Free RBT Mock Exam 2026 (85 Questions, Timed)

A precise mastery criterion states the level of performance, the type of response (independent) and how long it must be maintained. "80% independent across 3 consecutive sessions" specifies all three; the other options leave out independence or a time frame, or set an unrealistic standard.

Toys are conditioned (learned) reinforcers: their value comes from learning, not from biological need, so they are not primary/unconditioned reinforcers like food or water. They are not generalized conditioned reinforcers either, because they are not exchangeable for many other reinforcers — the tokens play that role here.

Duration data measures how long a behavior lasts — the total time from onset to offset. Counting occurrences is frequency, counting per unit of time is rate, and time from the SD to the start of the response is latency.

Latency is recorded for every occurrence (the time from an SD to the start of a response), so it is a continuous measurement. Whole interval recording samples behavior in intervals, so it is a discontinuous measurement.

Partial interval recording scores an interval if the behavior occurs at any point during it. Participating for 2 of the 5 minutes earns a "yes" under partial interval, but would not count under whole interval (entire interval) or necessarily under momentary time sampling (end of interval only).

An objective, measurable description states what a person did in observable terms. "Punched her friend's face with a closed fist" can be seen and counted; "mean" and "aggressive" are subjective labels that two observers might interpret differently.

On a standard line graph, the vertical axis is the Y-axis (ordinate) and shows the measured behavior, such as frequency or percentage. The horizontal X-axis (abscissa) shows time, such as sessions or dates.

Interresponse time (IRT) is the time between the end of one response and the start of the next occurrence of the same behavior — here, the time between requests for a break. Latency is measured from an SD to a response, and duration is how long a single response lasts.

"3 times per week" is a count over a time period, which is rate. "90 minutes total" is the amount of time exercising, which is duration.

Operational definitions must be objective: they describe behavior in observable, measurable terms so that any two observers would agree on whether it occurred. Subjective or opinion-based descriptions lead to unreliable data.

An antecedent is what happens immediately before the behavior. Being given the cup of orange juice came right before Marlee threw the cup and screamed. Throwing the cup is the behavior, and her mother's question afterward is a consequence.

In a free operant preference assessment, the learner has free access to items in a natural setting and the observer records what they engage with and for how long. Presenting one item at a time is a single-stimulus assessment; presenting two is paired-stimulus.

Questionnaires, interviews and rating scales completed by caregivers are indirect assessments: information is gathered from people who know the client rather than by directly observing the behavior. Direct descriptive assessment involves observing and recording behavior, such as ABC data.

In a multiple stimulus with replacement (MSW) assessment, several items are presented in an array; the item chosen stays available and the items that were not chosen are replaced with new ones for the next trial. In MSWO (without replacement), the chosen item is removed and the learner chooses from what remains.

A preference assessment identifies items and activities a person prefers, which can then be used as potential reinforcers. Confirming that an item actually increases behavior requires a reinforcer assessment, and explaining why behavior occurs is the job of a functional assessment.

During a skill-based assessment such as the VB-MAPP or ABLLS-R, the goal is to find out what the learner can already do independently. You give the instruction, let the learner respond without prompting or correction, and record the response. Prompting or correcting would hide their true skill level.

ABC recording is a descriptive assessment: the observer directly watches and records what happens before and after behavior in the natural environment. A functional analysis is experimental, and an indirect assessment relies on interviews or questionnaires.

A paired-stimulus (forced-choice) preference assessment presents two items at a time, and every item is eventually paired with every other item to build a preference hierarchy.

ABC data records three things: the antecedent (what occurred right before), the behavior (what it looked like) and the consequence (what happened right after). RBTs record what they observe; deciding the function of the behavior is the supervising BCBA's role.

Baseline is a measure of the behavior or skill before any intervention begins. It gives a point of comparison, so the team can tell whether the intervention is changing behavior.

Momentary time sampling records whether the behavior is happening at the exact moment an interval ends. Partial interval scores behavior that occurs at any point in the interval, whole interval requires it throughout the interval, and frequency counts every occurrence.

