RBT (Registered Behavior Technician) — All Questions

Following the BCBA's written protocol, an RBT places two items on the table at a time, lets Zoe choose one, records the choice, and repeats until every item has been presented with every other item. Which preference assessment is this?

• a.Free-operant assessment, timing how long Zoe engages with each item
• b.Paired-stimulus assessment, presenting every item against every other✓
• c.Multiple stimulus without replacement, removing each selected item
• d.Single-stimulus assessment, presenting one item at a time for approach

(b) is correct: presenting items two at a time until every possible pair has been shown is the defining arrangement of a paired-stimulus, or forced-choice, assessment, and it produces a preference ranking based on how often each item was selected. (a) is plausible because both formats produce a ranking, but free-operant never restricts access or forces a choice — it measures engagement time with freely available items. (c) is plausible because MSWO also removes items, but MSWO presents an array of several items at once rather than pairs. (d) is wrong because two items are on the table each trial, not one.

An RBT sets out six items in a row. After Ben picks one and uses it briefly, the RBT removes that item, rearranges the rest, and presents the smaller array again, continuing until the items are gone. Which assessment is being conducted?

• a.Multiple stimulus without replacement, since chosen items are removed✓
• b.Multiple stimulus with replacement, since the array stays the same size
• c.Paired-stimulus assessment, since items compete against one another
• d.Free-operant assessment, since Ben has access to all items at once

(a) is correct: presenting an array, removing the chosen item, and re-presenting the remainder is multiple stimulus without replacement, and the order of selection yields a full preference hierarchy. (b) is plausible because both are array formats, but with replacement the selected item goes back and the array size does not shrink. (c) is plausible because items do compete in both formats, but a paired-stimulus assessment shows exactly two items per trial. (d) is wrong because free-operant does not remove items or require selections at all.

An RBT presents an array of five items. After Nina selects one, the RBT returns that item to the array, rearranges the positions, and presents all five again on the next trial. Which assessment is this?

• a.Multiple stimulus without replacement, since the array is rearranged
• b.Paired-stimulus assessment, since the positions change between trials
• c.Free-operant assessment, since all five items remain available to Nina
• d.Multiple stimulus with replacement, since the selected item goes back✓

(d) is correct: returning the chosen item to the array so the array size stays constant is what 'with replacement' means. (a) is plausible because both formats rearrange positions between trials, but without replacement the chosen item is removed. (b) is wrong because five items are shown at a time rather than two. (c) is plausible because the items stay in play, but in a free-operant assessment the learner moves among freely available items and no trials or selections are arranged.

A BCBA's protocol tells the RBT to place several items around the room, let Ravi move and play freely for ten minutes, and time how long he engages with each item. No item is ever removed or withheld. Which assessment is this?

• a.Paired-stimulus assessment, scored by which item is chosen each trial
• b.Multiple stimulus without replacement, scored by order of selection
• c.Free-operant assessment, scored by time engaged with each available item✓
• d.Single-stimulus assessment, scored by whether Ravi approaches an item

(c) is correct: free access to all items with no removal or trial structure, scored by duration of engagement, is a free-operant preference assessment. (a) is plausible because both yield preference information, but paired-stimulus requires two items per trial and a forced choice. (b) is plausible because MSWO also uses several items, but it removes each selected item and scores selection order rather than engagement time. (d) is wrong because single-stimulus shows one item at a time and records approach rather than duration.

Because Tomas becomes upset when he must choose between items, the BCBA's protocol has the RBT present one item at a time and record whether Tomas approaches it. Which assessment format is this?

• a.Single-stimulus assessment, recording approach to one item per trial✓
• b.Paired-stimulus assessment, recording a choice between two options
• c.Free-operant assessment, recording the time spent with each option
• d.Multiple stimulus with replacement, recording selection from an array

(a) is correct: presenting one item per trial and scoring whether the learner approaches it is the single-stimulus, or successive-choice, format, which is often selected for learners who struggle to choose between options. (b) is plausible because paired-stimulus is the most common format, but it requires exactly the choice Tomas finds difficult. (c) is plausible because free-operant also avoids forced choices, but it presents many items at once rather than one at a time. (d) is wrong because an array format again requires choosing among competing items.

