Reviewed by Tamir Rubin, Head of Product at iPREP • Updated January 2026
RBT Exam Sample Question
You are collecting data on “hand biting” during a 30-minute session. Hand biting happens as quick, discrete events (bite → release), sometimes multiple times per minute. Your supervisor wants data that can show increases/decreases across sessions. Which measurement system is most appropriate?
- Duration recording of hand biting
- Frequency (count) recording of hand biting
- Whole-interval recording of hand biting
- Momentary time sampling of hand biting
RBT Domains (3rd ed.)
Content areas and question weighting
- Data Collection and Graphing — 17%
- Behavior Assessment — 11% of exam
- Behavior Acquisition — 25% of exam
- Behavior Reduction — 19% of exam
- Documentation and Reporting — 13%
- Ethics — 15% of exam
Test Duration
Total time: 90 minutes (1 hour 30 min) • 85 questions (75 scored)
You have limited time per item, so read carefully, answer, and move on. Flag uncertain questions and return if time remains. Avg pace: ~65 seconds per question.
Test Breakdown & Sample Questions
The BACB’s RBT Test Content Outline (3rd ed.) describes the content that will appear on the RBT certification exam beginning in 2026. The exam includes 75 scored questions and 10 unscored pilot questions. The outline includes 43 tasks organized into 6 domains.
The table below breaks down the domains covered in the RBT Test Content Outline (3rd ed.):
RBT Exam Topic Breakdown (3rd ed.)
| Domain | Questions | % |
|---|---|---|
| A.) Data Collection and Graphing | 13 | 17% |
| B.) Behavior Assessment | 8 | 11% |
| C.) Behavior Acquisition | 19 | 25% |
| D.) Behavior Reduction | 14 | 19% |
| E.) Documentation and Reporting | 10 | 13% |
| F.) Ethics | 11 | 15% |
Covered topics by domain (summary):
- A.) Data Collection and Graphing: Continuous/discontinuous measurement; permanent product; graphing; observable/measurable descriptions; summarizing trends; data fidelity risks.
- B.) Behavior Assessment: Preference assessments; skill strengths/deficits assessment support; components of functional assessment procedures.
- C.) Behavior Acquisition: Reinforcement; DTT; naturalistic teaching; chaining; discrimination; prompting/fading; generalization; maintenance vs. acquisition; shaping; token systems.
- D.) Behavior Reduction: Functions of behavior; antecedent interventions; differential reinforcement; extinction; time-out (when in plan); side effects; crisis procedures.
- E.) Documentation and Reporting: Communicate concerns; seek/prioritize direction; report variables affecting progress; objective documentation.
- F.) Ethics: Core principles; competence; supervision; confidentiality; public statements; multiple relationships; gifts; professional skills; cultural humility.
Let’s delve deeper into each section, focusing on making each part substantial and relevant for RBT exam preppers.
A.) Data Collection and Graphing
What is Assessed:
Registered Behavior Technicians are expected to collect accurate behavioral data and display it clearly so supervisors can make good clinical decisions. This domain focuses on measuring behavior in observable, measurable terms, recording data consistently, and using graphs to summarize what’s happening over time.
Skills Required:
- Describe behavior and relevant environmental events in observable, measurable terms
- Prepare for data collection (e.g., confirm definitions, materials, and data system)
- Use continuous measurement procedures (e.g., frequency/count, rate, duration, latency, interresponse time)
- Use discontinuous measurement procedures (e.g., partial interval, whole interval, momentary time sampling)
- Use permanent-product recording procedures when appropriate
- Enter data correctly and update graphs as required
- Summarize data and identify basic patterns (e.g., level, trend, variability)
- Recognize how inaccurate data or poor procedural fidelity can undermine conclusions and progress tracking
Domain A Sample Question:
During a 10-minute table task, your supervisor asks you to measure “on-task behavior” and says, “Just take data while you run the program.” The learner’s on-task/off-task behavior changes frequently (sometimes every few seconds), and you also have to deliver prompts and reinforcement on schedule. Which measurement approach is most appropriate?
- Frequency count of on-task behavior
- Duration recording of on-task behavior
- Momentary time sampling (MTS) at set intervals
- Permanent-product recording (e.g., number of completed items)
Correct Answer: C) Momentary time sampling (MTS) at set intervals
Explanation (why C is right)
MTS is a practical way to estimate behavior that changes rapidly when continuous measurement would be hard to do accurately while you’re also implementing teaching. You record whether the learner is on-task at specific moments (e.g., every 30 seconds), which fits the situation’s demands.
Why the other answers are wrong
A) Frequency count – Frequency works best for discrete behaviors with a clear start/end (e.g., “hits,” “requests”). “On-task” is a state that can last and fluctuate, so counting “on-task occurrences” becomes unclear and unreliable.
B) Duration recording – Duration can be great for on-task, but here it’s not the best choice because it requires continuous tracking of start/stop times while you’re also teaching, prompting, and reinforcing—high risk of inaccurate data.
D) Permanent-product recording – “Work completed” is not the same as “on-task.” A learner could complete items with lots of off-task behavior (or be on-task without producing many completed items). This would measure productivity, not the behavior you were asked to measure.
B.) Behavior Assessment
What is Assessed:
This domain checks whether you can support your supervisor’s assessment process by gathering information that helps identify preferences, skill levels, and factors influencing behavior—without stepping outside the RBT role.
Skills Required:
- Assist with preference assessments (e.g., help set up, run, and record results as directed)
- Participate in assessment activities that identify skill strengths and deficits (as instructed by a supervisor)
- Support components of functional assessment procedures (e.g., collect ABC data, implement assessment steps exactly as trained and supervised)
- Follow assessment protocols precisely and document results objectively
- Communicate observations and concerns to the supervisor using clear, factual language
Domain B Sample Question:
During a supervision session, your supervisor asks you to help identify what a learner prefers before starting instruction. The learner has limited communication skills and tends to grab items within reach. You have four items available: bubbles, a toy car, a snack, and a tablet. Which assessment approach is most appropriate to quickly compare preferences across multiple items?
