Your FREE CJBAT Flashcards 2026 – 150+ Cards

A vehicle made in recent years — modern, not outdated. "A suspect fled in a late-model sedan" means a fairly new car.

Evidence that tends to clear a suspect of guilt or excuse them from blame. The opposite is inculpatory (incriminating) evidence.

Fingerprints left at a scene that are not visible to the naked eye and must be developed (with powder, chemicals, or light) to be seen and lifted.

The highest standard of proof, required to convict in a criminal trial — the evidence must leave the jury with no reasonable doubt of the defendant's guilt.

A reasonable basis, grounded in facts, for believing a crime has been committed — the standard needed to make an arrest or obtain a search warrant.

A lower standard than probable cause: specific, articulable facts that justify a brief investigative stop (a Terry stop). It is not enough by itself to arrest.

Facts that lessen the severity or culpability of an offense (e.g., no prior record, acting under duress). Aggravating circumstances do the opposite.

The constitutional protection against being tried twice for the same offense after an acquittal or conviction.

A defense that the suspect was somewhere else when the crime occurred and therefore could not have committed it.

Latin for "guilty mind" — the mental state or criminal intent required for many crimes, as distinct from the act itself.

Latin for "guilty act" — the physical act or unlawful conduct element of a crime, paired with mens rea (the mental element).

A legal action protecting against unlawful detention — it requires that a person be brought before a court to test whether their imprisonment is lawful.

The jury-selection process in which attorneys and the judge question prospective jurors to decide who will serve on the jury.

A doctrine that evidence obtained from an illegal search, seizure, or interrogation is also inadmissible because it derives from the unlawful act.

The theory, study, and philosophy of law — how laws are interpreted and applied.

Using force, threats, or intimidation to compel someone to act against their will. A coerced confession may be inadmissible.

Caught in the act of committing an offense — literally "in blazing offense."

A felony is a serious crime usually punishable by more than one year of imprisonment; a misdemeanor is a lesser offense with lighter penalties (fines or short jail terms).

The advisement of rights (to remain silent, to an attorney) that must be given before a custodial interrogation, from Miranda v. Arizona.

Any item that is illegal to possess, produce, or transport (e.g., illegal drugs, stolen goods, prohibited weapons).

To capture or arrest a suspect, taking them into custody.

To hold or stop a person temporarily — a detention is a brief stop short of a full arrest.

A legal order requiring a person to appear in court or to produce documents or evidence.

A written statement of facts sworn to under oath, often used to support a warrant application.

Knowingly making a false statement under oath. It is itself a crime.

The plaintiff brings a civil case; the defendant is the party being sued or accused. In criminal cases the prosecuting party is usually "the State."

A statement made by a witness under oath, typically in court or a deposition.

A written law enacted by a legislature (as opposed to case law or common law).

The official authority of a court or agency to enforce laws and make legal decisions within a defined geographic area or subject matter.

A court order authorizing an act, such as an arrest (arrest warrant) or a search of a place (search warrant), usually based on probable cause.

The state of being held by law enforcement and not free to leave. Miranda applies to custodial interrogation.

An early court hearing where the defendant is formally charged and enters a plea (guilty, not guilty, or no contest).

Sworn out-of-court testimony given before trial, recorded for later use in the case.

Money or conditions set by a court to release a defendant from custody while ensuring they return for trial.

A formal charge of a serious crime, typically issued by a grand jury.

Failure to use reasonable care, resulting in harm. Different from intentional wrongdoing.

Planned or thought out in advance — premeditation can elevate the seriousness of a crime such as murder.

A person who knowingly helps another commit a crime; can be charged along with the principal offender.

Payment a convicted offender is ordered to make to compensate a victim for loss or harm.

The authority of an officer to choose among lawful courses of action — for example, whether to issue a warning or a citation.

A framework guiding the level of force an officer may use, escalating only as the situation requires and de-escalating when possible.

To support or confirm a statement or evidence with additional independent evidence.

A judgment that a defendant is not guilty of the charged offense.

The ability to read and understand written information — reports, statutes, policies, and instructions — and answer questions about their meaning. Tested in Section III.

The single overall point a passage makes — broader than any one detail but never beyond what the text actually states.

A specific fact, example, or piece of evidence in a passage that backs up the main idea.

A conclusion a passage supports but does not state directly. The correct inference is the one the text most strongly implies.

Words and phrases around an unfamiliar word that hint at its meaning — definitions, examples, contrasts, or restatements.

The reason a passage was written — to inform, instruct, persuade, or describe. Identifying it helps you answer comprehension questions.

Reading strategies: skim for the gist and main idea; scan to locate a specific detail (a name, number, or term) quickly.

