessing the severity of behavior involves evaluating its intensity or frequency and is not the primary purpose of an FBA.

Incorrect. Providing a token for completing a task is an example of a token economy or reinforcement procedure.

Correct! Removing access to a preferred activity for non-compliance is an example of a response-cost procedure. It involves the loss of a valued item or privilege as a consequence for undesired behavior.

Incorrect. Using a visual schedule to structure the day is an example of an antecedent intervention.

Incorrect. Providing a preferred item for appropriate behavior is an example of positive reinforcement.

Correct! Maintaining client confidentiality is an important ethical consideration in behavior analysis. It involves respecting and protecting the privacy of clients and their information.

Incorrect. While behavior change is important, ensuring rapid behavior change should not take precedence over ethical considerations.

Incorrect. Using punishment as the primary intervention is not in line with ethical guidelines and best practices in behavior analysis.

Incorrect. Involving the client's family is often important for successful behavior change and should not be minimized.

Incorrect. While some generalization may occur naturally, it is often necessary to plan and support generalization through interventions.

Incorrect. Generalization is important for all types of behaviors, not just specific ones.

Correct! Generalization involves applyinglearned skills to new situations or settings. It is an important goal in behavior analysis to ensure that behaviors acquired in one context can be generalized and maintained in other relevant contexts.

Incorrect. Generalization is necessary for skill acquisition to ensure that the skills learned are functional and applicable in various situations.

Incorrect. While identifying the function of behavior is important, a BIP focuses on developing strategies for behavior change.

Incorrect. Evaluating the severity of behavior may inform the development of a BIP, but it is not the primary purpose of a BIP.

Incorrect. While monitoring behavior over time is important, a BIP goes beyond monitoring and focuses on developing strategies for behavior change.

Correct! The purpose of a behavior intervention plan (BIP) is to develop strategies for behavior change. It outlines specific interventions and supports to address the targeted behavior.

Correct! The key components of a comprehensive functional behavior assessment (FBA) typically include direct observation, interviews with relevant individuals, and data analysis. These methods help in understanding the factors influencing behavior.

Incorrect. Token economies, shaping, and reinforcement are behavioral interventions rather than components of an FBA.

Incorrect. Prompting, fading, and reinforcement are behavioral interventions rather than components of an FBA.

Incorrect. Punishment, extinction, and reinforcement are behavioral interventions rather than components of an FBA.

Incorrect. The removal of a stimulus to decrease a behavior is known as negative punishment, not reinforcement.

Incorrect. The presentation of a stimulus to decrease a behavior is known as positive punishment, not reinforcement.

Incorrect. The removal of a stimulus to increase a behavior is known as negative reinforcement, not reinforcement.

Correct! In behavior analysis, reinforcement refers to the presentation of a stimulus following a behavior, which increases the likelihood of that behavior recurring in the future.

Incorrect. Positive reinforcement involves the addition of a stimulus, while negative reinforcement involves the removal of a stimulus.

Incorrect. Positive reinforcement actually increases a behavior, while negative reinforcement increases a behavior by removing an aversive stimulus.

Correct! Positive reinforcement involves the addition of a stimulus following a behavior, which increases the likelihood of that behavior recurring. Negative reinforcement involves the removal of an aversive stimulus following a behavior, which also increases the likelihood of that behavior recurring.

Incorrect. Positive reinforcement does not decrease a behavior, and negative reinforcement does not decrease a behavior by itself.

Incorrect. The removal of a reinforcer to decrease a behavior is an example of negative punishment, notreinforcement.

Correct! Shaping in behavior analysis refers to the gradual modification of behavior through reinforcement of successive approximations. It involves reinforcing behaviors that are closer and closer to the target behavior until the desired behavior is achieved.

Incorrect. The presentation of an aversive stimulus to decrease a behavior is an example of positive punishment, not shaping.

Incorrect. The use of punishment to decrease a behavior is not related to shaping, which focuses on reinforcement.

Incorrect. While preference assessments may indirectly inform the function of behavior, their primary purpose is to identify preferred stimuli or activities.

Incorrect. Determining the consequences of behavior involves analyzing the events that follow a behavior, which is not the primary purpose of preference assessments.

Incorrect. Assessing the severity of behavior involves evaluating its intensity or frequency and is not the primary purpose of preference assessments.

Correct! The purpose of conducting preference assessments in behavior analysis is to identify preferred stimuli or activities that can be used as reinforcers to motivate and maintain desired behavior.

Incorrect. Discrete trial training involves structured, repeated trials and is not considered a naturalistic teaching strategy.

Incorrect. Task analysis involves breaking down complex skills into smaller steps and is not considered a naturalistic teaching strategy.

Correct! Incidental teaching is an example of a naturalistic teaching strategy. It involves capitalizing on naturally occurring opportunities in the environment to teach and reinforce desired behaviors.

Incorrect. Time delay procedure is a prompting strategy used to teach skills and is not considered a naturalistic teaching strategy.

Incorrect. While visual supports may indirectly decrease disruptive behaviors, their primary purpose is to enhance understanding and promote independence.

Incorrect. Visual supports do not eliminate the need for reinforcement, as reinforcement is still necessary to motivate and maintain behavior.

Correct! The purpose of using visual supports in behavior analysis is to increase independence and understanding. Visual supports, such as visual schedules or visual cues, provide visual information that can help individuals comprehend and follow instructions, routines, and expectations.

Incorrect. Visual supports can complement verbal instructions but do not replace them entirely.

Incorrect. While a token economy may indirectly inform the function of behavior, its primary function is to reinforce appropriate behavior.

Correct! The function of a token economy in behavior analysis is to reinforce appropriate behavior. It involves the use of tokens or points that can be exchanged for desired items, activities, or privileges as a form of positive reinforcement.

Incorrect. Punishing inappropriate behavior is not the function of a token economy, as it primarily focuses on reinforcement.

Incorrect. Assessing the severity of behavior involves evaluating its intensity or frequency and is not the primary function of a token economy.

Incorrect. Determining the severity of behavior involves evaluating its intensity or frequency, which is not the primary purpose of a functional analysis.

Correct! The purpose of conducting a functional analysis in behavior analysis is to identify the function of behavior. It involves systematically manipulating environmental variables to determine the antecedent and consequences that influence the behavior.

Incorrect. Prescribing medication for behavior is outside the scope of a functional analysis, which focuses on understanding the environmental influences on behavior.

Incorrect. Assessing cognitive abilities is not the primary purpose of a functional analysis, which is focused on identifying the function of behavior.

Incorrect. Antecedent interventions do not directly address the consequences of behavior but focus on preventing or altering the occurrence of problem behavior.

Incorrect. Identifying the function of behavior is typically done through functional behavior assessment methods, not through antecedent interventions.

Incorrect. Setting events are factors that influence behavior but are not the primary focus of antecedent interventions, which focus on preventing or altering problem behavior.

Correct! Antecedent interventions in behavior analysis aim to prevent or alter the occurrence of problem behavior by modifying the antecedent conditions, such as changing the environment, providing prompts, or modifying task demands.

Incorrect. The purpose of a time delay procedure is not to increase or decrease the occurrence of a behavior but to enhance generalization and independence.

Incorrect. The purpose of a time delay procedure is not to decrease the occurrence of a behavior but to enhance generalization and independence.

Incorrect. Assessing the severity of a behavior involves evaluating its intensity or frequency and is not the primary purpose of a time delay procedure.

Correct! The purpose of using a time delay procedure in behavior analysis is to enhance generalization and independence of a skill. It involves systematically increasing the time interval between a prompt or cue and the learner's response, promoting independent responding.