Every time the RBT removes a toy during a preference assessment, Mia screams and grabs for it. The BCBA wants a format that does not require removing items or blocking access. Which assessment should the RBT expect the BCBA to select?

• a.Paired-stimulus, since only two items are on the table at any time
• b.Multiple stimulus without replacement, since the array keeps shrinking
• c.Free-operant, since items stay available and nothing is taken away✓
• d.Single-stimulus, since each item is shown and then cleared from view

(c) is correct: a free-operant format leaves items continuously available and measures engagement time, so no removal is needed and the problem behavior is not evoked. (a) is plausible because only two items are out, but the unselected item is still taken away each trial. (b) is the format that most directly causes the problem, since every trial removes an item. (d) is plausible because one item seems simpler, but each item is presented and then withdrawn, which is the same removal that upsets Mia.

After running the assessment the BCBA specified, the RBT has a record of the order in which Kofi selected each of eight items until the array was empty. What does this record provide?

• a.The function of Kofi's behavior with each of the eight items tested
• b.A ranked hierarchy of preference from the most to the least selected✓
• c.A confirmation that the top item will act as a reinforcer in teaching
• d.A measure of how long Kofi engaged with each of the items presented

(b) is correct: an array assessment that removes each selected item produces a full ranking, because the order of selection orders the items from most to least preferred. (a) is wrong because preference assessments identify what a learner chooses, not why behavior occurs; function comes from functional assessment. (c) is plausible and tempting, but preference and reinforcer effect are different things — the item's effect on behavior has to be demonstrated during teaching. (d) is wrong because selection order was recorded, not engagement duration.

A preference assessment ranks the bubble wand first for Ellis. During teaching, delivering the bubble wand does not increase Ellis's correct responding. What is the most accurate conclusion?

• a.The preference assessment must have been conducted incorrectly by the RBT
• b.The bubble wand should be delivered more often until responding increases
• c.The preference ranking is invalid, so the assessment results should be discarded
• d.A high-preference item does not always function as a reinforcer in teaching✓

(d) is correct: a preference assessment shows what a learner chooses at that moment, while a reinforcer is defined by its effect on future behavior, so a top-ranked item can still fail to strengthen responding. (a) is plausible because procedural errors do happen, but a valid assessment can still produce an item that does not function as a reinforcer. (b) is plausible because thin reinforcement can weaken responding, but delivering an ineffective item more often does not make it effective. (c) overcorrects: the ranking is still useful information for the team even though it did not predict the effect.

The BCBA's plan says to run a brief multiple-stimulus assessment at the start of each session rather than relying on last month's results. What is the reason for this?

• a.Repeating the assessment keeps the RBT's implementation skills current
• b.Repeating the assessment is required before any session data are graphed
• c.Preferences shift over time, so yesterday's ranking may not hold today✓
• d.Preferences must be confirmed by the caregiver before each new session

(c) is correct: what a learner will work for changes with satiation, mood, illness, and recent access, so a brief pre-session assessment keeps the reinforcers current. (a) is plausible because repeated practice does maintain skills, but the assessment is run for the learner's benefit, not the RBT's. (b) is wrong because graphing session data does not depend on running a preference assessment. (d) is plausible because caregiver input is valuable, but caregiver confirmation is not what the repeated assessment is for.

During a paired-stimulus assessment, an RBT notices that Dani picks the item on her right on almost every trial regardless of what is presented. What should the RBT do within the protocol?

• a.Continue the assessment while alternating the left-right placement of items✓
• b.Continue the assessment but present only the items Dani has not yet chosen
• c.Stop the assessment and score the right-side items as the preferred ones
• d.Stop the assessment and record that Dani has no preference among the items

(a) is correct: alternating which side each item appears on is a standard part of the procedure and is exactly how a side bias is controlled, so the RBT can keep running the assessment as written. (b) is plausible because it seems to give unchosen items a chance, but dropping items breaks the pairing structure and destroys the ranking. (c) treats a position bias as a preference result, which reports the table arrangement rather than Dani's preferences. (d) draws a conclusion the data do not support and abandons an assessment that can still be completed correctly.

