RBT practice exam —
75 questions, free.

1. 1.5 taps/minute Monday and 1.2 Tuesday. — Correct
2. 18 taps/minute Monday and 24 Tuesday.
3. 42 taps/minute on both days.
4. 0.67 taps/minute Monday and 0.83 Tuesday.

Divide each count by its own observation time. Tuesday has a larger count but a lower rate; comparing raw counts alone reverses that distinction.

• B. These are counts, not counts per minute.
• C. Pooling the counts does not compare the separate observations.
• D. Those divisions reverse the required count/time formula.

BACB RBT Test Content Outline (3rd ed.) · Task A.6
LeBlanc et al.: Selecting Measurement Procedures · Rate; independent calculation 18/12 and 24/20

Item rpt75-v2-two-observation-windows · Question bank updated October 20, 2026.

1. 65 seconds.
2. 45 seconds. — Correct
3. 5 seconds.
4. 40 seconds.

Use the stated onset and offset, including the five quiet seconds specified in this definition. The interval from 10:04:20 to 10:05:05 is 45 seconds.

• A. Seconds must be carried across the minute boundary.
• C. Five seconds is the offset criterion, not the whole episode.
• D. Subtracting the quiet seconds contradicts this definition.

BACB RBT Test Content Outline (3rd ed.) · Task A.1
LeBlanc et al.: Selecting Measurement Procedures · Duration with explicitly stipulated offset

Item rpt75-v2-episode-total · Question bank updated October 20, 2026.

1. 7 seconds. — Correct
2. 17 seconds.
3. 11 seconds.
4. 4 seconds.

Latency ends at response onset, not completion. Subtract 10 from 17 within the same minute to obtain seven seconds.

• B. The clock reading is not an elapsed interval.
• C. Eleven seconds includes the time spent performing the response.
• D. Four seconds measures opening duration after onset.

BACB RBT Test Content Outline (3rd ed.) · Task A.1
LeBlanc et al.: Selecting Measurement Procedures · Latency; instruction-to-onset anchor

Item rpt75-v2-latency-repeated-instruction · Question bank updated October 20, 2026.

1. 3 of 6 intervals. — Correct
2. 20 of 120 intervals.
3. 6 of 6 intervals.
4. 2 of 6 intervals.

Only intervals with engagement throughout qualify. The brief interruptions disqualify intervals 3, 4 and 6; this is an interval proportion, not response frequency.

• B. Seconds and numbers of intervals are different units.
• C. Any occurrence would be a partial-interval rule.
• D. Three intervals are explicitly uninterrupted.

BACB RBT Test Content Outline (3rd ed.) · Task A.2
LeBlanc et al.: Selecting Measurement Procedures · Whole-interval scoring

Item rpt75-v2-whole-interval-boundary · Question bank updated October 20, 2026.

1. Continuous duration recording.
2. Partial-interval recording.
3. Momentary time sampling. — Correct
4. Whole-interval recording.

The observation is a snapshot at each scheduled instant. It does not establish how long seating lasted between checks.

• A. Continuous duration requires tracking onset and offset.
• B. Partial interval asks whether behavior occurred at any point.
• D. Whole interval requires behavior throughout an interval.

BACB RBT Test Content Outline (3rd ed.) · Task A.2
LeBlanc et al.: Selecting Measurement Procedures · Momentary observation versus interval rules

Item rpt75-v2-momentary-sample · Question bank updated October 20, 2026.

1. Whether the aide considers the worksheet satisfactory.
2. Whether the worksheet is longer than yesterday’s.
3. Whether all answers use the same pencil color.
4. Which responses the learner completed independently. — Correct

A product must support the specific behavior being measured. Added answers cannot be credited as independently produced by the learner merely because the final page is complete.

• A. An opinion does not recover response attribution.
• B. Worksheet length does not identify who produced answers.
• C. Pencil color does not establish independent completion.

BACB RBT Test Content Outline (3rd ed.) · Task A.3
LeBlanc et al.: Selecting Measurement Procedures · Permanent-product attribution; stipulated independent-response measure

Item rpt75-v2-product-attribution · Question bank updated October 20, 2026.

1. Enter zero because no requests were recorded.
2. Copy Monday’s count to maintain a continuous line.
3. Use the approved missing-observation notation. — Correct
4. Enter the weekly mean as Tuesday’s observation.

A cancelled observation is missing evidence, not an observed zero. The graph should preserve that distinction using the approved notation.

• A. Zero would imply an observation with no responses.
• B. Copying a prior value fabricates Tuesday data.
• D. An imputed mean is not an actual observation.

BACB RBT Test Content Outline (3rd ed.) · Task A.4
BACB RBT Ethics Code (2.0) · 2.02; accurate records

Item rpt75-v2-graph-missing-session · Question bank updated October 20, 2026.

1. The learner is insufficiently motivated to remain seated.
2. Both feet cross the marked floor line one metre from the table. — Correct
3. The learner tries to avoid difficult activities.
4. The learner becomes unwilling to finish work.

The boundary and observable action tell observers what to count. The other descriptions infer private states or a purpose without specifying a measurable event.

• A. Motivation is not an operational definition of leaving.
• C. Avoidance describes a possible function, not the response boundary.
• D. Unwillingness is inferred rather than directly defined.

BACB RBT Test Content Outline (3rd ed.) · Task A.5
LeBlanc et al.: Selecting Measurement Procedures · Operational definitions

Item rpt75-v2-observable-definition · Question bank updated October 20, 2026.

1. 133.3%.
2. 56.25%.
3. 75%. — Correct
4. 25%.

Use nine independent-correct responses divided by 12 delivered opportunities, then multiply by 100. Cancelled opportunities do not enter this stipulated denominator.

• A. Dividing opportunities by correct responses reverses the ratio.
• B. Nine divided by 16 uses planned rather than delivered opportunities.
• D. Twenty-five percent is the remaining error/prompted proportion here.

BACB RBT Test Content Outline (3rd ed.) · Task A.6
LeBlanc et al.: Selecting Measurement Procedures · Percentage; explicit eligible denominator

Item rpt75-v2-percent-eligible · Question bank updated October 20, 2026.

1. 45 seconds.
2. 4 seconds.
3. 160 seconds.
4. 40 seconds. — Correct

Total duration is 160 seconds. Divide by the four episodes to obtain a mean of 40 seconds per episode.

• A. Forty-five seconds is one observed episode.
• B. Four is the episode count, not a duration average.
• C. One hundred sixty seconds is the total, not the mean.

BACB RBT Test Content Outline (3rd ed.) · Task A.6
LeBlanc et al.: Selecting Measurement Procedures · Mean duration; 160/4

Item rpt75-v2-mean-duration · Question bank updated October 20, 2026.

