RBT (Registered Behavior Technician) — All Questions

Which statement about extinction is accurate?

• a.Extinction means telling the learner the behavior will no longer work.
• b.Extinction means removing a preferred item right after the behavior.
• c.Extinction means ignoring the learner regardless of the behavior's function.
• d.Extinction means withholding the reinforcer that has maintained the behavior.✓

(d) is correct: extinction is defined by discontinuing the reinforcing consequence that has maintained the response, which is why the procedure must be matched to the function. (a) describes a verbal rule statement, which is not the procedure and would deliver attention in the process. (b) describes response cost, a negative punishment procedure that takes something away rather than withholding what the behavior produced. (c) is the most common error — planned ignoring is extinction only when the maintaining reinforcer is attention; for escape-maintained behavior, ignoring can actually deliver the reinforcer.

Jasper's plan uses escape extinction for task refusal. His father, watching the session from the couch, says, 'Just let him stop, he's had a hard day.' What should the RBT do?

• a.Continue the procedure as written and address the concern after the session.✓
• b.End the task as the father asked, then re-present it later in the session.
• c.Stop and call the supervising BCBA to confirm the plan still applies today.
• d.Ask the father to leave the room so the procedure can be run correctly.

(a) is correct: the plan covers task refusal, and the RBT implements it with fidelity while treating the father's concern as feedback to be raised with him respectfully and passed to the supervisor afterward. (b) delivers escape from the demand, which is the reinforcer maintaining refusal, and it teaches that protest works when a parent is watching. (c) is unnecessary escalation over a situation the plan already addresses; a caregiver comment is neither a safety risk nor a gap in the plan. (d) treats a caregiver as an obstacle in his own home and damages the working relationship without any clinical justification.

Nolan's plan specifies a two-minute exclusionary time-out from the play area contingent on hitting, followed by return to the activity. Nolan hits a peer. A classroom aide says time-out is too harsh and suggests talking with him instead. What should the RBT do?

• a.Talk with Nolan about hitting, then let him rejoin the play activity.
• b.Extend the time-out to five minutes so the consequence is more effective.
• c.Pause and consult the supervising BCBA before using the time-out today.
• d.Implement the two-minute time-out exactly as the written plan specifies.✓

(d) is correct: the plan defines the behavior, the procedure, and the duration, and implementing it consistently is what makes it effective and safe. (a) substitutes a conversation for the written consequence and delivers adult attention immediately after hitting. (b) lengthens a restrictive procedure beyond what was clinically authorized, which the RBT has no scope to do. (c) is unnecessary escalation over a procedure the plan states explicitly; the aide's discomfort can be relayed to the supervisor afterward, but the plan runs in the meantime.

After each instance of spitting, the RBT hands Ivan a cloth and he wipes the table for 30 seconds. Since this began, Ivan's spitting has decreased steadily. How is this consequence classified?

• a.Positive punishment, because a stimulus is added and behavior decreases.✓
• b.Negative punishment, because table time is removed after the behavior.
• c.Positive reinforcement, because attention follows each spitting response.
• d.Negative reinforcement, because wiping ends the demand that was present.

(a) is correct: something is presented after the response — the cleaning task — and the future frequency of spitting has decreased, which makes it positive punishment. (b) is wrong because nothing is being taken away; a task is added rather than a reinforcer removed. (c) is wrong on the effect: attention is present, but the behavior decreased, and reinforcement is defined by an increase. (d) is wrong because no demand is being terminated; a new demand is being added.

Leo's plan removes one earned token each time he throws materials, and his throwing has decreased over three weeks. Which procedure and classification apply?

• a.Time-out from reinforcement, which is a positive punishment procedure.
• b.Response cost, a negative punishment procedure that removes a reinforcer.✓
• c.Extinction, because the throwing no longer produces its usual outcome.
• d.Differential reinforcement, because tokens still follow appropriate work.

