RBT® Definition Mock Exam
Introduction and Disclosure
This RBT definition mock exam is based off of the 2nd edition task list. This mock exam
contains 87 definition based questions, broken down by task area. RBT® Mock Exam 1
contains scenario based questions, this mock is only definitions and concepts. The answer key
is provided at the end of the document. This mock exam covers almost all terms covered by the
2nd edition task list.
This mock exam, this file and its content is in no way, shape or form affiliated with, nor endorsed
by the Behavior Analyst Certification Board (BACB ®) in any way.
Please refer to www.bacb.com, the Behavior Analyst Certification Board (BACB®) for task list
versions, areas, and content.
The sole purpose of this mock exam is to be used as a study aid only. This mock exam should
not be used as a comparison tool or to compare the complexity and difficulty of the actual exam.
This mock exam was designed with difficulty in mind, however, this should not be considered
representative of the real exam. This mock exam should be used in conjunction with other
training and study material and should not be relied on as a sole study tool. This mock exam
does not guarantee a passing result on the real exam.
The information within this mock exam is believed to be accurate. The author is not responsible
for any errors, misinterpretation of information, factual errors or typographical errors.
This file and its contents are the property of The Behaviour Lab and may not be distributed,
reproduced or duplicated, in whole or in part, physically, electronically, or other means, without
written consent from the author. This file, its content, and any part thereof, is subject to change
at any time, without notice. Version 1.0, created on March 13, 2021.
Please forward all errors, questions and comments to [email protected].
Source
Cooper, J., Heron, T., Heward, W. Applied Behaviour Analysis (2nd Ed.) Upper Saddle River,
NJ: Pearson; 2007.
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RBT® Definition Mock Exam
Scoring Tool
Task List Area Total correct answers Percentage correct
A ______/ 18
B ______/ 14
C ______/ 34
D ______/ 13
E ______/ 4
F ______/ 4
Total ______/87
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RBT® Definition Mock Exam
Response Template
Put your selected answer beside each number to reference when comparing to the answer key
Task List Area
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RBT® Definition Mock Exam
Task List A Questions
1. This measures the time from when an instruction is delivered until the time a behaviour starts:
A. Interresponse time
B. Duration
C. Latency
D. Permanent product
2. This measures the total count of a behaviour:
A. Duration
B. Fluency
C. Celeration
D. Frequency
3. This compares the count of a target behaviour relative to how many opportunities the target
behaviour had to occur:
A. Rate
B. Trials-to-criterion
C. Celeration
D. Percentage of occurrence
4. This measures how many attempts it took to achieve a set criteria:
A. Rate of responding
B. Trials-to-criterion
C. Percentage of occurrence
D. Celeration
5. The behaviour occurs 2 times per minute. This is an example of:
A. Frequency
B. Rate
C. Count
D. Latency
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RBT® Definition Mock Exam
6. This measures the total time a behaviour occurs:
A. Duration
B. Interresponse time
C. Latency
D. Time sampling
7. Describing when a behaviour starts and when a behaviour ends is describing behaviour in:
A. Operational definition
B. Observable terms
C. Measurable terms
D. Observable and measurable terms
8. This measures the time from the end of a behaviour until the start of the next behaviour:
A. Duration
B. Interresponse time
C. Latency
D. Time sampling
9. This method of measurement records every instance of the target behaviour:
A. Whole-interval measurement
B. Discontinuous measurement
C. Continuous measurement
D. Partial-interval measurement
10. With this discontinuous measurement procedure, the longer the interval is, the more likely it
is to underestimate the occurrence of behaviour:
A. Whole-interval recording
B. Partial-interval recording
C. Momentary time sampling
D. None of the above
11. Line graphs, bar graphs, scatter plots and cumulative records are all:
A. Semi-logarithmic graphs
B. Partial-interval graphs
C. Whole-interval graphs
D. Equal interval graphs
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RBT® Definition Mock Exam
12. This graph measures total responses and follows a stepwise pattern. It only increases or
remains flat and does not decrease:
A. Line graph
B. Cumulative record
C. Bar graph
D. Scatter plot
13. This definition of behaviour designates responses as members of a targeted response class
solely by their common effect on the environment:
A. Topographical definition of behaviour
B. Function based definition of behaviour
C. Stimulus class responses
D. Generalized problem behaviour
14. Describing behaviour based on the topography or physical characteristics is describing
behaviour in:
A. Measurable terms
B. Observable and measurable terms
C. Behavioural explanation
D. Observable terms
15. Frequency, rate, duration, interresponse time would all be examples of:
A. Continuous measurement
B. Discontinuous measurement
