RBT Practice Exam 2

Ready to level up your RBT exam prep? Our second free RBT Practice Exam Second is here to challenge you! Packed with 20 tougher multiple-choice questions and clear, detailed explanations, this exam is designed to sharpen your skills and boost your confidence. Practicing with these questions is hands-down the best way to prepare for the RBT certification exam, helping you master key concepts like behavior analysis and data collection. Dive in, test yourself, and get one step closer to crushing the real thing! Keep coming back for more free RBT practice resources to stay on top of your game.

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RBT Practice Exam 2

1 / 20

Providing assistance following the SD to ensure your learner responds accurately is _______________.

2 / 20

Your BCBA asks you to create a task analysis for tying shoes. What does this mean?

3 / 20

You lay out 3 small objects and provide the instruction “find the ____.” Which of the following prompts would be the least intrusive in this example?

4 / 20

When teaching your client to match 2D identical pictures, you start by providing a hand-over-hand prompt so that they are successful. After a few sessions of this, you fade your prompt to partial physical, then to gestural, until your client is successful matching pictures without any prompting. By fading your prompts, you are:

5 / 20

Shay is learning to label colors. Which of the following examples would exemplify naturalistic teaching to learn colors?

6 / 20

VR, FR, VI, and FI are all:

7 / 20

Dana is teaching her client, Joey, to receptively identify body parts on himself. She provides the SD “touch your head.” When Joey touches his head, she delivers verbal praise and a high-five. When given this instruction and Joey touches his nose, she does not deliver praise or a high-five. Dana is conducting:

8 / 20

You can achieve stimulus control through the process of:

9 / 20

Which type of chaining procedure consists of prompting each step until the final step, which the learner then completes independently?

10 / 20

______________ teaching occurs in a learner’s natural environment, using naturally occurring learning opportunities.

11 / 20

Meeka is teaching her client to mand using PECS. Because her client is highly motivated for cheese-it crackers, she uses these to teach the contingency of exchanging the picture icon to receive the crackers. Cheese-it crackers fall under which type of reinforcer?

12 / 20

What type of reinforcers get their reinforcing value by being paired with other reinforcers?

13 / 20

You are running discrete-trial-teaching to teach your learner a new skill of identifying emotions exhibited on 2D picture cards. You hold up a picture card of a girl smiling and ask “how does she feel?” At what point would you prompt the correct response?

14 / 20

Which schedule of reinforcement is used when reinforcement is provided after an average amount of time has passed?

15 / 20

Which of the following is not included in a written skill acquisition plan?

16 / 20

_________________ reinforcement occurs when a reinforcer is presented regardless of whether the target behavior is demonstrated or not.

17 / 20

Your favorite ice cream spot offers punch cards where you can earn a free scoop of ice cream. Each purchase earns you one punch on the punch card. Once you receive 5 punches on your card, you get your next scoop free! What schedule of reinforcement would this exemplify?

18 / 20

Your BCBA reviews a new goal with you. They instruct you to use a continuous schedule of reinforcement for this goal. What does this mean?

19 / 20

Sheila is working with a 3-year-old boy. He enjoys playing with toy dinosaurs, so she brings a bag full of toy dinosaurs to her session and allows him to play with them when he earns 5 tokens for following his rules. Toy dinosaurs would be a:

20 / 20

Jaycee has a goal to independently mand for preferred items. Which of the following would be the most precise mastery criteria for this goal?