- Single-stimulus preference assessment (one item at a time)
- Multiple-stimulus without replacement (MSWO) preference assessment
- Functional analysis (FA) of problem behavior
- ABC data collection during instruction
Correct Answer: B) Multiple-stimulus without replacement (MSWO) preference assessment
Explanation (why B is right)
MSWO allows you to present several items at once, record which item the learner selects first, remove that item, and repeat. This efficiently produces a ranked preference order and works well when you want to compare multiple items quickly.
Why the other answers are wrong
A) Single-stimulus – This can show whether an item is approached, but it’s slower and doesn’t compare items as efficiently when you need a quick ranking across several options.
C) Functional analysis – An FA tests the function of problem behavior and requires specialized planning, controls, and supervision. It’s not the right tool for quickly identifying preferred items.
D) ABC data – ABC data describes antecedents and consequences surrounding behavior. It can be useful for understanding patterns, but it does not directly identify a preference hierarchy for reinforcers.
C.) Behavior Acquisition
What is Assessed:
This domain focuses on teaching: implementing skill-acquisition plans to help clients learn new behaviors and skills. You’re expected to apply teaching procedures accurately, use reinforcement effectively, and support generalization and maintenance.
Skills Required:
- Implement reinforcement strategies, including:
- Positive and negative reinforcement
- Reinforcement schedules and common schedule effects
- Conditioned reinforcers and token-based systems (when included in a plan)
- Implement teaching procedures such as:
- Discrete-trial teaching (DTT)
- Naturalistic teaching strategies
- Chaining (forward, backward, total-task)
- Shaping
- Discrimination training
- Use prompting and fading procedures correctly to build independence
- Plan for and support generalization and maintenance as directed
- Differentiate teaching targets (e.g., acquisition vs. maintenance) and follow the program’s instructions accordingly
- Collect data during teaching and adjust implementation based on supervisor direction
Domain C Sample Question:
You are teaching a learner to request “break” during a difficult task. The skill-acquisition plan says: “Prompt the request as needed. Reinforce immediately when the learner independently requests a break. Gradually fade prompts to build independence.” During today’s session, the learner only says “break” after you give a verbal prompt (“Say ‘break’”). What is the best next step to follow the plan and promote independent responding?
- Keep using the same verbal prompt until the learner stops needing it
- Fade the prompt by switching to a less intrusive prompt (e.g., a gesture or visual cue)
- Withhold reinforcement until the learner says “break” without any prompt
- Stop teaching the skill and wait until the learner requests a break on their own
Correct Answer: B) Fade the prompt by switching to a less intrusive prompt (e.g., a gesture or visual cue)
Explanation (why B is right)
The plan calls for prompting “as needed” and fading prompts to build independence. If the learner is relying on a verbal prompt, the next step is to reduce intrusiveness—use a less intrusive prompt (or delay the prompt) while still reinforcing independent requests immediately.
Why the other answers are wrong
A) Keep the same verbal prompt – This can create prompt dependence. If you never fade, the learner may only request “break” when prompted.
C) Withhold reinforcement – This is not what the plan says and can increase frustration or problem behavior. Prompted responses typically still receive reinforcement according to the teaching procedure (while independence earns the strongest reinforcement).
D) Stop teaching and wait – That removes instruction and does not follow the skill-acquisition plan. Independence is built through systematic prompting and fading, not by pausing teaching.
D.) Behavior Reduction
What is Assessed:
This domain tests your ability to implement behavior-reduction plans safely and correctly—especially procedures that address challenging behavior, function-based interventions, and steps to respond during crises.
Skills Required:
- Identify and describe common functions of behavior (e.g., attention, access to tangibles/activities, escape/avoidance, automatic/sensory)
- Implement antecedent interventions as written (e.g., modify triggers, provide choices, adjust task demands)
- Implement differential reinforcement procedures (e.g., reinforce alternatives, incompatible behaviors, or other specified responses)
- Implement extinction procedures correctly when included, and recognize common side effects (e.g., bursts, variability, emotional responding)
- Implement consequences included in a plan (which may include time-out or other procedures as specified and permitted)
- Follow crisis/emergency procedures exactly as trained, prioritizing safety and supervision requirements
- Document behavior incidents objectively and report critical information promptly
Domain D Sample Question:
A learner frequently screams to escape difficult work. The behavior plan says to use escape extinction (do not remove the demand following screaming) and DRA (reinforce an appropriate alternative response: asking for “help” or “break”). During a session, the learner screams immediately after you present a worksheet. What is the best RBT response that follows the plan?
- Remove the worksheet to calm the learner, then try again later
- Provide a warning that screaming will lead to a punishment procedure
- End the session and document that the learner was noncompliant
- Ignore the screaming and continue the demand, then reinforce when the learner asks for “help” or “break”
Correct Answer: D) Ignore the screaming and continue the demand, then reinforce when the learner asks for “help” or “break”
Explanation (why D is right)
The plan specifies escape extinction (screaming should not result in escaping the task) and DRA (reinforce an appropriate alternative). Continuing the demand prevents the screaming from being reinforced by escape, and reinforcing “help” or “break” strengthens the replacement behavior.
Why the other answers are wrong
A) Remove the worksheet – This gives the learner what screaming is seeking (escape), which can strengthen screaming and directly contradicts escape extinction.
B) Threaten punishment – Punishment procedures must be explicitly included in a written plan and supervised; adding threats is not part of the plan and is not an appropriate RBT response.
C) End the session – Ending the session functions like escape and may reinforce screaming. Also, it ignores the plan’s function-based strategy.
