Free RBT Measurement Quiz to test your skills in data collection, graphing, and measurement procedures. Use it to sharpen your accuracy, track progress, and get exam-ready.
Take the quiz now to see how well you understand RBT measurement concepts.
RBT Measurement Quiz
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Question 1 |
While recording frequency data, the learner engages in three discrete instances of a target behavior within 15 seconds. How should this be documented?
Record each instance as separate data points | |
Count as one occurrence due to close timing | |
Tally as three occurrences with precise timestamps | |
Estimate duration instead of frequency |
Question 1 Explanation:
Frequency recording counts each occurrence separately, even if clustered, with exact timestamps for analysis.
Question 2 |
A supervisor instructs you to use a new visual schedule, but the learner resists. Which is the best first step?
Force compliance with the schedule | |
Fade in the schedule using pairing with preferred items | |
Ignore the behavior and continue | |
Ask the supervisor to change the plan |
Question 2 Explanation:
Pairing ensures the new visual becomes reinforcing, increasing acceptance without coercion.
Question 3 |
A parent reports the learner performs a skill at home but never at the clinic. What should you do?
Record the skill as mastered | |
Collect data in both settings to verify generalization | |
Ignore the home setting data | |
Reduce expectations at the clinic |
Question 3 Explanation:
Data from multiple settings is essential to confirm generalization before marking mastery.
Question 4 |
While implementing an extinction procedure for attention-seeking behavior, the learner begins to cry softly. What is the correct response?
Comfort the learner briefly | |
Maintain extinction unless distress becomes unsafe | |
Switch to reinforcement immediately | |
End the session to reduce stress |
Question 4 Explanation:
Extinction must be consistent, but safety and ethical guidelines require intervention if distress escalates beyond mild.
Question 5 |
You’re assigned to run a preference assessment, but the learner repeatedly leaves the table. How should you adjust?
Use a free-operant preference assessment | |
Block escape until assessment is done | |
Switch to forced-choice only | |
Delay until later in the day |
Question 5 Explanation:
Free-operant assessments can accommodate movement and still yield valid preference data without forcing participation.
Question 6 |
During baseline data collection, the learner suddenly begins to display dangerous aggression. What is the first action?
Continue to collect data accurately | |
Ignore unless repeated | |
End the session and leave | |
Implement safety procedures immediately |
Question 6 Explanation:
Safety takes priority over baseline purity; follow crisis plan before resuming data collection.
Question 7 |
A learner starts echoing every instruction instead of following it. What is the most appropriate intervention?
Increase reinforcement for correct responses | |
Implement differential reinforcement of non-echoic responses | |
Repeat the instruction louder | |
Switch to non-verbal prompts |
Question 7 Explanation:
DR of non-echoic responses reduces echolalia while reinforcing functional responses.
Question 8 |
You notice your supervisor’s data sheet has conflicting operational definitions for the same behavior. What is the best step?
Use your own interpretation | |
Ask for clarification before continuing data collection | |
Continue with current understanding and report later | |
Skip data collection until updated |
Question 8 Explanation:
Clarification ensures interobserver agreement and accurate data integrity.
Question 9 |
While fading prompts for a complex skill, the learner regresses. What should you do?
Reintroduce prompts at a previous successful level | |
Stop training and wait a week | |
Use only verbal prompts | |
Ignore regression to avoid dependency |
Question 9 Explanation:
Returning to the last successful prompt level ensures continued learning without overwhelming the learner.
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