Free RBT Practice Questions: Skill Acquisition Domain

Correct Answer: C

Explanation: The program specifies that if there is no response within 5 seconds, a least-to-most prompt should be used. After waiting the full 5 seconds, the next step is to deliver the appropriate prompt (C). Repeating the SD without prompting (A) ignores the written procedure and may lead to prompt delay or confusion. Switching to a different target (B) breaks the trial structure and does not follow the DTT plan. Ending the session (D) is not appropriate just because the child did not respond to one SD. This aligns with the Skill Acquisition section of the RBT Task List: correctly implementing discrete-trial teaching and prompting procedures as written.

Correct Answer: C

Explanation: The written program specifies to wait up to 5 seconds for an independent response before prompting. At 2 seconds, the full wait time has not passed, so the correct action is to continue waiting up to the full 5 seconds, then use the least-to-most prompt sequence if there is still no response. This follows discrete trial training (DTT) procedures and prompt use as described in the RBT Task List under Skill Acquisition. - A is incorrect because changing the volume of the instruction is not part of the written procedure and may not address the skill being taught. - B is incorrect because the program requires prompting after the specified wait time, not skipping the trial. - D is incorrect because immediately using a physical prompt ignores the least-to-most prompt hierarchy and the required wait time for an independent response.

Correct Answer: C

Explanation: In discrete trial training, each trial has a clear sequence: SD (instruction), learner response, consequence, and data recording. When the learner responds incorrectly, the RBT follows the error-correction steps written in the program. Option C is correct because it includes (1) marking the response as incorrect (measurement) and (2) immediately re-presenting the SD and prompting the correct response, which is a common error-correction procedure described in many BCBA-written DTT programs. This matches the RBT Task List item of implementing skill acquisition plans, including DTT and prompting. Option A is incorrect because simply saying “that’s wrong” and moving on does not follow typical error-correction procedures and does not help Mateo learn the correct response. Option B is incorrect because just waiting silently does not provide teaching or prompting; it also may increase frustration and does not follow typical DTT structure. Option D is incorrect because giving “partial reinforcement” for an incorrect response would reinforce errors. RBTs should not decide to change reinforcement procedures on their own.

Correct Answer: C

Explanation: The BCBA’s DTT program specifies that if Mateo does not respond within 3 seconds, a prompt should be given. Waiting the correct latency (3 seconds) and then prompting is correct implementation of a DTT skill acquisition plan. - C is correct because it follows the written procedure: present SD, wait the specified time, then prompt. - A is incorrect because repeating the instruction louder without prompting does not follow the plan and may not help Mateo respond correctly. - B is incorrect because changing the target on your own is a treatment decision, which is outside an RBT’s role. - D is incorrect because ending the program and switching to free play is not part of the written plan and stops skill teaching without direction from the supervisor. This relates to the Skill Acquisition domain of the RBT Task List (implementing discrete-trial teaching procedures and using prompts as written in the program).

Correct Answer: A

Explanation: In shaping, the RBT reinforces closer and closer approximations to the target behavior based on the BCBA’s current criteria. The plan currently states to reinforce any sound that starts with a “w” when Noah is requesting water. - **Option A is correct** because “wuh” begins with a “w,” which meets the current approximation criterion. The RBT should provide access to water and record that a reinforced approximation occurred, following the shaping plan. - **Option B** jumps ahead to the final goal (“water”) and ignores the current approximation level. This is not how shaping is implemented and may cause frustration. - **Option C** adds extra practice demands and changes the plan from reinforcing approximations to requiring multiple full words. RBTs should not change the response requirement without BCBA direction. - **Option D** ignores the vocal approximation and reinforces only pointing, which is the opposite of the shaping goal to improve vocal requests. This relates to the Skill Acquisition domain, specifically implementing shaping procedures as written by the BCBA.

Correct Answer: B

Explanation: The token system has a clear exchange rule: 5 tokens = 2 minutes of tablet time. When Sara asks early, you should calmly remind her of the rule and show her that she needs 5 tokens (B). Allowing tablet time at 3 tokens (A) breaks the contingency and weakens the token system. Taking away tokens (C) adds a punishment procedure that is not in the plan. Ignoring her request (D) misses a chance to teach the token rule and may increase frustration. This matches the Skill Acquisition task of correctly implementing token economies as written.

Correct Answer: B

Explanation: The BCBA has already selected DTT and a most-to-least prompting hierarchy. The RBT’s job is to implement that plan consistently. Option B is correct because when Mateo does not respond within the specified time (usually a short prompt delay), a most-to-least prompt means you start with the most intrusive prompt (often full physical) to ensure a correct response, then reinforce according to the plan. This supports errorless learning and follows the written procedure. Option A is incorrect because simply repeating the instruction and waiting longer delays the prompt and allows more errors or non-responding, which is not consistent with most-to-least prompting. Option C is incorrect because removing the materials and giving a break changes the teaching trial instead of implementing the planned prompt hierarchy. Option D is incorrect because changing the target (from red to blue) is altering the program, which is outside the RBT scope. The RBT should follow the BCBA’s written targets and prompting plan. This aligns with the Skill Acquisition section of the RBT Task List (implementing DTT and prompting procedures as written).

Correct Answer: C

Explanation: In NET, teaching happens in the natural context using the child’s interests. The BCBA’s program says to prompt a one-word request before giving the item. Option C follows this by modeling the correct response (“Car”) and then giving Leo a chance to imitate before providing the car as reinforcement. This matches the RBT Task List skill acquisition tasks of implementing naturalistic teaching and prompting procedures. Option A is incorrect because giving the car without a prompted request misses the teaching opportunity. Option B is incorrect because “Use your words” is vague and does not provide a clear prompt for the specific word. Option D is incorrect because it ignores both Leo’s communication attempt and the program goal. Domain: Skill Acquisition

Correct Answer: C

Explanation: In backward chaining, the learner is taught the last step first. Once the learner masters that step, more steps are added from the end of the chain moving backward. Since Lily can now independently complete the last step, the next step is to have her complete the last two steps while you complete the earlier ones. - C is correct because it matches how backward chaining is implemented: add one more step from the end once the last step is mastered. - A is incorrect because having her do the whole chain independently jumps ahead of the chaining plan and may be too difficult. - B is incorrect because it does not move the chain forward; it keeps Lily only on the last step even though she has mastered it. - D is incorrect because mastering one step does not mean the whole skill is mastered; the program should continue until all steps are independent. This relates to the Skill Acquisition domain (implementing chaining procedures as written in the skill acquisition plan).

Correct Answer: B

Explanation: Generalization means using a learned skill with different people, in different settings, and with different materials. The BCBA’s plan specifically says to practice with different people and in different places. Option B follows this by practicing greetings with various staff and peers in multiple settings, which matches the RBT Task List skill acquisition task of promoting generalization as directed in the plan. Option A is incorrect because limiting practice to one person and one setting does not support generalization. Option C is incorrect because stopping practice too early may prevent the skill from being used in real-life situations. Option D is incorrect because the plan already allows practice with others; waiting for the BCBA each time is unnecessary and reduces learning opportunities. Domain: Skill Acquisition