Twice during an assessment, Amir sits without approaching either item for the full response interval. The written protocol says to record no selection and move on. What should the RBT do?

• a.Guide Amir's hand toward one of the two items so the trial can be scored
• b.Repeat the same trial until Amir finally selects one of the two items
• c.Substitute two edible items so that a selection becomes more likely
• d.Record no selection as the protocol states and move to the next trial✓

(d) is correct: no selection is itself data, the protocol anticipates it, and running the assessment as written is what keeps the results interpretable. (a) is plausible because a scored trial feels more useful than a blank one, but prompting a choice records the RBT's selection rather than Amir's. (b) is plausible because persistence sometimes helps, but repeating trials changes the procedure and can turn the assessment into a test of endurance. (c) changes the stimulus set mid-assessment, which makes the results incomparable with the rest of the trials.

An RBT thinks a free-operant format would work better than the paired-stimulus assessment the BCBA assigned for today. The session starts in ten minutes. What should the RBT do?

• a.Run the free-operant format, since it also produces preference data
• b.Run the assigned paired-stimulus format and raise the idea afterward✓
• c.Run both formats in the session and compare which one ranks items better
• d.Postpone the assessment and ask the BCBA which format to use today

(b) is correct: the assessment format is a clinical decision already made in writing, so the RBT implements it with fidelity and brings the observation forward afterward, when it can be discussed and acted on properly. (a) substitutes the RBT's judgment for the supervisor's and produces data the BCBA did not request. (c) doubles the session demand on the learner and confounds the results, since running one format first affects the second. (d) is unnecessary escalation: the format is already specified in writing, so there is nothing to clarify, and postponing loses a scheduled session for a question that has already been answered.

An RBT finishes a paired-stimulus assessment in which each of five items appeared in eight trials. The BCBA asks how the results should be summarized. What should the RBT report?

• a.The percentage of trials in which each item was selected when presented✓
• b.The total time the learner spent engaging with each item today
• c.The order in which each item was removed from the array during trials
• d.The number of prompts needed before the learner selected any one item

(a) is correct: in a paired-stimulus assessment each item appears a fixed number of times, so dividing selections by presentations gives a percentage that ranks the items fairly. (b) describes how a free-operant assessment is scored, which was not the format used. (c) describes how an array assessment without replacement is scored; no array was presented here. (d) is plausible because prompt counts appear on many data sheets, but prompting has no place in a preference assessment, where the learner's unprompted choice is the measure.

A BCBA's protocol tells the RBT to run separate assessments for edible items and for toys rather than mixing them in one array. What is the rationale the RBT should understand?

• a.Mixing categories makes the assessment take longer than the plan allows
• b.Mixing categories is prohibited whenever a learner has a feeding program
• c.Edibles can dominate an array and hide preferences among the other items✓
• d.Edibles can only be assessed with the free-operant format, never an array

(c) is correct: when food and leisure items compete directly, food is often chosen first every time, so the relative ranking of the toys is never revealed; separating the categories preserves that information. (a) is plausible because two assessments do take longer than one, but the reason is validity rather than time. (b) is plausible because feeding programs do constrain what can be offered, but the separation is standard practice regardless. (d) is wrong because edibles are routinely assessed in paired-stimulus and array formats.

An RBT runs a multiple-stimulus-with-replacement assessment and finds that Priya selects the same item on nearly every trial. The BCBA asks what the data can and cannot show. What is accurate?

• a.The data rank all of the items in the array from most to least preferred
• b.The data show the duration of engagement with each item in the array
• c.The data show that the top item will function as a reinforcer in teaching
• d.The data identify the top item but say little about the remaining ones✓

(d) is correct: because the chosen item is replaced and remains available, a strongly preferred item can be selected on nearly every trial, leaving the relative standing of the other items untested. (a) is plausible because array assessments often produce rankings, but a full hierarchy requires removing each selected item, as in the without-replacement format. (b) is wrong because selections were recorded rather than engagement time. (c) confuses preference with reinforcer effect, which has to be demonstrated during teaching.

