Frequency measures discrete behaviors with consistent lengths, enabling accurate counting, such as instances of hitting or throwing items.

Trends become meaningful with at least seven consecutive ascending or descending data points, reflecting consistent behavior changes.

Cumulative graphs track ongoing totals of behaviors, adding each day’s data to prior totals, helpful in monitoring cumulative progress.

Continuous measurement involves recording every instance of behavior within an observation window, ensuring detailed data collection.

Whole interval recording requires behavior to occur continuously through the entire interval, often underestimating actual occurrences.

A stopwatch accurately measures the exact time a behavior begins and ends, crucial for duration recording.

Frequency recording counts the number of discrete instances of a behavior, such as shouting out answers.

Latency measures the time from a stimulus (the prompt) to the start of the behavior (puzzle activity).

Frequency records the number of discrete occurrences of a behavior during an observation period.

Latency is the time from the instruction to the initiation of the target behavior.

Partial interval recording measures if the behavior occurred at any point during the interval, not necessarily throughout it.

When observation periods vary or are long, behaviors should be expressed as a rate (frequency per time unit).

A reinforcer is anything that, when delivered after a behavior, strengthens the probability of that behavior happening again. Identifying effective reinforcers is foundational for shaping positive behaviors in applied behavior analysis (ABA) therapy.

Indirect assessments gather preference information without direct observation. Instead, information is obtained by asking the client or caregivers about the client’s favorite items, activities, or past behaviors, providing a quick way to identify potential reinforcers.

The ABLLS-R is a broad assessment that examines language, academic readiness, social interactions, motor abilities, and daily living skills. It provides a comprehensive view of a client’s developmental strengths and areas for improvement across many domains.

Descriptive direct observation focuses on recording real-time occurrences of behavior under naturally occurring circumstances, without manipulating any environmental factors.

The goal of an FBA is to determine why a behavior occurs — that is, what function it serves for the client (e.g., gaining attention, escaping demands, accessing tangibles, or providing sensory stimulation) — so that effective interventions can be designed.

Struggles with friendships, academics, and motor coordination at age 8 are red flags for developmental delays. Early identification allows for intervention strategies to support skill development and prevent further difficulties.

In total task presentation, the learner is encouraged to attempt the full sequence each time. The RBT provides prompts where needed, ensuring the learner practices all steps rather than one step at a time.

A maintenance plan ensures the learned skill remains functional over time by incorporating periodic practice and reinforcement in natural environments, preventing skill loss after teaching ends.

A contingency describes a clear relationship between behavior and consequence. The if-then structure in this statement makes the connection explicit, motivating the learner to complete the required task to gain the reinforcer.

Behavior chains consist of linked steps where each step leads naturally to the next, ending with reinforcement. This makes them ideal for teaching complex, multi-step tasks.

Total task presentation allows the learner to attempt all steps in sequence on every attempt. The RBT provides support as needed but encourages independent completion of each step whenever possible.

The child’s selective greeting behavior shows they have learned to respond based on who the person is, demonstrating stimulus control and discrimination between familiar and unfamiliar people.

Discrimination training helps learners understand that certain responses are appropriate in specific situations but not others. This builds the ability to respond accurately based on environmental cues.

DTT is highly structured and typically conducted in controlled environments to maximize focus and learning efficiency. Sessions are often table-based with the instructor leading the learning trials.

Differential reinforcement strengthens the correct behavior by providing reinforcement only when the correct response occurs in the presence of the appropriate stimulus. This helps the learner distinguish correct from incorrect responses.

Each step in a behavior chain sets the occasion for the next step by providing the natural cue or condition to move forward in the sequence until the task is completed.

Seeking clarification or demonstration from the supervising BCBA ensures the RBT applies the intervention correctly. Improvising, skipping steps, or delaying teaching without guidance could lead to ineffective or inconsistent implementation.

The blue card signals that touching it will not result in reinforcement, making it a stimulus delta. This helps the learner distinguish between correct and incorrect choices.

The plan should provide detailed steps for setting up, teaching, reinforcing, and measuring success to ensure the skill is taught effectively.