E.) Documentation and Reporting
What is Assessed:
This domain focuses on your professionalism in communication and documentation: recording sessions objectively, reporting relevant variables that may affect progress, and seeking direction appropriately.
Skills Required:
- Write objective, accurate session documentation (facts, not opinions)
- Report variables that may affect performance or outcomes (e.g., illness, sleep, medication changes, setting events, environmental disruptions)
- Communicate concerns, observations, and suggestions to the supervisor clearly and promptly
- Seek clinical direction when needed and prioritize guidance appropriately
- Follow applicable documentation requirements and privacy/confidentiality expectations when recording or sharing information
- Maintain clear, consistent reporting that supports clinical decision-making
Domain E Sample Question:
During a session, the learner completes fewer targets than usual and shows more problem behavior. The caregiver mentions the learner “didn’t sleep much” and “skipped breakfast.” What is the best documentation approach for your session note?
- “Client was unmotivated and stubborn today, likely due to poor parenting.”
- “Client had a bad day and refused to cooperate. Parent was not helpful.”
- “Caregiver reported the learner slept ~3 hours and skipped breakfast. Learner completed 4/10 targets (typical: 8/10) and engaged in screaming 6 times during demands. Supervisor notified.”
- “Learner’s performance dropped because they were tired and hungry, which caused the problem behavior.”
Correct Answer: C) “Caregiver reported the learner slept ~3 hours and skipped breakfast. Learner completed 4/10 targets (typical: 8/10) and engaged in screaming 6 times during demands. Supervisor notified.”
Explanation (why C is right)
This note is objective, specific, and measurable. It clearly separates what was reported by the caregiver from what was observed by you, includes relevant performance data, and documents appropriate reporting to the supervisor.
Why the other answers are wrong
A) Subjective and inappropriate – Uses judgmental language (“stubborn,” “poor parenting”) and includes personal blame, which is unprofessional and not objective documentation.
B) Vague and biased – “Bad day” and “refused” are not measurable, and criticizing the parent is not appropriate for clinical documentation.
D) States a cause as fact – It turns a possible explanation into a conclusion (“because they were tired and hungry”) instead of documenting observable facts and what was reported.
F.) Ethics
What is Assessed:
This domain evaluates whether you understand and apply core ethical expectations for RBTs—especially confidentiality, boundaries, supervision, practicing within competence, and professional conduct with clients, families, and team members.
Skills Required:
- Apply core ethical principles in day-to-day situations (client welfare, integrity, professionalism)
- Work within your role and competence: follow your training, seek supervision, and do not operate independently outside your scope
- Follow supervision requirements and demonstrate effective supervisee behaviors
- Maintain confidentiality and handle client information appropriately
- Avoid problematic multiple relationships, conflicts of interest, and boundary violations
- Handle gifts and other potential influences according to ethical expectations and agency/supervisor guidance
- Communicate professionally: accept and apply feedback, collaborate with stakeholders appropriately, and resolve issues respectfully
- Demonstrate cultural humility and responsiveness in interactions and service delivery
Domain F Sample Question:
A caregiver you work with says, “You’ve been amazing—please take this $50 gift card. You deserve it.” Your agency policy says staff should not accept gifts from clients or families. What is the best response?
- Accept it quietly to avoid offending the caregiver
- Decline politely and inform your supervisor about the offer
- Accept it, but document it in your session note
- Suggest the caregiver buy you something smaller instead
Correct Answer: B) Decline politely and inform your supervisor about the offer
Explanation (why B is right)
This keeps professional boundaries, follows workplace policy, and involves supervision. Even well-intended gifts can create conflicts of interest, expectations, or boundary issues, so the safest ethical action is to decline and notify your supervisor.
Why the other answers are wrong
A) Accept it quietly – Violates policy and risks boundary problems or perceived favoritism. “Not offending” isn’t a reason to ignore ethical and workplace requirements.
C) Accept and document it – Documentation doesn’t fix the underlying issue. Accepting the gift still violates policy and can create a conflict of interest.
D) Ask for something smaller – This still treats gift acceptance as negotiable and encourages a boundary violation rather than preventing it.
Did you know?
Beginning in 2026, the RBT exam is 90 minutes long and includes 85 computer-based multiple-choice questions. 75 of the questions are scored and count toward your result, while 10 are unscored pilot questions used to help evaluate and improve future exam questions.
Preparation Strategies
Preparing for the RBT exam (3rd edition, beginning 2026) is less about memorizing terms and more about being able to apply procedures correctly, follow supervision, and make sound, ethical decisions in realistic situations. Here are study strategies that reliably move the needle:
Study by domain (and by task):
Use the 3rd-edition domains as your roadmap. Don’t just “review ABA”—make sure you can explain and apply what each domain expects (data/graphing, assessment support, skill acquisition, behavior reduction, documentation/reporting, ethics).
Practice as if you’re on the job:
The exam often tests judgment in day-to-day situations. When you study, convert content into “What would I do next?” drills—especially for reinforcement decisions, prompting/fading, extinction side effects, and documentation choices.
Use scenario-based questions (not just definitions):
Prioritize practice questions that look like real cases: a client’s behavior occurs, data look a certain way, a caregiver says something, an unexpected variable happens—then you choose the most appropriate RBT action.
Build a “measurement + graphing” routine:
Get fluent with continuous vs. discontinuous measurement and with basic graph-reading. Make it automatic to spot patterns like trend/variability and to recognize how bad data or poor fidelity can mislead decisions.
Flashcards—but only for what truly needs recall:
Flashcards work best for quick-hit items: definitions, measurement types, reinforcement schedule basics, prompting terms, and key ethical/boundary rules. Keep them short and review them frequently.
Timed mini-exams (then review deeply):
Do timed sets to build pacing for a 90-minute exam. But the real gains come from reviewing: for every missed question, identify the task you struggled with and write a one-sentence rule you can reuse.
