RBT Practice Exam 2026

Becoming a Registered Behavior Technician (RBT) is a significant milestone for anyone entering the field of Applied Behavior Analysis (ABA). It marks the transition from a general interest in helping others to a professional credential that demonstrates your competence in delivering life-changing interventions. However, the path to certification stands behind one final, often daunting hurdle: the RBT Exam.

This guide is designed to de-mystify the RBT Practice exam process. We will look beyond simple definitions and explore the structure of the test, the core competencies you need to master, and the strategic mindset required to pass. Whether you are nervous about test-taking or just looking for that final confidence boost, this article is written for you.

Understanding the RBT Credential

The RBT is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior-analytic services and practice under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. While the supervisors design the intervention plans, the RBT is the "boots on the ground"—the person implementing the plan day in and day out. Because of this, the exam focuses heavily on application. The Behavior Analyst Certification Board (BACB) wants to know that you don't just know the definition of reinforcement, but that you know exactly when and how to deliver it to a client.

Which of the following is an example of continuous measurement?

A. Partial Interval Recording

B. Whole Interval Recording

C. Duration

D. Momentary Time Sampling

Correct Answer: C. Duration

Rationale: Duration is a continuous measurement procedure that records the total extent of time in which a behavior occurs. The other options are discontinuous methods that estimate behavior.

An RBT is tracking how long it takes for a client to begin a task after the directive 'clean up' is given. What type of measurement is this?

A. Frequency

B. Duration

C. Latency

D. Inter-Response Time (IRT)

Correct Answer: C. Latency

Rationale: Latency is the measure of time between the onset of a stimulus (instruction) and the initiation of a response.

You are recording whether a behavior occurred at any time during a 30-second interval. What measurement system are you using?

A. Whole Interval

B. Partial Interval

C. Momentary Time Sampling

D. Permanent Product

Correct Answer: B. Partial Interval

Rationale: Partial interval recording marks an occurrence if the behavior happens at any point during the interval.

Which of the following is the most objective way to describe a behavior in session notes?

A. The client was angry today.

B. The client seemed tired and frustrated.

C. The client hit the table with an open palm 5 times.

D. The client was aggressive because they didn't want to work.

Correct Answer: C. The client hit the table with an open palm 5 times.

Rationale: This describes exactly what was seen and counted, making it objective and measurable. The other options involve subjective interpretations or assumptions.

In a preference assessment, you place 5 items in front of the client. When they pick one, you let them play with it, and then put the remaining 4 items back for the next trial. Which assessment is this?

A. Paired Stimulus

B. Multiple Stimulus With Replacement (MSW)

C. Multiple Stimulus Without Replacement (MSWO)

D. Single Stimulus

Correct Answer: C. Multiple Stimulus Without Replacement (MSWO)

Rationale: In MSWO, an array is presented, and once an item is selected, it is removed from the array for subsequent trials.

What is the primary role of the RBT in the service delivery system?

A. To design behavior intervention plans.

B. To implement behavior intervention plans designed by the supervisor.

C. To conduct functional analyses independently.

D. To train parents on advanced ABA theory.

Correct Answer: B. To implement behavior intervention plans designed by the supervisor.

Rationale: The RBT's main role is the direct implementation of services and plans created by the BCBA/BCaBA.

An RBT provides reinforcement every time a client completes 3 math problems. What schedule of reinforcement is this?

A. Fixed Interval (FI-3)

B. Fixed Ratio (FR-3)

C. Variable Ratio (VR-3)

D. Variable Interval (VI-3)

Correct Answer: B. Fixed Ratio (FR-3)

Rationale: Fixed Ratio schedules deliver reinforcement after a set number of responses (in this case, exactly 3 problems).

When teaching a client to wash hands, the RBT teaches the first step (turn on water) and prompts the rest. Once mastered, they teach the first two steps. What chaining procedure is this?

A. Backward Chaining

B. Total Task Chaining

C. Forward Chaining

D. Behavior Chain Interruption

Correct Answer: C. Forward Chaining

Rationale: Forward chaining involves teaching the steps in their naturally occurring order, starting with the first one and moving forward.

Which antecedent increases the value of a consequence? (e.g., Being thirsty makes water more valuable)

A. Discriminative Stimulus (SD)

B. Establishing Operation (EO)

C. Abolishing Operation (AO)

D. Prompt

Correct Answer: B. Establishing Operation (EO)

Rationale: An Establishing Operation is a motivating operation that increases the effectiveness of a reinforcer (typically due to deprivation).

You are teaching a child to say 'Ball'. You reinforce 'Ba', then only reinforce 'Bal', and finally only reinforce 'Ball'. What procedure are you using?

A. Chaining

B. Shaping

C. Prompt Fading

D. Generalization

Correct Answer: B. Shaping

Rationale: Shaping involves reinforcing successive approximations toward a target behavior.

