Answers to RBT Practice Exam Latest 2023 Answers to RBT Practice Exam
Task List D: Behavior Reduction
1.B – “Restless behaviors” are not observable, measurable, and described.
2.D – The target behavior is the behavior we are collecting data on. These can be replacement behaviors which are targeted to increase or maladaptive behaviors which are targeted to decrease.
3.B – The correct response is a buzzer when you press a button because this a consequence because it only occurs after the behavior. The rest are all antecedents.
4.C - Talking is the only option that describes a behavior because it is observable, measurable, and two people can agree if described. Understanding, thinking, and feeling are not observable events.
5.A – The best response is “self-injury described as hitting the back of his head against the walls or furniture“ because it is observable, measurable, and described. The other options describe feelings, antecedents which are not part of the topography. 6.B – You spray the Raid in order to kill the cockroach because it was crawling around your
house. By spraying raid you remove this antecedent therefore it’s a negative (removal) consequence. You buy more cans because in the future you are more likely to spray the raid can again in the presence of a cockroach. Negative reinforcement – you are escaping/avoiding a stimulus.
7.B – A stimulus being removed is “negative” and the behavior increasing is “reinforcement”.
8.B – This is an abolishing operation because the behavior has decreased temporarily due to satiation.
9.C – Generalization, replacement behaviors, and skills assessment are all part of the components of a behavior reduction plan. Probable cause is not a term in Principles of Behavior Analysis. 10. C – A DRO procedure decreases behavior by reinforcing the student for an amount of time of the absence of the behavior or during an activity in which the behavior is not displayed. This is also known as “omission training”.
11. C – Extinction occurs when the client has passed the spontaneous recovery stage which in
this graph it occurred on the 11th session. Therefore, on the 12th session and on the behavior is extinct.
12. A - DRO is omission training. The BCBA is training the teacher to provide reinforcement
in the absence of the behavior for 2 minutes. Hint: in DRO we are not increasing any target behavior but rather increasing the absence of the behavior targeted for reduction.
13. B – As an RBT you are responsible to request proper training and oversight from your supervisor. For crisis management procedures using role-play scenarios is best because it gives the opportunity to be more hands on.
14. A – Johnny’s behavior has temporarily decreased because he is satiated from food ingestion.
15. D – Laughing is the only behavior that can be described, observed, and measured.
16. B – Differential reinforcement of alternative behavior is an intervention in which reinforcement is withheld when the behavior targeted for reduction occurs and reinforcement is provided when an alternative behavior (which is taught by the trainer) occurs as a means to obtain access to the same function.
17. A – A behavior must be observable, measurable, and described so that others can agree. Biting others meets the criteria. Falling asleep is unclear and cannot be measured accurately.
18. D – An extinction graph should always display a steady baseline, initial increase in behavior when implementing treatment phase (extinction burst), a decrease to near zero rates, spontaneous recovery, and again a zero rate.
19. B – Differential reinforcement of alternative behavior is an intervention in which reinforcement is withheld when the behavior targeted for reduction occurs and reinforcement is provided when an alternative behavior (which is taught by the trainer) occurs as a means to obtain access to the same function.
20. A – A “positive” consequence represents an added stimulus and an increase in the future probability of that behavior represents “reinforcement”.
21. A – The consequence is added (positive) because your significant other hugs you. In the future you are more likely to cry in the presence of your significant other because you know he/she will hug you (reinforcement/increases behavior).
22. A – Differential Reinforcement of Incompatible Behavior is when you have the student complete one or a set of behaviors that are incompatible with the behavior targeted for reduction. For example, if a client scratches himself you can have him clap, wash his hands, put hands in pockets, etc…
23. B – Antecedent is what occurs immediately BEFORE a behavior. In this case it would be Mufasa dying because it triggers the person to cry.
24. B – Differential reinforcement of alternative behavior is an intervention in which reinforcement is withheld when the behavior targeted for reduction occurs and reinforcement is provided when an alternative behavior (which is taught by the trainer) occurs as a means to obtain access to the same function.
25. D – A stimulus removed as a consequence is “negative” and the probability of the behavior decreasing in the future is punishment.
26. C – Frustrated is not observable, measurable, and described. It is considered an emotion and therefore, not a behavior.
27. A – Antecedents are stimulus that occur before the behavior and trigger the behavior.
28. C – Differential Reinforcement of Incompatible Behavior is when you have the student complete one or a set of behaviors that are incompatible with the behavior targeted for reduction. For example, if a client scratches himself you can have him clap, wash his hands, put hands in pockets, etc…
29. C – The addition of a stimulus as a consequence is positive and the probability of that response decreasing in the future is punishment.
30. B – A squirt of lemon in your eye is an antecedent. The other examples describe either the
behavior or the consequence of a behavior.
31. D – Extinction is a more restrictive intervention which does not provide reinforcement therefore, it is not used for behaviors of health concerns or safety due to the extinction burst.
32. D – Components of a behavior reduction include: behaviors targeted for reduction, replacement behaviors, skills assessment, skills goals, interventions to decrease/increase behaviors, justification of services, caregiver training, generalization/maintenance.