Train your “reporting brain”:
Practice writing short, objective session-note statements and identifying what variables are clinically relevant to report to a supervisor. This also helps you avoid common mistakes like subjective language and missing key context.
Ethics: learn the “safe default” behaviors:
Ethics items often boil down to: protect confidentiality, stay within competence, maintain boundaries, seek supervision/direction, avoid conflicts/multiple relationships, and accept feedback professionally. When unsure, the safer choice is usually the one that increases transparency with supervision and reduces risk to the client.
Test Features
Advantages of obtaining RBT certification
| Benefit | What it means for you |
|---|---|
| Clear standards | Shows you’ve met defined requirements to provide behavior-analytic services under appropriate supervision. |
| Consumer protection | Certification requires meeting eligibility and ongoing maintenance requirements (ethics, supervision, renewal-related steps). |
| Easy verification | Makes it easier for employers/families/funders to confirm you hold an active credential. |
| Recognized credential | A widely used entry-level credential in ABA service settings. |
Examination Rescheduling/Cancellation
| Cancellation Time Period | Cancellation/Rescheduling Fee |
|---|---|
| 5 days–48 hours prior to examination appointment | $32 |
| 30 days–5 days prior to examination appointment | $27 |
| 31 days or more prior to examination appointment | No fee |
Certain Maintenance Requirements
- Ongoing supervision (per current supervision + documentation requirements)
- Ethics compliance (including applicable self-reporting expectations)
- Annual renewal/recertification steps (documentation + fees)
- Renewal competency assessment requirement
Changes in the RBT exam (3rd edition, beginning 2026)
Beginning in 2026, the exam content is aligned to the RBT Test Content Outline (3rd ed.) with 6 domains and 43 tasks. The exam is still 90 minutes and includes 85 questions (75 scored + 10 unscored pilot questions).
Technical Facts
Fast Facts (tl;dr)
- 85 questions, 90 minutes
- 75 scored, 10 unscored
- Four choices, one correct
- Six domains, 43 tasks
- 40-hour training required first
- Competency assessment before applying
- Up to 8 attempts yearly
Eligibility Criteria + Testing Policy (2026+)
| Topic | Official requirement (summary) |
|---|---|
| Minimum age | 18 years old |
| Education | High school diploma or equivalent |
| Required checks | Criminal background + abuse registry checks (with timing rules) |
| Training | 40-hour qualified RBT training (with timing rules) |
| Competency assessment | Pass the Initial Competency Assessment within required timing |
| Attestation | An attesting certificant must complete required verification/attestation |
| Exam delivery | In-person, computer-based testing (CBT) |
| Testing sites | Pearson VUE testing centers; certain U.S. military bases |
| Authorized locations | U.S.; Canada (except Quebec & Ontario); Australia (until Jan 1, 2027); U.K. (until Jan 1, 2026) |
| Retakes | 7-day wait after a failed attempt |
| Attempt limit | Max 8 attempts per 1-year authorization period |
RBT Exam Application Process
- Create your BACB account
- Complete prerequisites (checks, training, competency assessment, attestation)
- Submit the RBT application and required documentation
- Receive approval (or fix requests) from BACB
- Schedule your exam through Pearson VUE
- Test within your authorization window
Results Scale and Interpretations
Examination Results
You’ll be notified of your result at the testing site as soon as you finish the exam. The BACB then confirms your results via email, and your result will appear in your BACB account within about one week.
| When | What you’ll receive |
|---|---|
| Immediately after the exam | Pass/fail notification at the testing site (typically a pass/fail report) |
| Within ~24 hours (if you pass) | Email from the BACB with an attached letter showing your certification number and expiration date |
| Within ~1 week | Results posted in your BACB account |
Important: “Inactive” status after passing
After passing, your RBT certification status begins as inactive. To become active, your qualified RBT Supervisor and/or RBT Requirements Coordinator must add you as a supervisee in their BACB account. Until then, you cannot use the credential.
What score do you need to pass?
The BACB sets the passing score using the modified Angoff method (a criterion-referenced standard-setting process). The exact passing score isn’t presented as “you need X correct answers,” and the passing standard may be updated when major exam/content changes occur.
| Year | First-Time Pass Rate |
|---|---|
| 2022 | 77% |
| 2021 | 83% |
| 2020 | 84% |
| 2019 | 87% |
If you don’t pass (retakes)
- You may retake the exam up to 8 total attempts within the 12-month period after your initial exam approval.
- A Retake Application becomes available in your BACB account within 48 hours of a failed attempt.
- After you submit the retake application, you’ll receive an authorization email (typically within 48 hours) with scheduling instructions.
- You must wait 7 days after your last attempt before testing again.
- If you reach 8 attempts and still have time left in your 12-month authorization, you must wait until that authorization period ends before reapplying.
RBT EXAM FAQs
The RBT exam is designed to evaluate whether candidates have the knowledge and skills needed to work competently as entry-level behavior technicians delivering behavior-analytic services under ongoing supervision.
You must complete the required steps for eligibility (including the 40-hour training, required checks, and an Initial Competency Assessment), then submit an application through your BACB account. Once approved, you’ll receive instructions to schedule your exam through Pearson VUE.
The exam is computer-based and multiple-choice. It includes 85 questions completed in 90 minutes. (75 questions are scored; 10 are unscored pilot questions.)
There are 85 multiple-choice questions total: 75 scored and 10 unscored.
The BACB sets the passing standard using a formal standard-setting process (modified Angoff). The BACB does not publish a simple “percent correct” rule like 80%.
Yes. You can retake the exam, but you must wait 7 days after an unsuccessful attempt. There is also a limit on the total number of attempts allowed within your authorization period.
Use the RBT Test Content Outline (3rd ed.) as your study blueprint. Focus on mastering tasks across the 6 domains (data collection/graphing, assessment support, skill acquisition, behavior reduction, documentation/reporting, and ethics) and practice with scenario-based questions that reflect real RBT decision-making under supervision.
