Prepare for the 40 Hour RBT Training Cumulative Exam with our comprehensive flashcards and quizzes, covering key ABA concepts, ethics, and skills to reinforce learning and boost exam confidence.
I know exactly what it feels like to finish the 40-hour RBT training and then stare down the final cumulative exam thinking, “Am I even ready for this?” I’ve been there, stressed, overthinking, flipping through notes, and still feeling unprepared.
That’s why I put together free RBT flashcards and a practice quiz on my site. I built them using the same approach I used when I was studying: SAFMEDS-style flashcards and quick quizzes that helped me remember every single concept from the BACB Task List.
40 Hour RBT Training Cumulative Flashcards
Continuous vs. discontinuous measurement?
Continuous captures every instance (e.g., frequency); discontinuous samples behavior (e.g., momentary time sampling).
Latency vs. IRT?
Latency: time from SD to response; IRT: time between consecutive responses.
Permanent product recording?
Counting results of behavior (e.g., worksheets completed) without live observation.
Purpose of preference assessments?
Identify stimuli that serve as reinforcers for skill acquisition.
Partial interval recording use?
Marks if behavior occurred anytime in interval; best for high-frequency, non-discrete behaviors.
Stimulus vs. response generalization?
Stimulus: behavior occurs across similar stimuli; Response: variations of learned response.
Task analysis chaining example?
Breaking a skill into steps (e.g., handwashing taught step-by-step).
3 indirect FBA methods & limits?
Interviews, checklists, rating scales; rely on reports, less accurate than direct observation.
NCR vs. DRO difference?
NCR: reinforcement on schedule regardless of behavior; DRO: only if target behavior absent.
Escape extinction example?
Blocking escape (e.g., requiring task completion despite tantrum).
Stimulus fading real-world example?
Gradually removing highlighted answers on worksheets while maintaining correct responses.
IOA improves reliability—2 methods?
Ensures scoring consistency; methods: Total Count IOA, Mean Duration-Per-Occurrence IOA.
Automatic vs. socially mediated reinforcement?
Automatic: self-produced (e.g., self-stimming); Social: another person delivers reinforcement.
Overcorrection vs. response cost?
Overcorrection: repair damage & practice correct behavior; Response cost: removing reinforcers.
Multiple exemplar training importance?
Using varied examples of stimuli/responses prevents rigid learning; supports generalization.
Graphing multi-client frequency data validly?
Use consistent axes, avoid misleading scales, separate data paths for clarity.
When DRI fails?
Occurs if incompatible behavior isn’t reinforcing enough or doesn’t fully block problem behavior.
Prompt dependency from faulty stimulus control?
Prompts, not SDs, control behavior; fixed via systematic fading & differential reinforcement.
Treatment integrity vs. efficacy?
Integrity: plan implemented as designed; Efficacy: plan produces desired outcomes.
Ethics: dual relationship conflict example?
Treating a friend’s child risks biased data, altered recommendations, breaching boundaries.
40 Hour RBT Cumulative Exam Quiz
Congratulations - you have completed 40 Hour RBT Cumulative Exam Quiz.
You scored %%SCORE%% out of %%TOTAL%%.
Your performance has been rated as %%RATING%%
Your answers are highlighted below.
Question 1 |
You're recording latency data for a client who is typically prompt-dependent. The BCBA tells you not to use prompts during the session. During the 5-second latency window, the client stares blankly, and no response occurs. What do you record?
Record a latency of 5 seconds and move on | |
Mark the trial as “no response” and document zero latency | |
Record “no response” and document the duration of inactivity | |
Prompt the response after 5 seconds and start timing again |
Question 1 Explanation:
Latency is the time between an SD and the beginning of the response. If no response occurs, RBTs should record “no response” and note the exact time the window was open (e.g., 5 seconds). Prompting during latency trials invalidates the measure. Data must reflect the true occurrence — or absence — of behavior. You may document inactivity or add qualitative notes, but not insert artificial responses.
Question 2 |
A parent tells you, “My child only hits when you’re here.” You review your session data and see no change in behavior trends. What should you consider FIRST?
