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RBT Evaluation Quiz 1

A colorful and engaging illustration depicting a behavior analyst working with children, integrating concepts like data collection, reinforcement strategies, and positive behavior interventions in a classroom setting.

RBT Evaluation Quiz

Welcome to the RBT Evaluation Quiz designed for those looking to reinforce their knowledge of behavior analysis and therapeutic practices. This quiz features 50 multiple-choice questions that challenge your understanding of key concepts and effective practices in applied behavior analysis (ABA).

Get ready to:

Test your knowledge on data collection methods, measurement dimensions, and behavior reduction plans.
Sharpen your skills and understanding of behavior intervention strategies.
Prepare for professional certification and improve client outcomes through effective interventions.

50 Questions12 MinutesCreated by EngagingMind720

Which of the following behaviors is defined in the MOST observable and measurable terms?

Jerry's anger causes him to often be out-of-control and receive school suspensions.

Jerry pokes others with his index finger to annoy them.

Jerry has intermittent explosive disorder and his aggressive outbursts are an outcome of this.

Jerry believes that others are out to get him and reacts to their perceived taunts.

Tools used in continuous measurement, sometimes referred to as event recording, might include all of the following EXCEPT__________.

Marbles

Tally marks

Stop-watch

Whole interval data sheet

Jenny, a RBT, is going to collect data on Ellie, a preschooler’s, hair twirling behavior. She decides to track 30 second intervals and if Ellie twirls her hair all the way around her finger, Jenny defines that as an incidence of hair twirling. If Ellie demonstrates the hair twirling at any point during the thirty second interval Jenny marks her data sheet as the behavior having occurred for that interval. Jenny is using _________.

Whole interval recording

Partial interval recording

Momentary time sampling (MTS)

Permanent product recording

Frequency and rate are often used interchangeably in ABA, however there is a distinction. Which statement is correct?

Frequency is more accurate than rate.

Rate has greater reliability than frequency.

Rate refers to frequency with the addition of a time component.

Only rate is event recording.

Data collection may be skewed unintentionally by the RBT. This is a possibility because of all of the following except__________.

Reactivity- or the presence of the observer influencing the subject's behavior

ABA is not a real science

Observer drift, or the change overtime in what the observer thinks the operational definition is

The data collection procedure is too complex

Permanent product procedures would be most appropriate for__________.

How often a student is aggressive toward others

Checking if a resident of a group home is able to get all of the groceries on their list

How long a child takes to put on their shoes after the initial prompt

Self-injurious behaviors

The most common form of graph used in ABA is the________.

Bar graph or histogram

Pie chart

Scatter plot

Line graph

Which would be the most conservative direct, discontinuous measurement to track a child’s engagement during a class lesson?

Partial interval recording

Whole interval recording

Momentary time sampling

Teacher interviews

When BCBAs, BCaBAs and BCBA-Ds conduct functional assessments or functional analysis they are looking for what a certain behavior does (or how it functions) for an individual. Possible functions include all EXCEPT________.

Attention

Avoidance

Access to a tangible

Deprivation

As an RBT you may be asked to assist with functional assessments. Likely, your involvement will be via indirect measures. These measures include __________.

Functional manipulation in analog settings

Functional manipulation in-vivo

Observing a subject and taking data about preferences

Conducting interviews and surveys, compiling rating scales and questionnaires

The goal of a stimulus preference assessment is to:

Test reinforcers for an individual

Determine items or activities that will be punishers for an individual

Identify objects, people or activities that may be motivating

Help a client determine which intervention they would prefer

Ways to assess potential stimuli preference include all of the following EXCEPT_________.

Ask the person what they like

Ask others what the person likes

Observe the person in their natural environment to see what they like

Use a published list of items/activities that kids like

RBTs will assist in assessment procedures. This may look like:

Using questionnaires to assess a client's current repertoire of social skills

Supervise other RBTs

Creating interventions based on functionally equivalent behaviors

Perform cognitive tests to determine intellect

Genevive, a preschooler, is a thumb-sucker. The teacher finds it unsanitary and has asked the BCBA working with the pre-school to help her decrease Genevive’s thumb sucking. The BCBA asks you to take baseline data. Which measurement dimension would be most useful to the BCBA when they design their intervention?

Rate, how often Genevive sucks her thumb per minute

Duration, or how much time during the day Genevive is sucking her thumb

Frequency of how many times the teacher asks Genevive to stop sucking her thumb

Latency, how long it takes Genevive to stop sucking her thumb when asked

You believe a client you are working with would find edibles reinforcing. They have no health or dietary restrictions. You decide you would like to see if they prefer potato chips over fruit and yogurt. You offer a choice of a potato chip and a tube of yogurt at the same time. They select the yogurt. Then you offer the choice of a yogurt and bowl of mixed fruit at the same time. Again they select the yogurt. You have conducted a_________.