What is the defining feature of a free-operant preference assessment?

• a.Items are presented two at a time and the learner picks one of them
• b.Items remain freely available and engagement time is what is measured✓
• c.Items are removed from the array once the learner has selected them
• d.Items are presented one at a time and approach responses are recorded

(b) is correct: in a free-operant assessment the learner has continuous access to the items, nothing is removed or withheld, and the measure is how long the learner engages with each one. (a) describes the paired-stimulus format. (c) describes the multiple-stimulus-without-replacement format. (d) describes the single-stimulus format; all three are legitimate preference assessments, which is what makes them plausible, but only free-operant leaves access uninterrupted.

An RBT administers items from a curriculum-based assessment exactly as the BCBA's protocol directs and records each response. Afterward the caregiver asks what the results mean for next year's goals. What is the best response?

• a.Summarize the scores and describe which skills appear to be delayed
• b.Explain that assessment results cannot be shared with family members
• c.Record the responses as directed and refer the question to the BCBA✓
• d.Compare the answers with those of another learner the RBT supports

(c) is correct: administering items and recording responses is the RBT's part of the assessment, while interpreting results and setting goals is the supervisor's, so referring the caregiver's question is both accurate and respectful of the family's interest. (a) crosses into interpretation, which the RBT is not the one to provide even when the pattern looks obvious. (b) is plausible because confidentiality rules are strict, but the caregiver is entitled to discuss the client's own assessment with the responsible clinician. (d) discloses another client's information and compares learners in a way that has no clinical value.

During a baseline probe of Nia's skills, the protocol says to present each item once, wait, and record the response without prompting. Nia hesitates on an item the RBT is sure she can do. What should the RBT do?

• a.Record no response after the wait time and move to the next item✓
• b.Offer a gestural prompt so that Nia's real ability is captured well
• c.Stop the probe and contact the supervisor before scoring this item
• d.Score the item correct because Nia has done it in previous sessions

(a) is correct: a probe measures unprompted performance, so recording no response and continuing is exactly what the protocol asks for and keeps the baseline honest. (b) is plausible because the RBT wants to reflect Nia's true skill, but a prompted response is not a baseline response and inflates the starting point. (c) is unnecessary escalation: the protocol already states what to do when no response occurs, so stopping the probe interrupts the assessment for a situation that is covered in writing. (d) records a response that did not happen, which is falsified data no matter how confident the RBT is.

A new RBT asks why the team spends two sessions on a curriculum-based assessment before teaching begins. What is the best explanation?

• a.It documents the hours of service delivered before teaching starts
• b.It identifies existing skills and gaps so goals can be built on them✓
• c.It establishes the function of any problem behavior the learner shows
• d.It confirms the learner's diagnosis before an intervention is selected

(b) is correct: a skills assessment maps what the learner can already do and where the gaps are, which is what allows the supervisor to select goals at the right level. (a) is plausible because service hours are documented, but that is a billing and record-keeping matter rather than the purpose of the assessment. (c) describes functional assessment, a different procedure aimed at problem behavior. (d) is wrong because diagnosis is outside the scope of behavior-analytic service delivery.

A BCBA wants to know how Ravi actually interacts with peers at recess, not how his teacher rates his skills. What should the RBT be asked to do?

• a.Interview the teacher using the rating scale attached to the protocol
• b.Ask Ravi which peers he plays with and record his answers verbatim
• c.Review Ravi's school file for previous notes about peer interaction
• d.Observe Ravi at recess and record the peer interactions as defined✓

(d) is correct: the BCBA asked for what actually happens, and direct observation in the natural setting records the behavior as it occurs rather than someone's recollection of it. (a) is a legitimate indirect method, but a rating scale is exactly the teacher's impression the BCBA said she did not want. (b) is also indirect and adds the further problem that self-report may not match observed behavior. (c) is plausible because records can be informative, but old notes describe past impressions rather than present interactions.

