2024 RBT Mock Exam #1 with complete
solution | Latest
Skills that may be assessed and programmed for in ABA therapy include
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A. job skills
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B. academics
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C. communication
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D. all of these - D. all of these
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ABA can be used to teach a variety of skills including academics, communication, and job
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
skills.
ll
Amalia's supervising BCBA told her that her session notes are not specific enough. Amalia
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doesn't understand why but doesn't want the BCBA to think she is incompetent. What
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should Amalia do?
ll ll ll
A. Ask a more seasoned RBT if she can view their notes to better understand what the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
supervisor is looking for.
ll ll ll ll
B. Try to do better.
ll ll ll ll
C. Search the internet for examples of ABA session notes.
ll ll ll ll ll ll ll ll ll
D. Address the issue during supervision and ask for written examples of the type of notes
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
the BCBA wants. - D. Address the issue during supervision and ask for written examples
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
of the type of notes the BCBA wants.
ll ll ll ll ll ll ll ll
It is okay to ask for help! Amalia's best course of action is to speak directly with her
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
supervisor for further training. Asking for written examples of session notes is a great
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
strategy to help ensure session notes are in line with expectations.
ll ll ll ll ll ll ll ll ll ll ll
ll Which of the following is an example of an objective session note?
ll ll ll ll ll ll ll ll ll ll ll
A. Javon came into the session room. He usually hits or scratches, but he didn't try any of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
that today. He worked hard & finished up emotions. The trampoline is his favorite.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
B. Javon came into the session room without prompting today. He completed a lot of the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
programs w/out maladaptive behaviors. He did the emotions program today & asked about
ll ll ll ll ll ll ll ll ll ll ll ll ll
the trampoline.
ll ll
,C. Javon came into the session room without prompting today. He completed 85% of the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
programs without maladaptive behaviors and mastered level 1 of the emotions program.
ll ll ll ll ll ll ll ll ll ll ll ll
He spontaneously signed "jump" 3 times today and was brought to the trampoline after
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
each request.
ll ll
D. Javon was awesome today. He came right into the session room w/out complaining &
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
worked really hard w/out acting out. He did his emotions program and is done with that. He
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
even wanted the trampoline, so I gave it to him. - C. Javon came into the session room
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
without prompting today. He completed 85% of the programs without maladaptive
ll ll ll ll ll ll ll ll ll ll ll
behaviors and mastered level 1 of the emotions program. He spontaneously signed "jump"
ll ll ll ll ll ll ll ll ll ll ll ll ll
3 times today and was brought to the trampoline after each request.
ll ll ll ll ll ll ll ll ll ll ll ll
This is the correct answer, as it describes in detail what occurred throughout the session.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
Data is incorporate, and specific program elements are mentioned. The session note does
ll ll ll ll ll ll ll ll ll ll ll ll ll
not include any 'feelings' or assumptions. Remember, the key is to be objective and
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
reference the client's individual plan.
ll ll ll ll ll
Renault is running client services at a clinic. One day his client, Abbey, is dropped off for
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
her session by a friend of the family. During drop off the friend says she's interested in
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
understanding Abbey's treatment plan and asks if she can contact Renault with questions.
ll ll ll ll ll ll ll ll ll ll ll ll ll
How should Renault respond?
ll ll ll ll
A. Explain that he cannot discuss Abbey's sessions with individuals who are not a part of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
Abbey's family or treatment team.
ll ll ll ll ll
B. Ask the friend what her questions are and let her know he'll respond at a later date.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
C. Explain that he is not allowed to have contact with anyone outside of sessions.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
D. Refer the friend to the supervising BCBA. - A. Explain that he cannot discuss Abbey's
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
sessions with individuals who are not a part of Abbey's family or treatment team.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
We can be professional and explain our requirement to ensure we are not discussing
ll ll ll ll ll ll ll ll ll ll ll ll ll
treatment plans with people outside of the team.
ll ll ll ll ll ll ll ll
Which of the following might occur because of a failure to prepare for a session in
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
advance?
ll
A. Neither other choice is likely.
ll ll ll ll ll
B. Both other choices are likely.
ll ll ll ll ll
C. More naturalistic, happy responding from the client.
ll ll ll ll ll ll ll
D. Problem behavior from the client. - D. Problem behavior from the client.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
, Failure to prepare in advance for a session may result in problem behavior. It is always best
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
practice to prepare for each session.