Argue that your data shows otherwise | |
Review generalization data across settings | |
Tell the parent that it's their fault | |
Ask to observe behavior at home immediately |
Question 2 Explanation:
Even if your data seems consistent, caregiver input can reveal environmental variables or setting-specific triggers. Your job isn’t to argue — it’s to gather more information and help your BCBA evaluate if generalization is lacking. The parent might be right — behavior can occur differently across settings. Review maintenance and generalization data before assuming the plan is solid.
Question 3 |
Your client is on a DRO (Differential Reinforcement of Other Behavior) schedule to reduce hand-biting. During one interval, they engage in hand-flapping. You deliver reinforcement. Is this correct?
Yes — DRO means you reinforce any other behavior | |
No — DROs only allow reinforcement if no stereotypy occurs | |
Yes — as long as the target behavior (hand-biting) didn’t occur | |
No — all problem behaviors must be absent during the interval |
Question 3 Explanation:
In a DRO, reinforcement is given only when the specific target behavior does not occur for the set interval. Other behaviors (even stereotypic ones like hand-flapping) are not automatically excluded, unless they’re specified in the plan. In this case, hand-biting is the only behavior under DRO, so if it doesn’t happen during the interval, reinforcement is appropriate — even if flapping occurs.
Question 4 |
You are assigned to a non-vocal learner using PECS. During a session, the child hands you the “cookie” card, but the last reinforcer given was chips. You don’t have cookies. What’s the BEST action?
Give chips — they’re similar enough | |
Praise the request and redirect to another activity | |
Immediately provide the item requested or withhold reinforcement | |
Teach them to ask for chips instead |
Question 4 Explanation:
PECS is a manding system—when the learner makes a request (mand), the exact reinforcer requested must be delivered immediately to strengthen that communicative response. Giving something else (chips) breaks the contingency. If you don’t have the item, you should not reinforce and must document the missed opportunity and inform the BCBA to revise materials.
Question 5 |
You’re implementing a skill acquisition plan targeting receptive identification. The client consistently answers correctly only after you repeat the SD. What does this suggest?
The learner is engaging in differential reinforcement | |
The SD is unclear or poorly delivered | |
The learner has mastered the skill | |
Prompt fading is being done correctly
|
Question 5 Explanation:
If correct responses only occur after repeating the SD, this suggests prompt dependency or that the learner has conditioned responding to multiple trials, not the original cue. It may also mean the initial SD lacks salience. You must inform your supervisor — this behavior shows faulty stimulus control, not mastery.
Question 6 |
You arrive at a home session and find the client in a new environment with construction noise and multiple siblings yelling. What’s your first move?
Begin the session anyway — it builds generalization | |
Leave and reschedule the session | |
Start the session but ignore all disruptions | |
Take data and note the environmental changes |
Question 6 Explanation:
Sessions should continue if it’s safe and ethical, but environmental changes must be documented to help your BCBA understand any performance variability. ABA is context-sensitive—noise, new settings, or emotional states influence behavior. Record the events, proceed cautiously, and adjust reinforcement demands if the environment makes learning harder.
Question 7 |
During group instruction, your client mimics other students’ disruptive behavior after seeing it reinforced. What is this an example of?
Imitation | |
Motivating operation | |
Stimulus fading | |
Automatic reinforcement |
Question 7 Explanation:
The client observed others receiving reinforcement for a behavior and imitated that behavior. Imitation occurs when a learner replicates another’s action within a short window following observation. While the function may still be attention or escape, the mechanism of acquisition here is through observational learning, which is foundational in behavior development.
Question 8 |
You see another RBT using physical prompting with a learner who has no such procedure in their plan. What’s your immediate responsibility?
Step in and stop the session | |
Report the concern to your BCBA immediately | |
Tell the parent and let them decide | |
Join the session to model correct procedures |
Question 8 Explanation:
RBTs must report unauthorized procedures immediately to their supervising BCBA. Using physical prompts without approval can be unethical or even harmful. You should not confront the other staff member directly or take over. Follow the chain of command and protect the learner’s safety through appropriate reporting.
