Registered Behavior Technician Practice Exam 2. Questions, Answers And Feedback. Latest 2021.2) Janelle, a BCBA, asks her client to go to the store and
... [Show More] buy one loaf of bread, a stick
of butter, and a quart of milk. When he returns she checks his shopping bag to make
sure he purchased every item on the list. Janelle is using_________.
A. Momentary Time Sampling
B. ABC recording
C. Permanent Product recording (Correct Answer)
D. Whole Interval recording
Feedback: Permanent Product recording is an assessment used after the behavior
has occurred to assess the outcome of a behavior. Other examples include number
of items correct on a test, number of products assembled, number of shirts
without food stains. A-04
3) The following is an example of a cumulative graph. Characteristics of a cumulative graph
include:
A. data is recorded only once per day; downward slopes indicate decreasing behavior
B. data never decreases; flat lines indicate periods of no performance of the target
behavior; steeper slope means more incidence of the target behavior (Correct
Answer)
C. unstable data patterns; can have both increasing or decreasing trends
D. decreasing data, flat lines indicate periods of no performance of the target behavior;
steeper slope means a greater decrease of the target behavior
Feedback:
Cumulative records display behaviors that have occurred over time (CUMULATIVE
RECORDS AND GRAPHS NEVER DECREASE). Flat line indicates period of no
performance of the behavior, steep slope indicates more incidents of target behavior.
A-05
4) All of the following are ways to collect data EXCEPT______.
A. computer program
B. tally marks
C. graphs (Correct Answer)
D. Xs and Os for occurrence and nonoccurrence of behavior
Feedback:
There are many different ways to collect data. Most common data collection
methods involve hand-marking (tally marks, Xs and Os for occurrence and
nonoccurrence of behavior, etc.) and digital tracking via computer or phone apps.
It is important to differentiate between recording data and updating graphs.
BCBAs and RBTs 1) select the data they want to track, 2) collect data, 3) update
graphs, and 4) interpret data using visual analysis. A-01
5) Continuous measurement procedures include: frequency (how many times a behavior
occurs), rate (how many times a behavior occurs per period of time i.e. tantrums per
hour), and_________.
A. Whole Interval recording (recording when the behavior occurs throughout an entire
interval)
B. MST (Momentary Time Sampling, behavior occurring at the end of an interval)
C. permanent product (recording of durable products of a behavior after the behavior
occurs)
D. duration (how long a behavior lasts) (Correct Answer)
Feedback:
Permanent product, MST, and Whole Interval recording are all discontinuous
measurement procedures. Discontinuous measurement does not record every
instance of a behavior. A-02
6) Sarah, an RBT, is tracking to see how long it takes from when she says, "Put your shoes
on," to when her developmentally disabled adult client actually begins the process of
putting on his shoes. Sarah is tracking__________.
A. Inter-Response Time (IRT)
B. Latency (Correct Answer)
C. Duration
D. Frequency
Feedback:
Latency measures the time between an antecedent stimuli (the prompt, can also be a
cue or signal) and the response. IRT measures the time between the end of one
response and the beginning of another. Duration is the time from the beginning of a
response until it ends. Frequency is the number of times a behavior occurs. A-02
7) In order for RBTs to track data, they must have an operational definition of the behavior
they are observing and knowledge of the dimension of the behavior they are recording
(rate, frequency, latency, IRT, duration etc.). An operational definition should be all of
the following EXCEPT__________.
A. clear and complete (gives examples and non-examples of what the behavior looks
like)
B. a board-approved behavioral definition (Correct Answer)
C. objective
D. concise
Feedback:
An operational definition in ABA is clear, concise, complete, and objective.
Examples and non-examples help clarify what exactly the behavior looks like
(topography). Operational definitions help ensure everyone is tracking the same
behavior. Example: Operational Definition of Nail Biting: Bringing a finger to touch
the lip or teeth. Removal of the finger from contact terminates one
behavior/response. The operation definition is client and behavior specific, therefore
the board would not provide a generic definition. A-01
8) Your supervising BCBA asks you to take data on a preschooler's hair-twirling
behavior. She operationally defines the behavior for you, and asks you to use partial
interval recording with 30-second intervals. You mark the behavior as having
occurred if__________.
