RBT

STUDY GUIDE
Study Tool

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All rights reserved.
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This product is developed by Registered Behavior Technicians (RBTs) based on their experience and extensive research. It is intended solely for
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We do not provide recommendations or advice on interventions.
 TABLE OF CONTENTS
MEASUREMENT
Measurement Introduction 2

A A-1 Prepare for data collection.

A-2 Implement continuous measurement
procedures (e.g., frequency, duration).
3
5

A-3 Implement discontinuous measurement 8

procedures (e.g., partial & whole interval,
momentary time sampling).
A-4 Implement permanent-product recording 10
procedures.
A-5 Enter data and update graphs. 11
A-6 Describe behavior and environment in 13
observable and measurable terms

ASSESSMENT
Assessment Introduction
B-1 Conduct preference assessments.
B-2 Assist with individualized assessment
15
16
20
B
procedures (e.g., curriculum-based, developmental,
social skills).
B-3 Assist with functional assessment procedures. 22

SKILL ACQUISITION
Skill Acquisition Introduction 24

C
C-1 Identify the essential components of a written 25
skill acquisition plan.
C-2 Prepare for the session as required by the skill 27
acquisition plan.
C-3 Use contingencies of reinforcement (e.g., 28
conditioned/unconditioned reinforcement,
continuous/intermittent schedules)
 C-4 Implement discrete-trial teaching 34
procedures.
C-5 Implement naturalistic teaching procedures 35
(e.g., incidental teaching).
C-6 Implement task analyzed chaining 36
procedures.
C-7 Implement discrimination training. 39
C-8 Implement stimulus control transfer 41
procedures.
C-9 Implement prompt and prompt fading 42
procedures.
C-10 Implement generalization and maintenance 46
procedures.
C-11 Implement shaping procedures.
48
C-12 Implement token economy procedures
49

BEHAVIOR REDUCTION

D
Behavior Reduction Introduction 50
D-1 Identify essential components of a 51
written behavior reduction plan.
D-2 Describe common functions of behavior. 52
D-3 Implement interventions based on 53
modification of antecedents such as
motivating operations and discriminative
stimuli.
D-4 Implement differential reinforcement 58
procedures (e.g., DRA, DRO).
D-5 Implement extinction procedures. 61
D-6 Implement crisis/emergency procedures 63
according to protocol.
 DOCUMENTATION AND

E REPORTING
Documentation and Reporting
Introduction
64

E-1 Effectively communicate with a supervisor in 65

an ongoing manner.
E-2 Actively seek clinical direction from 66
supervisor in a timely manner.
E-3 Report other variables that might affect the 67
client in a timely manner.
E-4 Generate objective session notes for service 68
verification by describing what occurred during
the sessions, in accordance with applicable legal,
regulatory, and workplace requirements.
E-5 Comply with applicable legal, regulatory, and 69
workplace data collection, storage, transportation,
and documentation requirements.

PROFESSIONAL CONDUCT
AND SCOPE OF PRACTICE
Professional Conduct and Scope of Practice
Introduction
F-1 Describe the BACB’s RBT supervision
71

72
F
requirements and the role of RBTs in the
service-delivery system.
F-2 Respond appropriately to feedback and 74
maintain or improve performance accordingly.
F-3 Communicate with stakeholders (e.g., 75
family, caregivers, other professionals) as
authorized.
F-4 Maintain professional boundaries (e.g., 76
avoid dual relationships, conflicts of interest,
social media contacts).
F-5 Maintain client dignity. 77

RBT ETHIC CODE 78

 Introduction
Welcome to your study guide for becoming a Registered Behavior Technician (RBT)!
This guide is designed to help you master the RBT Task List 2nd Edition by
providing clear explanations and practical examples for each topic. We understand
that preparing for the certification exam can be challenging, so we’ve organized the
content in a structured and easy-to-follow manner to support your learning and
application of key concepts in your daily practice.

Throughout this guide, you will explore all the essential domains of the RBT Task
List, including:
Measurement: How to collect, record, and analyze data effectively.
Assessment: Identifying and measuring target behaviors.
Skill Acquisition: Teaching strategies based on the science of behavior.
Behavior Reduction: Interventions to decrease problematic behaviors.
Documentation and Reporting: Maintaining accurate and confidential records.
Professional Conduct and Scope of Practice: Adhering to ethical standards in
practice.