C. Whole-interval measurement
D. Momentary time sampling
16. With this discontinuous measurement procedure, once the target behaviour occurs, you do
not necessarily need to observe the rest of the interval:
A. Momentary time sampling
B. Whole-interval recording
C. Partial-interval recording
D. ABC narrative recording
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RBT® Definition Mock Exam
17. The behaviour is scored with a “+” if it is occurring at the end of the interval when you check
on the individual:
A. Momentary time sampling
B. Partial-interval recording
C. ABC narrative recording
D. Whole-interval recording
18. Setting parameters around when a behaviour starts and when a behaviour stops, stating
how it will be measured and providing a topographical definition of the behaviour is describing
behaviour in:
A. Observable and measurable terms
B. Arbitrary stimulus classes
C. Measurable terms
D. Observable terms
Task List B Questions
1. Presenting a learner with two known reinforcers and having them select one:
A. Stimulus-stimulus transfer control
B. Multiple-stimulus comparative analysis
C. Multiple-selection analysis
D. Forced choice
2. These assessments focus on skills people require to function across all environments. They
include skills such as cooking, getting a job, grocery shopping, personal hygiene, bathing,
toileting, transportation, community safety skills:
A. Social skill assessments
B. Social skill assessments
C. Curriculum-based assessments
D. Functional living skills assessments
3. The purpose of this is to determine where a client’s skills or ability is at in regards to a target
behavior or goal:
A. Preference assessment
B. Baseline
C. Test
D. Response testing
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4. This assessment involves a variety of preferred and potentially preferred stimuli being
presented to the client in pairs:
A. Free operant preference assessment
B. Single stimulus preference assessment
C. Multiple stimulus without replacement preference assessment
D. Paired stimulus preference assessment
5. This is a form of direct assessment of targeted behaviours and skills in a variety of academic
areas such as science, math, language, spelling and writing:
A. Curriculum-based assessments
B. Social skill assessments
C. Daily living skills assessments
D. Functional living skills assessments
6. This procedure evaluates the antecedents and consequences that maintain a problem
behaviour and determines the function of a behaviour through experimental procedures:
A. Behaviour assessment
B. Component analysis
C. Parametric analysis
D. Functional analysis
7. This assessment involves a variety of preferred and potentially preferred stimuli set out and
available for the client. Selected items are put back into the array:
A. Free operant preference assessment
B. Multiple stimulus with replacement preference assessment
C. Multiple stimulus without replacement preference assessment
D. Paired stimulus preference assessment
8. This preference assessment entails an individual being presented with a single stimulus and
data is recorded on how long they engage with the stimulus:
A. Free operant preference assessment
B. Single stimulus preference assessment
C. Paired stimulus preference assessment
D. Multiple stimulus with replacement preference assessment
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RBT® Definition Mock Exam
9. This preference assessment provides a variety of stimuli around an environment and the
individual is able to engage with whichever item they want:
A. Multiple stimulus with replacement preference assessment
B. Paired stimulus preference assessment
C. Free operant preference assessment
D. Single stimulus preference assessment
10. This assessment involves a variety of preferred and potentially preferred stimuli set out and
available for the client. Selected items are not put back into the array:
A. Multiple stimulus with replacement preference assessment
B. Multiple stimulus without replacement preference assessment
C. Paired stimulus preference assessment
D. Free operant preference assessment
11. ABC narrative recordings, scatter plots, functional analysis are all:
A. Direct measures of behaviour
B. Ecological factors
C. Indirect measures of behaviour
D. All of the above
12. These are observable and measurable behaviours:
A. Type I behaviours
B. Overt behaviours
C. Private events
D. Covert behaviours
13. Questionnaires, surveys, interviews are all:
A. Type I assessments
B. Direct measures of behaviour
C. Ecological factors
D. Indirect measures of behaviour
14. These are events only accessible to the speaker, but have the same status as public events:
A. Private events
B. Type II behaviours
C. Overt behaviours
D. Conscience
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Task List C Questions
1. This principle states that when high-probability behaviours are made contingent on
low-probability behaviours, then the low-probability behaviours are more likely to occur:
A. Reinforcement
B. Matching Law
C. Behavioural contrast
D. Premack principle
2. This stimulus gains its reinforcing power based on its menu of backup reinforcers:
A. Unconditioned reinforcer
B. Type I reinforcer
C. Generalized conditioned reinforcer
D. Primary reinforcer