RBT Exam Test Tips
Reset your breathing: Take a few slow, deep breaths before you start and whenever you feel rushed. It helps you stay calm and think clearly.
Use confident self-talk: Replace “I’m going to fail” with “One question at a time.” Keep your focus on the next best answer.
Pace yourself: You have 90 minutes for 85 questions, so keep moving. If you’re stuck, choose the best option and flag it mentally—don’t burn minutes on one item.
Sleep and fuel matter: Get solid sleep the night before and eat a balanced meal that won’t spike and crash your energy.
Read for the role: Many questions test what an RBT should do under supervision. Look for wording about reporting, following protocols, and staying within scope.
Read the full question: Don’t jump at familiar keywords. Small details (setting events, safety concerns, who said what, what’s already in the plan) change the best answer.
Mini-breaks are fine: If you feel overloaded, pause for a few seconds—breathe, relax your shoulders, sip water—then continue.
Administration
Test Administrators: The RBT certification exam is administered by Pearson VUE on behalf of the Behavior Analyst Certification Board (BACB).
Test Scheduling: After your application is approved, you’ll receive an email with instructions for scheduling your exam through Pearson VUE.
Test Format: Computer-based, multiple-choice.
Test Materials: You may not bring study materials into the testing room. You must bring a valid government-issued ID that meets the testing provider’s requirements.
Cost: The BACB charges an application fee, and Pearson VUE charges an exam appointment fee. (Check the BACB handbook for the current amounts, as fees can change.)
Retake Policy: You may take the exam up to 8 times within your 12-month authorization period, with a required waiting period after an unsuccessful attempt.
Test Provider
The Behavior Analyst Certification Board (BACB) is the organization that offers the Registered Behavior Technician (RBT) certification. The RBT credential is designed for professionals who provide direct, one-on-one behavior-analytic services to clients while working under the close, ongoing supervision of a qualified supervisor.
The BACB is a nonprofit organization that develops and maintains professional standards for behavior analysis credentials.
Information Sources
Disclaimer – iPREP study guides and tutoring materials are created to help you prepare and are written to the best of our knowledge based on publicly available information. iPREP is not affiliated with or endorsed by the Behavior Analyst Certification Board (BACB), Pearson VUE, the RBT certification program, or any other organizations or brands mentioned on this page.
Free RBT Exam practice test: Get to know what the Registered Behavior Technicians (RBT) Certification Exam will be like by practicing with these sample questions.
RBT Exam Sample Questions (3rd edition domains):
- A.) Data Collection and Graphing
- B.) Behavior Assessment
- C.) Behavior Acquisition
- D.) Behavior Reduction
- E.) Documentation and Reporting
- F.) Ethics
A.) Data Collection and Graphing
Question 1 of 3
You are collecting data on “hand biting” during a 30-minute session. Hand biting happens as quick, discrete events (bite → release), sometimes multiple times per minute. Your supervisor wants data that can show increases/decreases across sessions. Which measurement system is most appropriate?
- Duration recording of hand biting
- Frequency (count) recording of hand biting
- Whole-interval recording of hand biting
- Momentary time sampling of hand biting
Correct Answer: B) Frequency (count) recording of hand biting
Explanation (why B is right)
Hand biting here is a discrete, countable event with a clear onset/offset. Frequency/count data is a direct measure and is easy to graph across sessions to show changes over time.
Why the other answers are wrong
A) Duration recording – Better for behaviors that last for extended periods; it’s inefficient when the behavior is brief and occurs repeatedly.
C) Whole-interval recording – Estimates behavior over intervals and can underestimate high-rate behaviors; it’s not ideal when you can count discrete events directly.
D) Momentary time sampling – An estimate that can miss brief events if they don’t occur at the exact moment you check.
Question 2 of 3
You are tracking “out-of-seat behavior” during a 20-minute group activity. The learner frequently pops up for a second or two and then sits back down. You must also assist with instruction and cannot track every instance reliably. Which measurement approach is most appropriate?
- Frequency recording
- Momentary time sampling (MTS)
- Latency recording
- Permanent-product recording
Correct Answer: B) Momentary time sampling (MTS)
Explanation (why B is right)
MTS is practical when behavior occurs frequently and briefly and when you can’t continuously measure while teaching. It provides an efficient estimate by checking the behavior at planned moments.
Why the other answers are wrong
A) Frequency recording – Could work if you could track every instance, but the scenario says you can’t do it reliably.
C) Latency recording – Measures time from a cue to the start of behavior, not repeated brief occurrences.
D) Permanent-product recording – There isn’t a physical product that directly represents “out of seat.”
Question 3 of 3
Your supervisor asks you to graph “independent correct responses” for a discrete-trial program. Today, you notice the data sheet includes prompts (e.g., “VP” for verbal prompt, “GP” for gestural prompt), but you’re not sure whether prompted correct responses should be counted as independent. What is the best action?
- Count all correct responses as independent to keep the graph simple
- Only count responses that occur with a prompt, since prompts show teaching is happening
- Ask your supervisor for clarification before entering and graphing the data
- Leave the data ungraphed until the end of the week
Correct Answer: C) Ask your supervisor for clarification before entering and graphing the data
Explanation (why C is right)
Accurate graphing depends on consistent definitions (e.g., what qualifies as “independent”). When unsure about how to record or summarize data, the right move is to seek clinical direction before graphing, so the data represent the target accurately.
Why the other answers are wrong
A) Count everything as independent – Misrepresents performance and can falsely inflate progress.
B) Count only prompted responses – Also misrepresents performance and ignores the actual target (“independent correct”).
D) Delay graphing – Avoids the real issue and risks continued inconsistent data handling; you still need clarification.
