RBT Exam Practice Test 2024 Section: B. Assessment

RBT Exam Practice Test 2024 Section: B. Assessment. In this practice test, you’ll find a range of challenging multiple-choice questions designed to prepare you for the real RBT examination. We’ve carefully crafted these questions to cover essential topics in the assessment domain, such as preference assessments, individualized assessment procedures, and functional assessment procedures.

Our goal is to provide you with a realistic and engaging experience that mirrors the actual RBT exam, so you can feel confident in your ability to tackle any assessment-related question that comes your way. Each question features a real-life example to help you better understand the context and nuances of the situations you may encounter as an RBT.

RBT Exam Practice Test Section: B. Assessment

As you work through this practice test, remember to think critically, read each question thoroughly, and consider the best course of action in each scenario. Once you’ve completed the test, review the answer key to gain a deeper understanding of the concepts and refine your knowledge. We hope this practice test will serve as a valuable resource for your RBT exam preparation journey. Good luck!

Sample Test

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RBT Exam Practice Test
Section: B. Assessment
Total Items: 25
Time Limit: N/A
Question Type: Sample MCQs

1 / 25

1) Which of the following is a primary component of a functional behavior assessment (FBA)?

A) Preference assessment

B) Intelligence testing

C) Antecedent-Behavior-Consequence (ABC) data collection

D) Standardized academic testing

2 / 25

2) As an RBT, your role in the assessment process may include:

A) Conducting assessments independently

B) Developing treatment plans based on assessment results

C) Providing input and data to the supervising BCBA during assessments

D) Making final decisions regarding assessment methods

3 / 25

3) A functional assessment is conducted to:

A) Determine the function or purpose of a specific behavior

B) Identify potential reinforcers for a client

C) Measure a client's social skills

D) Assess the client's academic achievement

4 / 25

4) Which of the following is NOT an example of an indirect assessment method?

A) Interviewing the client's parents

B) Reviewing the client's educational records

C) Conducting a multiple stimulus without replacement (MSWO) preference assessment

D) Administering a questionnaire to the client's teacher

5 / 25

5) What is the primary purpose of conducting a preference assessment?

A) To identify the client's strengths and weaknesses

B) To determine the function of a specific behavior

C) To identify potential reinforcers to use during interventions

D) To measure the client's cognitive abilities

6 / 25

6) An RBT is assisting a BCaBA in conducting a functional assessment for a client who engages in self-injurious behavior. The team has already collected indirect assessment data from interviews and questionnaires. What should the RBT do next to help gather direct assessment data?

A) Observe the client and record ABC data during instances of self-injurious behavior

B) Implement a curriculum-based assessment focusing on the client's academic skills

C) Conduct a paired-choice preference assessment to identify potential reinforcers

D) Create new intervention strategies based on the information collected from the interviews and questionnaires

7 / 25

7) An RBT is working with a non-verbal child who has a limited range of preferred items. The BCBA has asked the RBT to conduct a preference assessment to identify novel reinforcers that the child might be interested in. Which of the following preference assessment methods is most appropriate in this case?

A) Verbal survey preference assessment

B) Paired-choice preference assessment

C) Multiple stimulus without replacement (MSWO) preference assessment

D) Free-operant preference assessment

8 / 25

8) An RBT is assisting a BCBA with a functional assessment of a teenager who frequently engages in aggressive behavior during lunchtime at school. The BCBA suspects that the behavior may be maintained by escape from the noisy environment. Which of the following strategies would best help the RBT in collecting data to support this hypothesis?

A) Manipulate the antecedents and consequences of the behavior in a controlled setting

B) Observe the teenager during lunchtime and record the occurrence of aggressive behavior

C) Implement a preference assessment during lunchtime

D) Interview the teenager's peers to gather information about the teenager's behavior

9 / 25

9) An RBT is working with a 6-year-old child who has difficulty staying on task during schoolwork. The BCBA has requested the RBT to assist with an individualized assessment of the child's current academic skills. The child's teacher reports that the child can read simple sentences but struggles with reading comprehension. Which of the following assessment procedures would be most appropriate for the RBT to assist with?

A) Conduct a paired-choice preference assessment with reading materials

B) Collect ABC data during reading comprehension activities

C) Implement a curriculum-based assessment focusing on reading comprehension skills

D) Conduct a functional assessment to identify the function of the child's off-task behavior

10 / 25

10) During a session, an RBT observes that their client loves to play with a specific toy car. The RBT would like to utilize this information to identify other potential reinforcers. Which type of preference assessment should the RBT use in this situation?

A) Single-stimulus preference assessment

B) Paired-choice preference assessment

C) Multiple stimulus with replacement (MSW) preference assessment

D) Concurrent-chains preference assessment

11 / 25

11) An RBT is instructed to conduct a preference assessment for a client who has limited verbal abilities. Which type of preference assessment would be most appropriate in this situation?