A generalized conditioned reinforcer has been paired with many other reinforcers and can be exchanged for them. Money and tokens are classic examples. Food and water are primary reinforcers, and a single toy is a conditioned reinforcer, but not a generalized one.

A continuous reinforcement schedule (CRF, or FR1) reinforces every occurrence of the target behavior. It is used when teaching a new skill; reinforcing only some occurrences is intermittent reinforcement.

A fixed ratio (FR) schedule delivers reinforcement after a set number of responses. Here every 5th purchase earns a free scoop, which is FR5. A variable ratio would change the number of responses needed, and interval schedules depend on time passing.

Noncontingent reinforcement (NCR) delivers a reinforcer on a time-based schedule regardless of behavior. It is often used as an antecedent intervention to reduce motivation for problem behavior maintained by the same reinforcer.

A skill acquisition plan describes the skill being taught, the teaching materials and procedures, and the mastery criteria. Behaviors targeted for reduction belong in a behavior reduction (behavior intervention) plan.

A variable interval (VI) schedule reinforces the first response after an average amount of time has passed, with the interval varying around that average. A fixed interval uses the same amount of time every time; ratio schedules depend on the number of responses.

When teaching a brand-new skill with errorless learning, you prompt immediately — before the learner can respond incorrectly — so they contact reinforcement for the correct answer. Prompts are then faded systematically.

Conditioned (secondary) reinforcers gain their value by being paired with other reinforcers — for example, praise or tokens paired with preferred items. Primary (unconditioned) reinforcers such as food and water need no learning history.

Food is a primary (unconditioned) reinforcer because its value is biological and does not depend on a learning history. Crackers are effective here because the learner is motivated for them.

Incidental teaching uses naturally occurring opportunities in the learner's environment, often following the learner's interests, to teach skills. Discrete trial teaching is more structured and adult-led.

In backward chaining, the instructor prompts or completes every step except the last one, which the learner completes independently. Once the last step is mastered, the learner completes the last two steps, and so on, so they always finish the task and contact the natural reinforcer.

Stimulus control is established through discrimination training: a response is reinforced in the presence of the SD and not reinforced in its absence (S-delta), so the learner learns to respond only when the SD is present.

Dana reinforces touching the head when the SD "touch your head" is given, and withholds reinforcement for other responses such as touching the nose. Reinforcing the correct response and not others is discrimination training.

Variable ratio, fixed ratio, variable interval and fixed interval are all intermittent schedules of reinforcement: only some responses are reinforced. Continuous reinforcement reinforces every response.

Naturalistic teaching (NET) happens in the learner's natural environment, follows their interests and uses natural reinforcers. Asking about the color of a block Shay is reaching for, then giving her the block, is naturalistic. Table work with cards or Legos and tokens is structured discrete trial teaching.

Fading prompts from hand-over-hand to partial physical to gestural transfers stimulus control from the prompt to the natural SD (the instruction and materials), so the learner responds independently.

A positional prompt — placing the correct item closer to the learner — is the least intrusive option listed. Physical prompts (hand-over-hand, or partial physical at the elbow or wrist) are much more intrusive.

A task analysis breaks a complex skill, such as tying shoes, into small, teachable steps in order. Those steps are then taught using chaining. Reinforcing successive approximations is shaping.

A prompt is extra assistance given after (or with) the SD to increase the chance of a correct response — for example a gestural, model or physical prompt. Prompts are faded over time.

Backup reinforcers are the items or activities a learner exchanges tokens for. Tokens become conditioned reinforcers because they are paired with backup reinforcers.

Generalization is when a skill occurs outside the teaching conditions — with different materials, people or settings. Learning "refrigerator" from a picture card and then labeling the real refrigerator at home shows stimulus generalization.

Maintenance means a behavior continues after the intervention or teaching has been removed. Generalization refers to the behavior occurring across new settings, people or stimuli.

Besides choosing target behaviors, tokens, backup reinforcers and exchange prices, a token economy needs a schedule for delivering tokens — how and when tokens are earned (for example, one token per correct response, FR1). Without it, tokens would be delivered inconsistently.