1. A stable level with no change across sessions.
2. An increasing trend across the observed sessions. — Correct
3. Proof that a particular reinforcer caused the change.
4. Proof that the skill generalized to other settings.

The values rise across the observations. The pattern alone does not establish a causal mechanism or performance in settings that were not observed.

• A. The recorded series is not flat.
• C. A descriptive trend alone does not establish causation.
• D. No other-setting observations are supplied.

BACB RBT Test Content Outline (3rd ed.) · Task A.7
LeBlanc et al.: Selecting Measurement Procedures · Trend versus causal interpretation

Item rpt75-v2-graph-trend · Question bank updated October 20, 2026.

1. Partial intervals always count exactly one response each.
2. Interval data cannot be reported as a proportion.
3. Eight positive intervals do not establish eight responses. — Correct
4. The ten intervals must be converted to ten responses.

One interval can contain several responses. Eight positive intervals supports 80% of intervals with occurrence, not an event count of eight.

• A. An interval can contain more than one occurrence.
• B. A proportion of positive intervals is a valid descriptive summary.
• D. Observation units cannot be relabelled as responses.

BACB RBT Test Content Outline (3rd ed.) · Task A.8
LeBlanc et al.: Selecting Measurement Procedures · Interval occurrence versus event frequency

Item rpt75-v2-sampling-limits · Question bank updated October 20, 2026.

1. 31 seconds.
2. 15 seconds. — Correct
3. 8 seconds.
4. 23 seconds.

The specified end-to-next-onset interval is 23 − 8 = 15 seconds. Stating the anchors avoids confusing response duration with the gap between responses.

• A. Adding the readings does not calculate elapsed time.
• C. Eight is the first offset reading, not the elapsed gap.
• D. Twenty-three is an absolute clock-second reading.

BACB RBT Test Content Outline (3rd ed.) · Task A.1
LeBlanc et al.: Selecting Measurement Procedures · Explicit IRT anchors

Item rpt75-v2-interresponse-offset · Question bank updated October 20, 2026.

1. Paired-stimulus preference assessment. — Correct
2. A functional analysis of problem behavior.
3. A reinforcer assessment proving future response increases.
4. Free-operant preference assessment.

The defining feature in the stated protocol is a succession of two-item choices. Preference observations identify candidates; they do not by themselves prove reinforcement.

• B. No test of a problem behavior’s maintaining contingency is described.
• C. A choice ranking alone does not demonstrate a reinforcing effect.
• D. Free-operant observations do not use this succession of discrete pairs.

BACB RBT Test Content Outline (3rd ed.) · Task B.1
BACB RBT Test Content Outline (3rd ed.) · B.1; procedural classification from the stipulated protocol

Item rpt75-v2-paired-choice-protocol · Question bank updated October 20, 2026.

1. A single fixed-ratio reinforcement schedule.
2. A multiple-stimulus-without-replacement sequence.
3. A free-operant preference assessment. — Correct
4. A diagnostic assessment of developmental disability.

The learner can move among available activities while engagement is observed. The protocol does not describe sequentially removing chosen items or making a diagnosis.

• A. No response-count contingency is specified.
• B. Without-replacement protocols remove selected items from later arrays.
• D. Preference observations do not diagnose a disability.

BACB RBT Test Content Outline (3rd ed.) · Task B.1
BACB RBT Test Content Outline (3rd ed.) · B.1; freely available activity protocol

Item rpt75-v2-free-operant-duration · Question bank updated October 20, 2026.

1. All four original items, including the spinner.
2. Retain only the three unselected items. — Correct
3. Three new items not used in the initial array.
4. The spinner alone, repeated until it is refused.

The next array follows the stated without-replacement rule. The first choice does not authorize changing the protocol or introducing new alternatives.

• A. Retaining the selected item contradicts without replacement.
• C. New items change the planned comparison.
• D. Repeating only the selected item is not the specified array.

BACB RBT Test Content Outline (3rd ed.) · Task B.1
BACB RBT Ethics Code (2.0) · 2.02; following the specified assessment protocol

Item rpt75-v2-mswo-next-array · Question bank updated October 20, 2026.

1. The puzzle is a candidate to evaluate as a reinforcer. — Correct
2. The puzzle has already been shown to increase every target response.
3. The puzzle must remain most preferred in every later session.
4. The puzzle identifies the function of all problem behavior.

Selection indicates preference in the assessed conditions. A reinforcing effect requires evidence about behavior following the consequence; preference can also change.

• B. No future response change has been tested.
• C. Preferences need not remain constant across time and context.
• D. Item selection does not establish every behavior’s function.

BACB RBT Test Content Outline (3rd ed.) · Task B.1
OpenStax Psychology 2e: Operant Conditioning · Reinforcement distinguished from item liking

Item rpt75-v2-preference-not-reinforcement · Question bank updated October 20, 2026.

1. Preference assessments prohibit giving instructions.
2. The prompt changes the independent probe conditions. — Correct
3. A model can always be counted as independent performance.
4. The learner’s response must be scored incorrect before five seconds.

A prompted performance cannot be interpreted as evidence from the requested independent probe. Follow the probe and separate subsequent teaching data if the supervisor directs it.

• A. This is a skill probe, not a preference assessment.
• C. A model is assistance, not independence.
• D. The prescribed wait interval has not ended.

BACB RBT Test Content Outline (3rd ed.) · Task B.2
BACB RBT Ethics Code (2.0) · 2.02; assessment fidelity

Item rpt75-v2-skill-probe-independent · Question bank updated October 20, 2026.

1. Tearing is automatically reinforced in every setting.
2. Escape is conclusively established from this single event.
3. The worksheet was removed after tearing. — Correct
4. The adult intentionally reinforced tearing.

ABC data describe a sequence. A single descriptive entry does not establish a functional relation, intention or the maintaining consequences across settings.

• A. The observation does not establish automatic reinforcement.
• B. One observed sequence does not conclusively establish function.
• D. The record does not establish the adult’s intention.

BACB RBT Test Content Outline (3rd ed.) · Task B.3
BACB RBT Test Content Outline (3rd ed.) · B.3; descriptive versus functional conclusions

Item rpt75-v2-abc-description · Question bank updated October 20, 2026.

1. Tell the staff member the function without collecting further information.
2. Run the proposed test because any data collection permits experimental changes.
3. Choose an extinction procedure independently and compare the results.
4. Seek supervisory direction; keep the assigned observation unchanged. — Correct

Descriptive observation does not authorize manipulating contingencies. Assessment components must stay within the assigned plan and the RBT’s demonstrated competence.

• A. No conclusive functional finding is available.
• B. Observation authority does not authorize experimental manipulation.
• C. An RBT does not independently select treatment.

