Try our second RBT practice Exam with 10 challenging Registered Behavior Technician exam questions. Each question includes a detailed explanation to help you understand key RBT concepts.
Taking realistic RBT practice tests is one of the most effective ways to prepare for the RBT certification exam.
RBT Practice Exam 2
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Question 1 |
During centers, Jayden screams for the tablet. Staff tried giving tablet access every 5 minutes on a timer (regardless of behavior), but screaming continued between timer intervals. What replacement strategy best addresses this while reducing disruption?
Noncontingent reinforcement (time-based) only | |
Functional Communication Training (FCT) with a multiple schedule: green card = tablet request honored FR1; red card = request denied, teach waiting | |
DRO for zero screaming with no communication training | |
Token economy for quiet sitting only |
Question 1 Explanation:
NCR alone didn’t alter the response requirement; screaming still “worked” between intervals. FCT with a multiple schedule establishes a clear discriminative stimulus for when the mand is reinforced, teaches a functionally equivalent request, and builds delay/wait tolerance when the red card is present. This preserves functional equivalence and improves response efficiency over screaming, while schedule-thinning can follow.
Question 2 |
A teen rips worksheets when they become lengthy. The BCBA proposes a “chunk card”: hand the card to receive 3 smaller page chunks and 30-second breaks between chunks. Which strategy is primary?
Task interspersal only | |
Demand fading combined with FCT for break/chunking | |
Pure extinction | |
DRL for ripping behavior |
Question 2 Explanation:
The function is escape. Teaching a chunk card mand is FCT, and altering task magnitude (demand fading) reduces establishing operations for escape. Extinction alone risks escalation; DRL manages rate not function; interspersal helps but doesn’t give a functionally equivalent alternative.
Question 3 |
A child pinches peers when a favorite swing is occupied. You teach, “My turn next?” and place the learner’s name on a visible queue board, honoring it consistently. Why might pinching decrease?
The replacement is less effortful and produces the same outcome with higher certainty | |
Because pinching is automatically reinforced | |
The replacement increases punishment for pinching | |
It removes EO for tangible access entirely |
Question 3 Explanation:
The request competes on efficiency (low effort, quick), has clear contingency (queue board), and is functionally equivalent (access to swing).
Question 4 |
A client engages in head-hitting during writing. You teach a “pencil down, help please” card and block escape if head-hitting occurs. What is this combined approach?
DNRA with extinction for problem behavior | |
DRO only | |
Noncontingent breaks | |
Response cost |
Question 4 Explanation:
Differential Negative Reinforcement of Alternative behavior (DNRA): deliver escape/assistance contingent on the alternative mand, while withholding escape following head-hitting (extinction of escape). This directly competes with the maintaining consequence.
Question 5 |
A preschooler whines for snacks throughout sessions. You teach a snack picture card, reinforce it FR1, then thin to a VR3 schedule. Whining resurges at VR3. Best next step?
Jump directly to VR8 to reduce reinforcement | |
Return to FR1 permanently | |
Add brief tolerance cue (“wait” card) + reinforce waiting with a bridging token, then resume VR3 | |
Switch to DRO |
Question 5 Explanation:
Resurgence during thinning suggests insufficient tolerance training. Introduce a wait signal and reinforce delay tolerance (e.g., token/bridger) to maintain the chain while keeping the FCT response strong. VR8 (A) risks more resurgence; FR1 forever (B) is impractical; DRO (D) isn’t functionally equivalent.
Question 6 |
A non-vocal learner hits when told “no.” You teach signing “different” to request an alternative and teach a separate “okay” response to accept denial. Why both?
To punish hitting and extinction-burst | |
To avoid stimulus control | |
To reduce MOs permanently | |
To provide both functionally equivalent mand and a coping response when access is unavailable |
Question 6 Explanation:
Sometimes the request can’t be honored; teaching a flexible mand (“different”) and a tolerance response (“okay”) creates a response class that functions under both availability and unavailability, preventing aggression.
Question 7 |
A client rips social stories presented before transitions. You implement high-p requests (3 quick easy tasks) followed by FCT “break after 1 page.” What’s the role of high-p here?
Reduce response effort for ripping | |
Increase behavioral momentum to comply with the initial demand, making FCT more likely to occur | |
Act as punishment for ripping | |
Create satiation for reading |
Question 7 Explanation:
High-p sequence builds momentum for compliance, increasing the probability of emitting the FCT instead of ripping. It doesn’t punish (C) or satiate reading (D), and it doesn’t alter ripping effort (A).
Question 8 |
During group work, a learner blurts to gain peer laughs. You teach “raise hand” and privately praise, but blurting persists. What’s missing?
Use teacher attention only | |
Ignore peers entirely | |
Use sensory toys | |
Deliver contingent peer attention for hand-raising (e.g., peer praise/turns) |
Question 8 Explanation:
The reinforcer is peer attention. Replacement must access the same social source. Private teacher praise does not match the function. Arrange peer-mediated reinforcement for the appropriate response.
Question 9 |
A client engages in stereotypy maintained by automatic reinforcement during independent play. You introduce a competing stimulus identified via assessment and teach a “switch toy” response on cue. Why both?
Because competing stimuli always eliminate stereotypy without teaching | |
Provide alternative sensory input and discriminative control to contact it when cued | |
To apply punishment | |
To block stereotypy continuously |
Question 9 Explanation:
A competing stimulus reduces the value of stereotypy, while a taught switch response under cue control promotes accessing the alternative when prompted, increasing practicality and generalization.
Question 10 |
A learner bolts from the table when tasks exceed 5 minutes. You teach “timer break” and set the timer to 3 minutes, then gradually increase to 7 minutes. What process is this?
Noncontingent breaks | |
Response cost | |
Fading with shaping of delay tolerance | |
DRO 5 minutes |
Question 10 Explanation:
Shaping delay tolerance by gradually extending work duration while honoring the FCT mand maintains equivalence and prevents bolting.
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