Each section is complemented by practical examples to help you understand how

to apply the concepts in real-life scenarios. Additionally, we provide study tips and
extra resources to ensure you are fully prepared for your exam.

We are excited to support you on your journey toward becoming a certified RBT.
Let’s begin this learning adventure together!

Alma Kids
1
Measurement
Measurement is a critical skill in the field of Applied
Behavior Analysis (ABA), especially for Registered Behavior
Technicians (RBTs), as it forms the foundation for
understanding and analyzing client behavior and progress.
In RBT practice, measurement techniques allow us to track
specific behaviors, assess intervention effectiveness, and
make informed decisions on treatment adjustments.
Accurate and consistent measurement not only ensures
high-quality client care but also supports evidence-based
practices.

This document provides an overview of essential

measurement practices for RBTs, covering methods such as
frequency, duration, latency, and interval recording. Each
section will guide you through the application of these
methods, offering clear definitions, examples, and best
practices to enhance your skills in collecting and
interpreting behavioral data effectively.

2
A-1 Prepare for data collection.
What is Data Collection?
Data collection is the process of gathering information to track behaviors,
interventions, and outcomes in Applied Behavior Analysis (ABA).

Why do we need to collect data?

1. Your supervisor needs to track the clients’ progress.
2. Caregivers want to see how their client/child is progressing.
3. Funding partners want to ensure that they should continue to provide financial
support for our services.

Key Elements of Preparing for Data Collection

1. Understanding the Behavior Plan

Review the client’s individualized behavior plan.
Be familiar with the target behaviors and interventions specified.
Target behavior is the name of the specific behavior chosen for observation
and intervention in therapy.

What are Operational Definitions?

Operational definitions are definitions of behavior that tell you what behaviors
to observe and exactly which individual occurrences should be recorded. Good
operational definitions should be:
Objective. Operational definitions only include directly observable aspects of
behavior (e.g., hitting), not unobservable internal states (e.g., frustration).
Clear. Operational definitions should be unambiguous. Anyone without any
prior knowledge of the behavior, should be able to understand the definition.
A good test is that a person who has never seen the behavior can “act it out”
from the definition.
Complete. The definition includes all of the information necessary for you to
discriminate between behavior and other behaviors that are similar but do
not count. Including specific examples and nonexamples is often helpful.
Individualized. The particular forms of a behavior that one individual display
will likely be different from those of another.

Tantrum (target behavior):

It is defined when Jack throws himself on the floor, starts
crying with tears in his eyes, and begins kicking
(operational definition).

3
2. Knowing the Type of Data to Collect
Understand whether you are collecting frequency, duration, latency, IRT, or
interval data.

3. Setting Up the Environment

-Arrange the Physical Environment

Minimize distractions to ensure accurate data collection.
Make sure you have a clear view of the client and the behaviors to be observed.

-Prepare Necessary Materials

Data Sheets: Pre-filled or ready to use for the session that is provided by the
BCBA.
Timers or Counters: If measuring duration, latency, or IRT, have timers set up
and ready.
Pencil and paper, tablet applications, or
computer software are used.
Tally counters: If counting frequency.
Data is collected
daily, that is, every
time the service is
provided.

Steps to get ready to collect data:

1. Consult the skill acquisition/behavior reduction plan you are collecting
data for in order to make sure you know WHAT behaviors you are collecting
data on and what methods of data collection you will need to use.
2. Gather the materials you will need to collect data. Pencil and Paper, data
sheets provided by your supervisor, devices to collect data on (cellphones,
tablets etc.)
3. Make sure to write the Name of the Client and the date/hour of the session.
Make sure you know all the codes you need to write (e.g. P for Prompted, I
for Independent, PP for partial physical prompt).
4. Take any necessary measures to eliminate or minimize distractions that
might hinder your attention to the behavior you need to observe (music,
TV, loud noises, other children not included in the plan etc.)
5. Keep your eyes on the learner and stay sharp!

4
 A-2 Implement continuous
measurement procedures (e.g.,
frequency, duration).

Continuous Measurement:
Generally speaking, continuous measurement of behavior is preferred over
discontinuous measurement because continuous measurement records all of the
behavior as it actually occurs during an observation, not an estimate of it.

Types of
Continuous Measurement

Frequency
Duration
Rate
Latency
Inter-Response Time (IRT)
Percentage of Opportunities

Frequence
The simplest way to directly measure behavior is to collect frequency data by
tallying how many times that behavior occurs. Counting the number of times a
specific behavior occurs within a designated time frame.