BACB RBT Test Content Outline (3rd ed.) · Task B.3
BACB RBT Ethics Code (2.0) · 1.03, 1.06, 2.02 and 2.04

Item rpt75-v2-assessment-safety-boundary · Question bank updated October 20, 2026.

1. Hints would make the second probe a different condition. — Correct
2. All assessment conditions must change each time to be valid.
3. Hints guarantee the learner has independently mastered the skill.
4. The absence of hints proves the learner will fail.

Comparable probe conditions help distinguish changes in responding from changes in assistance. Prompted teaching can be useful, but its data must not be mislabelled as an unchanged independent probe.

• B. Arbitrary condition changes undermine this planned comparison.
• C. Assisted responding does not establish independent mastery.
• D. The outcome cannot be inferred before observing the response.

BACB RBT Test Content Outline (3rd ed.) · Task B.2
BACB RBT Ethics Code (2.0) · 2.02; standardized assigned probe conditions

Item rpt75-v2-probe-versus-teaching · Question bank updated October 20, 2026.

1. Negative punishment of requesting.
2. Negative reinforcement of requesting. — Correct
3. Positive punishment of requesting.
4. Extinction of requesting.

A work demand is removed after requesting, and requesting increases. Removal plus increased future behavior describes negative reinforcement, not punishment.

• A. Punishment would decrease the future response.
• C. No added consequence decreasing requesting is described.
• D. The maintaining consequence is delivered rather than withheld.

BACB RBT Test Content Outline (3rd ed.) · Task C.1
OpenStax Psychology 2e: Operant Conditioning · Negative reinforcement

Item rpt75-v2-contingent-break · Question bank updated October 20, 2026.

1. It proves that every learner will prefer the same token.
2. It was necessarily an unconditioned reinforcer from the start.
3. It is a punisher because access is delayed.
4. It has become a conditioned reinforcer through its exchange history. — Correct

The learned relation between tokens and other reinforcers can give tokens reinforcing value. The observed effect is specific to this learning history, not an inherent property for every learner.

• A. Another learner may have a different history.
• B. The question describes value acquired through learning.
• C. Task completion increases rather than decreases.

BACB RBT Test Content Outline (3rd ed.) · Task C.2
OpenStax Psychology 2e: Operant Conditioning · Conditioned reinforcers

Item rpt75-v2-tokens-conditioned · Question bank updated October 20, 2026.

1. Variable interval averaging 4 minutes.
2. Fixed ratio 4. — Correct
3. Variable ratio averaging 4.
4. Fixed interval 4 minutes.

The requirement is a fixed number of responses. An interval schedule would require elapsed time rather than simply counting four responses.

• A. Neither a varying interval nor a time unit is specified.
• C. The response requirement does not vary.
• D. No four-minute elapsed-time condition is specified.

BACB RBT Test Content Outline (3rd ed.) · Task C.1
OpenStax Psychology 2e: Operant Conditioning · Ratio versus interval schedules

Item rpt75-v2-fixed-ratio-count · Question bank updated October 20, 2026.

1. 20 responses.
2. 7 responses.
3. 4 responses.
4. 5 responses. — Correct

The four requirements total 20 responses; 20 divided by four deliveries is five. The numbers vary, so a mean does not make the schedule fixed.

• A. Twenty is the sum of the requirements.
• B. Seven is the largest requirement, not the mean.
• C. Four is the number of deliveries, not their mean requirement.

BACB RBT Test Content Outline (3rd ed.) · Task C.1
OpenStax Psychology 2e: Operant Conditioning · Variable ratio; arithmetic 20/4

Item rpt75-v2-variable-ratio-average · Question bank updated October 20, 2026.

1. The response must be counted as no response.
2. All correct responses are independent regardless of assistance.
3. The model should be omitted from the record to simplify percentages.
4. The response must be recorded with the model assistance that occurred. — Correct

Correctness and independence are separate dimensions in this program. Accurate prompt-level recording supports decisions about fading and progress.

• A. A response did occur; its assistance level is the issue.
• B. Correct topography does not remove the assistance.
• C. Omitting assistance misrepresents the trial.

BACB RBT Test Content Outline (3rd ed.) · Task C.3
BACB RBT Ethics Code (2.0) · 2.02; accurate trial records

Item rpt75-v2-dtt-record-assistance · Question bank updated October 20, 2026.

1. Record the response as model-prompted because a model was planned if needed.
2. Follow the independent-correct consequence and data rule in the plan. — Correct
3. Repeat the instruction until three seconds have elapsed.
4. Add the model anyway before crediting the response.

The learner responded during the independent opportunity. A conditional prompt is not a prompt that actually occurred; follow the specified correct-response branch.

• A. Planned conditional assistance is not delivered assistance.
• C. The independent response already met the stated condition.
• D. An unnecessary prompt changes the programmed sequence.

BACB RBT Test Content Outline (3rd ed.) · Task C.3
BACB RBT Ethics Code (2.0) · 2.02; conditional teaching branches

Item rpt75-v2-dtt-next-trial · Question bank updated October 20, 2026.

1. The request and its consequence are embedded in the ongoing activity. — Correct
2. The learner receives an unrelated worksheet after requesting.
3. Naturalistic teaching excludes systematic data collection.
4. All spontaneous requests must be ignored until table work starts.

Opening the container is directly related to the learner’s play request. Naturalistic instruction can still follow a planned procedure and include data.

• B. An unrelated worksheet does not describe the stated consequence.
• C. Data collection is compatible with naturalistic teaching.
• D. Ignoring the request is not a defining naturalistic feature.

BACB RBT Test Content Outline (3rd ed.) · Task C.4
BACB RBT Test Content Outline (3rd ed.) · C.4; classification from the stated play routine

Item rpt75-v2-natural-consequence · Question bank updated October 20, 2026.

1. Embed an authorized opportunity in the chosen art activity. — Correct
2. Remove all choices because the original activity lost interest.
3. Require the learner to finish all block trials before any new choice.
4. Assume that art can never support teaching.

The plan explicitly permits following activity choice. Teaching can be arranged within the new activity without independently changing goals or creating unnecessary access requirements.

• B. Removing choices contradicts the stated plan.
• C. That completion requirement was not specified.
• D. Teaching can be embedded in varied activities.

BACB RBT Test Content Outline (3rd ed.) · Task C.4
BACB RBT Ethics Code (2.0) · 2.02; following the specified learner-choice arrangement

Item rpt75-v2-net-changing-interest · Question bank updated October 20, 2026.

1. Teach step 2 while retaining step 1. — Correct
2. Step 4 only, with the RBT doing steps 1–3.
3. All steps must become independent simultaneously.
4. Step 1 must be removed permanently.