A single stimulus preference assessment

A multiple stimulus preference assessment without replacement

Free operant observation preference assessment

Forced choice preference assessment

Schedules of reinforcement can be both continuous (reinforcement is received after each appropriate response, sometimes called a Fixed Rate 1–FR1) or it is intermittent (reinforcement varies from one opportunity to the next). Behavior on ___________ schedules of reinforcement is the most difficult behavior to extinguish.

Intermittent

FR1

Continuous

Child-led

A one-time trial (has a clear beginning and ending) to correctly perform a task or answer a question before an inter-trial pause and the beginning of a new trial is called ___________.

Chaining

Task analysis

Naturalistic teaching

Discrete trial training

Determining the steps required to successfully complete a task by either doing the task yourself, watching an expert complete the task or observing another competent individual is the first step in teaching a chaining procedure. This process can be described as__________.

Chaining analysis

Task analysis

Prioritization

Skills acquisition planning

Chaining is the process of teaching the sub-components of a larger task and ‘chaining” them together to teach a complete task. The chaining procedure which teaches each step of the chain during each training session is called_________.

Total task chaining

Forward chaining

Backward chaining

Behavior chain with limited hold

Discrimination training involves reinforcement being available for one response and not for another. An example of discrimination training might be_________.

A child being praised when selecting a pink crayon from a box when asked to do so.

A child saying pink in reference to all crayons.

A child thinking dogs and wolves are the same animal.

A child calling all women with gray hair "Grandma."

In ABA, transferring control to natural response prompts is necessary for the acquisition of skills. Which is not a preferred method of doing so?

Delaying the time a trainer intervenes after a prompt is given

Beginning with the greatest amount of prompting then fading it over time

Consistent physical prompting over verbal prompts

Providing physical guidance as needed, but immediately begin fading out prompts

Stimulus fading involves fading out the exaggeration of a stimulus dimension (size, shape, proximity, etc). This is done to, in essence, point the client to the correct response at first. Once they understand the correct response and its connection to the antecedent stimuli, the exaggeration can be gradually withdrawn. Which of the following is an example of stimulus fading?

A child being asked to "match red" and correctly matching the color red

Having a pictorial graphic of a math problem that illustrates the problem and the answer and then removing the pictorial aspect

A child knowing the difference between dogs and wolves

A child calling all fruit apples

As behavior analysts, it is our supreme hope that clients take the skills they have acquired during training and generalize them to new settings and situations. Which answer does NOT describe generalizing a behavior.

A student learns to initiate conversations during social skills training, they then begin conversations with people on the street.

A client learns to make macaroni and cheese at their group home, they then make it for their family at the family home.

A student learns to raise their hand in the presence of their special education teacher; student raises their hand in the general ed classroom when the special education teacher is present.

A student learned to write the alphabet with a crayon, the student can now write the alphabet with a pencil.

Which prompt fading procedure does the following scenario describe? Emily, a developmentally disabled adult, is trying to learn to tie her shoes. Her behavioral therapist watches as Emily performs the task. When Emily gets to making the first loop she gets stuck, when she doesn’t progress after 3 seconds her trainer says, “Now make a loop.” After another 3 seconds when Emily fails to make a loop, the trainer physically makes the loop for her.

Time delay

Graduated guidance

Most to least prompt

Least to most prompt

When speaking with family and caregivers it is important to__________.

Use precise technical language

Speak in lay terms that are easily understood by all

have only the supervising BCBA be the point of contact

Have written documentation of exactly what is discussed and agreed upon in each session

When a client is learning a new skill, the ideal schedule of reinforcement would be __________.

FR1

VI2

FI5

VR1

Which is an example of a prompt?

Starting your car

Completing a task with 100% proficiency

Putting a big pink sticker next to the start button on the washing machine

Being tired after a long day at work

Two brothers had a habit of rinsing their dishes after each meal, but failed to put them in the dishwasher. Instead, they would simply put them to the side of the sink. Their parents modeled the behavior of rinsing their dishes and then stacking them in the dishwasher. After five training sessions with their parents, the boys were able to complete the entire task of rinsing and loading their dishes. If the parents want this behavior to be maintained they should?

train the boys to also complete the entire task at their grandmother's house

Set up a schedule of reinforcement for task completion

Have them rinse and load all of the household dishes each day

Set up a behavior chain interruption strategy by having the dishwasher be full of clean dishes

Response prompts may be__________.

Modeling

Verbal

Physical guidance

All of the above

As an RBT you may come across many variations of Behavior Reduction Plans or Behavior Intervention Plans (BIPs). However, all good plans should include: Introduction/ background info., descriptions of behaviors, hypothesized functions, functionally equivalent replacement behaviors, skills acquisition strategies, antecedent prevention strategies and __________.

Reaction strategies

Measurement systems

Systems of reinforcement

All of the above

In a written Behavior Reduction Plan, antecedent or environmental strategies refers to__________.