HOW MANY TIMES A BEHAVIOR OCCUR?

Tally Mark

Example:
A teacher counts how many times a student raises their hand
during the class.

5
 Duration
Duration recording is another way of directly measuring a behavior as it occurs in
real time. To record duration data, note the moment at which the behavior begins
and the moment at which the behavior ends, thereby recording the total duration of
time that the behavior occurred. This can be done with a stopwatch, timer, or a
computerized data collection app.

HOW LONG…?
From start to stop
To beginning to end

Example:
Timing how long a child engages in a tantrum after
being denied a toy.

Rate
Rate is a measure that combines the frequency of a behavior with the time during
which the behavior is measured. It indicates how often a behavior occurs within a
specific period.

R(rate) = F (frecuencia)/T (time in seconds, minutes, and hours).

Example:
If a child raises their hand 10 times in 5
minutes, the rate of hand-raising is 2 raises
per minute

Latency
Latency: Measuring the time from the presentation of an instruction to the initiation
of the target behavior.

Example:
Measuring how long it takes for a student to
start an assignment after being instructed to
begin.

6
 Percentage of opportunities
Percentage of opportunities: Measuring the frequency of a behavior relative to the
total number of opportunities expressed as a percentage.
The total number of correct responses would then be divided by the total number of
times the question was asked, and then multiplied by 100, to yield a percentage of
correct responding.

% of opportunities = # of correct response/# of total opportunities per 100%

Example:
If a child has 10 chances to share a toy and does
so 7 times, the percentage of sharing is 70%.

Inter Response Time (IRT)

Inter Response Time (IRT): The duration between the end of one occurrence of a
behavior and the beginning of the next occurrence of the same behavior. Calculating
the time between instances of a child calling out during a lesson.

Example:
Nate starts doing his homework at 2:00 pm. At 2:06 pm, he stops doing
his homework and eats a snack. At 2:10 pm, he sits back down to
continue his homework. The IRT (Inter-Response Time) is 4 minutes
because it is the time between the end of the first instance of doing
homework and the beginning of the next instance of the same behavior.

7
 A-3 Implement discontinuous
measurement procedures (e.g.,
partial & whole interval,
momentary time sampling).

Discontinues Measurement:

Discontinuous measurement is usually considered less valid than continuous

measurement because discontinuous measurement does not record all of the
behavior as it actually occurs during an observation, but rather, records some
estimate of the occurrence of the behavior during that observation. Discontinuous
measurement is usually used when continuous measurement of rate or duration
would be too difficult for you to do, given all of the other demands placed on you in
the moment (e.g., recording other behaviors, teaching multiple skills, etc.).

It is useful when continuous measurement is impractical due to time constraints or

the nature of the behavior.

Types of
Discontinuous Measurement

Whole Interval Recording

Partial Interval Recording
Momentary Time Samply

8
 Whole Interval Recording
Whole interval data collection is often considered the flipside of partial interval
data. To collect whole interval data, you record a plus for each interval in which the
behavior occurred for the entire duration of the interval.

The keyword to identify it on the exam is ENTIRE.

Example:
Noting if a child remains seated for the entire 10-
second interval.

Partial Interval Recording

Partial interval data collection involves recording the presence or absence of a
behavior during many consecutive brief intervals of time. Each observation is
divided into many equal consecutive intervals of a particular amount of time.

The keywords to identify it on the exam are ANY TIME, ANY PART, ANY POINT.

Example:
Recording whether a child screams at any
time during a 10-second interval.

Momentary Time Samply

Momentary time sampling data collection involves recording whether or not the
behavior occurred right at the moment the interval elapsed.

The keyword to identify it on the exam is AT THE END.

Example:
Observing if a child is on-task at the end of
each minute during a 10-minute observation
period.

9
 A-4 Implement permanent-
product recording procedures.

What is Permanent product recording?

Permanent product recording is another method where the outcome or "product" of

a behavior is measured after the behavior has occurred.

It involves assessing the physical evidence or changes produced by the behavior,

rather than observing the behavior directly. A permanent product is a tangible result
or lasting outcome of a behavior.

Example: If a student is assigned to complete a worksheet as

part of their learning goal, the therapist does not need to
observe the student while they are working. Instead, they can
collect data by reviewing the completed worksheet at the end
of the session to see how many problems were answered
correctly. The worksheet itself is the permanent product of
the behavior, and the accuracy of the answers provides
measurable data on the student's performance.