Forward chaining progresses from the beginning of the task analysis toward later steps. Assistance and advancement still follow the individual program.

• B. Starting with the final step describes a different chaining arrangement.
• C. Forward chaining does not require simultaneous acquisition of all steps.
• D. The mastered first step remains part of the chain.

BACB RBT Test Content Outline (3rd ed.) · Task C.5
BACB RBT Test Content Outline (3rd ed.) · C.5; stipulated four-step forward chain

Item rpt75-v2-forward-chaining-step · Question bank updated October 20, 2026.

1. Reinforcement is prohibited at task completion.
2. The sequence is physically performed in reverse order.
3. Every step is taught independently on the first opportunity.
4. Independent teaching begins with the last step of the sequence. — Correct

The task still occurs in its ordinary order. Backward chaining initially concentrates independent performance on the final step, then expands to earlier links.

• A. Task completion can provide the programmed consequence.
• B. Backward chaining does not mean performing handwashing in reverse.
• C. Teaching all steps independently is a different arrangement.

BACB RBT Test Content Outline (3rd ed.) · Task C.5
BACB RBT Test Content Outline (3rd ed.) · C.5; final-link teaching

Item rpt75-v2-backward-chain-opportunity · Question bank updated October 20, 2026.

1. Total-task chaining. — Correct
2. Forward chaining limited to the first unmastered step.
3. Shaping without a task analysis.
4. Backward chaining limited to the final step.

The learner practices the complete sequence on each opportunity. Prompting within a total-task arrangement does not turn it into a final-link-only or first-link-only program.

• B. The opportunity is not limited to one early target link.
• C. A defined multi-step sequence is explicitly present.
• D. The learner attempts earlier steps as well.

BACB RBT Test Content Outline (3rd ed.) · Task C.5
BACB RBT Test Content Outline (3rd ed.) · C.5; whole-chain practice

Item rpt75-v2-total-task · Question bank updated October 20, 2026.

1. A response chain with no antecedent differences.
2. A change in the learner’s diagnosis.
3. Differential responding to the two antecedent stimuli. — Correct
4. The same response equally in every stimulus condition.

Different consequences in the blue and red conditions can establish stimulus control. This description concerns responding in those conditions, not a diagnostic conclusion.

• A. The different colored cards are relevant antecedents.
• B. No diagnostic assessment is described.
• D. Equal responding would not demonstrate the stated discrimination.

BACB RBT Test Content Outline (3rd ed.) · Task C.6
BACB RBT Test Content Outline (3rd ed.) · C.6; stated discrimination contingency

Item rpt75-v2-discrimination-context · Question bank updated October 20, 2026.

1. Change the mastery requirement to two trials.
2. Record the error as correct to maintain the sequence.
3. Advance because two correct trials are close enough to three.
4. Follow the written error/retry branch rather than advance the prompt level. — Correct

The stated criterion has not been met. The RBT follows the authorized response to errors and seeks clarification if the plan is unclear, rather than altering criteria.

• A. Changing the criterion is not authorized.
• B. Reclassifying an error falsifies performance data.
• C. The required consecutive sequence was interrupted.

BACB RBT Test Content Outline (3rd ed.) · Task C.7
BACB RBT Ethics Code (2.0) · 2.02; explicit advancement criterion

Item rpt75-v2-prompt-fading-rule · Question bank updated October 20, 2026.

1. Increasing the highlight indefinitely.
2. Stimulus fading. — Correct
3. Backward chaining a sequence.
4. Shaping a new response form.

The physical salience of an instructional stimulus changes gradually. Shaping would instead arrange successive approximations of the response itself.

• A. The highlight is reduced, not increased indefinitely.
• C. No multi-step response sequence is described.
• D. The response form is not being progressively changed.

BACB RBT Test Content Outline (3rd ed.) · Task C.7
BACB RBT Test Content Outline (3rd ed.) · C.7; changing an added stimulus feature

Item rpt75-v2-stimulus-fading · Question bank updated October 20, 2026.

1. Prove maintenance over a long delay without observing it.
2. Replace the target label with a new response.
3. Guarantee that the learner will label every possible object.
4. Check performance beyond the original teaching card. — Correct

New exemplars and a different context test generalization of this skill. Success in selected probes is useful evidence but not a guarantee about every untested condition.

• A. A long-delay maintenance test is not described.
• B. The target response remains naming a spoon.
• C. Finite probes cannot establish every possible future performance.

BACB RBT Test Content Outline (3rd ed.) · Task C.8
BACB RBT Test Content Outline (3rd ed.) · C.8; novel exemplar/context probes

Item rpt75-v2-generalization-probe · Question bank updated October 20, 2026.

1. Initial acquisition of an untrained target.
2. Generalization to different materials.
3. Maintenance of the learned skill over time. — Correct
4. A functional analysis of problem behavior.

The key variation is the delay after acquisition. Because the materials remain the same, the probe primarily concerns persistence over time, not transfer to new exemplars.

• A. The question states the skill was previously mastered.
• B. Different materials were not introduced.
• D. No problem-behavior contingencies are tested.

BACB RBT Test Content Outline (3rd ed.) · Task C.9
BACB RBT Test Content Outline (3rd ed.) · C.9; delayed mastered-skill probe

Item rpt75-v2-maintenance-delay · Question bank updated October 20, 2026.

1. The response requirement toward a specified final form. — Correct
2. The definition of a reinforcer into a punisher.
3. The order of links in a task analysis.
4. Only the printed size of an instructional stimulus.

Shaping differentially reinforces successive approximations toward a target response. Here the progression concerns the request form, not a chain of separate task steps.

• B. The consequence’s behavioral function is not redefined by a new criterion.
• C. A sequence of task-analysis links is not described.
• D. No printed stimulus feature is being faded.

BACB RBT Test Content Outline (3rd ed.) · Task C.10
OpenStax Psychology 2e: Operant Conditioning · Shaping; successive approximations

Item rpt75-v2-shaping-next-criterion · Question bank updated October 20, 2026.

1. 3 tokens. — Correct
2. 0 tokens.
3. 5 tokens.
4. 13 tokens.

Subtract the five-token exchange cost from eight earned tokens. The stated carryover rule preserves the remaining three; the RBT must not erase them.

• B. Erasing the remainder violates the carryover rule.
• C. Five is the cost, not the remaining balance.
• D. The exchange subtracts tokens rather than adding them.

BACB RBT Test Content Outline (3rd ed.) · Task C.11
BACB RBT Ethics Code (2.0) · 2.02; stated exchange and carryover rules

Item rpt75-v2-token-exchange-balance · Question bank updated October 20, 2026.