What the first thing you want the client to do when they come in a room is

Using a training setting vs. The actual setting for skills acquisition

Planning to take the client outdoors to calm them

Manipulating in the environment to prevent or discourage the problem behavior

A focus of ABA is the belief that people behave a certain way for a reason (function). The basic functions of behavior are to gain something or get away from something. In ABA we classify functions as:

Automatic or sensory reinforcement, avoidance or escape, accessing a tangible, person or activity, and attention seeking

positive and negative reinforcement and positive and negative punishment

Maintenance and generalization

Antecedent, behavior and consequence

Zoe, an RBT, is working with a client. She has completed a preference assessment and has determined going out for frozen yogurt to be a likely reinforcer for the client. The client typically goes to frozen yogurt every other day. If Zoe wants to begin a skills acquisition plan on Thursday using frozen yogurt as a potential reinforcer how might she manipulate the environment to her advantage?

Make sure the client gets Frozen yogurt Monday through Wednesday

Deprive the client of frozen yogurt Monday through Wednesday

Buy frozen yogurt and toppings to keep at the client's home for unlimited access

Create a signal system for her client to use whenever she wants frozen yogurt

The following procedure describes__________. Jill, a BCBA is trying to keep a child from picking his nose and wiping his fingers on classmates. Jill requires students to hold a pencil in one hand and an eraser in another hand during their entire social skills lesson.

Differential Reinforcement of an Incompatible Behavior (DRI)

Differential Reinforcement of an Alternative Behavior (DRA)

Differential Reinforcement of an Other Behavior (DRO)

Differential Reinforcement of a Diminishing Behavior (DRD)

Jenny tends to kick people as she walks down the hall. If Jenny makes it all the way down the hall without kicking anyone her one-on-one aide lets her select a prize from the prize box. This is an example of__________.

Differential Reinforcement of Diminishing Rates

Differential Reinforcement of High Rates

Differential Reinforcement of an Other Behavior

Differential Reinforcement of an Incompatible Behavior

Lizzy, an RBT, is teaching her client to use sign-language to signal for a break instead of yelling when she is frustrated. The student simply has to sign “Break.” This is an example of__________.

Differential Reinforcement of an Incompatible Behavior (DRI)

Differential Reinforcement of an Alternative Behavior (DRA)

Differential Reinforcement of an Other Behavior (DRO)

Differential Reinforcement of Paced Responding (DRP)

Extinction refers to:

Withholding all reinforcement

Withholding some reinforcement

Adding aversives

Gradually fading reinforcement

Kevin dislikes the way Amy yells from the other room. She thinks that everyone can hear what she is saying, even though she is far away. In the past, Kevin has answered her, or replied “I can’t hear you.” He has now decided not to acknowledge her yelling from another room at all. He is implementing the behavioral procedure of:

DRD

Extinction

Negative reinforcement

Functional Communications Training (FCT)

Incidental teaching capitalizes on opportunities in the_________ to teach toward specified objectives.

Generalization settings

Skills training groups

Laboratory settings

The natural environment

BCBAs and RBTs should keep clear, concise and objective notes on variables that may affect a client’s behavior. This may include all EXCEPT__________.

Cultural heritage

Medication compliance

Client relocation

Chronic illness

Which of the following would be the best addition to objective session notes?

Client performed 3 of 5 given tasks with 100% mastery.

Client was angry at their mother and refused to do work.

I think client was having a bad day and that is why they could not complete the behavior chain.

Client made great progress, skills acquisition training may no longer be needed.

RBTs should update session notes:

As they see fit

Daily

Weekly

Every session

Jamie, an RBT, misunderstood the skills acquisition plan left for him by the supervising BCBA. He inadvertently reinforced the wrong behavior, while ignoring the designated replacement behavior. Jamie should:

Call or email the BCBA

Document what happened in his session notes

Just make sure he follows the right protocol next time

Communicate with the BCBA and document what happened in the session notes

If an RBT is having difficulties with a client, the first person they should consult with is___________.

The client's parents

The company director

The supervising BCBA

The client's group home manager

If client abuse or neglect is suspected by the RBT they should report it to___________.

The client's parents

Their supervisor and the appropriate governmental agency

The company director only

The Behavior Analyst Certification Board (BACB)

Each behavioral company or school district might have different reporting requirements, but all RBTs are obligated to follow__________.

Only the requirements of their work place

The BACB's Ethical guidelines exclusively

Both the regulations put forth by their place of employment and the ethical guidelines of the BACB

Whichever guidelines the supervising BCBA directs them to follow

When generating session notes, RBTs should be aware of___________.

Objectivity and lack of personal bias

Verifying all findings using inter-observer agreement

Their responsibility to verbally debrief with their supervising BCBA

The fact that the BCBA may request copies of session notes at any time.

What is the role of the RBT in the service delivery system?

Conduct Functional Behavior Analyses

Write behavior acquisition and reduction plans

Implement behavior intervention plans

Design reinforcer assessments

74. When you document you should attempt to document only…

Your impressions of the event you are documenting.

Your analysis of why what you documented happened.

As little as possible so what you write cannot be used against you.

What was observed, not interpretations of what was observed.

Leila engages in hand mouthing. She is reinforced every time she is engaged in a behavior that is incompatible with hand mouthing (drawing or building with Legos). This is an example of which differential reinforcement procedure?

DRA

DRO

DRI

DRL

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