10
 A-5 Enter data and update
graphs.
Data collection and graphing are critical components of behavior analysis.
Visual data allows behavior analysts to monitor progress, assess the effectiveness of
interventions, and make data-driven decisions.

Data entry involves organizing and storing collected behavior data for analysis.
Accurate and timely data entry ensures reliability and consistency in evaluating
progress.

Components of a Line Graph:

1. Y-Axis (Ordinate): This vertical axis represents the
dependent variable, which is the behavior being measured
2. X-Axis (Abscissa): This horizontal axis represents the
independent variable, usually the passage of time.
3. Data Points and Data Path: Each data point on the graph
marks a specific measurement, and the line connecting
these points (data path) shows how the behavior changes
over time.

Y-axis (Ordinate)
CONDITION CHANGE LINE
35 BASELINE

30
TREATMENT
FREQUENCY OF SIB

25

20
15

10
5
X-axis (Abscissa)

1 2 3 4 5 6 7 8 9 10 11 12 13
DAY

11
 Key Aspects of Analysis in Line Graphs:
Trend: This is the general direction the data path is moving, showing if the
behavior is increasing, decreasing, or staying stable over time. Trends help
determine if an intervention is effective.
Level: The level refers to the position of the data points on the Y-axis. It
shows the average or central tendency of the behavior in a specific phase
(e.g., before and after an intervention).
Variability: Variability is the degree to which data points fluctuate or are
spread out. High variability suggests inconsistent behavior, which can make
it challenging to assess the effectiveness of interventions, while low
variability shows more stable, predictable behavior.

Example:
For a behavior intervention aimed at reducing the frequency of
aggressive outbursts, the Y-axis might represent the number of
outbursts per session (dependent variable), and the X-axis could
represent each day (independent variable). Over time, the trend
should ideally show a decrease, with level shifting downward
post-intervention, and variability ideally decreasing to indicate
that the behavior is becoming more stable and controlled.

12
 A-6 Describe behavior and
environment in observable and
measurable terms.
Observable behavior refers to actions that can be seen or heard by others.
It must be something that anyone can recognize and agree upon without
interpretation.

Example: "Johnny raised his hand" instead of "Johnny was engaged in class."

A public (observable) behavior is an action or response that is observable by

others; it occurs in a visible or audible way, allowing anyone present to observe or
measure it. Examples include talking, walking, or moving objects.
Describing Behavior in Observable Terms:
Focus on what you see or hear, not the underlying thoughts, feelings, or
motivations.
Non-observable: "The student is anxious."
Observable: "The student fidgets, avoids eye contact, and taps their foot during
group work."

A private (non-observable) behavior, on the other hand, is internal and not directly
observable by others. It happens within the individual and is not accessible to others
without special instruments or inferences. Examples include thoughts, feelings, and
internal sensory perceptions.

13
 three-term contingency
The three-term contingency, also known as the ABC
model, is a fundamental concept in behavior analysis. It explains how behavior
is influenced by its environment and is composed of three elements:

Antecedent (A): This is what happens right before a behavior occurs. It can
be an event, a situation, or a signal that triggers the behavior. For example, a
teacher giving instruction.
Behavior (B): This is the observable action that follows the antecedent. It
can be any kind of response or behavior, like a student raising their hand.
Consequence (C): This refers to what happens after the behavior. It can
either reinforce or discourage the behavior in the future. For instance, if the
teacher praises the student for raising their hand, the praise acts as a
positive reinforcement.

“Matias picks up the toys.” He started crying and threw Mom said, "Pick up the
himself on the floor. toys later."

14
 Assessment
Assessment is a fundamental process within Applied
Behavior Analysis (ABA) that allows Registered Behavior
Technicians (RBTs) to identify and understand client
behaviors, strengths, and areas for improvement. In RBT
practice, assessments provide a structured approach to
gathering information that informs individualized treatment
planning and intervention strategies. Through ongoing
assessment, RBTs contribute to the development of
targeted, effective, and person-centered interventions.

This document explores the core assessment practices for

RBTs, including behavior assessments, preference
assessments, and skill assessments. Each section delves into
the purpose, methods, and procedures of these
assessments, offering practical examples and guidelines for
reliable data collection. By accurately conducting and
documenting assessments, RBTs can support the behavior
analyst in designing interventions that align with the client's
unique needs and goals.