1. Replace the consequence with a reprimand to keep the learner focused.
2. Withhold it because good performance automatically authorizes thinning.
3. Deliver the earned consequence as written and discuss possible schedule changes with the supervisor. — Correct
4. Increase response requirements immediately without recording a change.

Meeting a criterion does not authorize independently changing the contingency. Implementation stays consistent until the supervisor provides a revised plan.

• A. No punishment-based change is authorized.
• B. Good performance alone does not authorize an unplanned contingency change.
• D. An undisclosed schedule change compromises fidelity and interpretation.

BACB RBT Test Content Outline (3rd ed.) · Task C.1
BACB RBT Ethics Code (2.0) · 2.02 and 2.05; accurate supervised implementation

Item rpt75-v2-schedule-not-autonomous · Question bank updated October 20, 2026.

1. The same topography does not establish the same maintaining function. — Correct
2. The function can be identified from the movement without other assessment.
3. Both behaviors must be maintained by automatic reinforcement.
4. Both behaviors must be maintained by escape.

A description of how behavior looks is not a demonstration of why it persists. Function hypotheses require appropriate assessment evidence and supervisory interpretation.

• B. Topography alone is insufficient for a functional conclusion.
• C. No automatic contingency has been demonstrated.
• D. Worksheet pushing alone does not prove escape for both learners.

BACB RBT Test Content Outline (3rd ed.) · Task D.1
BACB RBT Test Content Outline (3rd ed.) · D.1; topography distinguished from function

Item rpt75-v2-function-not-topography · Question bank updated October 20, 2026.

1. Socially mediated attention.
2. Socially mediated access to an item.
3. Escape delivered by a caregiver.
4. Automatic reinforcement. — Correct

The summary explicitly identifies a consequence produced without another person mediating delivery. This labels the supplied finding; it is not a diagnosis based merely on observing someone alone.

• A. Attention delivery would require a different stated contingency.
• B. Another person delivering an item is not described.
• C. A caregiver-delivered break is not the supplied finding.

BACB RBT Test Content Outline (3rd ed.) · Task D.1
BACB RBT Test Content Outline (3rd ed.) · D.1; stated automatic versus social contingency

Item rpt75-v2-automatic-description · Question bank updated October 20, 2026.

1. The activity is removed after each call.
2. Access occurs only after ten calls.
3. Delivery is scheduled independently of calling out. — Correct
4. Calling out must occur immediately before every delivery.

The delivery rule does not make calling out a prerequisite. Calling an arrangement response-independent describes its contingency, not proof of treatment effectiveness for a particular learner.

• A. Removal after a response describes a different contingency.
• B. That is a response-count requirement.
• D. That would make the response a condition for delivery.

BACB RBT Test Content Outline (3rd ed.) · Task D.2
BACB RBT Test Content Outline (3rd ed.) · D.2; explicitly stipulated response-independent schedule

Item rpt75-v2-ncr-independent-time · Question bank updated October 20, 2026.

1. The choice is delivered only after problem behavior.
2. The RBT independently removes the learning goal.
3. It changes a condition before the response opportunity. — Correct
4. The procedure changes the score after the session.

The arrangement changes the conditions preceding responding. The example does not authorize dropping a goal or adding an unplanned consequence.

• A. The choice is explicitly offered before the task.
• B. The learning goal remains in place.
• D. A scoring change is not the described antecedent arrangement.

BACB RBT Test Content Outline (3rd ed.) · Task D.2
BACB RBT Test Content Outline (3rd ed.) · D.2; pre-task arrangement

Item rpt75-v2-antecedent-choice · Question bank updated October 20, 2026.

1. Differential reinforcement of other behavior.
2. A requirement to demonstrate physical incompatibility.
3. Differential reinforcement of alternative behavior. — Correct
4. A noncontingent schedule with no response requirement.

The consequence depends on a specified alternative response. DRA does not require that the alternative be physically impossible to perform with the target behavior.

• A. DRO depends on an absence criterion rather than this specific alternative.
• B. Physical incompatibility is not required by this DRA description.
• D. The card response is explicitly a delivery condition.

BACB RBT Test Content Outline (3rd ed.) · Task D.3
BACB RBT Test Content Outline (3rd ed.) · D.3; stipulated alternative-response contingency

Item rpt75-v2-dra-specific-response · Question bank updated October 20, 2026.

1. The learner receives reinforcement only after clapping.
2. The plan depends only on the passage of ten minutes.
3. Both hands cannot remain on the spots while clapping occurs. — Correct
4. Every different response is necessarily physically incompatible.

DRI selects a response that cannot occur simultaneously with the target in the defined conditions. Simply being different is not enough to establish physical incompatibility.

• A. The stated consequence is for the incompatible response.
• B. No ten-minute absence-only rule is stated.
• D. A different response may still occur at the same time as the target.

BACB RBT Test Content Outline (3rd ed.) · Task D.3
BACB RBT Test Content Outline (3rd ed.) · D.3; physical incompatibility in a defined interval

Item rpt75-v2-dri-incompatible · Question bank updated October 20, 2026.

1. Reduce the required interval to 70 seconds without approval.
2. Continue to 120 seconds and deliver reinforcement anyway.
3. Restart its two-minute clock according to the stated rule. — Correct
4. Record a successful interval because most of it was target-free.

This question stipulates a resetting DRO. Follow that exact rule; other DRO arrangements can have different rules and should not be assumed equivalent.

• A. Changing interval length is not authorized.
• B. Delivery at the old endpoint would not meet this resetting requirement.
• D. Most of an interval does not meet the stated consecutive-time criterion.

BACB RBT Test Content Outline (3rd ed.) · Task D.3
BACB RBT Ethics Code (2.0) · 2.02; explicit resetting DRO protocol

Item rpt75-v2-dro-reset-rule · Question bank updated October 20, 2026.

1. Yes, but only after changing the limit to four.
2. No; only zero responses can qualify.
3. Yes; three is within “no more than three.” — Correct
4. No; three must be treated as more than three.

The stated boundary includes three. A low-rate criterion is not the same as complete absence, and the RBT should not change the limit.

• A. No change is needed to satisfy the written boundary.
• B. Zero-only absence would be a different criterion.
• D. Equality is included by “no more than.”

BACB RBT Test Content Outline (3rd ed.) · Task D.3
BACB RBT Ethics Code (2.0) · 2.02; inclusive numerical boundary

Item rpt75-v2-drl-boundary · Question bank updated October 20, 2026.

1. Remove all alternative communication opportunities.
2. Give the game after louder shouting to shorten the episode.
3. Do not provide the game because shouting occurred, while following the other safety and teaching components. — Correct
4. Ignore every response and every safety concern during the visit.

Extinction concerns the identified response–reinforcer relation. It is not a universal instruction to ignore a person or safety risks; the full supervised plan still applies.