B.) Behavior Assessment
Question 1 of 3
Your supervisor asks you to run a quick preference assessment before teaching. You place four items in front of the learner. The learner selects the tablet first. What should you do next if you are using a Multiple-Stimulus Without Replacement (MSWO) assessment?
- Leave the tablet available and ask again
- Remove the tablet and re-present the remaining items
- End the assessment because the learner chose the best item
- Switch to a functional analysis to confirm the choice
Correct Answer: B) Remove the tablet and re-present the remaining items
Explanation (why B is right)
In MSWO, when the learner selects an item, you remove it from the array and then present the remaining items again. This produces a ranked order of preference efficiently.
Why the other answers are wrong
A) Leave the tablet available – That would be “with replacement,” which can prevent a clear ranking across items.
C) End the assessment – You’d only know the top choice, not the relative preference among the other items.
D) Functional analysis – Not used to rank preferred items and is inappropriate here.
Question 2 of 3
Your supervisor is evaluating a learner’s skill strengths and deficits. You are asked to assist by following a data sheet and presenting specific instructions (e.g., “Touch nose,” “Point to red,” “Clap hands”). What is your primary role in this assessment activity?
- Decide which skills should be taught next
- Implement the assessment steps exactly as written and record responses accurately
- Modify the assessment whenever the learner seems frustrated
- Diagnose the learner’s level of functioning based on results
Correct Answer: B) Implement the assessment steps exactly as written and record responses accurately
Explanation (why B is right)
RBTs support assessment by implementing procedures as directed and collecting accurate data. Clinical decisions (what to teach, diagnosis, interpretation) are supervisor responsibilities.
Why the other answers are wrong
A) Decide next targets – This is a clinical decision outside the RBT role.
C) Modify the assessment – Changing procedures can invalidate results; changes require supervisor direction.
D) Diagnose level of functioning – Diagnosis/interpretation is outside the RBT scope.
Question 3 of 3
Your supervisor asks you to collect ABC data for a learner who engages in aggression. During free play, the learner hits when another child takes a toy. Which entry is the best example of objective ABC data?
- Antecedent: Child was jealous. Behavior: Hit for attention. Consequence: Teacher scolded him.
- Antecedent: Peer took toy truck. Behavior: Learner hit peer with open hand. Consequence: Peer moved away and toy truck was returned.
- Antecedent: Learner wanted the toy. Behavior: Learner was mean. Consequence: Learner calmed down.
- Antecedent: Teacher ignored learner. Behavior: Learner got upset and hit. Consequence: Teacher learned to pay attention.
Correct Answer: B) Antecedent: Peer took toy truck. Behavior: Learner hit peer with open hand. Consequence: Peer moved away and toy truck was returned.
Explanation (why B is right)
ABC data must describe observable events: what happened right before, the behavior in measurable terms, and what happened right after—without guessing motives.
Why the other answers are wrong
A) Includes interpretations (“jealous,” “for attention”) instead of observable facts.
C) Uses subjective labels (“wanted,” “mean,” “calmed down”) and lacks clear, measurable detail.
D) Contains assumptions and inappropriate conclusions (“teacher ignored,” “teacher learned”) rather than objective observation.
C.) Behavior Acquisition
Question 1 of 3
A skill-acquisition plan targets manding (requesting) for preferred items. The plan says: “Use least-to-most prompting. Reinforce independent requests immediately. If the learner doesn’t request within 3 seconds, provide the next prompt level.” The learner reaches toward bubbles but does not vocalize. What is the best next step?
- Give the bubbles immediately to avoid frustration
- Wait silently for 30 seconds to encourage independence
- Provide the next least-intrusive prompt (e.g., point to the ‘bubbles’ picture/word)
- End the trial and move on to a different target
Correct Answer: C) Provide the next least-intrusive prompt (e.g., point to the ‘bubbles’ picture/word)
Explanation (why C is right)
The plan specifies least-to-most prompting with a 3-second wait. If the learner doesn’t request, you provide the next prompt level, then reinforce according to the plan—especially reinforcing independent responses immediately.
Why the other answers are wrong
A) Give the bubbles immediately – Reinforces reaching (not the targeted request) and skips the prompting plan.
B) Wait 30 seconds – Violates the plan’s 3-second prompt delay and may increase frustration.
D) End the trial – Avoids teaching and doesn’t follow the program procedures.
Question 2 of 3
A learner can independently complete a 3-step handwashing routine in the clinic bathroom but fails to do it at home. Your supervisor asks you to support generalization and says you should follow the written plan and collect data across settings. Which action is most appropriate for an RBT?
- Implement the supervisor’s generalization steps (e.g., practice in a different bathroom, vary materials as directed, collect data)
- Recommend changing the family’s bathroom layout to match the clinic
- Decide on a new generalization plan and begin implementing it immediately
- Stop teaching handwashing until the learner generalizes naturally
Correct Answer: A) Implement the supervisor’s generalization steps (e.g., practice in a different bathroom, vary materials as directed, collect data)
Explanation (why A is right)
RBTs support generalization by implementing the supervisor’s written steps and collecting accurate data. Planning and prescribing a new intervention is outside the RBT role.
Why the other answers are wrong
B) Recommend environmental changes – That’s a clinical recommendation and should come from the supervisor.
C) Create your own plan – Designing or changing intervention plans is outside the RBT scope.
D) Wait for “natural” generalization – Generalization typically requires programming; stopping instruction won’t solve the problem.
Question 3 of 3
You are teaching a learner to identify “red” during discrimination training. The learner selects “blue” when you say “Touch red.” The teaching plan includes a correction procedure, and your supervisor has instructed you to follow it exactly. What is the best immediate response?
- Deliver the correction procedure as written, then represent the trial
- Provide reinforcement for effort so the learner stays motivated
- End the program and switch to an easier target
- Tell the learner “No, that’s wrong” and move to the next trial without correction
Correct Answer: A) Deliver the correction procedure as written, then represent the trial
Explanation (why A is right)
When an error occurs during discrimination training, the correct response is to follow the program’s correction procedure to reduce errors and strengthen correct responding, then give another opportunity to respond correctly.