A fact can be verified; an opinion expresses a belief or judgment. Reports should state facts, not opinions.

To restate the key points of a passage briefly in your own words, capturing the main idea and essential details.

Apprehension is the act of capturing or seizing a suspect; an arrest is the formal taking of a person into legal custody. They overlap but "arrest" is the legal term.

A suspect is a person believed to have committed a crime before charges; a defendant is a person formally charged and standing trial.

A person who saw or has knowledge of an event and can give testimony about it.

A person harmed, injured, or killed as a result of a crime or accident.

A claim or assertion that someone has done something wrong, stated before it is proven.

A written notice directing a person to appear in court or pay a fine, often issued for minor offenses such as traffic violations.

The close observation of a person, place, or activity, often to gather evidence.

The formal questioning of a suspect by law enforcement; custodial interrogation requires a Miranda warning.

Relating to the use of scientific methods and techniques to investigate crime (e.g., DNA, fingerprints, ballistics).

The documented, unbroken record of who handled a piece of evidence and when — required to keep evidence admissible in court.

The final outcome or resolution of a case (e.g., dismissed, convicted, acquitted).

A court-ordered period of supervision in the community instead of, or after, incarceration, with conditions the offender must follow.

The supervised release of a prisoner before the full sentence is served, conditioned on good behavior.

The administrative process after arrest — recording the arrestee's information, taking fingerprints and photographs, and logging charges.

The time limit within which legal proceedings for an offense must begin; after it expires, charges generally cannot be filed.

A lawful, warrantless search of an arrestee and the area within their immediate control, allowed for officer safety and evidence preservation.

Emergency situations that justify acting without a warrant (e.g., hot pursuit, risk to life, imminent destruction of evidence).

Burglary is unlawful entry to commit a crime (often theft) inside; robbery is taking property from a person by force or threat. Robbery involves a victim present.

The unlawful taking of another's property with intent to permanently deprive them of it.

Assault is the threat or attempt to cause harm; battery is the actual unlawful physical contact. Definitions vary by state statute.

The killing of one person by another; it includes both lawful (justifiable) and unlawful (murder, manslaughter) killings.

Coercion uses pressure or threats to force action; consent is voluntary agreement. A confession or search based on coercion can be challenged.

A justification grounded in facts a reasonable officer would accept — the foundation of probable cause and lawful action.

Custodial means the person is not free to leave (Miranda applies); non-custodial is a voluntary encounter where the person may leave.

The ability to communicate clearly in writing — using correct grammar, spelling, punctuation, and sentence structure so a reader understands the message. Tested in Section III.

A group of words with a subject and verb that can stand alone as a complete sentence (e.g., "The officer wrote the report").

A clause that has a subject and verb but cannot stand alone because it begins with a subordinating word (e.g., "When the suspect fled...").

Join two closely related independent clauses without a conjunction: "They decided to hike; they packed raincoats." Also separate list items that contain commas.

Introduce a list, explanation, or quotation after an independent clause: "She had all the ingredients: flour, sugar, eggs, and butter."

An error joining two independent clauses with only a comma. Fix it with a period, a semicolon, or a comma plus a coordinating conjunction.

Two or more independent clauses jammed together without proper punctuation or a conjunction. Split or join them correctly.

An incomplete sentence missing a subject, a verb, or a complete thought (e.g., "Was last seen near the gas station"). Reports need complete sentences.

The verb must match the subject in number: a singular subject takes a singular verb. "The stack of boxes is stored," not "are stored."

The subject performs the action: "The detective solved the case." Preferred in reports for clarity and accountability.

The subject receives the action: "The case was solved by the detective." Useful when the actor is unknown, but use sparingly in reports.

Items in a series take the same grammatical form: "running, swimming, and biking," not "running, swimming, and to bike."

Extra, non-essential information set off by commas: "My brother, who lives in Miami, is visiting." Remove it and the sentence still makes sense.

Essential information that limits the meaning and takes no commas: "Students who study regularly perform better."

Their = possession (their car); there = a place (over there); they're = they are. "They're leaving their car over there."

Your = possession (your report); you're = you are (you're late).

Its = possession (the car and its tires); it's = it is or it has (it's raining).

To = direction or infinitive; too = also or excessively; two = the number 2.

Affect is usually a verb (to influence); effect is usually a noun (a result). "The storm affected traffic; the effect was delays."

Used for hypothetical or contrary-to-fact situations: "If he were faster, he could catch the bus" (were, not was).

Helping verbs that express possibility, ability, or obligation (can, could, must, should). They are followed by a base verb: "must call," not "must to call."

Keep tense consistent within a sentence and report: "She went to the store and bought milk," not "will go... and buys."