Total task chaining teaches every step of the chain in each session, with prompts only where needed. It suits learners who can already do many of the steps — here 5 of 7 — or tasks that are not too long.

Using the toilet only at home and not in other bathrooms shows a lack of generalization across settings and stimuli. Generalization should be planned by teaching with varied materials, people and locations.

Earning stickers (tokens) that can be exchanged for a backup reinforcer from a prize box is a token economy, a system built on conditioned reinforcement.

Most-to-least prompting starts with the most intrusive prompt needed to ensure success — usually full physical (hand-over-hand) — then fades to less intrusive prompts as the learner becomes successful.

Fixed ratio 5 (FR5) means reinforcement is delivered after every 5th occurrence of the behavior. Time-based schedules (every 5 minutes) are interval schedules, and "every 3–7 occurrences" describes a variable ratio.

A sticker is added after toileting and the behavior increases, so this is positive reinforcement ("positive" means a stimulus is added). A single sticker is not a token economy unless it can be exchanged for backup reinforcers.

A replacement behavior should serve the same function as the problem behavior. Lola's aggression is maintained by attention, so teaching her an appropriate way to get attention (saying "hi" plus the person's name) gives her a better route to the same reinforcer. Manding for items addresses a tangible function, not attention.

Antecedent interventions are proactive strategies that change the environment before behavior occurs to prevent problem behavior — for example visual schedules, choices or noncontingent reinforcement. Responding after behavior occurs is a consequence strategy.

The four functions of behavior are attention, escape, access to tangibles and automatic (sensory) reinforcement. Playing with someone is attention, feeling good is automatic, and avoiding something unpleasant is escape. "Because you wanted to" is not a function.

Crisis procedures are needed for behaviors that pose a risk of serious harm, such as elopement (running away) from the home. Echolalia and repetitive screaming may need intervention, but they are not dangerous emergencies.

A discriminative stimulus (SD) signals that reinforcement is available for a particular response. Responding in the presence of the SD has been reinforced in the past.

Procedures for preventing and responding to problem behaviors — including dangerous behavior and crisis plans — are written in the behavior reduction plan (behavior intervention plan). Skill acquisition plans cover skills being taught.

Antecedents are stimulus changes that occur immediately before a behavior. Motivating operations and discriminative stimuli are specific kinds of antecedent variables, but the general term asked for here is antecedents.

The four functions of behavior are automatic (sensory) reinforcement, access to tangibles, escape and attention — remembered as SEAT. "Control" is not a function of behavior.

Taking medicine to stop a migraine removes an unpleasant stimulus, so the behavior is maintained by escape (negative reinforcement). Because the pain is internal rather than social, some texts call this automatic negative reinforcement — but of the options here, escape is the best answer.

An antecedent intervention changes the environment before problem behavior happens. Offering noise-reducing headphones before entering a loud place reduces the overstimulation that sets off screaming and running. Teaching a break request is a replacement-behavior strategy, and avoiding public places entirely is not a reasonable intervention.

Consequences are stimulus changes that occur immediately after a behavior. They can strengthen behavior (reinforcement) or weaken it (punishment or extinction).

Differential reinforcement of incompatible behavior (DRI) reinforces a behavior that physically cannot happen at the same time as the problem behavior. Kevin cannot clap or build with Legos while hitting peers, so this is DRI. DRA reinforces an alternative behavior that is not necessarily incompatible.

Extinction means withholding the reinforcer that previously maintained a behavior. It does not mean ignoring the client — for escape-maintained behavior, for example, extinction means not allowing escape.

Illness, early session ends, caregiver concerns about staff and new medications should all be reported to the BCBA right away. A program reaching mastery is important, but it can be reported through normal data review and supervision rather than immediately.

Differential reinforcement of other behavior (DRO) delivers reinforcement when the target problem behavior has not occurred for a set interval, so any behavior other than the target is reinforced. DRI targets an incompatible behavior, and DRA targets a specific alternative behavior.