Why the other answers are wrong
B) Reinforce effort – Reinforcement after an incorrect response can strengthen incorrect responding and weaken the discrimination.
C) Switch targets – Avoids instruction and doesn’t help the learner acquire the discrimination.
D) Move on without correction – Misses a teaching opportunity and may allow repeated errors.
D.) Behavior Reduction
Question 1 of 3
A learner frequently throws materials to escape work. The behavior plan states: “Implement escape extinction (do not remove the demand following throwing) and reinforce an appropriate alternative response (handing materials back and saying ‘break please’).” During a math task, the learner throws the worksheet onto the floor. What is the best response that follows the plan?
- Re-present the worksheet and continue instruction, then reinforce when the learner uses the alternative response
- Remove the worksheet to prevent escalation and document the incident
- End the task and switch to a preferred activity to calm the learner
- Tell the learner they will lose rewards if they throw again, then move on
Correct Answer: A) Re-present the worksheet and continue instruction, then reinforce when the learner uses the alternative response
Explanation (why A is right)
Escape extinction means throwing should not result in escaping the task. Re-presenting the demand prevents escape from reinforcing throwing, and reinforcing the alternative response builds the replacement behavior.
Why the other answers are wrong
B) Remove the worksheet – Allows escape, which can reinforce throwing and directly contradicts escape extinction.
C) Switch to a preferred activity – Also provides escape from demands and may strengthen the problem behavior.
D) Threaten loss of rewards – Adds an unscripted consequence not specified in the plan and doesn’t implement the function-based strategy.
Question 2 of 3
A behavior plan includes extinction for attention-maintained shouting. Your supervisor warned you that extinction may produce short-term side effects. On the first day you implement the plan, the learner’s shouting suddenly becomes louder and happens more often. What is the best response?
- Continue implementing the plan as written and promptly report the change to your supervisor
- Stop using extinction immediately because the behavior is getting worse
- Give attention briefly to calm the learner, then resume extinction later
- Switch to a new intervention you think will work better
Correct Answer: A) Continue implementing the plan as written and promptly report the change to your supervisor
Explanation (why A is right)
An extinction burst (temporary increase in behavior) is a known possible effect when extinction begins. The correct response is to follow the written plan and communicate important changes to your supervisor rather than changing procedures on your own.
Why the other answers are wrong
B) Stop extinction – Inconsistent implementation can make behavior more persistent and undermines the treatment plan.
C) Provide attention – Delivers the reinforcer the behavior is seeking, which can strengthen shouting and prolong the problem.
D) Make your own changes – Designing or changing interventions is outside the RBT role; changes must come from the supervisor.
Question 3 of 3
A learner engages in aggression. The behavior plan includes a specific crisis/emergency procedure and states that safety is the priority. During a session, the learner attempts to hit you and another client. What is the best action?
- Follow the crisis/emergency procedure exactly as trained and notify your supervisor as required
- Physically restrain the learner using a method you saw online
- Ignore the aggression to avoid reinforcing it
- End the session immediately and leave without documenting
Correct Answer: A) Follow the crisis/emergency procedure exactly as trained and notify your supervisor as required
Explanation (why A is right)
When safety is at risk, you must follow the written crisis procedure exactly as trained and communicate according to the plan. This protects the learner, others, and you, and ensures consistent, authorized intervention.
Why the other answers are wrong
B) Use an unapproved restraint – Dangerous and not allowed unless explicitly trained/authorized; outside RBT discretion.
C) Ignore aggression – Not appropriate when safety is threatened; ignoring does not keep people safe.
D) Leave without documenting – Fails to follow professional and reporting expectations and can put others at risk.
E.) Documentation and Reporting
Question 1 of 3
During a session, you observe a new concern: the learner begins limping and avoids putting weight on their left foot. The caregiver says, “It’s probably nothing.” What is the best next step?
- Document the observation objectively and notify your supervisor promptly
- Tell the caregiver the learner likely has an injury and should see a doctor
- Ignore it unless the learner complains of pain
- Continue the session as usual and mention it next week if it continues
Correct Answer: A) Document the observation objectively and notify your supervisor promptly
Explanation (why A is right)
This is a new, potentially important variable that could affect performance and safety. The appropriate RBT action is to record what you observed in objective terms and report it to your supervisor promptly.
Why the other answers are wrong
B) Give medical advice – Diagnosing or recommending medical care is outside the RBT role.
C) Ignore it – Fails to document/report a meaningful change that may impact the session and client safety.
D) Delay reporting – Waiting can increase risk and prevents timely clinical decision-making.
Question 2 of 3
You are writing a session note after a session in which the learner engaged in aggression. Which statement is the best example of objective documentation?
- “The learner was angry and trying to hurt people.”
- “The learner was out of control and disruptive today.”
- “At 3:10 PM, the learner hit the therapist with an open hand 3 times when the demand ‘clean up’ was presented. No injury observed.”
- “The learner hit because they didn’t want to clean up.”
Correct Answer: C) “At 3:10 PM, the learner hit the therapist with an open hand 3 times when the demand ‘clean up’ was presented. No injury observed.”
Explanation (why C is right)
It reports observable facts (what happened, when, how many times, and under what condition) without assumptions about intent. This is what clinical documentation should look like.
Why the other answers are wrong
A) Assumes internal state/intent (“angry,” “trying to hurt”). Not directly observable.
B) Vague and judgmental (“out of control,” “disruptive”) and not measurable.
D) States a cause as fact (a function hypothesis) rather than documenting what was observed.
