RBT Behavior Reduction Practice Test

25 practice questions

Choose an answer, then check it under Show answer.

1. Question 1 of 25Medium

   The plan teaches a learner to say 'my turn' to obtain a toy instead of grabbing. The learner grabs the toy, and the RBT does not give the toy. The learner then says 'my turn.' What should the RBT do next?

   1. AA. Give the toy only if no grabbing occurred earlier
   2. BB. Prompt 'my turn' again before giving the toy
   3. CC. Deliver the toy after the 'my turn' response
   4. DD. Withhold the toy until the learner stops asking
   Show answer to question 1

   Answer: C. Deliver the toy after the 'my turn' response

   The communication response should produce the maintaining reinforcer, while grabbing should not. Once the learner says 'my turn,' the RBT should deliver the toy so that communication is strengthened. Withholding the toy or requiring another prompt could weaken the alternative response.

2. Question 2 of 25Hard

   A learner's plan specifies a momentary DRO with 5-minute intervals rather than a resetting DRO. The learner engages in the target behavior 2 minutes into an interval. What should the RBT do?

   1. AA. Leave the timer running and check whether the learner is engaging in the target behavior at the 5-minute mark
   2. BB. Withhold the session's remaining reinforcers because behavior occurred
   3. CC. Reset the timer to zero and begin a new 5-minute interval
   4. DD. Reset the timer and add 2 minutes to the next interval as a correction
   Show answer to question 2

   Answer: A. Leave the timer running and check whether the learner is engaging in the target behavior at the 5-minute mark

   In a momentary DRO, the RBT observes the learner only at the end of the interval, so behavior during the interval does not restart the clock. Resetting the timer would turn the procedure into a whole-interval resetting DRO, which is not what the plan prescribes. The RBT follows the procedure type exactly as written.

3. Question 3 of 25Easy

   An RBT implements a token economy where the client earns tokens for completing academic tasks. The behavior intervention plan specifies that if the client throws materials, the RBT removes one previously earned token. Over the following weeks, the rate of throwing materials decreases. This response cost procedure is an example of which principle?

   1. AA. Extinction
   2. BB. Positive reinforcement
   3. CC. Positive punishment
   4. DD. Negative punishment
   Show answer to question 3

   Answer: D. Negative punishment

   Negative punishment occurs when an existing stimulus or reinforcer is removed contingent on a response, decreasing the future frequency of that behavior. A response cost removes already earned reinforcers, making it negative punishment rather than extinction, which involves withholding the specific reinforcer maintaining the response.

4. Question 4 of 25Easy

   A behavior intervention plan specifies using a visual schedule as an antecedent strategy to reduce transition-related tantrums. How should the Registered Behavior Technician (RBT) implement this strategy during a session?

   1. AA. Show the visual schedule to the client only after a tantrum has already started during a transition.
   2. BB. Remove the visual schedule whenever the client refuses to transition to an unpreferred activity.
   3. CC. Review the visual schedule with the client immediately prior to transitioning between activities.
   4. DD. Deliver a preferred snack as soon as the client looks at the visual schedule during a tantrum.
   Show answer to question 4

   Answer: C. Review the visual schedule with the client immediately prior to transitioning between activities.

   Antecedent interventions are proactive strategies put in place before a behavior occurs to prevent problem behavior and increase predictability. Reviewing the visual schedule with the client before the transition prepares the client and follows the written plan. Showing the visual schedule only after a tantrum begins turns the intervention into a reactive consequence rather than an antecedent strategy.

5. Question 5 of 25Medium

   While implementing an attention-extinction protocol, an RBT observes that the client stops merely tapping the table and begins crying, screaming, and throwing materials. The client has no recent history of throwing items. How should the RBT conceptually categorize the crying and screaming in this situation?

   1. AA. As stimulus discrimination across novel classroom settings
   2. BB. As an establishing operation for automatic reinforcement
   3. CC. As spontaneous recovery produced by an intermittent schedule
   4. DD. As emotional responding commonly associated with an extinction burst
   Show answer to question 5

   Answer: D. As emotional responding commonly associated with an extinction burst

   The sudden onset of crying and screaming when reinforcement is removed is categorized as emotional responding, which frequently co-occurs with an extinction burst. Spontaneous recovery refers to the return of a previously extinguished response after a period without extinction, not a sudden emotional display during active extinction.