RBTs implement behavior plans exactly as designed by their supervisor. If a caregiver asks for changes, respond politely, keep running the program as written and share the request with your BCBA, who decides whether to change it. This keeps treatment consistent and stays within the RBT scope of practice.

Communication with a supervisor should be objective, specific and professional. Option C reports measurable data (27 aggressions, 12 SIBs), compares it with what was seen before, confirms the plan was followed and makes a clear request. The other options are emotional and vague, which makes it hard for the BCBA to respond.

Differential reinforcement of alternative behavior (DRA) reinforces an appropriate behavior that serves the same function. Lincoln's problem behavior is maintained by escape, so teaching him to mand for a break gives him an appropriate way to escape tasks. Escape extinction alone is not DRA.

Session notes should describe what happened objectively and with data. Option C reports what was observed (prompts needed for all goals, 0% independent responding) rather than opinions or frustration. Phrases like "struggled" or "I could not get the client to attend" are subjective.

Throwing a child against a wall is suspected physical abuse, which RBTs must report under mandated-reporting laws and follow their organization's policy, as well as informing their supervisor. Giving a child coffee or having few toys at home are not reportable abuse or neglect on their own.

Client records should be kept for at least 7 years, or longer if required by state law, funders or the employer. RBTs follow their organization's policy, which should meet or exceed these requirements.

Client documentation contains protected health information and must be kept secure. If you must transport it, keep it locked and out of sight, such as in a locked box in your trunk. Leaving it visible in the car, or loose in a trunk, risks a confidentiality breach.

RBTs implement treatment and behavior plans designed by their supervising BCBA or BCaBA, working 1:1 or in groups. Diagnosing, assessing and designing interventions are outside the RBT scope of practice.

From January 1, 2026, the RBT Initial Competency Assessment is completed after the 40-hour training and no more than 90 days before you submit your certification application (BACB RBT Handbook, October 2026). Recertification now runs on a 2-year cycle.

A professional response to feedback is to accept it respectfully and ask for clarification when instructions conflict. Option D does both and helps resolve the discrepancy between supervisors, rather than ignoring feedback or arguing.

A dual (multiple) relationship exists when an RBT has a professional relationship with a client plus another role, such as babysitter, family friend or social-media friend. Providing therapy in community settings like a store or park is simply delivering services in the natural environment.

RBTs do not choose or start new treatment targets. Tell the parent you will pass the request to the supervisor, and wait until the BCBA adds the goal to the treatment plan before teaching it.

RBTs must receive supervision for at least 5% of the hours they provide ABA services each month. 20 hours per week is roughly 80 hours per month, and 5% of 80 hours is 4 hours.

A daily session note records session-specific information: the date and time, who was present, behaviors observed and the client's response to treatment. The full behavior intervention plan procedures already live in the BIP; the note only needs to say how they were implemented.

A setting event is a broader condition, often earlier in time, that changes how a client responds to antecedents and consequences — illness, poor sleep or hunger, for example. Instructions, turn-taking and removing an item are immediate antecedents.

Babysitting for a client's family would add a second, personal relationship to your professional one, which the RBT Ethics Code asks you to avoid because it can harm objectivity and the client relationship. Decline politely and tell your supervisor about the request.

A model prompt shows the learner the correct response so they can imitate it. A gestural prompt points or signals without demonstrating the whole response, and physical prompts involve touching the learner.

An extinction burst is a temporary increase in the frequency, intensity or duration of a behavior when reinforcement is first withheld. If extinction is applied consistently, the behavior usually decreases afterwards. Spontaneous recovery is the behavior reappearing later, after it had decreased.

Total count IOA = smaller count ÷ larger count × 100. Here 18 ÷ 20 × 100 = 90%. IOA (interobserver agreement) shows how consistently two observers measured the same behavior.

Documentation must stay accurate and auditable. Draw a single line through the error so it is still readable, write the correction, and initial and date it. Never hide or destroy original records, and follow your organization's policy for electronic notes.