If a client engages in a behavior to get out of doing a difficult task, what is the likely function of behavior?

A. Attention

B. Tangible

C. Escape/Avoidance

D. Sensory/Automatic

Correct Answer: C. Escape/Avoidance

Rationale: Escape function describes behaviors that occur to terminate or postpone an aversive event (like a difficult task).

Which of the following constitutes a dual relationship?

A. Accepting a small handmade card from a client.

B. Babysitting your client on the weekends for pay.

C. Talking to the parent about the session.

D. Seeing a client at the grocery store and waving.

Correct Answer: B. Babysitting your client on the weekends for pay.

Rationale: This creates a conflict between the professional RBT role and the personal employee/babysitter role, which is a prohibited dual relationship.

What is the first step in a Discrete Trial?

A. The Response

B. The Discriminative Stimulus (SD)

C. The Consequence

D. The Inter-Trial Interval

Correct Answer: B. The Discriminative Stimulus (SD)

Rationale: The SD (instruction) is the antecedent that signals the start of the trial.

You are teaching a child to distinguish between a picture of a cat and a picture of a dog. This is an example of:

A. Response Generalization

B. Discrimination Training

C. Stimulus Generalization

D. Chaining

Correct Answer: B. Discrimination Training

Rationale: Discrimination training teaches a client to respond differently to different stimuli (e.g., reinforce 'cat' only when showing a cat).

When implementing extinction for a tantrum maintained by attention, what should you do?

A. Scold the child.

B. Give the child a toy to calm them down.

C. Ignore the behavior completely (no eye contact, no verbal response).

D. Put the child in timeout.

Correct Answer: C. Ignore the behavior completely (no eye contact, no verbal response).

Rationale: Extinction for attention involves withholding the reinforcer (attention) when the behavior occurs.

An RBT is recording ABC data. Under 'A' (Antecedent), what should they write?

A. The client threw the chair.

B. The peer took the toy away from the client.

C. The client was sent to the principal's office.

D. The client felt frustrated.

Correct Answer: B. The peer took the toy away from the client.

Rationale: The antecedent is the event that happened immediately before the behavior.

Which prompting strategy is considered 'most-to-least'?

A. Verbal -> Gestural -> Physical

B. Physical -> Gestural -> Verbal

C. Visual -> Modeling -> Physical

D. No prompt -> Verbal -> Physical

Correct Answer: B. Physical -> Gestural -> Verbal

Rationale: Most-to-least starts with the most intrusive prompt (Physical) to ensure success, then fades to less intrusive ones.

You are teaching a student to buy groceries. You first teach them at the center, then at a small corner store, and finally at a large supermarket. This is planning for:

A. Maintenance

B. Generalization

C. Discrimination

D. Extinction

Correct Answer: B. Generalization

Rationale: Generalization is the ability to perform a skill in different settings and conditions.

If a supervisor gives you feedback that you disagree with, what is the professional response?

A. Ignore the feedback and continue doing it your way.

B. Argue with the supervisor immediately in front of the parent.

C. Listen, ask clarifying questions, and try to implement the feedback.

D. Complain to the client's parents.

Correct Answer: C. Listen, ask clarifying questions, and try to implement the feedback.

Rationale: RBTs must accept feedback and improve their practice; asking questions helps clarify the disagreement professionally.

What is the primary difference between DRI and DRA?

A. DRI reinforces a behavior that cannot occur at the same time as the problem behavior.

B. DRA uses punishment, DRI uses reinforcement.

C. DRI is for escape behaviors, DRA is for attention behaviors.

D. There is no difference.

Correct Answer: A. DRI reinforces a behavior that cannot occur at the same time as the problem behavior.

Rationale: DRI (Incompatible) requires the replacement behavior to physically prevent the problem behavior. DRA (Alternative) only requires a functional alternative.

The Blueprint: The RBT Task List

The exam is not a random collection of psychology questions. It is strictly based on the RBT Task List (2nd Edition). If a topic isn't on the task list, it won't be on the exam. The exam consists of 85 multiple-choice questions. 10 of these are pilot questions (which do not count toward your score), and 75 are scored. You have 90 minutes to complete the exam.

The questions are distributed across six primary areas:

1. Measurement (approx. 12 questions)

This is the bedrock of ABA. Without data, we are just guessing. On the exam, you need to be fluent in the different types of measurement. You shouldn't have to think twice about the difference between frequency (count) and rate (count per time unit).

Continuous Measurement: Know that frequency, duration (how long), latency (time from SD to response), and Inter-Response Time (time between two responses) capture every instance of behavior.

Discontinuous Measurement: Understand that Partial Interval (did it happen at all?), Whole Interval (did it happen the whole time?), and Momentary Time Sampling (is it happening right now?) are estimates.