3. This procedure involves immediate prompting of a target behaviour:
A. Least-to-most prompting
B. Precision teaching
C. Errorless teaching
D. Prompt fading
4. A stimulus is presented and is taught to be matched to a secondary stimulus:
A. Modelling
B. Echoic
C. Stimulus generalization
D. Matching to sample
5. This procedure involves reinforcing one behaviour in the presence of a stimulus but not
others:
A. Generalization
B. Teaching loosely
C. Discrimination training
D. Multiple exemplar training
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RBT® Definition Mock Exam
6. This procedure consists of presenting several high probability requests before presenting a
low probability request:
A. Matching law
B. High-probability request sequence
C. Low-probability request sequence
D. Discrete trial training
7. The removal of an aversive stimulus which increases the future likelihood of a behaviour
occurring:
A. Negative punishment
B. Positive reinforcement
C. Negative reinforcement
D. Positive punishment
8. A pause in responding that occurs after the delivery of reinforcement:
A. Latency
B. Delayed responding
C. Response fatigue
D. Post reinforcement pause
9. This verbal operant occurs when a non-verbal stimulus is presented which becomes a
discriminative stimulus through discrimination training:
A. Mand
B. Tact
C. Echoic
D. Intraverbal
10. The removal of a reinforcer which results in a decrease in the future occurrence of a target
behaviour:
A. Negative punishment
B. Extinction
C. Positive punishment
D. Unwanted effects of reinforcement
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RBT® Definition Mock Exam
11. This is the production of a behaviour which is topographically similar and temporally
proximal to the behaviour of a model:
A. Mirroring
B. Imitation
C. Generalized responding
D. Stimulus correspondence
12. Differentially reinforcing successive approximations of a target behaviour:
A. Teaching loosely
B. Training to criterion
C. Shaping
D. Chaining
13. This procedure allows a learner to attempt a chain independently and assistance is only
given when needed:
A. Forward chaining
B. Forward chaining with leaps ahead
C. Backwards chaining with leaps ahead
D. Total task chaining
14. The addition of an aversive stimulus which decreases the future likelihood of a behaviour:
A. Extinction
B. Positive punishment
C. Positive reinforcement
D. Negative reinforcement
15. Delivering reinforcement after a set amount of time has elapsed on the first instance of
behaviour:
A. Fixed-ratio schedule of reinforcement
B. Variable-interval schedule of reinforcement
C. Fixed-interval schedule of reinforcement
D. variable-ratio schedule of reinforcement
16. These schedules of reinforcement have post reinforcement pauses:
A. Fixed-ratio, fixed-interval
B. Fixed-ratio, variable-interval
C. variable-ratio, fixed-interval
D. variable-ratio, variable-interval
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RBT® Definition Mock Exam
17. The learner must produce a set amount of responses before the delivery of reinforcement:
A. Fixed-interval schedule of reinforcement
B. variable-interval schedule of reinforcement
C. Fixed-ratio schedule of reinforcement
D. Variable-ratio schedule of reinforcement
18. Model prompts, verbal prompts and physical prompts are all:
A. Response prompts
B. Stimulus prompts
C. Most-to-least prompting
D. Errorless teaching
19. This procedure has the individual complete the first step and then the instructor full prompts
the remaining steps:
A. Forward chaining with leaps ahead
B. Forward chaining
C. Forward chaining with full prompts
D. Forward chaining with assistance
20. This process involves breaking a skill down into smaller, more teachable components:
A. Chaining
B. Shaping
C. Task analysis
D. Component analysis
21. SD -> Response -> Consequence best represents:
A. Precision teaching
B. Direct instruction
C. Behaviour fluency training
D. Discrete trial training
22. A verbal operant with point-to-point correspondence:
A. Tact
B. Mand
C. Intraverbal
D. Echoic
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RBT® Definition Mock Exam
23. After a set amount of time, an individual gains access to a reinforcer regardless of
responding or performance:
A. Benefits of reinforcement
B. Non-contingent reinforcement
C. Post reinforcement pause
D. Fixed schedule
24. Positional prompts, redundancy and movement prompts are all:
A. Errorless teaching
B. Response prompts
C. Most-to-least prompting
D. Stimulus prompts
25. A motivating operation (MO) must be present for this to occur:
A. Tact
B. Intraverbal
C. Mand
D. Echoic
26. This is the tendency for the effects of training in one environment to be present in other
untrained environments:
A. Stimulus generalization
B. Response generalization
C. Stimulus-stimulus pairing
D. Train and hope procedure
27. This is the tendency of training one behaviour which results in that behaviour being used in
untrained situations:
A. Train and hope procedure
B. Stimulus generalization
C. Stimulus-stimulus pairing
D. Response generalization
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28. This identifies common stimuli, response requirements, multiple examples and other
relevant features of the natural environment:
A. Natural environment teaching