Who, whom, whose, which, that — introduces a clause describing a noun: "The officer who responded..."

Write clearly and briefly: remove redundant words, keep one idea per sentence, and put the action up front so the meaning is unmistakable.

Write report narratives in the order events happened so the sequence is clear to anyone who reads them later.

Re-reading written work to catch spelling, grammar, punctuation, and clarity errors before it is submitted.

A word with the same or nearly the same meaning as another (e.g., observed / saw). Written-expression items often ask for the clearest synonym.

A word with the opposite meaning (e.g., guilty / innocent).

Capitalize specific names of people, places, organizations, and titles (Officer Nguyen, Miami, FDLE), but not general nouns (the officer, the city).

Add 's to a singular noun (the officer's report) and just an apostrophe to a plural noun already ending in s (the officers' reports).

Enclose a speaker's exact words in quotation marks: The suspect said, "I wasn't there." Indirect speech uses no quotes.

Direct quotes the exact words (He said, "I am leaving."); indirect reports them (He said that he was leaving).

A descriptive phrase that doesn't clearly attach to the right word: "Running down the street, the report was filed" — fix so the runner is named.

A modifier positioned so it seems to describe the wrong word, creating confusion. Place modifiers next to what they describe.

A pronoun must match its antecedent in number and gender: "Each officer filed his or her report," not "their report" for a singular antecedent (in formal writing).

Put a comma after an introductory word, phrase, or clause: "When the committee meets next week, they will finalize the schedule."

For, And, Nor, But, Or, Yet, So — join two independent clauses with a comma before the conjunction.

A word like because, although, when, or if that introduces a dependent clause and shows its relationship to the main clause.

Then refers to time or sequence (first this, then that); than is used for comparisons (taller than).

Accept means to receive or agree (accept the offer); except means to exclude or leave out (everyone except him).

Principal = main or a person in charge (the principal cause); principle = a rule or belief (a moral principle).

Spelled s-e-p-a-r-a-t-e (there's "a rat" in separate), not "seperate."

Spelled d-e-f-i-n-i-t-e-l-y (contains "finite"), not "definately."

Spelled with two c's and two r's: o-c-c-u-r-r-e-d.

Use "a" before a consonant sound (a vehicle) and "an" before a vowel sound (an officer, an hour — because "hour" sounds vowel-initial).

A word showing amount or number (much, many, few, several, all). Use "many" with countable nouns and "much" with uncountable nouns.

"To" plus a base verb acting as a noun, adjective, or adverb: "He plans to start his own business."

Use the correct preposition with a word: "accused of" (not "accused for"), "interested in," "capable of."

Top-down logic: applying a general rule or premise to a specific case to reach a conclusion that must be true if the premises are true. "All marked cars have radios; Car 12 is marked, so Car 12 has a radio."

Bottom-up logic: observing specific patterns or repeated examples to reach a probable (not guaranteed) general conclusion. "Burglaries happen every Monday, so the next will likely be Monday."

Deductive conclusions are certain if the premises are true (general → specific); inductive conclusions are only probable (specific → general). The CJBAT tests both.

A statement offered as evidence or a starting assumption from which a conclusion is drawn.

The statement that follows from the premises — what the argument is trying to establish.

A form of deductive argument with a major premise, a minor premise, and a conclusion: "All A are B; C is A; therefore C is B."

An argument whose conclusion must follow from its premises by logical structure — regardless of whether the premises are actually true.

An argument whose conclusion does not necessarily follow from the premises, even if it sounds convincing (a logical fallacy).

Because they treat a probable pattern as if it guaranteed a result. A new case may break the pattern, so an inductive conclusion is likely but not certain.

If "If P then Q" is true, then "If not Q then not P" is also true. Useful for valid deductions: "All thieves wear gloves; this person has no gloves, so not the thief."

Combine the given facts and choose the option they best support, without adding assumptions the facts don't justify.

Two things occurring together (correlation) does not prove one causes the other (causation) — a common reasoning trap.

Spotting a repeated trend in events (every Monday, every full moon) and projecting it forward — the basis of crime-pattern analysis.

Inductive projection: if the last was on one Wednesday, the next is likely two weeks later, on a Wednesday — probable, not guaranteed.

A faulty inductive leap from too few examples to a broad conclusion — a reasoning error to watch for.

Invalid: "If P then Q; Q is true; therefore P." Q can be true for other reasons, so the conclusion doesn't follow.

A valid deductive form: "If P then Q; P is true; therefore Q." The conclusion must be true if the premises are.

A deductive technique: rule out options that contradict the given facts until only the supported conclusion remains.

Inductive reasoning yields a probable conclusion; deductive reasoning (with true premises and valid form) yields a certain one.