ll ll ll ll ll ll
Conditioned reinforcers that are provided when a correct response occurs and can be
ll ll ll ll ll ll ll ll ll ll ll ll ll
exchanged later for more powerful reinforcers are
ll ll ll ll ll ll ll
A. Visual prompts
ll ll
B. Tokens
ll
C. Backup reinforcers
ll ll
D. Visual schedules - B. Tokens
ll ll ll ll ll ll ll
Tokens are conditioned reinforcers that can be exchanged for a more powerful backup
ll ll ll ll ll ll ll ll ll ll ll ll
reinforcer.
ll
Section F-3 of the RBT task list identifies communication with stakeholders as part of an
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
RBT's Scope of Practice. Which of the following are considered stakeholders?
ll ll ll ll ll ll ll ll ll ll ll
A. Insurance providers
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B. BCBA supervisors who work with the RBTs in a shared agency
ll ll ll ll ll ll ll ll ll ll ll
C. Authorized family, caregivers, and other professionals who work with a client
ll ll ll ll ll ll ll ll ll ll ll
D. Those affected by a client's maladaptive behaviors - C. Authorized family, caregivers,
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
and other professionals who work with a client
ll ll ll ll ll ll ll ll
The primary stakeholders include families, caregivers, and professionals working directly
ll ll ll ll ll ll ll ll ll
with the client as outlined by the RBT task list.
ll ll ll ll ll ll ll ll ll ll
Amrita is a native of Tibet. She immigrated to the US and is now living in a small close-knit
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
community of Tibetan immigrants. She provides services as an RBT through a behavior
ll ll ll ll ll ll ll ll ll ll ll ll ll
services agency in the next town. Whenever someone from her community needs ABA
ll ll ll ll ll ll ll ll ll ll ll ll ll
services, they always request Amrita because she speaks Tibetan. When can Amrita work
ll ll ll ll ll ll ll ll ll ll ll ll ll
with a child from her community?
ll ll ll ll ll ll
A. Amrita can work with any child in the community if they are not directly related to anyone
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
in her immediate family.
ll ll ll ll
B. If Amrita does not directly socialize with the family, or have connections outside of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
provision of services, she may provide services.
ll ll ll ll ll ll ll
C. Amrita cannot provide services to any child in the community, because she is likely to
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
have a situation at some point due to the community's small size.
ll ll ll ll ll ll ll ll ll ll ll ll
solution | Latest
Skills that may be assessed and programmed for in ABA therapy include
ll ll ll ll ll ll ll ll ll ll ll ll
A. job skills
ll ll
B. academics
ll
C. communication
ll
D. all of these - D. all of these
ll ll ll ll ll ll ll ll ll ll ll
ABA can be used to teach a variety of skills including academics, communication, and job
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
skills.
ll
Amalia's supervising BCBA told her that her session notes are not specific enough. Amalia
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
doesn't understand why but doesn't want the BCBA to think she is incompetent. What
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
should Amalia do?
ll ll ll
A. Ask a more seasoned RBT if she can view their notes to better understand what the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
supervisor is looking for.
ll ll ll ll
B. Try to do better.
ll ll ll ll
C. Search the internet for examples of ABA session notes.
ll ll ll ll ll ll ll ll ll
D. Address the issue during supervision and ask for written examples of the type of notes
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
the BCBA wants. - D. Address the issue during supervision and ask for written examples
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
of the type of notes the BCBA wants.
ll ll ll ll ll ll ll ll
It is okay to ask for help! Amalia's best course of action is to speak directly with her
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
supervisor for further training. Asking for written examples of session notes is a great
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
strategy to help ensure session notes are in line with expectations.
ll ll ll ll ll ll ll ll ll ll ll
ll Which of the following is an example of an objective session note?
ll ll ll ll ll ll ll ll ll ll ll
A. Javon came into the session room. He usually hits or scratches, but he didn't try any of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
that today. He worked hard & finished up emotions. The trampoline is his favorite.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
B. Javon came into the session room without prompting today. He completed a lot of the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
programs w/out maladaptive behaviors. He did the emotions program today & asked about
ll ll ll ll ll ll ll ll ll ll ll ll ll
the trampoline.
ll ll
,C. Javon came into the session room without prompting today. He completed 85% of the
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
programs without maladaptive behaviors and mastered level 1 of the emotions program.
ll ll ll ll ll ll ll ll ll ll ll ll
He spontaneously signed "jump" 3 times today and was brought to the trampoline after
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
each request.
ll ll
D. Javon was awesome today. He came right into the session room w/out complaining &
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
worked really hard w/out acting out. He did his emotions program and is done with that. He
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
even wanted the trampoline, so I gave it to him. - C. Javon came into the session room
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
without prompting today. He completed 85% of the programs without maladaptive
ll ll ll ll ll ll ll ll ll ll ll
behaviors and mastered level 1 of the emotions program. He spontaneously signed "jump"
ll ll ll ll ll ll ll ll ll ll ll ll ll
3 times today and was brought to the trampoline after each request.