15
 B-1 Conduct preference
assessments.

Preference assessment
Preference assessments help identify which items or activities will be potential
reinforcers for the client. Since reinforcement is the key to effective ABA therapy,
conducting preference assessments is essential for ensuring that interventions are
successful.

Preference Assessments are procedures that can be conducted to help predict what
consequences can be delivered to the learner THAT ARE LIKELY TO WORK AS
REINFORCERS.

Basic Methods to perform

Preference Assessment
Indirect: asking others and even the person about
preferences (interviews, questionnaires, rating scales).
ASKING
Direct: directly observing the preferences.
OBSERVATION

Direct Methods of Preference

Assessment
Free Operant Observation
Single Item (Stimulus) Preference Assessment
Paired Choice Preference Assessment
Multiple Stimulus Preference Assessment
-Multiple Stimulus Preference Assessment with
Replacement (MSW)
-Multiple Stimulus Preference Assessment without
Replacement (MSWO)

16
 Free Operant observation:
The free operant observation method involves observing a client in an unrestricted
environment to identify their preferred activities or items. Here’s a breakdown:

Unrestricted Environment: The client has access to various items or activities

without direct prompting or guidance.
Observation Period: The observer watches the client for a set period, usually
ranging from 5 to 15 minutes.
Recording Interactions: The observer notes which items or activities the client
engages with and for how long.
Preference Identification: Items or activities with the most engagement time are
considered highly preferred.

Types of FOO:
-Contrived free observation: objects are placed purposely in the
environment.
Example: In a contrived free operant observation, the therapist
strategically places preferred toys and activities around the room,
making them easily accessible to the client without giving
instructions. The therapist then observes which items the client
chooses and how long they engage with each to identify preferences.

-Naturalistic free operant observation: in everyday environment.

Example: In a naturalistic free operant observation, the therapist
observes the client in their usual environment without altering it or
giving any instructions. The therapist simply notes which items or
activities the client chooses and the time spent on each to identify
natural preferences.

17
 Single Item Preference Assessment
Present One Item at a Time: The therapist shows the client one item (toy, food,
etc.) at a time.
Observe the Response: The therapist notes if the client accepts or rejects the
item.
Record Interaction: The therapist records how the client interacts with the item
(e.g., duration of engagement).
Repeat with Different Items: Each item is presented individually in a random
order, one after another.
Analyze Preferences: Items that are accepted or interacted with for longer
periods are identified as preferred.

Example:
A therapist presents a toy car to a child and notes that
they play with it for 2 minutes. Next, a coloring book is
presented, and the child engages with it for 5 minutes.
Finally, a puzzle is shown, and the child does not
engage. Based on these observations, the therapist
identifies the coloring book as a preferred item.

Paired Choice Preference Assessment

Present Two Items at a Time: The therapist presents the client with two items
side-by-side.
Allow the Client to Choose: The client picks one of the two items without
prompts.
Record the Choice: The therapist records which item the client chose.
Rotate Pairings: Each item is paired with every other item in various
combinations to ensure all possible choices are offered.

Example:
A therapist presents a ball and a stuffed animal. The client picks the ball. Next,
the therapist presents the ball with a coloring book, and the client picks the
coloring book. After several pairings with different items, the therapist observes
that the coloring book is chosen most frequently, indicating it is a high-
preference item.

18
 Multiple Stimulus Preference
Assessment
Multiple Stimulus Preference Assessment: one major disadvantage of the paired
choice assessment is the time that it takes to implement and therefore it is not
likely to be done very frequently in daily practice. The multiple stimulus preference
assessment is a procedure that can be conducted much more quickly and can
therefore be a good choice for learners who have the ability to scan multiple items
before making a choice. The multiple stimulus procedure should usually only be
conducted with between three and seven items (more).

Multiple Stimulus Without Replacement

(MSWO): after the learner chooses an item,
that item is not replaced in the array of items
when presenting the next trial.

Multiple Stimulus with Replacement (MSW) :

the item that a learner chooses is replaced
when presenting the next trial.

19
 B-2 Assist with individualized
assessment procedures (e.g.,
curriculum-based, developmental,
social skills).

Skill Acquisition Assessment

A Skill Acquisition Assessment is a process used in Applied Behavior Analysis (ABA)
to identify specific skills a client needs to learn or improve. The goal is to gather
information on areas where the individual may need support to achieve
independence in various domains, such as communication, social interactions, daily
living skills, and academic tasks.