Halfway through an assessment session, an RBT notices that Mina misses several items in a row and wants to start teaching those skills right away. What should the RBT do?

• a.Finish the assessment as written, since teaching begins after goals are set✓
• b.Begin teaching the missed items right away to use the session well
• c.Stop the session and ask the supervisor whether teaching may begin now
• d.Rescore the missed items as correct once Mina performs them with a prompt

(a) is correct: the assessment is measuring current performance, and teaching in the middle of it changes what the remaining items measure, so completing it as written is what makes the results usable. (b) is plausible because teaching feels more productive than watching errors, but it contaminates the assessment and preempts the goal-setting the assessment exists to inform. (c) is unnecessary escalation: the protocol already specifies that the assessment runs to completion, so the situation is covered, and the RBT can raise the observation at the next supervision contact. (d) records prompted performance as unprompted, which falsifies the baseline.

During an assessment, an RBT sees Theo spontaneously label three colors at snack time, although he missed those items during the formal probe. What should the RBT do with this observation?

• a.Change the probe scores to correct, since the skill was clearly present
• b.Ignore the snack observation, since only probe items count as real data
• c.Record the observation objectively and report it to the supervising BCBA✓
• d.Reteach the color labels at snack so that the skill is strengthened further

(c) is correct: what the RBT saw is genuinely useful information about Theo's skills, and the right handling is to document it in observable terms and pass it to the supervisor, who decides what it means for goals. (a) alters probe data with information collected under different conditions, which misrepresents what the probe measured. (b) is plausible because probe integrity matters, but discarding a relevant observation deprives the team of information it would want. (d) starts teaching a target that has not been selected yet and does so during an assessment phase.

A protocol asks the RBT to record whether a two-year-old client performs a list of skills that are typical for her age range. Which kind of assessment is this?

• a.A functional analysis of the behaviors that appear on the skill list
• b.A preference assessment of the activities used to present the items
• c.A permanent product review of the work samples the client produced
• d.A developmental assessment comparing skills with age expectations✓

(d) is correct: comparing a learner's performance against skills expected at a given age is a developmental assessment, one of the skill-assessment types an RBT participates in. (a) is wrong because a functional analysis manipulates conditions to test why problem behavior occurs, not whether skills are present. (b) is wrong because no items are being chosen or ranked for preference. (c) is plausible because products are sometimes scored during assessments, but here the RBT is scoring live performance against a milestone list.

An RBT reaches an item on the assessment protocol whose instructions are unclear, and has never administered it before. The session is still running. What should the RBT do?

• a.Administer the item using the RBT's best guess at what was intended
• b.Skip the item, note why it was skipped, and ask the BCBA about it✓
• c.Score the item as incorrect since the client did not respond to it
• d.Ask the caregiver present how the item is usually given to the client

(b) is correct: this situation is not covered by the written protocol and the RBT has not been trained on the item, so skipping it, documenting the reason, and seeking direction protects the integrity of the assessment and stays inside the RBT's competence. (a) improvises an untrained procedure, and a guessed administration produces a score no one can interpret. (c) records a result for an item that was never properly presented, which is inaccurate data. (d) is plausible because caregivers often know the client well, but a caregiver is not the source of protocol direction, and the item may never have been administered before.

Two RBTs administer the same skill assessment to Luca on different days and get very different results. The BCBA asks what could explain this. Which explanation is most likely?

• a.Luca's diagnosis changed between the two assessment sessions
• b.The assessment can only be given by the same RBT on both days
• c.The two RBTs administered or scored the items in different ways✓
• d.The assessment items are too easy to detect a real difference

(c) is correct: differences in how items are presented, how long the RBT waits, and how responses are scored are the most common source of disagreement between two administrations of the same assessment. (a) is wrong because a diagnosis does not change over two days and would not shift skill performance that quickly. (b) is plausible because consistency matters, but assessments are routinely administered by more than one trained person; what must be consistent is the procedure, not the person. (d) is plausible because ceiling effects do flatten results, but easy items would produce similar high scores rather than very different ones.

