Free Good Practice Exams For RBT | Updated for 2025
Use our free Good Practice Exams for RBT tests to prepare and help you study and pass the RBT exam. It includes mock questions, flashcards, and more.
The RBT certification exam is administered by the Behavior Analyst Certification Board, and I have personally given this exam. So, I know how they test.
I am curating this test series to test you across all spectrum of the syllabus, from Measurement to Ethics.
Click on the “Start Test” below to take a free RBT Mock exam. I will also grade your performance at the end.
Good Practice Exams for RBT
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Question 1 |
During a session, your client suddenly begins engaging in a high-frequency repetitive vocalization that has never been observed before. You have no behavior plan addressing it. What’s your first action?
Immediately implement a new extinction procedure | |
Document and report the behavior to the BCBA before intervening | |
Redirect the client to another activity without documentation | |
Inform the parents after the session and ask for suggestions |
Question 1 Explanation:
RBTs must report novel behaviors to their supervising BCBA before making procedural changes.
Question 2 |
A parent insists you give their child a preferred snack as a reward for correct responses, but the child is allergic to it. The parent says it’s “just a mild allergy.” What should you do?
Give the snack in small amounts to avoid a severe reaction | |
Refuse to give the snack and explain health/safety risks | |
Replace the snack with a similar one without informing the parent | |
Call your BCBA but still use the snack until told otherwise |
Question 2 Explanation:
RBTs must ensure client safety first and cannot knowingly use an allergen.
Question 3 |
You’re implementing a shaping program for vocal imitation. The BCBA says to reinforce approximations toward the word “ball.” The child says “ba” five times, then “da” twice, then stops vocalizing. What’s your best next step?
Only reinforce the full word “ball” from now on | |
Switch to a different word to keep motivation high | |
Reinforce “ba” and prompt toward “ball” again | |
Withhold reinforcement entirely until “ball” is spoken |
Question 3 Explanation:
Continue reinforcing approximations per the shaping plan to build toward the target.
Question 4 |
While running a discrete trial, the client becomes increasingly agitated and starts throwing materials. You’ve taken data showing this happens consistently during math tasks. What’s the most appropriate action?
Remove the math task permanently | |
Implement a competing response immediately | |
Pause the task and report the pattern to your BCBA | |
Give a break and resume without changes |
Question 4 Explanation:
RBTs report consistent patterns to their BCBA for assessment and potential program modification.
Question 5 |
A sibling is present during your session and repeatedly interferes by answering for the client. The parents encourage it because they think it’s “cute.” What’s your best immediate action?
Politely explain that it disrupts data accuracy and request space | |
Allow the sibling to help for rapport building | |
Ignore the sibling entirely and focus on the client | |
End the session early to avoid confrontation |
Question 5 Explanation:
RBTs protect the integrity of the session and data, while communicating respectfully.
Question 6 |
During a NET activity, the child begins scripting lines from a movie. Your program includes reducing scripting by prompting functional language. The script lines are unusually long and complex today. What’s the correct approach?
Ignore the scripting entirely and continue play | |
Prompt functional language as outlined in the plan | |
Interrupt scripting with unrelated questions | |
Ask the parents to address scripting at home |
Question 6 Explanation:
Follow the intervention plan for scripting reduction, even if the scripts change in length.
Question 7 |
Your BCBA is on vacation and unreachable. The client’s plan requires the use of a specific token board, but it was lost during the last session. The parent suggests replacing it with a sticker chart. What do you do?
Use the sticker chart as suggested | |
Delay reinforcement until the token board is found | |
Pause that program and run others until guidance is received | |
Create your own token board design without approval |
Question 7 Explanation:
RBTs can run other programs but should not change reinforcement systems without BCBA approval.
Question 8 |
A client begins engaging in a dangerous self-injurious behavior (SIB) during a session. The plan instructs you to block and redirect. The parent is recording the session and tells you to “just ignore it so it stops.” What’s your correct response?