6. Question 6 of 25Easy

   A client previously engaged in yelling to escape academic tasks. After an escape extinction procedure was implemented, yelling decreased to zero and remained at zero for four weeks. Today, at the start of an instructional session, the client yells twice upon presentation of a worksheet. Which term best describes this sudden reappearance of the behavior?

   1. AA. Behavioral contrast
   2. BB. Spontaneous recovery
   3. CC. Extinction burst
   4. DD. Response variation
   Show answer to question 6

   Answer: B. Spontaneous recovery

   Spontaneous recovery is the reappearance of a previously extinguished behavior after a period in which the behavior had ceased or occurred at very low rates. An extinction burst involves an immediate, initial increase in the frequency, intensity, or duration of the behavior right after reinforcement is first withheld, which already took place weeks earlier in this scenario.

7. Question 7 of 25Medium

   How is resurgence best distinguished from an extinction burst?

   1. AA. An extinction burst involves a different response than the target
   2. BB. Resurgence follows loss of reinforcement for the alternative response
   3. CC. Resurgence is usually larger and more dangerous for the learner
   4. DD. An extinction burst occurs only with automatically reinforced behavior
   Show answer to question 7

   Answer: B. Resurgence follows loss of reinforcement for the alternative response

   Resurgence is identified by the return of an older response after the more recently reinforced alternative response stops producing reinforcement. An extinction burst is an increase in the target response when extinction first begins, regardless of function.

8. Question 8 of 25Medium

   A caregiver arrives for pickup shortly after an RBT implemented a written crisis safety protocol due to severe head-banging. How should the RBT handle communication and reporting with the caregiver?

   1. AA. Suggest that the caregiver implement an immediate punishment procedure at home.
   2. BB. Diagnose an underlying sensory processing disorder that triggered the behavior.
   3. CC. Withhold information about the crisis event to prevent the caregiver from becoming upset.
   4. DD. Provide an objective summary of the event per agency protocol and inform the supervisor.
   Show answer to question 8

   Answer: D. Provide an objective summary of the event per agency protocol and inform the supervisor.

   RBTs must communicate factual, objective summaries of significant safety events according to organizational protocol while ensuring the supervisor is informed. Hiding critical incidents violates safety and ethical duties, while prescribing home punishments or diagnosing conditions exceeds the RBT role.

9. Question 9 of 25Easy

   Which observation is the clearest example of an emotional side effect of punishment?

   1. AA. The learner cries and turns away each time the consequence is delivered
   2. BB. The learner finishes tasks faster in order to earn tokens sooner
   3. CC. The learner's target behavior decreases steadily over several weeks
   4. DD. The learner begins asking for a break more often during difficult work
   Show answer to question 9

   Answer: A. The learner cries and turns away each time the consequence is delivered

   Crying and turning away shortly after the consequence is delivered is an emotional response that can accompany punishment. A steady decrease in the target behavior is the intended effect of the procedure, not an emotional side effect.

10. Question 10 of 25Medium

    Immediately after a technician removes an earned token for task refusal as dictated by a behavior plan, the learner slams the desk, screams, and throws their pencil. What phenomenon is the learner displaying?

    1. AA. Spontaneous recovery following a period of successful treatment
    2. BB. Behavioral contrast across different treatment environments
    3. CC. An emotional response resulting from the punishment procedure
    4. DD. An extinction burst resulting from the termination of reinforcement
    Show answer to question 10

    Answer: C. An emotional response resulting from the punishment procedure

    Emotional responding and aggressive outbursts are well-documented collateral effects of aversive control and punishment procedures such as response cost. An extinction burst occurs when reinforcement for a previously reinforced response is discontinued entirely, rather than when an earned conditioned reinforcer is removed.

11. Question 11 of 25Medium

    A client transitions successfully using a picture schedule. Today, the outdoor park is closed due to rain, requiring an unexpected transition to the indoor sensory room instead. The behavior plan includes an antecedent 'change' icon procedure. How should the RBT implement this protocol?