In addition, some skill acquisition Assessment procedures require that you do not
provide any consequences (e.g., reinforcement or error correction) to the learner
because you are looking for a pure test of what the learner can do, without any
support from others.

Your supervisor BCBA may ask you to collect data of

skill acquisition assessments like:
Verbal Behavior Milestones Assessment and
Placement Program (VBMAPP, Sundberg, 2008)
Assessment of Basic Language and Learning Skills –
Revised (ABLLS-R, Partington, 2008)

Baseline Probing: Before beginning to teach a new

skill, a brief baseline or probe should be conducted in
order to identify whether the learner has mastery of
the skill. To baseline the skill, present the
instructions without prompts and record response.
Don’t reinforce correct responding or correct errors.

20
Key steps in a Skill Acquisition Assessment:
Identifying target skills: The therapist selects specific
behaviors or skills to teach based on the client’s needs, such
as life skills, communication, or social interactions.
Baseline measurement: A baseline of the client’s current
abilities is recorded to determine their starting skill level.
Data collection: The therapist observes and records how the
client responds to tasks, prompts, and instructions.
Teaching strategies: Individualized methods like prompting,
modeling, reinforcement, and errorless learning are designed
to help the client acquire new skills.

21
 B-3 Assist with functional
assessment procedures.

Functional assessment
A Functional Assessment is a key component of Applied Behavior Analysis (ABA) used
to identify the purpose or function of challenging behaviors. The goal is to
understand why a behavior is occurring, which helps in designing effective
interventions to reduce or replace that behavior with more appropriate alternatives.
FA are designed and supervised by your supervising BACB, but as an RBT you will
have the opportunity to help with several aspects of the process.
Indirect: Questionnaires, Interviews, Rating Scale
Direct: ABC Recording

Basic Methods to perform

Preference Assessment
Indirect: Questionnaires, Interviews, Rating Scale.
ASKING
Direct: ABC Recording. OBSERVATION

Example: Aggression
Behavior: Hitting peers during playtime.
Define the Behavior: Hitting other children with open hands.
Gather Information: Interview teachers and parents; observe
during recess and structured play.
Identify Antecedents and Consequences:
Antecedents: Other children taking toys, being excluded
from play.
Consequences: Gaining access to toys, getting attention
from adults, or removing demands.
Analyze the Data: Determine that the behavior is likely to
escape demands and gain access to preferred toys.
Develop an Intervention Plan: Implement strategies like
teaching appropriate communication skills to express
frustration and providing structured play activities.

22
 Key steps in a functional Assessment:
[Link] the behavior: The first step is to clearly define the challenging
behavior. This could include aggression, self-injury, tantrums, or other disruptive
behaviors.

2. Data collection: The therapist collects data on the behavior by observing the
client in different environments. The data focuses on the ABC model:

Antecedents: What happens before the

behavior?
Behavior: What is the specific behavior?
Consequences: What happens immediately
after the behavior?

3. Hypothesis development: Based on the data, the therapist identifies the function
of the behavior. Common functions include:

Attention: Seeking attention from others.

Escape/Avoidance: Trying to avoid or escape a task or
situation.
Access to tangibles: Seeking access to preferred items or
activities.
Sensory stimulation: Engaging in behaviors that provide
sensory input or self-stimulation.

4. Functional Analysis (optional): Sometimes, a more structured approach is used to

test the hypothesis by manipulating different antecedents and consequences to see
how they affect the behavior.

23
 Skill
Acquisition
Skill acquisition is a key component of Applied Behavior
Analysis (ABA) that empowers Registered Behavior Technicians
(RBTs) to help clients build new skills and improve their
quality of life. Through skill acquisition programs, RBTs teach
essential life skills, social behaviors, and communication
abilities tailored to each client's needs. Effective skill
acquisition fosters independence and growth, enabling clients
to make meaningful progress toward their individual goals.

This document outlines the principles and practices of skill

acquisition for RBTs, covering areas such as task analysis,
prompting, shaping, and reinforcement strategies. Each
section provides guidance on implementing evidence-based
techniques, along with examples to support real-world
application. By mastering these skills, RBTs can deliver
structured and supportive instruction that helps clients
acquire and generalize new skills across different
environments.