(b) is correct: a specific amount of an already-earned reinforcer is withdrawn contingent on the behavior and the behavior decreases, which defines response cost as a negative punishment procedure. (a) names a related procedure but misclassifies it; time-out removes access to reinforcement for a period, and both time-out and response cost are negative rather than positive punishment. (c) is wrong because extinction withholds the maintaining reinforcer rather than taking away something already earned. (d) describes a component that may also be present, but the token removal specifically is what has reduced the throwing.

An RBT delivers a firm reprimand each time Dario hits and records it as 'the punisher' in her notes. Over three weeks, Dario's hitting has increased. How should this consequence be classified?

• a.A punishment procedure that needs a longer period to take full effect.
• b.A punishment procedure that is being delivered too long after the behavior.
• c.A reinforcement effect, because the behavior increased after the consequence.✓
• d.An extinction procedure, because the hitting no longer produces any escape.

(c) is correct: punishment and reinforcement are defined by their effect on future behavior, not by how the consequence feels — a reprimand that is followed by more hitting is functioning as a reinforcer, most likely through attention. (a) keeps the punishment label despite data showing the opposite effect, which is the exact error the definition is meant to prevent. (b) points to a real fidelity issue in some cases, but the reprimands here are immediate and the behavior still rose. (d) is wrong because nothing is being withheld; a consequence is being added after every occurrence.

During Ellie's three-minute non-exclusionary time-out, she asks the RBT questions and tells jokes. The plan states that no attention is delivered during time-out. What should the RBT do?

• a.Withhold responses to the questions and jokes until the time-out ends.✓
• b.Answer her briefly so that she does not feel isolated during time-out.
• c.Restart the three-minute timer each time Ellie speaks during time-out.
• d.End the time-out early, since Ellie is calm and talking pleasantly now.

(a) is correct: a time-out is a period without access to reinforcement, and adult attention is generally the reinforcer being withheld, so responding would defeat the procedure. (b) delivers exactly what the procedure removes, and the kind intention does not change the behavioral effect. (c) adds a resetting contingency the plan does not include, extending a restrictive procedure without authorization. (d) ends the procedure early based on the RBT's judgment rather than the written release criterion, and it times release immediately after talking.

Ben's plan calls for a four-minute time-out with release contingent on ten seconds of calm behavior at the end. At the four-minute mark Ben is still screaming. What should the RBT do?

• a.Release Ben at four minutes as scheduled, then re-present the demand.
• b.Extend the time-out to eight minutes because Ben has not settled down.
• c.Call the supervising BCBA to ask how long the time-out should run now.
• d.Keep the time-out in place until Ben is calm for the ten seconds specified.✓

(d) is correct: the plan includes a release criterion, and honoring it prevents the time-out from ending contingent on screaming. (a) releases him while the behavior is occurring, which can reinforce screaming with the return to the activity. (b) doubles a restrictive procedure's duration on the RBT's own judgment, which is a plan modification and is not authorized. (c) is unnecessary escalation because the plan states the release condition; the RBT waits out the criterion and can raise any concern with the supervisor later.

Rosa's plan pairs a response-cost procedure for screaming with reinforcement for using a break card. A newly trained RBT asks why both components are needed. Which explanation is BEST?

• a.The response cost teaches the break card faster than reinforcement alone.
• b.The response cost is required any time a break card is being taught.
• c.The reinforcement builds a skill Rosa can use instead of screaming.✓
• d.The reinforcement makes the response cost feel less harsh to Rosa.

(c) is correct: reduction procedures suppress behavior but teach nothing, so pairing them with reinforcement of a functional replacement is what produces durable change and protects the client's ability to get needs met. (a) is wrong because a response cost does not teach a new response at all; only the reinforcement component does. (b) invents a requirement that does not exist — break cards are routinely taught without any punishment component. (d) describes how the plan might feel rather than why it works, and clinical rationale rests on the behavioral effect.