ll ll ll ll ll ll ll ll ll ll ll ll
This is the correct answer, as it describes in detail what occurred throughout the session.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
Data is incorporate, and specific program elements are mentioned. The session note does
ll ll ll ll ll ll ll ll ll ll ll ll ll
not include any 'feelings' or assumptions. Remember, the key is to be objective and
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
reference the client's individual plan.
ll ll ll ll ll
Renault is running client services at a clinic. One day his client, Abbey, is dropped off for
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
her session by a friend of the family. During drop off the friend says she's interested in
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
understanding Abbey's treatment plan and asks if she can contact Renault with questions.
ll ll ll ll ll ll ll ll ll ll ll ll ll
How should Renault respond?
ll ll ll ll
A. Explain that he cannot discuss Abbey's sessions with individuals who are not a part of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
Abbey's family or treatment team.
ll ll ll ll ll
B. Ask the friend what her questions are and let her know he'll respond at a later date.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
C. Explain that he is not allowed to have contact with anyone outside of sessions.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
D. Refer the friend to the supervising BCBA. - A. Explain that he cannot discuss Abbey's
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
sessions with individuals who are not a part of Abbey's family or treatment team.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
We can be professional and explain our requirement to ensure we are not discussing
ll ll ll ll ll ll ll ll ll ll ll ll ll
treatment plans with people outside of the team.
ll ll ll ll ll ll ll ll
Which of the following might occur because of a failure to prepare for a session in
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
advance?
ll
A. Neither other choice is likely.
ll ll ll ll ll
B. Both other choices are likely.
ll ll ll ll ll
C. More naturalistic, happy responding from the client.
ll ll ll ll ll ll ll
D. Problem behavior from the client. - D. Problem behavior from the client.
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
, Failure to prepare in advance for a session may result in problem behavior. It is always best
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
practice to prepare for each session.
ll ll ll ll ll ll
Conditioned reinforcers that are provided when a correct response occurs and can be
ll ll ll ll ll ll ll ll ll ll ll ll ll
exchanged later for more powerful reinforcers are
ll ll ll ll ll ll ll
A. Visual prompts
ll ll
B. Tokens
ll
C. Backup reinforcers
ll ll
D. Visual schedules - B. Tokens
ll ll ll ll ll ll ll
Tokens are conditioned reinforcers that can be exchanged for a more powerful backup
ll ll ll ll ll ll ll ll ll ll ll ll
reinforcer.
ll
Section F-3 of the RBT task list identifies communication with stakeholders as part of an
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
RBT's Scope of Practice. Which of the following are considered stakeholders?
ll ll ll ll ll ll ll ll ll ll ll
A. Insurance providers
ll ll
B. BCBA supervisors who work with the RBTs in a shared agency
ll ll ll ll ll ll ll ll ll ll ll
C. Authorized family, caregivers, and other professionals who work with a client
ll ll ll ll ll ll ll ll ll ll ll
D. Those affected by a client's maladaptive behaviors - C. Authorized family, caregivers,
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
and other professionals who work with a client
ll ll ll ll ll ll ll ll
The primary stakeholders include families, caregivers, and professionals working directly
ll ll ll ll ll ll ll ll ll
with the client as outlined by the RBT task list.
ll ll ll ll ll ll ll ll ll ll
Amrita is a native of Tibet. She immigrated to the US and is now living in a small close-knit
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
community of Tibetan immigrants. She provides services as an RBT through a behavior
ll ll ll ll ll ll ll ll ll ll ll ll ll
services agency in the next town. Whenever someone from her community needs ABA
ll ll ll ll ll ll ll ll ll ll ll ll ll
services, they always request Amrita because she speaks Tibetan. When can Amrita work
ll ll ll ll ll ll ll ll ll ll ll ll ll
with a child from her community?
ll ll ll ll ll ll
A. Amrita can work with any child in the community if they are not directly related to anyone
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
in her immediate family.
ll ll ll ll
B. If Amrita does not directly socialize with the family, or have connections outside of
ll ll ll ll ll ll ll ll ll ll ll ll ll ll
provision of services, she may provide services.
ll ll ll ll ll ll ll
C. Amrita cannot provide services to any child in the community, because she is likely to
ll ll ll ll ll ll ll ll ll ll ll ll ll ll ll
have a situation at some point due to the community's small size.
ll ll ll ll ll ll ll ll ll ll ll ll