Permanent Product: This is measuring the physical effect of a behavior (e.g., a completed worksheet) rather than watching the behavior itself.

2. Assessment (approx. 6 questions)

As an RBT, you don't design assessments, but you assist with them.

Preference Assessments: You need to know how to determine what a client likes. Whether it’s a Paired Stimulus (forced choice) or Multiple Stimulus without Replacement (MSWO), understanding the hierarchy of preference is key.

ABC Data: This is crucial for determining the function of behavior. You must be able to objectively record the Antecedent (what happened right before), the Behavior (what exactly did they do), and the Consequence (what happened right after).

3. Skill Acquisition (approx. 24 questions)

This is the largest section of the exam. It covers how you teach new behaviors.

Discrete Trial Training (DTT): Know the components: Sd -> Response -> Consequence -> Inter-trial Interval.

Natural Environment Teaching (NET): This is teaching in the "real world" following the client's lead.

Chaining: Be clear on the difference between Forward Chaining (teach step 1 first), Backward Chaining (teach the last step first), and Total Task Chaining (teach everything at once).

Shaping: This is reinforcing successive approximations. You don't wait for the perfect behavior; you reward the baby steps.

Prompting: Understand the prompt hierarchy (from physical to visual/verbal) and the importance of prompt fading to avoid dependency.

4. Behavior Reduction (approx. 12 questions)

This section tests your ability to handle challenging behaviors.

Functions of Behavior: Remember "SEAT": Sensory, Escape, Attention, Tangible. Every behavior happens for one of these reasons.

Differential Reinforcement: This is often the trickiest part for students.

DRI (Incompatible): Reinforcing a behavior that can't happen at the same time as the problem behavior (e.g., hands in pockets vs. hitting).

DRA (Alternative): Reinforcing a functional alternative (e.g., asking for a break vs. flipping the table).

DRO (Other): Reinforcing the absence of the behavior for a set time.

Extinction: This means withholding reinforcement for a previously reinforced behavior. You must also know about the extinction burst—it gets worse before it gets better.

5. Documentation and Reporting (approx. 10 questions)

This covers your session notes and data maintenance. The golden rule here is objectivity. You never write "The client was angry." You write "The client furrowed their brow, clenched fists, and screamed." You report what is observed, not what is felt. You also need to know when to seek clinical direction from your supervisor.

6. Professional Conduct and Scope of Practice (approx. 11 questions)

This is about ethics.

Scope of Practice: Know what you can and cannot do. You do not design plans; you implement them. You do not analyze parent concerns; you refer them to the BCBA.

Dual Relationships: You cannot be friends with your clients' families or babysit for them. Boundaries are critical for objective therapy.

Dignity: Always treat clients with respect, offering choices and maintaining privacy.

Study Strategies That Work

Reading the textbook is rarely enough. The RBT exam is scenario-based. They won't just ask "What is reinforcement?" They will give you a story: "Johnny finishes his math sheet and his teacher gives him a gold star. In the future, Johnny finishes his math sheet more quickly. What is this an example of?"

To prepare for this, you need active recall.

• Flashcards: Make cards for every term in the task list. But don't just memorize the definition; write a real-life example on the back.
• Mock Exams: Take full-length practice tests (like the one provided below) to build your stamina. 90 minutes is a long time to focus.
• Explain it to a 5-year-old: If you can't explain Differential Reinforcement of Other Behavior to a layperson effectively, you don't know it well enough yet. Try explaining concepts to a friend or family member who knows nothing about ABA.

The Mental Game: Test Day

On the day of the exam, your biggest enemy is not the content; it is anxiety. The Pearson VUE testing centers are strict. You will empty your pockets, and you won't be allowed to take anything in with you.

• Read the Last Sentence First: specific advice for scenario questions. Often, the paragraph gives you a lot of fluff. Read the actual question first (e.g., "What type of reinforcement is this?"), then read the scenario looking for that specific information.
• Don't Overthink: In ABA, we look at what is measurable and observable. If a question asks why a child is crying, and one option is "He is sad" and another is "He was denied access to a toy," choose the observable fact (denied access), not the mental state (sad).
• Flag Questions: If you get stuck, flag it and move on. You can review it later. Often, a later question will spark a memory that helps you answer the one you were stuck on.

Conclusion

Passing the RBT exam is about more than just getting a certificate. It is about proving that you have the foundational knowledge to safely and effectively change lives. The work of an RBT is challenging, often exhausting, but incredibly rewarding.

When you sit down at that computer, take a deep breath. Trust your training. Trust your supervision. You have logged the hours, you have practiced the skills, and you know the concepts. The exam is simply a formal check-in on the skills you already possess. Good luck—you have got this!