75 Free RBT Practice Exam Questions

RBTPractice
April 1, 2025

Preparing for your Registered Behavior Technician (RBT) exam?

This free quiz is designed to help you practice the types of questions you’ll see on the actual test.

With 75 carefully selected questions, you’ll get a solid understanding of key RBT concepts, including behavior reduction, data collection, and ethical responsibilities.

Whether brushing up or just getting started, this practice exam will boost your confidence and test readiness.

Let’s get started!

75 Free RBT Practice Exam Questions

1 / 75

What is the definition of frequency in data collection?

The percentage of intervals with behavior

The total time a behavior occurs

The time from stimulus to response

The number of times a behavior occurs within a set period

2 / 75

Which measurement is best for behaviors with a clear start and end?

Latency

Interval recording

Frequency

Duration

3 / 75

What is continuous measurement?

Estimating behavior occurrence

Using technology for data collection

Recording behavior at specific intervals

Recording every instance of the behavior

4 / 75

When using partial interval recording, how do you record the behavior?

Only if it starts at the beginning

If it occurs at the end of the interval

If it occurs at any point during the interval

If it occurs throughout the entire interval

5 / 75

What is the purpose of interobserver agreement (IOA)?

To measure behavior frequency

To implement interventions

To assess client preferences

To ensure data accuracy between observers

6 / 75

How do you calculate rate?

Number of intervals with behavior

Time from antecedent to behavior

Total duration divided by frequency

Frequency divided by time

7 / 75

What is permanent product recording?

Recording the outcome of a behavior after it occurs

Using video to observe behavior

Assessing skill levels

Measuring behavior in real-time

8 / 75

What is the difference between whole and partial interval recording?

There is no difference

Whole requires behavior throughout the interval, partial at any point

Whole is continuous, partial is discontinuous

Whole is for frequency, partial for duration

9 / 75

When is discontinuous measurement appropriate?

For behaviors with no clear end

When continuous measurement is not feasible due to time

When using technology

For high-frequency behaviors only

10 / 75

What is momentary time sampling?

Measuring duration

Assessing latency

Recording if behavior occurs at the end of each interval

Recording every occurrence

11 / 75

What is latency measurement?

The time between the antecedent and the behavior

The intensity of the behavior

The number of behavior occurrences

The total time the behavior lasts

12 / 75

What is the primary purpose of a preference assessment?

To assess academic skills

To determine behavior function

To measure behavior frequency

To identify potential reinforcers

13 / 75

Which is a type of preference assessment?

Duration recording

Interval recording

Frequency count

Multiple stimulus without replacement (MSWO)

14 / 75

What is a functional assessment?

Identifying client preferences

Collecting data on frequency

An assessment to determine the function of behavior

Measuring skill levels

15 / 75

What is ABC data collection?

Recording antecedents, behaviors, and consequences

Assessing client skills

Using technology for data

Measuring behavior duration

16 / 75

Which is an indirect functional assessment method?

Functional analysis

ABC data collection

Direct observation

Interview with caregivers

17 / 75

What is the purpose of a skill acquisition plan?

To assess preferences

To collect data on behavior

To reduce problem behaviors

To outline how to teach new skills

18 / 75

What is discrete trial teaching (DTT)?

Reducing problem behaviors

A structured method breaking skills into small steps

Data collection technique

Naturalistic teaching

19 / 75

What is the sequence in DTT?

Consequence, instruction, response

Instruction, response, consequence

Instruction, consequence, response

Response, instruction, consequence

20 / 75

What is naturalistic teaching?

Using discrete trials only

Focusing on academics

Structured classroom teaching

Teaching in natural environments using child-initiated activities

21 / 75

What is task analysis?

Using prompts for guidance

Reinforcing behaviors

Breaking down complex skills into teachable steps

Teaching in natural settings

22 / 75

What is forward chaining?

Teaching the first step first, then adding subsequent steps

Teaching all steps at once

Random step teaching

Teaching the last step first

23 / 75

What is backward chaining?