• A. Alternative teaching opportunities need not be removed.
• B. Contingent game access would preserve that response–reinforcer relation.
• D. Extinction does not cancel safety obligations or all interactions.

BACB RBT Test Content Outline (3rd ed.) · Task D.4
BACB RBT Ethics Code (2.0) · 1.06, 2.01 and 2.02; stipulated plan and safety boundary

Item rpt75-v2-extinction-specific-consequence · Question bank updated October 20, 2026.

1. That the change should be recorded accurately.
2. That unexpected effects should be reported.
3. That the written safety procedures still apply.
4. That the increase proves the intervention is correct and should continue regardless of safety. — Correct

A temporary increase can have different explanations. Its presence neither validates the functional hypothesis nor overrides safety or the need for supervisory review.

• A. Accurate data remain necessary.
• B. Reporting unexpected effects is appropriate.
• C. Safety procedures are not suspended by an observed increase.

BACB RBT Test Content Outline (3rd ed.) · Task D.6
BACB RBT Ethics Code (2.0) · 2.01, 2.02 and 2.06; unexpected effects

Item rpt75-v2-extinction-burst-not-proof · Question bank updated October 20, 2026.

1. Negative punishment. — Correct
2. Negative reinforcement.
3. Positive punishment.
4. Positive reinforcement.

An earned stimulus is removed and the future response decreases. This conceptual classification is not permission for an RBT to introduce response cost independently.

• B. Negative reinforcement would increase the response after removal.
• C. Positive punishment involves adding a consequence that decreases responding.
• D. Positive reinforcement adds a consequence and increases responding.

BACB RBT Test Content Outline (3rd ed.) · Task D.5
OpenStax Psychology 2e: Operant Conditioning · Removal plus subsequent decrease; ethical implementation boundary 2.05

Item rpt75-v2-response-cost-definition · Question bank updated October 20, 2026.

1. Whether removal from the reinforcing activity actually decreases the future target response. — Correct
2. Whether the procedure is called time-out on the worksheet.
3. Whether the RBT personally dislikes the target response.
4. Whether the activity is unpleasant and escape is highly preferred.

A procedure’s behavioral function depends on its effect, not its label. An RBT still requires a documented plan, training and supervisory confirmation of competence.

• B. The name alone does not demonstrate a decreasing effect.
• C. Personal dislike does not establish the function of a consequence.
• D. Removal from an unpleasant activity could instead reinforce responding.

BACB RBT Test Content Outline (3rd ed.) · Task D.5
OpenStax Psychology 2e: Operant Conditioning · Punishment defined by subsequent response decrease; no treatment recommendation

Item rpt75-v2-time-out-context · Question bank updated October 20, 2026.

1. Use the authorized trained emergency procedures and obtain the required assistance. — Correct
2. Try the unfamiliar technique because it sounds faster.
3. Wait to document before responding to immediate safety needs.
4. Treat any crisis as permission to improvise restrictive procedures.

Emergency circumstances do not create competence in unfamiliar techniques. Respond through the approved safety plan and applicable emergency channels; documentation follows the safety response.

• B. An untrained technique introduces additional risk.
• C. Documentation must not delay immediate required safety action.
• D. A crisis is not blanket authorization for restrictive improvisation.

BACB RBT Test Content Outline (3rd ed.) · Task D.7
BACB RBT Ethics Code (2.0) · 1.06, 2.01, 2.04, 2.05 and 2.07

Item rpt75-v2-crisis-trained-role · Question bank updated October 20, 2026.

1. Label it an extinction burst as an established cause.
2. Add the new form to the old total without telling the supervisor.
3. Describe and promptly report the new form without silently changing the target definition. — Correct
4. Delete the earlier observations to keep the graph consistent.

Preserve what was observed and communicate the new pattern. Changes to definitions or causal interpretations require appropriate supervisory review.

• A. The observation alone does not establish its cause.
• B. Silently changing a definition makes comparisons ambiguous.
• D. Earlier observations must not be erased to simplify the pattern.

BACB RBT Test Content Outline (3rd ed.) · Task D.6
BACB RBT Ethics Code (2.0) · 2.02 and 2.06; accurate reporting of unexpected effects

Item rpt75-v2-unexpected-pattern-report · Question bank updated October 20, 2026.

1. “Caregiver reported four hours of sleep last night.” — Correct
2. “Poor parenting caused today’s errors.”
3. “Sleep deprivation explains every response today.”
4. “Learner slept for four hours,” recorded as direct observation.

Attribute the report to the caregiver and separately record direct session observations. The report can be relevant without proving a cause.

• B. That causal judgment is unsupported by the information supplied.
• C. The report alone does not establish every behavior’s cause.
• D. The RBT did not directly observe the reported event.

BACB RBT Test Content Outline (3rd ed.) · Task E.3
BACB RBT Ethics Code (2.0) · 2.02; accurate documentation and source attribution

Item rpt75-v2-reported-sleep · Question bank updated October 20, 2026.

1. Refer medication advice to the prescriber; relay the concern to the supervisor. — Correct
2. Choose a lower dose using today’s response counts and report the adjustment afterward.
3. Recommend skipping one prescribed dose to compare next session’s attention with today’s performance.
4. Explain that behavior-analytic certification allows advice about medication changes during service hours.

The RBT communicates a relevant concern without acting as a prescriber. A behavior session is not authorization to alter a medical regimen.

• B. Session data do not authorize prescribing.
• C. An experimental medication change is outside the stated role.
• D. The certification does not confer prescribing authority.

BACB RBT Test Content Outline (3rd ed.) · Task E.1
BACB RBT Ethics Code (2.0) · 1.03, 1.06 and 2.06

Item rpt75-v2-medication-question · Question bank updated October 20, 2026.

1. Select a delay that seems challenging enough for the learner’s current performance.
2. Use a different interval each session without recording it.
3. Double the old interval and assume that was intended.
4. Ask for the missing interval and advancement rule. — Correct

The missing values affect implementation. Seek clarification rather than turn an incomplete direction into a self-designed procedure.

• A. Choosing a new requirement independently does not resolve the ambiguity.
• B. Unrecorded arbitrary variation undermines fidelity.
• C. No doubling rule was provided.

BACB RBT Test Content Outline (3rd ed.) · Task E.2
BACB RBT Ethics Code (2.0) · 2.02 and 2.06

Item rpt75-v2-missing-instructions · Question bank updated October 20, 2026.

1. Backdate the new sentence so it appears to have been written during yesterday’s session.
2. Rewrite the existing record without showing that an addition was made later.
3. Leave the known material omission because completed records must never have an addendum.
4. Enter a dated addendum through the approved correction process. — Correct

Use the approved correction process and retain an accurate audit trail. A later correction should not be presented as if it were documented earlier.