B. General case analysis
C. Mediation
D. Investigative analysis
29. This method of generalization varies miscellaneous stimuli that are not critical to the natural
environment:
A. Train loosely
B. Common stimuli
C. Mediation
D. Multiple exemplars
30. This method of generalization uses stimuli critical to the target response that are found in
the natural environment:
A. Multiple exemplars
B. Train loosely
C. Common stimuli
D. Mediation
31. This method of generalization includes variants of the common stimuli in training to plan for
generalization of the skill beyond common stimuli:
A. Mediation
B. Multiple exemplars
C. Train loosely
D. Common stimuli
32. The tokens in a token economy are also known as:
A. Unconditioned reinforcers
B. Primary reinforcers
C. Type I reinforcers
D. Generalized conditioned reinforcers
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33. This is a device or supplement for a non-verbal individual to evoke communication:
A. Functional communication training
B. Gesture
C. Augmentative and Alternative Communication
D. None of the above
34. This method of generalization includes inappropriate responses or conditions in which
responding should not occur:
A. Mediation
B. Multiple exemplars
C. Negative examples
D. Common stimuli
Task List D Questions
1. This function of behaviour typically looks like an individual trying to get out of an expectation,
situation or environment:
A. Attention
B. Escape
C. Sensory
D. Access to tangible
2. The removal of reinforcement maintaining a problem behaviour:
A. Negative punishment
B. Extinction
C. Positive punishment
D. Post reinforcement pause
3. This function of behaviour has a social mediation component to it:
A. Escape
B. Access to tangible
C. Attention
D. Sensory
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RBT® Definition Mock Exam
4. This concept refers to the increased value of a stimulus based on deprivation:
A. Motivation
B. Abolishing operation
C. Extinction
D. Establishing operation
5. Reinforcement is provided only after a learner reaches a set criteria of the target behaviour:
A. DRD
B. DRH
C. DRO
D. DRA
6. This describes the recurrence of a previously reinforced behaviour following the extinction of
the alternative behaviour:
A. Spontaneous recovery
B. Resurgence
C. Extinction-induced aggression
D. Extinction burst
7. A spike in behaviour caused by the removal of the reinforcer maintaining the behaviour:
A. Resurgence
B. Extinction-induced aggression
C. Extinction burst
D. Spontaneous recovery
8. This concept refers to the decreased value of a stimulus based on satiation:
A. Establishing operation
B. Motivation
C. Abolishing operation
D. Extinction
9. This procedure provides reinforcement if a target behaviour stays under a set criteria:
A. DRI
B. DRL
C. DRO
D. DRH
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10. This procedure decreases a target behaviour but not all the way to zero:
A. DRD
B. DRL
C. DRI
D. DRA
11. Spontaneous recovery is an unwanted effect of:
A. Punishment
B. Negative reinforcement
C. Reinforcement
D. Extinction
12. This procedure reinforces behaviour which can not physically occur at the same time as the
problem behaviour:
A. DRI
B. DRA
C. DRO
D. DRL
13. This procedure reinforces a behaviour which serves the same function as the problem
behaviour and is socially appropriate:
A. DRI
B. DRO
C. DRA
D. DRL
Task List E Questions
1. Medication changes, missed medication doses, not sleeping all night are all:
A. Punishers
B. Natural consequences
C. Type I punishers
D. Ecological variables
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RBT® Definition Mock Exam
2. Session notes should be:
A. Subjective and professional
B. Objective and professional
C. Objective and subjective
D. Professional and subconscious
3. This type of report is used to document common injuries:
A. Case report
B. Summary report
C. Session report
D. Incident report
4. This should be double locked:
A. Client reinforcers
B. Client materials
C. Personal health information
D. All of the above
Task List F Questions
1. Supervision materials must be kept for a minimum of:
A. 3 years
B. 5 years
C. 7 years
D. 10 years
2. RBT’s must have a minimum supervision of ___ % of their behaviour-analytic hours worked:
A. 2%
B. 3%
C. 5%
D. 7%
3. You must inform the BACB of address, name change, email etc. within:
A. 24 hours
B. 14 days
C. 5 business days
D. 30 days
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RBT® Definition Mock Exam
4. These occur when a relationship with the client or family happens outside of
behaviour-analytic service delivery:
A. Friendship
B. Dual relationship
C. Conflict of interests
D. None of the above
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Answer Key
Task List Area
A B C D E F
1. C 1. D 1. D 1. B 1. D 1. C
2. D 2. D 2. B 2. B 2. B 2. C
3. D 3. B 3. C 3. C 3. D 3. D
4. B 4. D 4. D 4. D 4. C 4. B
5. B 5. A 5. C 5. B
6. A 6. D 6. B 6. B
7. C 7. B 7. C 7. C
8. B 8. B 8. D 8. C
9. C 9. C 9. B 9. B
10. A 10. B 10. A 10. A
11. D 11. A 11. B 11. D
12. B 12. B 12. C 12. A
13. B 13. D 13. D 13. C
14. D 14. A 14. B
15. A 15. C
16. C 16. A
17. A 17. C
18. A 18. A
19. B
20. C
21. D
22. D
23. B
24. D
25. C
26. A
27. D
28. B
29. A
30. C
31. B
32. D
33. C
34. C
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