Teaching steps simultaneously

Not using prompts

Teaching the first step first

Teaching the last step first, then working backwards

24 / 75

What is discrimination training?

Using reinforcement schedules

Implementing extinction

Teaching to respond differently to different stimuli

Teaching generalization

25 / 75

What is stimulus control?

Behavior punished frequently

Behavior more likely with specific stimulus present

Prompts faded over time

Behavior reinforced consistently

26 / 75

What is generalization in ABA?

Remembering skills over time

Performing without prompts

Performing skills in different settings or with different people

Learning new skills quickly

27 / 75

What is shaping?

Reinforcing successive approximations toward target behavior

Using prompts for guidance

Implementing extinction

Teaching in natural settings

28 / 75

What is a token economy?

Punishment technique

Earning tokens for behaviors, exchanged for reinforcers

Measuring behavior

Data collection method

29 / 75

What is the difference between positive and negative reinforcement?

No difference

Negative decreases behavior

Positive is better than negative

Positive adds, negative removes to increase behavior

30 / 75

What is prompting hierarchy?

Reinforcement schedule

Data collection method

Order of prompts from least to most intrusive

Sequence of teaching steps

31 / 75

What is maintenance in skill acquisition?

Performing a skill over time without retraining

Using prompts effectively

Learning new skills

Generalizing to new settings

32 / 75

What is errorless learning?

Using punishment for errors

Ignoring incorrect responses

Allowing mistakes

Minimizing errors with prompts

33 / 75

What is incidental teaching?

Using discrete trials only

Teaching in isolation

Using natural opportunities to teach skills

Structured teaching in classrooms

34 / 75

What is pivotal response training (PRT)?

Data collection technique

Naturalistic strategy focusing on motivation and self-initiation

Reinforcement schedule

Reducing behaviors

35 / 75

What is a variable ratio schedule?

Fixed time intervals

Continuous reinforcement

Fixed number of responses

Reinforcing after unpredictable responses

36 / 75

What is stimulus fading?

Gradually changing stimulus to transfer control

Adding new stimuli

Keeping stimuli constant

Removing stimuli completely

37 / 75

What is behavioral momentum?

Starting with easy tasks to build compliance

Extinction bursts

High reinforcement rates

Increasing behavior rate

38 / 75

What is differential reinforcement?

Ignoring all behaviors

Fixed reinforcement schedule

Punishing problem behavior

Reinforcing alternative behavior, withholding for problem behavior

39 / 75

What is extinction?

Increasing behavior frequency

Teaching new skills

Providing punishment

Withholding reinforcement for previously reinforced behavior

40 / 75

What is an antecedent intervention?

Punishing behavior

Ignoring behavior

Modifying environment to prevent behavior

Providing reinforcement after behavior

41 / 75

What is functional communication training (FCT)?

Time-out procedures

Data collection

Teaching communication to replace problem behavior

Using physical prompts

42 / 75

What is a behavior intervention plan (BIP)?

Data collection method

Written plan for reducing problem behaviors

Supervision schedule

Plan for teaching skills

43 / 75

What is noncontingent reinforcement (NCR)?

Punishing problem behaviors

Using prompts

Providing reinforcement independent of behavior

Reinforcing only desired behaviors

44 / 75

What is habit reversal?

Increasing problem behaviors

Using aversive stimuli

Reversing reinforcement schedules

Reducing habitual behaviors with competing responses

45 / 75

What is functional equivalence?

Teaching replacement behavior for problem behavior

Using same reinforcers for behaviors

Generalizing across settings

Making behaviors look similar

46 / 75

What are the four common functions of behavior?

Antecedent, behavior, consequence, setting event

Frequency, duration, latency, intensity

Positive reinforcement, negative reinforcement, punishment, extinction

Attention, escape, access to tangibles, automatic reinforcement

47 / 75

If behavior is maintained by attention, what intervention?

Give access to preferred items

Use physical prompts

Ignore behavior, provide attention for appropriate behaviors

Provide escape from demands

48 / 75

If behavior is maintained by escape, what intervention?

Teach requesting a break appropriately

Give preferred items

Use physical guidance

Provide more attention

49 / 75

What is overcorrection?