After mastery is demonstrated, it’s appropriate to either advance to new goals or focus on maintaining and generalizing the learned skill.

Creating motivation by controlling access to preferred items encourages the learner to communicate or request them appropriately.

Practicing in varied environments with different materials helps ensure the learner can apply the skill across real-world situations.

The skill acquisition plan turns theoretical knowledge from the Task List into specific, actionable strategies tailored to the client’s learning needs.

Information about problem behavior functions belongs in a behavior reduction plan, while a skill acquisition plan focuses on teaching desired skills.

The client’s independent use of the skill with minimal reinforcement indicates successful maintenance and natural integration into daily routines.

Shifting from continuous to intermittent reinforcement strengthens the behavior by making it more persistent. This helps ensure the behavior continues even when reinforcement isn’t provided every time.

Once a skill is mastered, the next steps are typically determined by the BCBA’s instructions, such as moving on to maintenance or beginning new targets.

Combining social praise with token delivery helps build the value of both. Over time, social praise can maintain the behavior even if tokens are no longer provided, supporting long-term success.

Varying teaching conditions and incorporating familiar stimuli from other environments helps promote generalization beyond the original training context.

Catching and reinforcing the behavior when it happens in new places or with different people helps strengthen the skill’s presence in those real-world situations. Ignoring these instances can lead to the behavior fading outside of training. Using only tokens or starting over in every environment is unnecessary if generalization is properly reinforced.

In this scenario, the tantrum results in the child getting a candy – a tangible reward. This suggests the behavior’s function is to gain access to a preferred item. While the parent’s attention is involved, the primary consequence maintaining the tantrum seems to be the candy itself (tangible). There’s no mention of the tantrum leading to leaving the store (escape) or being self-soothing (sensory).

Parent–Child Interaction Therapy is designed for young children (typically preschool age) who display conduct issues such as oppositional defiant disorder or certain behaviors in autism. PCIT directly involves training the parent and child together. It is not intended for adults or older teens; instead, it focuses on improving parent-child dynamics in early childhood.

Wearing long sleeves to preempt unwanted touch is an avoidance behavior. The client is proactively preventing an aversive stimulus (skin-to-skin contact). It’s not escape because it doesn’t happen during or after the contact – it prevents it altogether. There’s no indication of attention-seeking. “Sensory extinction” is not a term used in this context; the client isn’t eliminating touch universally, just avoiding it from others.

Competing response training involves identifying a habit (like nail-biting or hair-pulling) and teaching a physically incompatible response to do instead whenever the urge arises. For example, clenching fists instead of nail-biting. It’s not based on punishment (B) or merely distraction (C). Reinforcing the habit itself (D) would make it worse, not better.

Providing a warning or preview of an upcoming transition (“5 more minutes”) is priming. Priming prepares the client for a change to reduce surprise or resistance. It is not NCR (which would involve giving a reinforcer on a schedule regardless of behavior), not functional communication training (that’s teaching the client to communicate needs), and certainly not punishment. Priming helps ease transitions by setting expectations.

Covert behaviors occur internally (e.g., thinking, daydreaming) and cannot be seen or measured by others. Overt behaviors are observable actions or words (external expressions). Thus, A is correct. Overt behaviors are not hidden at all (B is false), covert behaviors cannot be directly measured even with tools (C is false – we can only infer them), and thoughts/feelings are covert, not overt (D is false).

Punishment by itself does not teach a new, positive behavior (that requires reinforcement of an alternative behavior). Options A, B, and D are all possible side effects: emotional outbursts, escape/avoidance, and behavioral contrast (where the behavior may decrease in the punished context but increase elsewhere). Option C describes a desired outcome (learning a replacement), but that typically doesn’t happen just from administering punishment – additional teaching is needed for that.