Follow the parent’s request to avoid conflict | |
Stop the session until the BCBA can intervene | |
Follow the behavior plan and block/redirect | |
Physically remove the client from the room |
Question 8 Explanation:
Safety and adherence to the plan take precedence over parent requests that conflict with it.
Question 9 |
While running a mand training program, the client requests an item that isn’t in the session’s planned reinforcers. The item is safe but not part of the BCBA’s selected list. What do you do?
Refuse the item since it’s not on the plan | |
Tell the client they can have it after the session | |
Ask the parents if you can use it | |
Provide the item to maintain motivation and note it in data |
Question 9 Explanation:
RBTs can honor mands for safe, appropriate items while documenting changes for BCBA review.
Question 10 |
During group instruction, you notice one client consistently models inappropriate behavior for others. The behavior plan says to use planned ignoring for that client. What’s your best course of action?
Remove the client from the group permanently | |
Verbally correct the client immediately each time | |
End the group activity early | |
Follow the planned ignoring procedure while keeping group instruction moving |
Question 10 Explanation:
Follow the plan while maintaining group instruction flow to prevent reinforcement of the behavior.
Question 11 |
During a 1:1 session, a client with ASD begins self-injurious behavior (SIB) when denied access to a preferred toy. You notice this is the third occurrence this week at the same time of day. The BCBA has not updated the behavior plan in months. What should you do FIRST?
Continue following the current behavior plan and document the occurrence in detail | |
Implement a new strategy you believe will work immediately | |
Ignore the behavior since it is a common pattern | |
Call the parent to discuss alternative strategies |
Question 11 Explanation:
RBTs must follow the current behavior plan and collect detailed, objective data to provide to the BCBA for potential plan modifications.
Question 12 |
A BCBA asks you to conduct a preference assessment with a nonverbal client who recently underwent a medical procedure. The client is visibly uncomfortable and showing atypical responses to stimuli. How should you proceed?
Continue the assessment as planned to maintain consistency in data collection | |
Pause the assessment, document observations, and notify the BCBA | |
Modify the assessment on your own to fit the client’s comfort level | |
Offer only highly preferred items to reduce stress |
Question 12 Explanation:
If environmental or personal factors significantly affect the client, pause and inform the BCBA before deviating from the assessment protocol.
Question 13 |
During group therapy, you are implementing a discrete trial training (DTT) program. Another RBT suggests skipping certain data collection steps to “save time” since the client is already performing well. What should you do?
Continue collecting all required data without skipping steps | |
Agree to skip data points since mastery appears evident | |
Collect minimal data and fill in missing details later | |
Only collect data on incorrect responses |
Question 13 Explanation:
Skipping data collection compromises accuracy and violates RBT responsibilities to maintain objective, complete records.
Question 14 |
You are running a token economy system for a client. The BCBA instructs you to deliver tokens on a fixed ratio schedule. Mid-session, the client demands tokens after fewer responses and becomes agitated if not given them. What should you do?
Remove the token economy entirely for that session | |
Adjust the ratio to calm the client | |
Maintain the prescribed ratio schedule and implement the plan as written | |
Switch to a variable ratio schedule for flexibility |
Question 14 Explanation:
RBTs must follow the programmed reinforcement schedule exactly as written and report any issues to the BCBA for future adjustments.
Question 15 |
A parent insists you use a punishment procedure not in the current treatment plan because “it works at home.” The BCBA is unavailable for the next two hours. What is the correct action?
Implement the parent’s requested procedure to maintain rapport | |
Test the procedure discreetly and document results | |
Agree to try it next session if the BCBA approves | |
Explain that you must follow the current treatment plan and cannot implement unapproved procedures |
Question 15 Explanation:
RBTs must only implement interventions authorized in the treatment plan, regardless of parental pressure, to remain compliant with ethical guidelines.
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