Talia's plan includes a brief verbal reprimand contingent on grabbing. On this day her grandmother is visiting and asks the RBT to skip the reprimand so that Talia can have a nice visit. What should the RBT do?

• a.Skip the reprimand for this session and note the reason in the session note.
• b.Deliver the reprimand as written each time grabbing occurs during the visit.✓
• c.Ask the supervising BCBA for permission to suspend the procedure for today.
• d.Replace the reprimand with a gentle redirection that is less noticeable.

(b) is correct: consistency across people and days is what makes a consequence procedure work, and a visitor's presence is not a clinical reason to suspend part of a written plan. (a) drops an authorized component and treats documenting the deviation as making it acceptable. (c) is unnecessary escalation over a fully covered procedure; the request can be relayed to the supervisor afterward while the plan continues to run. (d) substitutes a different consequence on the RBT's own judgment, which is a plan modification and would produce inconsistent implementation.

Which statement correctly distinguishes punishment from extinction?

• a.Punishment removes the maintaining reinforcer and extinction adds a stimulus.
• b.Punishment applies to escape behavior and extinction to attention behavior.
• c.Punishment adds or removes a stimulus; extinction withholds the reinforcer.✓
• d.Punishment decreases behavior over time and extinction increases it lasting.

(c) is correct: punishment presents or removes a stimulus after the response and reduces its future frequency, while extinction simply stops delivering the consequence that had been maintaining the response. (a) reverses the two definitions. (b) invents a function-based split that does not exist; either procedure can apply across functions when clinically indicated. (d) is wrong because extinction reduces behavior over time, with only a temporary increase during the burst phase.

Two days into extinction for Amira's screaming, she begins pounding the table and stomping her feet — behaviors the RBT has not seen from her before. Her plan lists response variation as an expected effect and directs the RBT to continue the procedure. What should the RBT do?

• a.Reinforce the stomping, because it is much quieter than the screaming was.
• b.Continue the extinction procedure and record the new response forms.✓
• c.Stop and ask the supervising BCBA to add stomping to the plan today.
• d.Redirect Amira to her break card each time the table pounding occurs.

(b) is correct: new response forms during extinction are response variation, a documented secondary effect, and the plan tells the RBT to continue while documenting what is observed. (a) would reinforce a novel problem behavior simply because it is less disruptive, building a new response into the repertoire. (c) is unnecessary escalation over an effect the plan explicitly anticipates; the observation belongs in the session data and the routine report, not in a mid-session stop. (d) prompts a communication response contingent on the new behavior, which can reinforce pounding with attention and prompting.

After Nate learned to hand over a picture card for snacks, his old grabbing behavior stopped entirely. This week the picture cards went unreinforced by mistake for two sessions, and grabbing returned. Which secondary effect does this illustrate?

• a.Resurgence of a previously reinforced response when the newer one fails.✓
• b.Spontaneous recovery of grabbing after a long period of extinction.
• c.An extinction burst in the rate and intensity of picture-card exchanges.
• d.Emotional responding produced by removing a preferred snack from view.

(a) is correct: resurgence is the return of an earlier reinforced response when a more recently reinforced response stops producing reinforcement, which is exactly the sequence described. (b) is wrong because spontaneous recovery happens after a period without the behavior and without any change in the contingencies, whereas here a clear change occurred. (c) names a real possibility for the card exchanges themselves, but the question asks about the return of grabbing. (d) describes emotional side effects, which are not what the return of an older operant response is called.

During the first week of planned ignoring for Riya's attention-maintained crying, she cries harder, throws herself on the floor, and appears angry and frustrated. Her plan lists these reactions as expected. Which term BEST describes this?