Question 9 |
During a preference assessment, your client selects a toy truck repeatedly but throws it once obtained. What should you consider?
The truck is clearly reinforcing | |
The client has low motor imitation | |
The preference assessment may not reflect actual reinforcers | |
Throwing the item shows strong engagement |
Question 9 Explanation:
Just because an item is selected during a preference assessment does not guarantee it’s reinforcing. RBTs must differentiate between preference and reinforcement. If the item is thrown repeatedly, it may signal aversive reaction, escape function, or simply lack of functional use. Report to your BCBA to adjust reinforcer validation.
Question 10 |
Your client is learning to request help. During a task, she says “help” only when crying. You reinforce her by assisting. After 4 sessions, crying increases but mands decrease. What’s likely happening?
The learner is shaping her own responses | |
You’ve unintentionally reinforced problem behavior | |
Crying is under extinction | |
Task difficulty is too low |
Question 10 Explanation:
By reinforcing help only when paired with crying, you’ve likely reinforced the crying, not the mand. This is a common real-world error: when behaviors co-occur, reinforcement can shift to the undesired one. Your BCBA needs to separate the mand from problem behavior, possibly using differential reinforcement or prompted functional communication to strengthen help-seeking without crying.
Question 11 |
Your BCBA asks you to probe for generalization of a skill in a new environment. The client fails to demonstrate the skill, even though it’s mastered elsewhere. What does this indicate?
The skill is not generalized | |
The client is regressing | |
The probe was invalid | |
The BCBA taught the skill incorrectly |
Question 11 Explanation:
Mastery in one setting does not equal generalization. Generalization refers to the ability to perform a skill across people, settings, and stimuli. Probes test that flexibility. Failure here shows stimulus control has not transferred, which is common. You must document it and report to your BCBA to modify the plan with programming for generalization.
Question 12 |
You’re taking interval data on a client’s head-banging. During an interval, the client hits their head repeatedly and then stops before the time ends. What do you record for partial interval?
Mark “No” because it didn’t last the whole interval | |
Mark “Yes” because it occurred at any point in the interval | |
Mark “No” and describe intensity in notes | |
Skip the interval |
Question 12 Explanation:
Partial interval recording requires marking “yes” if the target behavior occurred at all, regardless of intensity or duration. This method tends to overestimate behavior, so it’s important the BCBA selects it intentionally. You may take note of intensity separately, but the interval must be scored “yes.”
Question 13 |
You observe your client complying with 5 demands in a row. The plan says to deliver a reinforcer after every third correct response. What should you do?
Reinforce now since it’s been 5 responses | |
Wait until the 6th response | |
Reinforce after the 3rd, then after the 6th | |
Switch to variable ratio reinforcement |
Question 13 Explanation:
The BCBA has implemented a Fixed Ratio 3 (FR-3) schedule — reinforce every 3rd correct response. That means you should reinforce after 3, 6, 9, etc. Reinforcing at 5 breaks the schedule. Keeping consistent with programmed reinforcement ensures data integrity and learner motivation remains predictable.
Question 14 |
You’re implementing a task analysis (TA) for handwashing using backward chaining. Which step should you prompt and reinforce?
The first step (turn on faucet) | |
Only the error step | |
All steps equally | |
The final step of the chain |
Question 14 Explanation:
In backward chaining, the RBT performs all steps except the final one, which the learner attempts independently. Reinforcement is delivered after the final step is completed correctly, building momentum backward. This method gives immediate contact with reinforcement, helping strengthen learning for terminal behaviors first.
Question 15 |
Your BCBA asks you to graph data. You’re unsure how and consider copying from another client’s chart. What ethical principle does this violate?
Integrity | |
Dual relationships | |
Competence | |
Consent |
Question 15 Explanation:
Copying data, even visually, is a serious breach of integrity. RBTs must honestly report what they know and can do, and ask for help when unsure. Creating fake or misleading data — even if intentions are harmless — violates the BACB Code. Data errors should be addressed transparently through supervision.