After completing the assessment, an RBT drafts a list of goals for the coming quarter and emails it to the caregiver before the BCBA has reviewed the results. Why is this a problem?

• a.Selecting goals from assessment results is the supervisor's responsibility✓
• b.Goals may only be shared with caregivers during a scheduled team meeting
• c.The assessment must be repeated by a second RBT before goals are drafted
• d.Caregiver input is not used when goals are selected from assessment data

(a) is correct: analyzing assessment results and choosing targets is a clinical decision the supervising behavior analyst makes, and an RBT who circulates goals ahead of that review is acting outside the role. (b) is plausible because communication is usually coordinated, but the timing of a meeting is not the issue; the authorship of the goals is. (c) is wrong because there is no requirement for a second administration before goals are written. (d) is wrong in the opposite direction: caregiver input is valued in goal selection, which is part of why the process belongs to the supervising clinician.

A BCBA asks the RBT to probe hand-washing in the clinic bathroom and again at the client's home before a goal is written. What is the reason for probing in both settings?

• a.Probing twice doubles the number of data points available for graphing
• b.Skills can differ across settings, so both probes describe the real level✓
• c.Probing at home is required whenever a caregiver has requested a goal
• d.Probing in two settings substitutes for a second observer's agreement

(b) is correct: a learner may complete a chain independently in one setting and not in another because the materials, layout, and cues differ, so probing both gives an accurate picture of the starting level. (a) is plausible because more data points are generally useful, but the purpose is coverage of settings rather than sample size. (c) is wrong because there is no such rule tied to caregiver requests. (d) is plausible because both involve a second look, but agreement checks compare two observers watching the same event, not one observer in two places.

What is the RBT's role in an assessment of skill strengths and deficits?

• a.Selecting which assessment instrument best fits the client's profile
• b.Interpreting the results and identifying which skills to target next
• c.Deciding when assessment data are sufficient to write the client's plan
• d.Administering items and recording responses as the protocol specifies✓

(d) is correct: the RBT participates in assessment by presenting items exactly as written and recording responses accurately, which is what makes the results usable. (a) is a clinical decision that belongs to the supervising behavior analyst, who matches the instrument to the client. (b) is interpretation, also the supervisor's responsibility, even when the RBT has strong impressions from running the items. (c) is plausible because the RBT sees the data first, but deciding that assessment is complete is part of the clinical judgment behind the plan.

A BCBA asks the RBT to write down what happened immediately before and immediately after each instance of Hana's screaming across the next three sessions. Which activity is the RBT carrying out?

• a.Descriptive assessment, recording antecedents and consequences observed✓
• b.Functional analysis, arranging conditions to test the behavior's function
• c.Indirect assessment, gathering reports from people who know the client
• d.Preference assessment, identifying items that may serve as reinforcers

(a) is correct: recording what precedes and follows behavior as it occurs in the natural environment is descriptive assessment, usually collected as ABC data, and it is a core part of the RBT's role in functional assessment. (b) is plausible because both aim at understanding behavior, but a functional analysis arranges and alternates conditions rather than observing the environment as it is. (c) is wrong because nothing is being gathered from interviews or rating scales. (d) is wrong because no items are being presented or ranked.

After two sessions of ABC data, an RBT notices that most screaming episodes were followed by attention from staff. The caregiver asks whether the screaming is 'for attention.' What is the best response?

• a.Confirm that the screaming is maintained by attention from the staff
• b.Say that the pattern is unclear and that more ABC data will be needed
• c.Explain that the RBT records the data and refer the question to the BCBA✓
• d.Suggest that staff stop responding to screaming until the pattern stops

(c) is correct: identifying the function of behavior is an interpretation the supervising behavior analyst makes, so the RBT accurately describes their own role and routes a fair question to the person who can answer it. (a) states a conclusion the RBT is not the one to draw, and a correlation in two sessions of ABC data does not establish function anyway. (b) is plausible because more data may indeed be collected, but it still has the RBT commenting on what the data show. (d) recommends an intervention, which changes the client's treatment without a plan and outside the RBT's scope.