If a client is unwilling to undergo intense exposure due to fear, systematic desensitization is the preferred approach. It introduces the feared stimulus in tolerable steps (maybe starting with imagining an elevator, then watching one from a distance, etc.) while teaching the client to relax at each step. Flooding (A) is very effective for some but many clients refuse it because it’s too distressing. Punishment for avoidance isn’t an appropriate or effective treatment for phobia. Noncontingent reinforcement of treats (D) may make elevators slightly more pleasant, but without confronting the fear through exposure, it’s unlikely to resolve a true phobia.

A medical issue like a seizure is an emergency that requires immediate action (following a crisis plan) to ensure the client’s safety. Other examples include dangerous aggression, self-injury that poses serious harm, elopement into unsafe areas, or environmental crises like fires. Options A, C, and D describe non-emergency behavior problems that would be handled with standard behavior techniques, not emergency procedures. Only B clearly constitutes an immediate health/safety emergency.

The child is trying to escape the punishing situation (time-out) by running away. Escape behavior is a side effect where the individual actively tries to end or get out of the punishment once it’s in effect. It’s not extinction (extinction isn’t happening here – a time-out is a form of punishment). It’s not generalization (that refers to behavior transferring to new settings). And it’s definitely not positive reinforcement (running out is not being rewarded; it’s an attempt to flee aversives).

The teacher’s scolding is an added stimulus (aversive) following the behavior, and it led to a decrease in the student’s interruptions – that fits the definition of positive punishment. “Positive” here means something was given (the reprimand), and it functioned to punish (reduce) the behavior. It’s not negative punishment because nothing was removed. It’s not reinforcement since the behavior decreased (reinforcement increases behavior). And it’s not extinction because the behavior was actively responded to with a consequence, not just removal of reinforcement.

Flooding involves immediate and intense exposure to the feared object or situation, with no gradual buildup and no deliberate easing of anxiety during exposure. The idea is that the client’s fear will extinguish after prolonged full exposure. Systematic desensitization, on the other hand, is gradual (small steps, often pairing exposure with relaxation techniques). Flooding is not a punishment; it’s an exposure therapy. It can be done in real life or imagination, but the key distinction is intensity and lack of gradual progression, so D doesn’t capture the difference correctly (you can have flooding via imagery too, but it’s still all-at-once in the imagination).

When illness affects a session, it’s important to adjust expectations for the client’s well-being and immediately notify the supervisor. Documenting the situation provides context for that day’s performance and helps the team decide if future sessions should be postponed or modified.

Making independent changes to interventions without supervision can lead to incorrect implementation, potentially setting back progress or worsening behaviors. RBTs must always confirm procedures before making adjustments.

Proactively requesting materials ensures the client’s reinforcement system continues without disruption. Waiting until you run out or making unapproved changes risks undermining the plan.

Objectivity in documentation means sticking to facts: what you observed, what you heard, and what occurred in the session. Personal opinions or emotional interpretations should not be part of the note. Good session notes may include both positive and challenging behaviors as long as they are described factually.

Objective notes describe observable behavior and verified information. Speculation, such as guessing a client’s emotions or reasons for their actions, should be avoided unless the client verbalized those reasons. A clear session note relies on what was seen and heard, not on assumptions or interpretations.

Reporting the caregiver’s statement about sleep provides context for the session and is appropriate. While using the term “inattentive” is somewhat general, it is acceptable when paired with factual observations. Ideally, adding more specific descriptions would make it even stronger.

Locking or closing the laptop ensures no one can see or access sensitive information while the RBT is away. Leaving the device open, asking unauthorized individuals to monitor it, or simply turning it around without securing it still poses privacy and security risks.

Protecting client data is a legal, ethical, and professional requirement that safeguards client rights and maintains trust.

Session notes document the services provided and are part of the client’s medical or educational service record. They are stored securely and can be reviewed by supervisors, funders, or other professionals who have authorization. These records are subject to privacy laws and are not just private notes between the RBT and client.

Observing the behavior is appropriate, but stating the client’s feelings as fact is speculative. The RBT should describe the behavior and context without assuming internal emotions.

