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Indirect assessments rely on reports from others rather than direct observation. Interviewing a teacher about the client’s behavior is an indirect method. ABC recording (A), functional analysis (B), and frequency measurement (D) are direct assessments. Indirect methods provide valuable background information but should always be verified with direct observation for accuracy in treatment planning.

RBTs are not medical professionals and cannot provide medication advice. The correct and ethical action is to refer the parent to a licensed medical provider. Options A, B, and D exceed scope of practice and risk client safety. RBTs may only report observable behavioral changes that occur after medication changes, which the BCBA and medical team can review.

RBTs cannot independently change treatment plans. If a parent requests a new method, the RBT must direct them to the supervising BCBA. Trying it out (A, C, D) exceeds scope and may harm client progress. Following the supervisor’s guidance ensures ethical compliance, treatment integrity, and client safety.

Generalization training ensures that skills taught in therapy transfer to the real world. For instance, if a child learns to request water from an RBT, generalization training would involve practicing with parents, teachers, and peers, in multiple environments, and with different types of cups. Without generalization, skills may remain context-bound and not socially useful. DTT (A) focuses on structured teaching, shaping (C) reinforces approximations, and chaining (D) teaches sequences. Generalization is crucial for long-term success and independence.

DRL is designed to reduce the rate of a behavior without eliminating it. Reinforcing fewer than 3 questions per class is an example. Option A describes DRO (zero occurrences), option C is DRA (alternative), and option D is DRI (incompatible). DRL is useful for behaviors that are appropriate in moderation but disruptive when excessive, such as hand-raising, asking questions, or seeking attention.