An RBT writes in the antecedent column: 'Jamal wanted to avoid the worksheet.' The supervisor asks for a rewrite. Which entry belongs in the antecedent column?

• a.Jamal was in a bad mood before the worksheet was placed on the desk
• b.The RBT placed the worksheet on the desk and said, 'Do these three'✓
• c.Jamal was trying to get out of doing the worksheet that was assigned
• d.The worksheet was too hard for Jamal, so he began to protest loudly

(b) is correct: the antecedent column records the observable event that immediately preceded the behavior, and placing the worksheet down while giving an instruction is exactly that. (a) is plausible because mood is often mentioned in notes, but 'bad mood' is an inference no observer can verify. (c) repeats the original error by recording a purpose rather than an event. (d) mixes an inference about difficulty with the behavior itself, which belongs in the behavior column.

A BCBA gives the RBT a grid with the day divided into 30-minute blocks and asks the RBT to shade any block in which aggression occurred, across two weeks. What is this tool?

• a.An ABC narrative form used to describe each episode in the RBT's words
• b.A functional analysis form used to compare test and control conditions
• c.A permanent product record used to count the results the behavior left
• d.A scatterplot used to reveal times of day when the behavior clusters✓

(d) is correct: a scatterplot marks whether behavior occurred in each time block across days, which makes patterns tied to time of day, activity, or staffing visible. (a) is plausible because both are descriptive tools the RBT completes, but an ABC form captures the events around each episode rather than a grid of time blocks. (b) is wrong because no conditions are being arranged or alternated. (c) is wrong because aggression leaves no durable product being counted here.

Before observing the client, the BCBA has caregivers complete a questionnaire about when the behavior happens and what usually follows it. Which type of assessment is this?

• a.A direct assessment, because the caregivers observe the client daily
• b.A functional analysis, because conditions are compared systematically
• c.An indirect assessment, because information comes from others' reports✓
• d.A descriptive assessment, because the behavior is recorded as it occurs

(c) is correct: indirect assessment gathers information through interviews, questionnaires, and rating scales rather than through observation of the behavior itself. (a) is plausible because caregivers do see the behavior, but the assessment collects their recollections rather than a real-time record, which is what makes it indirect. (b) is wrong because no conditions are arranged or manipulated. (d) is wrong because descriptive assessment requires the observer to record events as they happen.

A BCBA tells the RBT that the caregiver interview and the direct observation data disagree about when Sam's elopement happens. Which statement about the two sources is accurate?

• a.Interview data rely on memory, while observation records events as they occur✓
• b.Interview data are more accurate because caregivers see the client all day
• c.Observation data are indirect because the RBT was not present from the start
• d.Observation data and interview data should be treated as identical

(a) is correct: an interview asks people to recall and summarize, which is useful for generating hypotheses but vulnerable to memory and impression, while direct observation records events as they happen. (b) is plausible because caregivers do have far more exposure to the client, but more exposure does not make recall more accurate. (c) misapplies the label: observation is direct by definition, regardless of how much of the day it covers. (d) is wrong because the two methods answer different questions and disagreement between them is informative rather than a filing error.

A BCBA explains that ABC data can show what usually follows a behavior but cannot prove what maintains it, and that a separate procedure is needed. Which procedure is meant?

• a.A preference assessment, which identifies items the client will work for
• b.A scatterplot, which shows the times of day when the behavior is likely
• c.An indirect assessment, which gathers structured reports from caregivers
• d.A functional analysis, which arranges and compares conditions directly✓

(d) is correct: a functional analysis systematically arranges and alternates conditions so that the effect of a consequence on the behavior can actually be demonstrated rather than inferred. (a) is wrong because preference assessments identify potential reinforcers, not the function of problem behavior. (b) is plausible because a scatterplot adds useful pattern information, but it is another descriptive tool and shares the same limitation as ABC data. (c) is plausible because indirect methods generate hypotheses, but reports are further from the behavior than ABC data, not closer to proof.