• a.Resurgence, because an older reinforced response has returned under extinction.
• b.Response variation, because the topography of the behavior has changed form.
• c.Spontaneous recovery, because the behavior has returned after a pause.
• d.Emotional responding, a common secondary effect of extinction procedures.✓

(d) is correct: distress, agitation, and apparent frustration early in extinction are emotional responding, one of the named secondary effects of the procedure. (a) is wrong because no previously reinforced older response has come back; the same crying is intensifying. (b) captures part of the picture — dropping to the floor is a new form — but the defining feature described is the emotional quality, and the plan names it as such. (c) is wrong because spontaneous recovery follows a period of non-occurrence, and this is the first week with the behavior still ongoing.

Since a time-out procedure began, Kwame has started hiding under the table when the RBT enters and crying at the sight of the work materials. His plan names escape and avoidance as possible side effects of punishment and directs the RBT to continue the procedure and document occurrences. What should the RBT do?

• a.Discontinue the time-out because it is producing avoidance of the RBT.
• b.Continue the procedure as written and document the avoidance behaviors.✓
• c.Stop the session and call the supervising BCBA about the avoidance today.
• d.Shorten the time-out duration so the side effects become less severe.

(b) is correct: escape and avoidance of the person or setting associated with punishment are recognized secondary effects, the plan anticipates them and specifies documentation, and that documentation is what lets the supervisor decide whether the procedure should change. (a) discontinues an authorized component on the RBT's own judgment, which is outside the RBT's scope. (c) is unnecessary escalation of an effect the plan already covers, and ending a session is not warranted when no safety risk is present — the observation goes into the routine report. (d) modifies the duration of a restrictive procedure, another clinical decision the RBT may not make.

Which of the following is a documented secondary effect of punishment procedures?

• a.The learner may escape from or avoid the person who delivers the procedure.✓
• b.The learner may show a lasting increase in the punished behavior itself.
• c.The learner may acquire replacement skills faster than with reinforcement.
• d.The learner may generalize the punished behavior to new settings faster.

(a) is correct: escape from and avoidance of the punishing agent, setting, or materials is one of the named secondary effects of punishment, alongside emotional responses. (b) is wrong because an increase in the behavior would mean the consequence was functioning as reinforcement rather than punishment. (c) is wrong because punishment suppresses behavior without teaching anything; replacement skills come from reinforcement-based teaching. (d) is wrong because punishment tends to suppress behavior narrowly in the conditions where it is applied rather than spreading it to new settings.

In the second session of an extinction procedure for Hana's screaming, the RBT records a sharp rise in the rate of screaming. Hana's plan directs the RBT to continue the procedure. Which conclusion is BEST supported by this observation?

• a.The reinforcer named in the plan was the wrong one for this behavior.
• b.The behavior has changed function and now serves an automatic purpose.
• c.An extinction burst is occurring, which is expected early in the procedure.✓
• d.The procedure has failed and a punishment component should be added.

(c) is correct: a sharp early increase in rate is the textbook extinction burst, and the plan's instruction to continue is what allows it to subside. (a) jumps to a functional conclusion from a single expected pattern; a burst is evidence the reinforcer is being withheld, not evidence it was misidentified. (b) invents a function change with no supporting data, and behavior does not typically shift functions within two sessions. (d) treats an expected transient effect as failure and proposes adding a restrictive component, which is a clinical decision the RBT does not make.

How does response variation differ from resurgence during extinction?

• a.Response variation is permanent, while resurgence lasts only a few sessions.
• b.Response variation follows punishment, while resurgence follows extinction.
• c.Response variation returns an old response, while resurgence produces new forms.
• d.Response variation produces new forms, while resurgence returns an old response.✓

(d) is correct: under extinction a learner often tries novel topographies, which is response variation, whereas resurgence specifically brings back a response that was reinforced earlier in the learning history. (a) is wrong because neither effect is defined by permanence; both are transient patterns. (b) is wrong because both effects are associated with extinction contingencies rather than with punishment. (c) states the two definitions in reverse.

Three sessions into extinction for Ola's attention-maintained whining, the whining has dropped sharply but she now hums loudly between trials. Her plan directs the RBT to ignore vocal behavior that does not interfere with task completion. What should the RBT do?