The ability to study information (a photo, BOLO, briefing, or list) for a short time, then accurately recall specific details from memory after it is removed.

"Be On the Lookout" — an alert broadcasting a suspect or vehicle description so officers can watch for it. CJBAT memorization items often use BOLO-style details.

You are shown an image, briefing, or list for a brief study period (often about a minute), it is removed, and you answer questions about its details from memory.

Group details into meaningful clusters (top to bottom, head to toe, or by category) so a long list is easier to recall than isolated facts.

Memorize a person's description in a fixed order — hat, hair, face, shirt, pants, shoes, and distinguishing marks — so you don't miss a feature.

Distinctive details — a tattoo, a scar, an unusual color, a specific number — are the most testable and the easiest anchors to remember.

Silently repeat key facts (a license plate, an address) during the study time to move them into short-term recall.

Form a vivid mental picture of the scene or person; images are recalled more reliably than abstract words or numbers.

A unique identifier — a tattoo, scar, birthmark, or unusual feature — that helps tell one suspect from another. High-value on memorization items.

Break the plate into letter and number chunks and rehearse them in order; note the state and plate slogan, which are commonly asked.

For an ordered list (numbers, codes, events), preserve the order — questions often ask which item was first, last, or in a given position.

Sex, race, approximate height/weight, clothing colors, vehicle make/model/color/plate, direction of travel, and any distinguishing marks.

Lock in colors top to bottom (hat, shirt, pants, shoes); color questions are among the most common on memorization items.

Note where a suspect or vehicle was last headed and any landmark named ("south toward the river") — both the direction and the landmark are testable.

Chunk long numbers (a plate or combination) into small groups and silently rehearse them in order during the study window.

Memorization items reward exact recall — specific colors, numbers, positions, and marks — not a general summary, so study the precise details.

The Criminal Justice Basic Abilities Test — the FDLE-required basic abilities test that Florida law-enforcement and corrections applicants must pass before entering a basic recruit training program. It is published by IOS (Industrial/Organizational Solutions).

Personal characteristics screened on the CJBAT's behavioral section — integrity, judgment, emotional stability, dependability, and responsibility — qualities expected of effective law-enforcement and corrections officers.

Doing the right thing even when no one is watching — being honest, refusing to skim seized property, and reporting wrongdoing through proper channels.

Treating everyone by the same standards regardless of personal relationships — handling a friend's traffic stop exactly as you would any other driver's.

Staying calm, controlled, and professional under stress or provocation — not reacting to insults or pressure with anger or rash decisions.

Making reasonable decisions under pressure — prioritizing by risk to life and safety and following lawful, proper procedures.

Taking responsibility for your actions and mistakes — promptly correcting an error through the proper process and noting the correction rather than hiding it.

Being reliable and consistent — completing assigned tasks, following through on duties, and showing up when others count on you.

Managing your impulses and emotions, especially when taunted or frustrated — not posting disparaging content or retaliating against a difficult person.

When two demands compete, address the greater immediate risk to life and safety first (separate escalating parties before photographing minor damage).

An officer's responsibility to the public does not stop off duty — render aid, report crimes, and avoid misconduct even when not being paid.

Protecting sensitive case information — not posting case details or disparaging citizens online, which harms public trust and may breach policy.

Accepting constructive feedback professionally, reflecting on it, and improving — a sign of maturity valued in officers.

Carrying out lawful directives and changes from a supervisor while exercising sound judgment — distinct from going along with an unlawful request.

Behavioral sections ask similar honesty and integrity questions in different ways to check that answers are consistent — answer truthfully and stay consistent.

Recognizing and responding to others' emotional states — reassuring a frightened, confused person calmly while still doing the job safely.

Using calm communication and patience to reduce tension and gain voluntary compliance, lowering the need for force.

Answer behavioral and background questions truthfully; consistency and candor are screened, and dishonesty is disqualifying.

Integrity requires reporting wrongdoing (e.g., skimming seized property) through proper channels rather than going along to avoid conflict.

When an arrestee taunts or insults you, stay calm and professional — do not retaliate; emotional control is a screened attribute.

When calls compete, respond first to the one with the greatest immediate danger to life and safety (a child near a busy road over a noise complaint).

When you find your own error in a report, correct it promptly through the proper process and document the correction — never hide or quietly delete it.

Owning your duties and outcomes — following through on tasks, meeting obligations, and not shifting blame to others.

Adjusting calmly to lawful changes in plan or unexpected situations while keeping safety and procedure in mind.

Maintaining performance and composure under high-pressure, fast-changing conditions — a core demand of policing and corrections work.

The confidence the community places in officers; protecting it guides choices about conduct, confidentiality, and impartial enforcement.