During a functional analysis session designed by the BCBA, the written protocol says to deliver brief attention each time the client engages in the target behavior. The RBT feels uncomfortable doing this. The BCBA is observing from the doorway. What should the RBT do?

• a.Withhold the attention so that the behavior is not reinforced any further
• b.Run the condition as written, since the BCBA designed and is observing it✓
• c.Stop the session and ask the BCBA to reassign the condition to someone else
• d.Deliver attention only for the more severe instances of the behavior shown

(b) is correct: the condition is written, the supervisor designed it and is present, and the whole point of the arrangement is that the consequence is delivered consistently — running it with fidelity is the RBT's job, and the discomfort can be discussed with the BCBA afterward. (a) changes the condition and destroys the comparison the analysis depends on. (c) is unnecessary escalation: the procedure is covered by the protocol and supervised in real time, so there is nothing uncovered to escalate, and stopping wastes a session the client sat through. (d) applies the consequence inconsistently, which is the one thing that makes a functional analysis uninterpretable.

Midway through a functional analysis condition, the client begins hitting his head hard enough to leave marks. The protocol's stopping criteria do not clearly cover this, and the BCBA has stepped out of the room. What should the RBT do?

• a.Stop the condition, keep the client safe, and contact the BCBA at once✓
• b.Continue the condition to its scheduled end so the data stay usable
• c.Switch to a different condition that is less likely to evoke the behavior
• d.Continue but record the injuries in the session note for later review

(a) is correct: this is a safety situation the written protocol does not address, which is exactly when the RBT stops, protects the client, and gets the supervisor involved immediately. (b) is plausible because fidelity usually means completing the condition, but no data set is worth an injury, and fidelity never overrides safety. (c) substitutes the RBT's clinical judgment for the BCBA's design and produces a condition nobody planned. (d) documents harm while allowing it to continue, which delays the response to the very situation that needs one now.

An RBT's session note reads: 'Aggression today was clearly escape-maintained.' The supervisor flags the sentence. Why?

• a.Session notes are limited to a summary of the skills targeted that day
• b.Session notes may not mention aggression without caregiver permission
• c.Stating the function is an interpretation the supervising analyst makes✓
• d.Stating the function requires a scatterplot attached to the session note

(c) is correct: naming the maintaining function is a conclusion drawn from assessment, and the RBT's note should describe what happened rather than why it happened. (a) is wrong because session notes routinely include problem behavior and other events, not only skill targets. (b) is wrong because documenting the client's behavior in the clinical record is part of the service, not a disclosure needing permission. (d) is plausible because a scatterplot is a real assessment tool, but attaching one would not make the interpretation the RBT's to write.

An RBT is filling out an ABC form for the first time. Which set of entries belongs in the three columns?

• a.The function, the behavior definition, and the intervention that was used
• b.What happened before, what the client did, and what happened afterward✓
• c.The time of day, the staff member present, and the client's mood rating
• d.The antecedent, the consequence, and the RBT's hypothesis about function

(b) is correct: the three columns capture the antecedent, the behavior, and the consequence — what preceded, what the client did, and what followed — all described in observable terms. (a) is wrong because function and intervention are conclusions and plan content rather than observed events. (c) is plausible because time and staffing are often noted alongside ABC data, but a mood rating is an inference and none of the three is the behavior itself. (d) drops the behavior column entirely and adds a hypothesis, which is the supervisor's to form.

An RBT is running a teaching program and must also collect ABC data on any hitting. Hitting occurs twice during the session. What is the best practice for the record?

• a.Write a general summary of the two episodes at the end of the week
• b.Ask the caregiver to write down what happened during each episode
• c.Record only the second episode, since the first was brief and mild
• d.Record each episode as soon as possible with what preceded and followed✓

(d) is correct: ABC data lose accuracy quickly as details fade, so recording each episode as close to the moment as the session allows preserves the antecedent and consequence information the BCBA needs. (a) is plausible because a weekly summary is easier to write, but it replaces specific events with a general impression. (b) shifts data collection to someone who was not asked to collect it and was not trained on the definitions. (c) filters the data by severity, which hides episodes that may carry the clearest pattern.