A. the child twirls hair for any part of the 30 seconds (Correct Answer)
B. the child twirls hair the entire 30 seconds
C. the child is twirling hair at the end of a 30 second interval
D. there is 30 seconds between one instance of hair twirling and the next
Feedback:
The first option is an example of partial interval recording (the behavior occurs
for any part of the 30 second interval). The next option describes whole interval
recording; the third describes momentary time sampling (MST); and the last
describes inter-response time. A-03
9) A written skills acquisition plan should include all of the following, and____________.
A definition of the skill to be acquired
A baseline measurement of the skill or the behavior it is replacing
A clear goal that indicates skill acquisition
A detailed description of the procedures that will be used to implement the plan
Reactive strategies to employ when undesired behavior occurs or the skill is not
immediately acquired
Data collection and display methods that are to be used
Frequent review of data and circumstances in order to make minor adjustments to the
plan
A. An FBA
B. A plan for maintenance and termination of service (Correct Answer)
C. A plan for decreasing a target behavior
D. A plan for incorporating group work
Feedback:
An FBA might help identify a skill that is lacking in a client's repertoire, but it is not
part of a skills acquisition plan. As stated in the title, a skills acquisition plan is about
acquiring skills, not decreasing a skill, though target behaviors may decrease because
a subject learns a replacement behavior/ skill through a skills acquisition plan. Skills
acquisition plans are typical for individuals, not necessarily groups; ABA tends to
focus on the individual. All good skills acquisition plans should incorporate
contingencies for maintenance and a plan for termination of services. C-01 Frequent
review of data and circumstances in order to make minor adjustments to the plan
10) What can you say about the change in level between the two sections of the
following graph?
A. all of the data in both sections is highly variable
B. behavior in the first section occurred twice as often as behavior in the second
section
C. section one shows a downward trend
D. data occurred at a higher rate in the first section of the graph (Correct
Answer)
Feedback:
Level, trend, and variability are the characteristics behavior analysts look at for
visual analysis of graphs. Level tells us the position of the data (high level--
frequently occurring, moderate, or low level-- infrequently occurring). The
variability of data relates to how different or “spread out” the scores are from
each other. Trend tells us what direction the data is going -- increasing,
decreasing, or zero trend. Both sections of the graph show a downward trend with
relatively little variability. However the first section clearly shows a higher rate of
behavior. A-05
11) A high-quality behavioral definition describes the behavior and environment in
observable and measurable terms. Which is the BEST behavioral definition?
A. Student will grasp hair and twist hair around fingers.
B. Ellie twirls her hair in the evening and in the morning.
C. Hair twirling will cause noticeable hair loss and damage to the scalp
D. Entangling fingers of the right hand in one’s own hair by twisting and then pulling
the hand away from the scalp (topographical) when given verbal instruction to begin
academic tasks (antecedent-based), which has sometimes been reinforced by escape
from these tasks (functional). (Correct Answer)
Feedback:
Definition number four contains a clear, concise, complete, and objective definition
of what the behavior looks like, when it occurs, and why it happens. B-01
12) Ways to identify a client's preferences (and potential reinforcers) include all of the
following EXCEPT________.
A. asking the client
B. interviewing others about what the client likes
C. noting the amount of time a client engages with a tangible compared to other
tangibles
D. consulting the BCBA's Preference Reinforcer Master List (Correct Answer)
Feedback:
All of the above except the BCBA's master list are ways we can identify
preferences. Preferences are highly individualized. The board does not have a
generic list of preferences or reinforcers. B-02
13)Determining a client's preferences could be done in all of the following ways
EXCEPT__________.
A. surveys or questionnaires
B. observation
C. Discrete Trial Training (DTT) (Correct Answer)
D. withholding items/activities versus allowing free access
Feedback:
DDT is not used to identify preferences, but rather to train a skill via mass trials. B02
14) A BCBA is asking a student the following questions: "Would you rather have a
sticker or extra recess?" "Would you prefer a potato chip or a jelly bean?" "Would
you rather have the teacher tell you 'great job!' or have free reading time?" "Would
you rather have extra recess or free reading time?" The BCBA is
conducting_________.
A. functional analysis
B. forced choice preference assessment (Correct Answer)
C. a rating scale
D. multiple stimulus array
Feedback:
A forced choice preference assessment requires the client make a choice between
two items either verbally or physically. B-02 [Show Less]