Correcting mistake and practicing correct behavior multiple times

Ignoring problem behavior

Using physical guidance

Providing too much reinforcement

50 / 75

What is response cost?

Increasing task difficulty

Providing prompts

Removing reinforcer after undesired behavior

Adding reinforcer after desired behavior

51 / 75

What is time-out from reinforcement?

Providing additional tasks

Using physical restraint

Giving extra attention

Removing client from reinforcing environment briefly

52 / 75

What should session notes include?

Medical history

Objective descriptions of behavior and interventions

RBT’s feelings

Personal opinions

53 / 75

Why is timely documentation important?

Impresses supervisors

Ensures accuracy for decision-making

Avoids other tasks

Fills up time

54 / 75

How should RBT store client data?

In public folder

Share with friends

On personal computer

Comply with legal and workplace requirements, ensure confidentiality

55 / 75

What is data integrity?

Ensuring data is accurate, complete, reliable

Falsifying data

Sharing data publicly

Making data look good

56 / 75

When should RBT report critical information?

During scheduled meetings

Only if asked

Immediately, if affecting client safety or treatment

End of day

57 / 75

What is confidentiality in ABA?

Keeping client information private, sharing only with authorized

Posting progress on social media

Discussing in public

Sharing with anyone who asks

58 / 75

What is the role of an RBT?

Supervise other RBTs

Implement behavior-analytic services under supervision

Conduct functional analyses

Design intervention plans

59 / 75

How much supervision does RBT need?

Initial training only

Supervision when requested

At least 5% of hours spent, with two face-to-face contacts monthly

No supervision needed

60 / 75

When receiving feedback, what should RBT do?

Argue with supervisor

Complain to colleagues

Ignore feedback

Listen, ask questions, implement suggestions

61 / 75

What is dual relationship in professional conduct?

Personal relationship with client outside professional setting

Supervising another RBT

Attending conferences

Working with two clients simultaneously

62 / 75

Why maintain client dignity?

Impress supervisor

Get better pay

Respect rights, promote well-being

Look good as RBT

63 / 75

What if RBT witnesses unethical behavior?

Participate

Report to supervisor or authority

Tell client

Ignore it

64 / 75

What is cultural competence in ABA?

Imposing own culture

Working with similar backgrounds

Ignoring differences

Aware of, respecting cultural differences, adapting interventions

65 / 75

Why obtain informed consent?

Get permission to share information

Comply with insurance

Ensure understanding and agreement to treatment plan

Avoid legal issues

66 / 75

What is fidelity in interventions?

Skipping steps to save time

Implementing procedures as outlined in plan

Adding extra components

Making changes as needed

67 / 75

What is the RBT Ethics Code?

Guidelines for ethical behavior specific to RBTs

Legal document

Optional guidelines

Same as BCBA Ethics Code

68 / 75

What is scope of competence?

Refusing difficult tasks

Delegating tasks

Doing any assigned task

Performing tasks trained and supervised for

69 / 75

Why maintain professional boundaries?

Share personal information

Increase session time

Prevent conflicts, maintain objectivity

Become friends with clients

70 / 75

How often communicate with supervisor?

When problems arise

Never, supervisor contacts

End of week only

As needed, ongoing basis

71 / 75

When seek clinical direction?

When unsure or changes in client behavior

Never, figure out alone

If client requests

During scheduled meetings

72 / 75

What if mistake in documentation?

Erase completely

Correct per policy, line through, initial

Write over it

Ignore it

73 / 75

How handle disagreements with colleagues on care?

Ignore disagreement

Complain to client

Argue until agree

Discuss professionally, seek supervisor input if needed

74 / 75

What is progress reports’ purpose?

Provide billing info

Share with other clients

List sessions attended

Summarize progress, recommend future treatment

75 / 75

How handle unauthorized requests for client info?

Decline, refer to supervisor or personnel

Share general info

Ignore request

Provide if trustworthy

Your score is

The average score is 100%

75 Free RBT Practice Exam Questions

RBTPractice