Question 3 of 3
During a session, the caregiver repeatedly asks you to change the program because “it’s too hard,” and asks what you think the supervisor should do. The written program is clear, but you’re unsure how the supervisor wants you to handle caregiver requests in the moment. What is the best action?
- Agree and simplify the program immediately to keep the caregiver happy
- Explain your personal opinion about how the supervisor should redesign the plan
- Tell the caregiver you can’t discuss anything and end the conversation abruptly
- Tell the caregiver you’ll follow the written plan today and will share their concerns with your supervisor as soon as possible
Correct Answer: D) Tell the caregiver you’ll follow the written plan today and will share their concerns with your supervisor as soon as possible
Explanation (why D is right)
RBTs should follow the current program as written and seek clinical direction when changes are requested. This response stays within scope, maintains professionalism, and ensures the supervisor receives the relevant input.
Why the other answers are wrong
A) Change the program yourself – Modifying treatment is outside the RBT role.
B) Offer clinical recommendations – Designing or advising on intervention changes is not within the RBT scope.
C) Shut down abruptly – Unprofessional and doesn’t ensure concerns are appropriately communicated to the supervisor.
F.) Ethics
Question 1 of 3
A friend sees you in public with a client and later texts: “Who was that kid you were with? What are they getting therapy for?” What is the best response?
- “I can’t share any information about clients.”
- “It’s a child I work with—just trust me.”
- “They have autism, so they get ABA.”
- “I can tell you, but please keep it private.”
Correct Answer: A) “I can’t share any information about clients.”
Explanation (why A is right)
This protects confidentiality and keeps professional boundaries. Even confirming that someone is a client is information you should not disclose.
Why the other answers are wrong
B) Confirms the relationship – Even without details, it still discloses client-related information.
C) Discloses health information – Sharing diagnosis/services is a serious confidentiality breach.
D) Still a breach – “Keep it private” doesn’t make disclosure acceptable.
Question 2 of 3
A caregiver sends you a social media friend request and messages: “You’re basically family—let’s stay in touch here.” Your agency policy discourages personal relationships with clients’ families. What is the best response?
- Accept the request but don’t message
- Decline the request and say nothing
- Decline politely and inform your supervisor about the request
- Accept the request and suggest using direct messages for session updates
Correct Answer: C) Decline politely and inform your supervisor about the request
Explanation (why C is right)
This maintains professional boundaries, follows policy, and brings supervision in so the situation is handled consistently and documented if needed.
Why the other answers are wrong
A) Still a boundary issue – Accepting creates a dual relationship even if you don’t message.
B) Not enough – Declining is good, but failing to inform your supervisor can leave a boundary issue unmanaged.
D) Worst option – Accepting and using DMs for session info mixes personal and professional communication and increases privacy and boundary risks.
Question 3 of 3
During a session, the caregiver asks you to “try a new consequence” they found online for problem behavior. It’s not in the behavior plan, and you were not trained on it. What is the best response?
- Try it once and see if it works
- Tell the caregiver you’ll decide what to do since you’re the one running sessions
- Explain the risks and debate the caregiver until they agree
- Follow the current plan and tell them you’ll share the request with your supervisor for guidance
Correct Answer: D) Follow the current plan and tell them you’ll share the request with your supervisor for guidance
Explanation (why D is right)
RBTs must work within competence and follow written plans under supervision. Changes to procedures must come from the supervisor, not the caregiver or the RBT in the moment.
Why the other answers are wrong
A) Unapproved intervention – Implementing an unplanned procedure is outside scope and can be unsafe.
B) Outside role – RBTs don’t independently design or approve behavior procedures.
C) Not your job to debate – You can be respectful and clear, but the correct step is to defer clinical decisions to supervision, not argue.
Sample RBT Flashcards
Boost your exam prep with these key concept flashcards.
About the course
Includes 11 practice tests (4 full-length simulations)
23 Learning hours · 11 Practice tests · 580 Questions · 300 FLASHCARDS
Start with a quick orientation and a baseline assessment to see where you stand. Then build the “best/next” decision habits that drive RBT vignettes, and work domain-by-domain through the RBT Test Content Outline (3rd ed.). You’ll finish with full mock tests and a structured review to pinpoint role errors, pacing issues, and domain gaps.
Skills you will learn
Measurement and graphing · Preference and functional assessment support · Skill acquisition procedures · Behavior reduction procedures · Documentation · Ethics
Curriculum
1. Course Introduction
- Course setup, exam basics, score use
- Assessment Test — timed and practice
2. Test-Style Foundations
- BEST/NEXT thinking and role boundaries
- Read vignettes fast; cut distractors; pace
- RBT / Test-Style Foundations — checkpoint test
3. A: Data Collection and Graphing
- Measure behavior with correct procedures
- Graph, summarize, and interpret trends
- Protect data quality and procedural fidelity
- RBT / Domain A — checkpoint test
4. B: Behavior Assessment
- Run preference assessments correctly
- Support skill and functional assessments
- RBT / Domain B — checkpoint test
5. C: Behavior Acquisition
- Reinforcement and conditioned reinforcers
- Teach skills with DTT, NET, chaining
- Prompt, fade, generalize; shape; token systems
- RBT / Domain C — checkpoint test
6. D: Behavior Reduction
- Identify function; use antecedent strategies
- Differential reinforcement, extinction, punishment effects
- Crisis and emergency procedures
- RBT / Domain D — checkpoint test
7. E: Documentation and Reporting
- Report data and document accurately
- Incidents and mandated reporting
- RBT / Domain E — checkpoint test
8. F: Ethics
- Boundaries, consent/assent, confidentiality
- Conflicts, violations reporting, ethical decisions
- Scope, supervision, professional conduct
- RBT / Domain F — checkpoint test
9. Full Mock Tests
- Full mock tests — timed and practice
10. Post-Mock Test Analysis
- Diagnose weak domains and role errors
11. Course Conclusion
- Wrap-up and next-step guidance
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