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OpenExam.RBT2026 FOUNDATIONS · FOUNDATION PRACTICE

Mixed skills

Name: __________________________Date: __________________

10 original practice questions · Untimed · Follow each question’s response instructions

1. A previously attention-maintained response no longer produces the programmed attention under a supervised plan. Which component is described?

A. Positive reinforcement of the target responseB. A guarantee that behavior ends immediatelyC. Extinction of that attention contingencyD. A measure of latency only

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2. A teacher gives praise after a response, but the response does not increase. What is established by this observation alone?

A. Praise is necessarily a reinforcer because it was intended as a reward.B. A reinforcing effect has not been demonstrated.C. The learner can never respond to social consequences.D. The response was automatically punished.

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3. Engagement occurs for 9 of 10 seconds in a whole-interval observation. How is the interval scored?

A. Occurrence because most seconds were engagedB. Missing because the learner disengaged brieflyC. Nonoccurrence under the whole-interval ruleD. Nine separate successful intervals

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4. An assessment identifies removal of difficult tasks as a maintaining consequence. Which function category is indicated?

A. EscapeB. Automatic sensory productionC. Access to a tangible itemD. Attention only

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5. A family's routine differs from the RBT's usual expectations. What is appropriate?

A. Label the family noncompliant solely because its routine is different.B. Assume every family with that background has identical needs.C. Replace the family's goals with personal preferences without discussion.D. Ask respectful questions and share relevant context with the supervisor rather than assume the routine is wrong.

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6. An RBT calls an activity naturalistic and stops recording skill responses. What is the main correction?

A. Naturalistic teaching still requires the program's planned data collection.B. Only table teaching can have measurable goals.C. Data are unnecessary whenever the learner enjoys an activity.D. Natural settings make every response automatically independent.

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7. A caregiver raises a concern about the learner's experience. What should the RBT do?

A. Listen respectfully, clarify the concern, and communicate it through the team process.B. Record a concern the caregiver did not express.C. Interrupt to prove that caregivers cannot provide relevant information.D. Promise an unapproved outcome guarantee to end the conversation.

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8. No target behavior occurs during a scheduled observation. What should the RBT do?

A. Invent an ABC event to complete the sheet.B. Change the definition until an event qualifies.C. Conclude that the behavior can never occur.D. Record the observation conditions and absence of the defined response.

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9. A caregiver says a game is preferred, but the learner does not approach it during the observation. Which record is most accurate?

A. The caregiver is described as dishonest without further evidence.B. The observation is changed to match the caregiver's report.C. Document both the report and the observation.D. The game is permanently banned from future assessments.

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10. A demand-fading plan begins with a small work requirement and increases it gradually by specified criteria. What should the RBT follow?

A. A rule never to consult the supervisor about distressB. The written progression and advancement criteriaC. A different requirement chosen after each response without recording itD. An immediate jump to the final work requirement

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OpenExam.ANSWER KEY · KEEP SEPARATE

Answers & reasoning

1. Extinction of that attention contingency · Choice C

Apply the relevant D.4/D.6 distinction: Extinction discontinues the previously reinforcing consequence for a response under an approved plan, with safety monitoring. The maintaining consequence for that response is discontinued; extinction is not defined by immediate disappearance. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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2. A reinforcing effect has not been demonstrated. · Choice B

Apply the relevant C.1 distinction: Reinforcement is defined by an increase in future responding; positive adds a consequence and negative removes one. Intention and common labels do not replace evidence of a functional effect. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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3. Nonoccurrence under the whole-interval rule · Choice C

Apply the relevant A.2 distinction: Whole-interval recording scores occurrence only when behavior lasts throughout the entire interval. Whole-interval scoring requires engagement throughout all 10 seconds. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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4. Escape · Choice A

Apply the relevant D.1 distinction: Escape functions involve removal or postponement of an aversive condition; interventions remain supervisor-directed. The relevant consequence is terminating or delaying a demand. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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5. Ask respectful questions and share relevant context with the supervisor rather than assume the routine is wrong. · Choice D

Apply the relevant F.10 distinction: Cultural humility involves examining personal assumptions and seeking responsive, respectful clinical guidance. Respectful inquiry and reflection on assumptions support culturally responsive service. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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6. Naturalistic teaching still requires the program's planned data collection. · Choice A

Apply the relevant C.4 distinction: Naturalistic teaching embeds planned learning opportunities in meaningful activities and the learner's interests. A natural context does not remove the need for defined goals, prompts and outcome data. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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7. Listen respectfully, clarify the concern, and communicate it through the team process. · Choice A

Apply the relevant F.1/F.9 distinction: Professional skills include active listening, respectful feedback and integrity while keeping client welfare central. Active listening and accurate communication respect the family without overpromising authority or outcomes. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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8. Record the observation conditions and absence of the defined response. · Choice D

Apply the relevant B.3 distinction: Descriptive assessments record naturally occurring antecedents, behaviors and consequences without proving a function by themselves. An observed zero is meaningful under its observation conditions and should not be replaced with a manufactured example. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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9. Document both the report and the observation. · Choice C

Apply the relevant B.1 distinction: Free-operant preference observation measures engagement while activities are freely available under the specified conditions. Reported preferences and direct observations are different data sources; discrepancies should remain visible. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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10. The written progression and advancement criteria · Choice B

Apply the relevant D.2 distinction: Antecedent procedures change conditions before responding; high-probability sequences and demand fading follow individualized plans. Demand fading is a planned progression, not simply presenting the hardest task immediately. The response is interpreted within the stated observation conditions and RBT role; do not add an unsupported universal conclusion.

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Original source-grounded practice. Content and reasoning checks are separate from professional educator review, which remains pending. Not an official exam paper.