• A. Backdating misrepresents when the entry was made.
• B. Hiding the correction compromises record integrity.
• C. The stated system allows transparent addenda.

BACB RBT Test Content Outline (3rd ed.) · Task E.4
BACB RBT Ethics Code (2.0) · 1.01 and 2.02

Item rpt75-v2-late-entry · Question bank updated October 20, 2026.

1. “Demonstrated laziness during reading.”
2. “After the reading instruction, pushed the book to the floor twice.” — Correct
3. “Manipulated staff twice after the reading instruction to avoid doing the assigned work.”
4. “Pushed the book twice because the reading task was impossible for this learner.”

The first entry identifies the event, count and preceding condition. The alternatives add a motive, trait or causal explanation not established by the observation.

• A. Laziness is a judgment rather than the observed action.
• C. Manipulation is an inferred motive.
• D. The event does not prove the task was impossible.

BACB RBT Test Content Outline (3rd ed.) · Task E.4
BACB RBT Ethics Code (2.0) · 2.02; objective session records

Item rpt75-v2-objective-note · Question bank updated October 20, 2026.

1. As physical-prompted because any assistance is physical.
2. As independent because the final response was correct.
3. As correct responses with the gestural prompt level recorded. — Correct
4. As omitted opportunities because prompted responses never occurred.

Record the actual assistance used as well as correctness. Prompt categories in the plan are not interchangeable.

• A. A gesture is not a physical prompt merely because it is assistance.
• B. Correctness does not imply independence.
• D. The opportunities and prompted responses did occur.

BACB RBT Test Content Outline (3rd ed.) · Task E.4
BACB RBT Ethics Code (2.0) · 2.02; prompt-level documentation

Item rpt75-v2-prompt-level-data · Question bank updated October 20, 2026.

1. A confirmed causal diagnosis linking the illness to every error.
2. Only a general daily summary.
3. Only the performance, because contextual information is never relevant.
4. The sourced caregiver report and separately observed performance. — Correct

Relevant contextual reports and direct observations can be recorded together while remaining distinct. Correlation during one visit does not prove causation.

• A. A causal diagnosis is not established by this sequence.
• B. A vague judgment loses the useful observations.
• C. Reported contextual variables may be important for supervisory interpretation.

BACB RBT Test Content Outline (3rd ed.) · Task E.3
BACB RBT Ethics Code (2.0) · 2.02 and 2.06

Item rpt75-v2-new-illness · Question bank updated October 20, 2026.

1. Record successful implementation now and resolve the protocol mismatch after the session.
2. Follow the easier version immediately.
3. Alternate between the two versions without recording which was used on each trial.
4. Clarify the contingency with the supervisor before proceeding. — Correct

A contingency mismatch can materially change the procedure. Resolve the ambiguity through the supervisor rather than invent an implementation rule.

• A. Successful implementation cannot be asserted in advance.
• B. Convenience does not determine the authorized procedure.
• C. Alternating creates undocumented treatment variation.

BACB RBT Test Content Outline (3rd ed.) · Task E.2
BACB RBT Ethics Code (2.0) · 2.02 and 2.06

Item rpt75-v2-supervisor-priority · Question bank updated October 20, 2026.

1. Remove the goal on request.
2. Dismiss the concern because a goal that is already written cannot be discussed again.
3. Tell the caregiver that changes in family routines cannot affect decisions about the program.
4. Relay the concern for review; do not delete the goal independently. — Correct

The caregiver’s concern deserves timely communication and consideration. Relaying it respects the family while keeping program changes within the supervisory process.

• A. The RBT is not authorized to independently remove a goal.
• B. Dismissing the concern prevents appropriate review.
• C. Family context can be relevant to meaningful services.

BACB RBT Test Content Outline (3rd ed.) · Task E.1
BACB RBT Ethics Code (2.0) · 1.07, 2.02 and 2.06

Item rpt75-v2-caregiver-concern-relay · Question bank updated October 20, 2026.

1. Replace every value with the maximum.
2. Delete the notes because the uniform sheet is easier for the team to read.
3. Preserve both records and promptly report the discrepancy. — Correct
4. Assume fraud is proven and post the records publicly to warn other practitioners.

A discrepancy needs review, not silent alteration or a public accusation. Preserve the evidence and communicate through the appropriate professional channel.

• A. Replacing values without verification fabricates a record.
• B. Deleting the notes removes relevant evidence.
• D. The mismatch does not prove intent or justify disclosure.

BACB RBT Test Content Outline (3rd ed.) · Task E.2
BACB RBT Ethics Code (2.0) · 1.01, 2.02 and 2.08

Item rpt75-v2-record-irregularity · Question bank updated October 20, 2026.

1. Begin providing the procedure first and request supervision only if an implementation problem occurs.
2. Complete training and obtain confirmation of demonstrated competence. — Correct
3. Ask the client’s parent to certify competence instead of obtaining the required supervisory confirmation.
4. Treat reading the procedure alone as confirmation that implementation competence has been established.

Reading can support learning but is not the same as demonstrated implementation. Work with the supervisor to establish competence before providing unfamiliar services.

• A. Waiting for a problem is not a competence safeguard.
• C. A parent does not replace the required supervisory confirmation.
• D. Reading does not demonstrate performance.

BACB RBT Test Content Outline (3rd ed.) · Task F.2
BACB RBT Ethics Code (2.0) · 1.06 and 2.04

Item rpt75-v2-competence-before-role · Question bank updated October 20, 2026.

1. Copy another client’s plan and remove identifying details before applying it to this learner.
2. Design a new plan because the caregiver’s request authorizes independent clinical changes for today.
3. Offer to act as the caregiver’s independent behavior analyst until the assigned analyst becomes available.
4. Explain the implementation role and refer the design request to the supervisor. — Correct

Caregiver permission does not expand the RBT’s scope or qualifications. Clinical design questions should reach the responsible qualified professional.

• A. Another client’s plan may be inappropriate and confidential.
• B. A request does not authorize independent clinical plan design.
• C. An RBT credential is not a behavior-analyst credential.

BACB RBT Test Content Outline (3rd ed.) · Task F.3
BACB RBT Ethics Code (2.0) · 1.03, 1.05, 1.06 and 2.06

Item rpt75-v2-scope-treatment-change · Question bank updated October 20, 2026.

1. Agree with the comment verbally but deliberately continue using the same prompt timing.
2. Clarify the trial and expected timing, then rehearse the correction. — Correct
3. Disregard it after correct responding.
4. Ask the supervisor to delete the observation rather than identify and review the relevant trial.

Specific clarification and rehearsal help turn feedback into improved performance. A correct learner response does not by itself establish procedural fidelity.