• a.Ignore the whining but respond to the humming so Ola still gets attention.
• b.Redirect the humming every time so it does not become a new problem.
• c.Pause the session to report the new humming to the supervising BCBA.
• d.Continue the procedure and ignore the humming, which does not block work.✓

(d) is correct: the humming is response variation during extinction and it meets the plan's stated condition for being ignored, so the RBT keeps running the procedure and notes what was observed. (a) delivers attention for a new response form, which simply moves the attention contingency onto a different behavior. (b) also delivers attention through redirection and applies a response the plan does not authorize for non-interfering vocal behavior. (c) is unnecessary escalation over an effect the plan explicitly covers; the observation belongs in the session note and routine reporting rather than in a mid-session stop.

Amir begins running toward a busy parking lot during a community outing. The RBT has been trained on the agency's crisis procedure for elopement, which specifies blocking access to the roadway and guiding the client to a safe area. What should the RBT do FIRST?

• a.Call the supervising BCBA to report the elopement before responding.
• b.Record the antecedent and consequence so the episode can be analyzed.
• c.Implement the trained elopement procedure and move Amir to safety.✓
• d.Call Amir's name repeatedly and wait for him to come back on his own.

(c) is correct: an immediate danger to the client requires the trained crisis procedure right now, and reporting and documentation follow once everyone is safe. (a) delays the safety response for a phone call, which is the wrong sequence in an emergency — notification comes after the client is safe. (b) prioritizes data collection over a client heading toward traffic. (d) leaves the outcome to chance while Amir approaches a roadway and does nothing to block access.

After safely resolving a crisis in which Bea attempted to bite staff, the RBT has returned Bea to her activity and she is now calm and working. What should the RBT do NEXT?

• a.Complete the agency's incident report and required documentation promptly.✓
• b.Resume the program and mention the episode at the next team meeting.
• c.End the session early so that Bea has the rest of the day to recover.
• d.Describe the episode in the session note as Bea being aggressive and upset.

(a) is correct: crisis episodes carry mandatory reporting and documentation requirements, and completing them promptly and objectively is part of the RBT's role once the client is safe. (b) delays reporting a safety event until a scheduled meeting, which is not timely and may violate agency requirements. (c) ends services contingent on the crisis, which can deliver escape from the session and does not meet any reporting obligation. (d) documents the event in subjective, labeling language instead of observable and measurable terms, which is not acceptable session-note practice.

During an escalation, a family member urges the RBT to hold Ava down until she stops. The RBT has not been trained in any physical restraint procedure, and Ava's plan does not include one. What should the RBT do?

• a.Use a brief hold, since the family member has given permission to do so.
• b.Use only trained procedures, keep the area safe, and get on-site help.✓
• c.Leave the room so that the behavior is not reinforced by any attention.
• d.Continue presenting the demand so that Ava does not escape the task.

(b) is correct: an RBT implements only procedures they have been trained on and that the plan or agency crisis protocol authorizes, and keeping the environment safe while summoning trained help is the appropriate response. (a) performs an untrained restrictive procedure, which risks injury to the client and is outside the RBT's scope regardless of who asks. (c) abandons an escalating client, leaving her without supervision during a safety event. (d) prioritizes a teaching contingency during an escalation, which increases risk rather than reducing it.

Micah's plan includes a written crisis protocol for aggression that the RBT has been trained on, covering a de-escalation sequence and use of a cleared safe space. Micah begins throwing chairs. What should the RBT do?

• a.Implement the trained crisis protocol, clear the area, and keep people safe.✓
• b.Call the supervising BCBA and wait for instructions before responding.
• c.Continue the lesson calmly so the throwing is not reinforced by attention.
• d.Offer Micah his preferred tablet right away so the throwing episode stops.