    1. AA. Walk the client to the locked park gates so the client can visually confirm that the park is unavailable
    2. BB. Place the 'change' icon over the park picture and review the new sensory room visual before the transition occurs
    3. CC. Remove the visual schedule for the entire day so the client does not become agitated by the altered routine
    4. DD. Wait until the client exhibits distress at transition time, then present the new schedule icon as a distraction
    Show answer to question 11

    Answer: B. Place the 'change' icon over the park picture and review the new sensory room visual before the transition occurs

    Antecedent change procedures prepare learners for schedule modifications in advance by pairing a recognized visual signal (the 'change' icon) with the new activity before the transition occurs, preserving predictability. Taking the learner to a closed gate or waiting for distress to occur can evoke significant challenging behavior and fails to utilize the antecedent strategy correctly.

12. Question 12 of 25Medium

    A client engages in skin picking that is maintained by automatic positive reinforcement (tactile feedback). The behavior intervention plan prescribes teaching a functionally equivalent replacement behavior. Which intervention best aligns with this prescription?

    1. AA. Delivering a small edible reinforcer whenever the client keeps hands folded
    2. BB. Prompting the client to hold and manipulate textured sensory putty
    3. CC. Prompting the client to vocalize 'Look at me' when alone in the room
    4. DD. Presenting a token card that requires ten stickers before a break
    Show answer to question 12

    Answer: B. Prompting the client to hold and manipulate textured sensory putty

    For behaviors maintained by automatic tactile reinforcement, the functionally equivalent alternative should provide similar sensory or tactile feedback. Manipulating textured putty offers a competing, functionally matched tactile stimulation without causing tissue damage. Vocalizing targets social attention, and token systems without matched sensory input do not replace the automatic reinforcer.

13. Question 13 of 25Hard

    A learner's tantrums are maintained by access to a tablet. The plan calls for extinction of tantrums and reinforcement of an appropriate request. When a tantrum begins, the RBT should:

    1. AA. give the tablet briefly to stop the tantrum.
    2. BB. tell the learner to ask nicely during the tantrum.
    3. CC. explain why the tablet cannot be used right now.
    4. DD. keep the tablet unavailable and stay safe.
    Show answer to question 13

    Answer: D. keep the tablet unavailable and stay safe.

    For access-maintained tantrums, extinction means the tablet is not delivered during the tantrum, while safety procedures are still followed. Giving the tablet briefly would reinforce the tantrum and undermine the plan.

14. Question 14 of 25Medium

    A plan for escape-maintained behavior includes noncontingent breaks every 8 minutes. During a work period, the learner is working quietly when the timer sounds. What should the RBT do?

    1. AA. Skip the break because the learner is working quietly
    2. BB. Provide the break only after the learner shows signs of frustration
    3. CC. Provide the scheduled break as written in the plan
    4. DD. Extend the work period until the learner asks for a break
    Show answer to question 14

    Answer: C. Provide the scheduled break as written in the plan

    For escape-maintained behavior, noncontingent breaks are delivered on schedule regardless of whether the learner is working quietly or showing problem behavior. Skipping the break because the learner is working well would make the break contingent on work behavior, which is not the NCR procedure.

15. Question 15 of 25Medium

    A learner engages in skin picking on their arms during independent seatwork. The behavior plan instructs the RBT to deliver praise and tokens whenever the learner holds a squeeze ball with both hands. This procedure is best categorized as:

    1. AA. Differential reinforcement of low rates of behavior (DRL)
    2. BB. Differential reinforcement of incompatible behavior (DRI)
    3. CC. Differential reinforcement of other behavior (DRO)
    4. DD. Differential reinforcement of alternative behavior (DRA)
    Show answer to question 15

    Answer: B. Differential reinforcement of incompatible behavior (DRI)

    Holding a squeeze ball using both hands physically prevents the learner from picking their skin at that moment because both hands are occupied. Because the two motor actions cannot occur at the same time, this is classified as DRI rather than DRA.

16. Question 16 of 25Medium

    A behavior intervention plan directs an RBT to use contingent observation when a client engages in toy snatching. How should the RBT implement this specific type of time-out?