• A. Verbal agreement without implementation does not address the feedback.
• C. Correct responding alone does not establish correct prompt timing.
• D. Removing the observation avoids the performance issue.

BACB RBT Test Content Outline (3rd ed.) · Task F.4
BACB RBT Ethics Code (2.0) · 2.03; taking action after feedback

Item rpt75-v2-feedback-specificity · Question bank updated October 20, 2026.

1. Share nothing because confidentiality prohibits all job-related communication.
2. Share the information needed for that review through the approved channel. — Correct
3. Use a public social-media post because the supervisor is busy.
4. Send the full client file to every colleague for convenience.

Confidentiality permits appropriate authorized professional communication while limiting unnecessary disclosure. Use the approved secure channel and relevant information.

• A. Confidentiality is not a blanket prohibition on authorized care communication.
• C. Public posting is not an approved confidential channel.
• D. Not every colleague needs the complete record.

BACB RBT Test Content Outline (3rd ed.) · Task F.5
BACB RBT Ethics Code (2.0) · 2.08 and 2.10

Item rpt75-v2-minimum-needed · Question bank updated October 20, 2026.

1. Professional social-media posts are exempt from confidentiality duties when no client name appears.
2. The face and context can still identify the client. — Correct
3. A missing name makes every client photo anonymous even when the face is visible.
4. A school logo automatically grants staff permission to post photographs taken during services.

A face, location or other contextual details can identify a client. A professional account does not remove the RBT’s privacy obligations.

• A. Confidentiality obligations also apply online.
• C. Visual and contextual details can still identify someone.
• D. A logo does not authorize disclosure.

BACB RBT Test Content Outline (3rd ed.) · Task F.6
BACB RBT Ethics Code (2.0) · 2.08 and 2.09

Item rpt75-v2-social-media-no-name · Question bank updated October 20, 2026.

1. Negotiate reduced rent in return for providing the caregiver with additional clinical services.
2. Disclose the overlap and work through supervisory conflict review. — Correct
3. Keep the landlord relationship secret because no specific problem has occurred during services yet.
4. Assume an existing signed lease automatically makes any later clinical service relationship acceptable.

An overlapping financial/personal role can create a conflict. Prompt disclosure allows appropriate risk assessment and resolution rather than treating it as automatically acceptable.

• A. Trading services for personal financial benefit compounds the conflict.
• C. Keeping the overlap hidden prevents appropriate review.
• D. An existing relationship does not remove conflict risk.

BACB RBT Test Content Outline (3rd ed.) · Task F.7
BACB RBT Ethics Code (2.0) · 1.10; multiple relationships

Item rpt75-v2-unavoidable-overlap · Question bank updated October 20, 2026.

1. Accept because any gift below ten dollars overrides an employer’s written no-gift policy.
2. Decline respectfully under the stricter employer policy. — Correct
3. Accept if the caregiver promises not to mention the gift to the supervisor.
4. Request a second gift so the combined value is easier to enter in a record.

A lower monetary amount does not override a stricter employer rule. The response can preserve the relationship while following the applicable policy.

• A. The code’s monetary ceiling is not permission to override a stricter policy.
• C. Secrecy does not resolve the policy conflict.
• D. Requesting additional gifts does not make the arrangement appropriate.

BACB RBT Test Content Outline (3rd ed.) · Task F.8
BACB RBT Ethics Code (2.0) · 1.11; stricter employer policy

Item rpt75-v2-employer-gift-rule · Question bank updated October 20, 2026.

1. Ask the bystanders whether they think discussing this client’s toileting accidents is acceptable.
2. Move any necessary discussion to an appropriate private setting. — Correct
3. Speak loudly enough for every team member nearby to hear the sensitive session details.
4. Continue discussing the accidents because omitting the client’s full name ensures anonymity in public.

Necessary professional communication should be handled in an appropriate private context. Omitting a name is not enough when the client or sensitive details can still be recognized.

• A. Bystanders do not determine the client’s confidentiality protections.
• C. Increasing the audience increases unnecessary disclosure.
• D. Context can identify the client even without a name.

BACB RBT Test Content Outline (3rd ed.) · Task F.1
BACB RBT Ethics Code (2.0) · Core principles; 2.08 and 2.10

Item rpt75-v2-client-dignity · Question bank updated October 20, 2026.

1. Ask the client to find an untrained substitute so the scheduled visit still takes place.
2. Mark the session as completed so the organization’s electronic schedule does not show a disruption.
3. Wait until after tomorrow’s missed session before notifying the supervisor about the absence.
4. Notify the supervisor promptly and follow continuity procedures. — Correct

Early professional communication allows the team to address a missed commitment in the client’s interests. It does not authorize an unqualified substitute or an inaccurate service record.

• A. An untrained substitute is not an appropriate continuity solution.
• B. A missed session must not be recorded as delivered.
• C. Delayed notice reduces the team’s opportunity to respond.

BACB RBT Test Content Outline (3rd ed.) · Task F.9
BACB RBT Ethics Code (2.0) · 1.01, 1.02 and 2.02

Item rpt75-v2-professional-reliability · Question bank updated October 20, 2026.

1. Independently replace the goals according to personal assumptions about how this family should behave.
2. Listen and seek collaborative supervisory review of the concern. — Correct
3. Insist that the program’s greeting style is universally correct in every family and community.
4. Label the family as uncooperative in the record without discussing the stated cultural concern.

Seek the family’s input rather than treat one cultural practice as universal. Program decisions remain collaborative and supervised, not based on stereotypes or unilateral changes.

• A. Personal assumptions are not a sound basis for independent program redesign.
• C. One social convention is not universally appropriate.
• D. A label replaces rather than addresses the family’s input.

BACB RBT Test Content Outline (3rd ed.) · Task F.10
BACB RBT Ethics Code (2.0) · 1.07 and 1.08

Item rpt75-v2-cultural-input · Question bank updated October 20, 2026.

1. Correct the stated credential and role before publication. — Correct
2. Replace the analyst credential with an invented specialist title suggesting the same advanced qualification.
3. Publish the description because both credentials involve work in the same field of behavior analysis.
4. Publish the analyst description if the RBT has several years of practical service experience.

Different credentials represent different qualifications and scopes. Experience or related subject matter does not justify claiming a credential the person does not hold.

• B. An invented title can also misrepresent qualifications.
• C. Working in the same field does not make the credentials interchangeable.
• D. Experience does not confer the unheld credential.

BACB RBT Test Content Outline (3rd ed.) · Task F.6
BACB RBT Ethics Code (2.0) · 1.05; accurate public credential statements

Item rpt75-v2-credential-honesty · Question bank updated October 20, 2026.