The RBT’s suggestion that the family buy supplements from the RBT’s own business is a conflict of interest. The RBT could benefit financially from the client’s family, which might cloud professional judgment. It is not part of the behavior plan or supervisor-approved treatment. This situation doesn’t directly involve confidentiality or a social relationship, but it clearly intermixes personal financial gain with the professional role, which is unethical without full disclosure and likely inappropriate regardless.

An RBT must be supervised by a qualified professional, such as a BCBA (or BCaBA, BCBA-D, or other authorized licensed ABA professional). Another RBT or a client’s family member does not meet the BACB’s supervision requirements. Qualified supervisors have the credentials and ABA competence to oversee RBT services, ensuring proper guidance and ethical service delivery.

An assertive communicator expresses ideas or concerns respectfully and openly. Option B shows the RBT bringing up their ideas in a collaborative manner (“Could we discuss them…”), which is assertive. Option A is passive (withholding input), and option C is aggressive (dismissive of others). Saying nothing (option D) is also passive. Assertiveness is characterized by confidence coupled with respect for others’ viewpoints.

In a team meeting, an RBT should actively but appropriately participate by providing firsthand observations from their direct work with the client, answering questions within their scope, and seeking clarification if needed. They should not independently set new goals or dominate discussion—that is the role of the BCBA (or other specialists) leading the case. RBT input is valuable due to their close interaction with the client, but always within the context of the BCBA-led plan.

RBTs must maintain their supervision documentation (dates, hours, and content of supervision) and keep these records for a lengthy period (typically 7 years). This record-keeping ensures proof of compliance with supervision requirements. The RBT should not discard records too soon and should not depend solely on the supervisor; they have a duty to securely keep their own copies in case of audits or verification.

An RBT, as a professional, has an obligation to advocate for the respectful treatment of individuals with disabilities. Hearing derogatory or mocking comments directed at a participant is an affront to dignity. The RBT should address it – either by directly reminding staff of appropriate conduct (if it feels safe to do so) and/or reporting the incident to a supervisor or authority. Ignoring or participating in the disrespect would be unethical. Even if the individual isn’t under that RBT’s direct care, maintaining an ethical environment is a shared responsibility.

Cultural humility involves an ongoing process of learning and self-reflection about different cultural values and practices. An RBT demonstrating this will respect and seek to understand the client’s culture, and cultural responsiveness means adjusting interventions or communication styles to align with cultural needs. It’s not about assuming one knows everything about the culture (one remains humble and open to learning), nor about ignoring differences. Treating everyone identically can be insensitive if it disregards cultural norms. Option A correctly captures the respectful, adaptive approach.

The RBT should prioritize the client’s privacy in a situation like changing clothes. Guiding them to a discreet, private location and providing help only to the extent needed (for example, handing them items or shielding them if they require physical assistance) is appropriate. This way, the client is not exposed or embarrassed in public. Options B and C would violate privacy (and option C is entirely inappropriate and non-dignifying). Option A could compromise the client’s safety or ability if they genuinely need help. The aim is to preserve dignity by minimizing exposure and humiliation.

RBTs are responsible for managing personal variables that might impact their work. If stress or mental health issues are interfering with job performance, the ethical approach is to communicate with a supervisor. Together they can find solutions: maybe a temporary break, workload adjustment, or other support. The RBT should not let unresolved issues continue to potentially compromise client care. Quitting abruptly or sharing personal burdens inappropriately with clients/families would be unprofessional and could harm clients (through service disruption or undue worry).

RBTs must protect client confidentiality and dignity. Videos or pictures of a client should not be shared on social media or with the public without proper authorization (which typically would involve written consent and a clear professional purpose – rarely, if ever, would casual posting be allowed). Even if a name isn’t given, people who know the RBT or client could identify them. The best action is to refrain from posting any client media online to respect privacy and adhere to the Ethics Code.

The RBT should not implement a new or modified procedure if proper consent has not been documented for it. The correct action is to hold off on using that intervention and inform the BCBA that consent is missing. The BCBA can then review the procedure with the guardian and obtain the necessary informed consent. It’s important to ensure guardians are fully informed and agree before any new techniques—especially behavior reduction strategies—are carried out. The RBT should never bypass formal consent processes.