    1. AA. Move the client to the perimeter of the activity to watch others without participating.
    2. BB. Escort the client to a designated quiet room located completely outside the classroom.
    3. CC. Ignore all verbal communication from the client while continuing direct physical play.
    4. DD. Place a solid partition between the client and peers so the client cannot see the activity.
    Show answer to question 16

    Answer: A. Move the client to the perimeter of the activity to watch others without participating.

    Contingent observation is a form of non-exclusionary time-out in which the learner is repositioned to an area where they can watch the ongoing reinforcing activities but cannot participate or access the reinforcers. Moving the client to an outside room or behind a partition constitutes exclusionary time-out. Continuing play while ignoring verbal communication is not contingent observation.

17. Question 17 of 25Medium

    A behavior plan includes a full-session DRL procedure targeting a client's repetitive requests for reassurance. The criterion is set at 4 or fewer requests during a 2-hour work block. During today's session, the client makes 3 requests. What action should the RBT take at the end of the session?

    1. AA. Withhold reinforcement because requests still occurred during the work block.
    2. BB. Provide half of the designated reinforcer because the total was close to the limit.
    3. CC. Deliver the prescribed reinforcer because the total responses met the criterion.
    4. DD. Prompt an alternative communication response before delivering the reinforcement.
    Show answer to question 17

    Answer: C. Deliver the prescribed reinforcer because the total responses met the criterion.

    In a full-session DRL procedure, reinforcement is delivered at the conclusion of the session if the total number of responses is equal to or less than the predetermined criterion. Because the client emitted 3 requests, which is below the limit of 4, the RBT must deliver the scheduled reinforcer.

18. Question 18 of 25Hard

    A client is now requesting breaks independently several times per session. The plan lists prompt-fading steps for the break request. The RBT finds that the most intrusive prompt still produces the fastest response. What should the RBT do?

    1. AA. Keep using the most intrusive prompt, since it produces the fastest response.
    2. BB. Follow the fading steps written in the plan while continuing to collect data.
    3. CC. Stop prompting the break request entirely starting with the next session.
    4. DD. Rewrite the fading steps so they match what the RBT observes in session.
    Show answer to question 18

    Answer: B. Follow the fading steps written in the plan while continuing to collect data.

    The plan's fading steps were written to shift the request from prompted to independent, so the RBT implements them and keeps recording data on the client's responses. Continuing the most intrusive prompt because it is fastest can produce prompt dependence and does not follow the plan. Dropping all prompts or rewriting the fading steps would go beyond the RBT role, since the supervisor designs the intervention.

19. Question 19 of 25Easy

    A learner frequently pulls peers' hair during group activities. The behavior plan calls for DRI. Which target response is incompatible with hair pulling?

    1. AA. Asking the teacher for help with the assignment
    2. BB. Sitting with both feet flat on the floor
    3. CC. Saying "I need a break" when the work is hard
    4. DD. Keeping hands in the lap or resting on the table
    Show answer to question 19

    Answer: D. Keeping hands in the lap or resting on the table

    Hands in the lap or on the table cannot occur at the same moment as reaching out to pull hair, so this response meets the definition of incompatibility. Asking for help or a break could happen while the learner is also pulling hair, and foot position does not prevent hand movements.

20. Question 20 of 25Hard

    An RBT is running an escape extinction protocol for non-compliance during an academic task. During the trial, the client suddenly engages in severe, repeated head-banging that meets the specific criteria defined in the written crisis protocol. How should the RBT respond?

    1. AA. Shift immediately from the escape extinction protocol to the crisis protocol.
    2. BB. Tell the client that engaging in head-banging will result in losing all earned tokens.
    3. CC. Continue the escape extinction procedure until the academic trial is finished.
    4. DD. Change the academic plan independently to permanently remove all difficult tasks.
    Show answer to question 20

    Answer: A. Shift immediately from the escape extinction protocol to the crisis protocol.

    Client safety is the primary priority when a behavior reaches the threshold of an emergency, so the RBT must immediately follow the written crisis procedures. Continuing escape extinction during imminent, severe danger violates safety protocols, while modifying the behavior plan independently exceeds the RBT scope of practice.