A) Free-operant preference assessment

B) Verbal survey preference assessment

C) Single-stimulus preference assessment

D) Paired-choice preference assessment

12 / 25

12) An RBT is assisting with a functional assessment to determine the function of a client's challenging behavior. Which of the following methods might the RBT use to collect information?

A) Direct observation

B) Indirect assessment, such as interviews and questionnaires

C) Both direct observation and indirect assessment

D) Creating new intervention strategies based on the client's behavior

13 / 25

13) During a social skills assessment, the RBT's primary role is to:

A) Develop new social skills goals for the client

B) Conduct the assessment independently without supervision

C) Administer the assessment and make decisions regarding intervention strategies

D) Assist the BCBA or BCaBA in gathering data and implementing the assessment procedures

14 / 25

14) An RBT is assisting with the administration of a curriculum-based assessment for a client. This type of assessment is used to:

A) Identify the function of a challenging behavior

B) Measure the client's progress in relation to specific educational goals

C) Determine the client's preferences for reinforcement

D) Evaluate the client's social skills in various settings

15 / 25

15) Which assessment tool helps determine a client's most preferred items or activities to be used as potential reinforcers?

A) Functional assessment

B) Paired-choice preference assessment

C) Multiple stimulus without replacement (MSWO) preference assessment

D) Skills assessment

16 / 25

16) An RBT working with a client who engages in aggressive behaviors should prioritize which type of assessment?

A) Preference assessment

B) Functional assessment

C) Skills assessment

D) Social skills assessment

17 / 25

17) The purpose of a skills assessment is to:

A) Identify the function of a specific behavior

B) Determine a client's strengths and weaknesses in a particular skill area

C) Evaluate a client's preferences for reinforcement

D) Measure the client's response to various antecedent conditions

18 / 25

18) What is the main difference between a functional analysis and a functional assessment?

A) A functional analysis manipulates antecedents and consequences to identify the function of a behavior, while a functional assessment relies on indirect and descriptive assessment methods.

B) A functional assessment manipulates antecedents and consequences to identify the function of a behavior, while a functional analysis relies on indirect and descriptive assessment methods.

C) A functional analysis is used to determine the severity of a behavior, while a functional assessment is used to determine the function of a behavior.

D) A functional assessment is used to determine the severity of a behavior, while a functional analysis is used to determine the function of a behavior.

19 / 25

19) A scatterplot is a data collection tool that can be used during a functional assessment to:

A) Determine the rate of a behavior

B) Identify patterns in the occurrence of a behavior across time or activities

C) Establish a preference hierarchy of potential reinforcers

D) Measure the duration of a behavior

20 / 25

20) In a paired-choice preference assessment, an RBT should:

A) Present all possible items simultaneously and record the client's choice

B) Present two items at a time and record the client's choice

C) Present one item at a time and record the client's choice

D) Present items in a random order and record the client's choice

21 / 25

21) A BCBA has asked an RBT to assist with an individualized assessment of a client's self-help skills, such as dressing and grooming. Which assessment procedure would be most appropriate for the RBT to assist with?

A) Conduct a functional assessment of the client's self-help skills

B) Administer a standardized self-help skills assessment

C) Assist with a curriculum-based self-help skills assessment

D) Perform a preference assessment with self-help activities

22 / 25

22) An RBT is working with a 7-year-old client who is learning to request preferred items using a picture exchange communication system (PECS). The BCBA would like to identify new preferred items to include in the child's PECS book. Which type of preference assessment would be most appropriate for the RBT to conduct?

A) Single-stimulus preference assessment

B) Paired-choice preference assessment

C) Multiple stimulus with replacement (MSW) preference assessment

D) Free-operant preference assessment

23 / 25

23) An RBT is assisting a BCBA with a functional assessment for a client who engages in disruptive behavior during group activities. The team has gathered indirect assessment data from teacher interviews and questionnaires. They suspect the behavior is maintained by access to attention. What direct assessment data should the RBT collect to support this hypothesis?

A) Observe the client during group activities and record ABC data

B) Conduct a preference assessment during group activities

C) Implement a curriculum-based assessment focusing on group participation skills

D) Manipulate the antecedents and consequences of the behavior in a controlled setting

24 / 25

24) An RBT is working with a 10-year-old child who struggles with following multi-step instructions. The BCBA would like to assess the child's current skill level in this area. Which type of assessment should the RBT assist with to evaluate the child's ability to follow multi-step instructions?

A) Conduct a functional assessment

B) Administer a developmental assessment

C) Assist with a curriculum-based assessment

D) Perform a preference assessment

25 / 25

25) An RBT is working with a client who exhibits difficulty in initiating social interactions with peers. The BCBA has asked the RBT to help with assessing the client's social skills. Which assessment procedure should the RBT use in this situation?

A) Conduct a preference assessment with social activities

B) Administer a standardized social skills assessment

C) Assist with a curriculum-based social skills assessment

D) Perform a functional assessment for the client's difficulty in social interactions

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RBT Exam Practice Test 2024 and Course Prep

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