Question 16 |
A client shows signs of being ill (coughing, fever, low energy), but the caregiver insists you continue therapy. What should you do?
Continue if the client is still responsive | |
Stop and document the session as incomplete | |
Contact the BCBA and follow company illness policy | |
Ask the caregiver to observe and take over |
Question 16 Explanation:
Illness can impact safety, learning, and data validity. RBTs must never work when it’s unsafe or unethical. Even with caregiver insistence, the BCBA and clinic policies guide action. Sessions during illness may yield unreliable data or exacerbate symptoms. Always prioritize client well-being and follow your company’s health protocol.
Question 17 |
You’re taking duration data for task engagement. During the 10-minute session, the client works for 4 minutes, stops for 2, then resumes for 3 minutes. What’s the correct recorded duration?
4 minutes | |
7 minutes | |
10 minutes | |
6 minutes |
Question 17 Explanation:
Duration data involves measuring total time the behavior occurs. If the client was engaged for 4 minutes, paused for 2, then engaged for 3 more, the total is 7 minutes. You must measure from start to stop of each instance and sum them to report total engagement time.
Question 18 |
You notice a client's behavior plan contains outdated goals and discontinued interventions. What is your responsibility?
Keep following the plan until someone changes it | |
Update the plan yourself | |
Notify the BCBA and document inconsistencies | |
Only use what works and ignore the rest |
Question 18 Explanation:
RBTs are not permitted to write or alter behavior plans — but they’re required to report inconsistencies and ensure only current plans are implemented. An outdated plan may violate ethics, endanger the client, or yield invalid data. Documentation and supervisor notification are non-negotiable.
Question 19 |
A client begins scripting aggressively after being reinforced with a video clip. The plan doesn’t address scripting. What’s your move?
Redirect scripting silently and change reinforcer | |
Punish scripting to reduce risk | |
Add scripting reduction to the data sheet yourself | |
Document the behavior and notify BCBA immediately |
Question 19 Explanation:
New behaviors — especially potentially disruptive ones like scripting — must be documented immediately and sent to the BCBA. RBTs do not modify intervention plans or targets independently. Your responsibility is to observe, take ABC data if needed, and alert the team. Behavior change often reveals new topographies — that’s your job to catch.
Question 20 |
Your client is on a fixed-ratio reinforcement schedule for independently completing academic tasks. Recently, task refusal has increased specifically during transitions between preferred and non-preferred activities. Simultaneously, you notice that reinforcement delivery is delayed due to caregiver interruptions. The client has started scripting during the transitions, throwing materials during independent work, and requesting breaks every 3–4 minutes.
Reinforcement delay and increased response effort are creating escape-maintained behavior, possibly magnified by abolishing operations | |
The fixed-ratio schedule is too dense and needs to become variable to decrease scripting | |
The scripting is automatically reinforced and unrelated to the delay or transitions | |
The problem behavior is due to lack of task variety and token economy issues |
Question 20 Explanation:
The increased task refusal during transitions suggests an escape-maintained behavior, likely triggered by the transition from preferred to non-preferred tasks — a common EO (establishing operation).
Once you are finished, click the button below. Any items you have not completed will be marked incorrect.
There are 20 questions to complete.
|
List |
Why I Made These RBT Flashcards
- When I was preparing, I saw people on Reddit saying they made hundreds of flashcards, one person made over 1,000 and passed with ease.
- I tried it myself and noticed my recall skyrocketed. By the time I took the competency assessment, I recognized every term and procedure instantly.
- That experience stuck with me, so I decided to make a ready-to-use set for other future RBTs, so you don’t have to spend hours building your own.
The quiz will have Questions on measurement, assessment, skill acquisition, behavior reduction, documentation, ethics, and everything else you’ll see on the exam.
Try It Free
I’m giving this away free because I know how tough this stage feels. If I had these when I was cramming for my exam, it would’ve saved me so much time and stress.
You can try the flashcards and practice quiz right now on my site, no sign-up walls, no fees. Just start going through the quiz and see your confidence build.