21. Question 21 of 25Hard

    A learner receives time-out on a chair in the hallway. Over several days, the learner begins crying and clinging to the classroom door whenever the RBT walks near, even before any target behavior occurs. The RBT should recognize this as:

    1. AA. spontaneous recovery of an extinguished behavior
    2. BB. automatic reinforcement from standing near the door
    3. CC. avoidance of a context associated with punishment
    4. DD. an effect of a high-probability request sequence
    Show answer to question 21

    Answer: C. avoidance of a context associated with punishment

    Crying and clinging before any target behavior, specifically when the RBT approaches, suggests the learner is avoiding the RBT or hallway that has been paired with time-out. Spontaneous recovery is the return of an extinguished response after a delay, and a high-probability request sequence is an antecedent intervention, not a punishment side effect. The RBT should report this concern to the supervisor.

22. Question 22 of 25Hard

    A behavior intervention plan targets escape-maintained tantrums by systematically fading instructional demands based on task difficulty rather than the number of responses. Which implementation best reflects this protocol?

    1. AA. Starting with easy, previously mastered reading sight words and gradually introducing more complex, novel words.
    2. BB. Allowing the client to select whether to complete reading tasks at a desk or on a floor cushion.
    3. CC. Presenting three simple motor imitations immediately before presenting one difficult vocal imitation.
    4. DD. Delivering a 30-second break on a fixed-time schedule every two minutes throughout the instructional period.
    Show answer to question 22

    Answer: A. Starting with easy, previously mastered reading sight words and gradually introducing more complex, novel words.

    Fading demands based on difficulty involves beginning with lower-effort or mastered tasks to minimize escape-maintained behavior, then systematically increasing the complexity or difficulty of the target material over time. Presenting three easy tasks followed by a difficult task describes a high-probability request sequence. Fixed-time breaks represent noncontingent reinforcement, and choosing locations represents choice making.

23. Question 23 of 25Easy

    During a break, a learner screams when a staff member puts away the tablet. The staff member immediately returns the tablet, and the screaming stops. Based on this consequence, the screaming is most likely maintained by which function?

    1. AA. Access to tangibles
    2. BB. Escape from demands
    3. CC. Attention from staff
    4. DD. Automatic reinforcement
    Show answer to question 23

    Answer: A. Access to tangibles

    The screaming produced the return of the tablet, which is a preferred item, so the consequence matches a tangible function. Attention would be more likely if screaming produced staff comments or interaction, and escape would be more likely if screaming removed a task.

24. Question 24 of 25Easy

    A behavior plan instructs the RBT to deliver attention to a learner on a variable-time four-minute (VT 4) schedule. Which action accurately reflects how the RBT should deliver the attention?

    1. AA. Provide attention only after four consecutive minutes of appropriate on-task engagement
    2. BB. Provide attention after the learner completes an average of four instructional tasks
    3. CC. Provide attention whenever the learner verbally asks for attention across the session
    4. DD. Provide attention on an average of every four minutes regardless of the learner's behavior
    Show answer to question 24

    Answer: D. Provide attention on an average of every four minutes regardless of the learner's behavior

    Variable-time schedules deliver reinforcement on a variable time interval independent of the individual's behavior, which defines noncontingent reinforcement. Waiting for appropriate on-task engagement describes a contingent differential reinforcement schedule rather than noncontingent reinforcement.

25. Question 25 of 25Hard

    A behavior plan prescribes planned ignoring for attention-maintained mild tantrums. During session, the client drops to the floor and begins crying. A nearby peer walks over and attempts to comfort the client with hugs and conversation. How should the RBT handle this situation?

    1. AA. Redirect the peer to another activity while continuing to withhold technician attention from the client
    2. BB. Provide attention immediately to the client since peer attention has compromised the procedure
    3. CC. Reprimand the peer firmly for interfering with the client's behavioral intervention protocol
    4. DD. Guide the client to an exclusionary time-out space until the peer returns to work
    Show answer to question 25

    Answer: A. Redirect the peer to another activity while continuing to withhold technician attention from the client

    Peers can inadvertently provide the maintaining reinforcer (attention) during an extinction protocol, so the RBT should calmly redirect the peer away while maintaining planned ignoring toward the client. Giving the client attention or placing the client in an unplanned time-out deviates from the written intervention plan.

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