(a) is correct: the situation is covered by a written crisis protocol the RBT has been trained on, and implementing it immediately is what protects everyone present. (b) is escalation at the worst possible moment — chairs are being thrown, and the trained procedure exists precisely so the RBT can act without waiting; notification follows once the situation is safe. (c) treats a danger to others as an attention-maintained behavior to be ignored, leaving the risk unaddressed. (d) delivers a preferred item contingent on dangerous behavior, which is likely to strengthen it and is not part of the protocol.

During a home session, Ken has a seizure that has now lasted more than five minutes. His behavior plan contains no medical protocol and no caregiver is in the room. What should the RBT do?

• a.Record the duration of the seizure and continue the scheduled activities.
• b.Call emergency medical services, then follow agency emergency procedures.✓
• c.Move Ken onto the couch and hold him still until the seizure has ended.
• d.Wait for the caregiver to return and describe what happened to them first.

(b) is correct: a seizure lasting longer than five minutes is a medical emergency, and activating emergency medical services comes first, followed by the agency's emergency notification and documentation steps. (a) treats a medical emergency as a data-collection opportunity and delays help. (c) involves moving and restraining a person during a seizure, which risks injury; the standard is to protect the head, clear the area, and not restrain. (d) delays emergency care for an unknown period while waiting for someone else to arrive.

Zara's crisis plan directs the RBT to guide her to the beanbag area and withhold conversation until she has been calm for one minute. She begins the escalation pattern the plan describes. A new staff member suggests talking her through it instead. What should the RBT do?

• a.Talk Zara through the episode the way the new staff member suggested.
• b.Combine both approaches by guiding her while speaking calmly to her.
• c.Stop and call the supervising BCBA before starting the crisis procedure.
• d.Guide Zara to the beanbag area and withhold conversation as written.✓

(d) is correct: the plan covers this exact escalation pattern and specifies both the action and the release criterion, so the trained procedure is implemented as written. (a) substitutes an untrained approach on a colleague's suggestion during a crisis, which breaks the protocol at the moment consistency matters most. (b) is a compromise that still violates the procedure, since withholding conversation is the specific component being altered. (c) is escalation during a covered crisis, delaying a response the RBT is already trained and authorized to deliver; concerns can be raised afterward.

Which statement BEST describes the RBT's role during a behavioral crisis?

• a.The RBT designs a response that fits the situation as events develop.
• b.The RBT waits for written authorization before taking any action at all.
• c.The RBT implements the trained crisis procedure and reports it afterward.✓
• d.The RBT continues the teaching program until the crisis resolves itself.

(c) is correct: crisis procedures are trained in advance precisely so the RBT can act immediately to protect safety, with notification and documentation following the episode. (a) has the RBT improvising a restrictive response, which is outside the RBT's scope and unsafe. (b) leaves a dangerous situation unaddressed while waiting for authorization the trained protocol has already provided. (d) ignores the safety event entirely in favor of continuing instruction.

During a table-work session, Leo drops to the floor when the RBT presents a matching task. Leo's written behavior intervention plan specifies planned ignoring of floor-dropping and continued presentation of demands. The classroom aide urges the RBT to give Leo a break so he can calm down. What should the RBT do?

• a.Give Leo a short break, then re-present the matching task once he is calm.
• b.Continue presenting the demand and follow the planned-ignoring procedure in the BIP.✓
• c.Pause the session and contact the supervising BCBA before responding to the behavior.
• d.Ask the classroom aide to manage Leo while the RBT records ABC data on the episode.

(b) is correct: the written BIP already tells the RBT exactly how to respond to this behavior, and the RBT's job is to implement it with fidelity — consistency is what makes the procedure work. (a) would deliver escape from the demand, which is likely the very consequence maintaining floor-dropping; following the aide's suggestion undermines the plan. (c) is unnecessary escalation: contacting the BCBA is for situations the plan does not cover, safety risks, or needed plan changes — this situation is explicitly covered, and pausing would also provide escape; concerns can be raised with the BCBA after the session. (d) hands implementation to someone not trained on the plan, breaking treatment integrity — ABC recording does not replace running the written procedure.