24
 C-1 Identify the essential
components of a written skill
acquisition plan.
Skill Acquisition Plan
A Skill Acquisition Plan is a detailed, individualized plan designed to teach specific
skills to a client.
It is crucial to follow the skill acquisition plan and implement it with a high level of
consistency to ensure effective learning and progress.

Key components of a Skill Acquisition Plan

1) Terminal Skill or Goal: The specific skill or behavior that the client will learn.
e.g. Client will increase Manding for help to less than or equal to 10% per week
for 4 consecutive weeks.

2) Materials: Skill Acquisition Plans list the materials needed to run the program,
ensuring that all necessary resources are available to support the client's
learning and development.
Materials can vary depending on the specific skills being taught but may include
Visual aids, preferred toys, pencils, worksheets, iPad, computer.

3) Preparing the Learning Environment: As an RBT, it's important to reduce

distractions and have appropriate reinforcers available. The Skill Acquisition
Plan will tell you if you need to make any specific changes to the environment.

4) Instruction: The plan should specify what instruction to deliver.

e.g. When teaching a client to request tangibles, the RBT should get close to the
client and ask, "What do you want?"

25
5) Target Response: The plan should clearly explain what specific responses or
behaviors you're expecting from the learner. It’s important to define what will
count as a successful example of the target behavior.
e.g. If you're teaching the learner to ask for a toy, the plan should specify that
saying "Can I have the toy, please?" or "Toy, please" are positive example of the
target response.

6) Reinforcement: The plan might specify what reinforcers to use, but it will
often explain how frequently to deliver reinforcers.
For example, it may say to provide reinforcement every time the learner gives
the correct response or after a certain number of correct responses.

7) Prompting and Prompt Fading: The plan should specify the prompts and
prompt fading procedures to use when teaching the skill.

8) Teaching targets and exemplar: All the skills you will teach learners have
multiple targets or examples that you'll need to cover.
For example, when teaching functional pretend play, you might teach a learner
to pretend to pour tea from a toy teapot into a cup.

Other Important definitions

Mastery Criterion in ABA: The level of performance required to
consider a skill mastered, often defined by accuracy or
consistency.
Error Correction in ABA: Strategies used to address and correct
mistakes during learning, helping the learner get back on track.

26
 C-2 Prepare for the session as
required by the skill acquisition
plan.

Preparing for a session as outlined by the skill acquisition plan is essential for
ensuring effective and organized therapy. Here’s how to approach this
preparation:

[Link] the Skill Acquisition Plan:

Familiarize yourself with the specific goals, objectives, and strategies
outlined in the skill acquisition plan for the client. Understand the skills to
be targeted during the session.
2. Gather Materials:
Collect all necessary materials and resources needed for the session. This
may include visual aids, toys, worksheets, or any specific tools that support
the targeted skills. Ensure everything is organized and accessible.
3. Plan Activities:
Outline the activities that will be used to teach or reinforce the targeted
skills. Ensure these activities are engaging and appropriate for the client's
developmental level and interests.
4. Set Up the Environment:
Prepare the therapy environment to minimize distractions and create a
conducive space for learning. Arrange seating, materials, and any technology
needed for the session.
5. Establish Clear Objectives:
Determine what you aim to achieve during the session. Set clear, measurable
objectives based on the skill acquisition plan to guide your session and
facilitate data collection.
6. Review Data from Previous Sessions:
Check the data collected from previous sessions to understand the client’s
progress. This will inform your approach and allow you to make any
necessary adjustments to the plan.
7. Prepare for Potential Challenges:
Anticipate any potential challenges or behaviors that may arise during the
session and develop strategies to address them. This might include having
backup activities ready or employing specific reinforcement techniques.
8. Collaborate with Team Members:
If working with other professionals (e.g., BCBAs, caregivers), communicate
and collaborate with them about the session objectives and strategies to
ensure everyone is aligned.

27
 C-3 Use contingencies of reinforcement
(e.g., conditioned /Unconditioned
reinforcement, continuous/intermittent
schedules).

Reinforcement
Process of delivering a consequence following a specific
behavior, which increases the probability of that behavior
occurring again in the future.

Example:
A child finishes his homework, and immediately after, the
parent praises him and gives him a cookie. Now the child
finishes his homework every day.
A child cries when his mother talks to his brother. The
mother gives attention after the tantrum begins, so the child
cries every time she talks to his brother.

Positive Negative
Reinforcement Reinforcement
A preferred stimulus is added An undesirable stimulus is
immediately after a behavior removed immediately after a
occurs, increasing the likelihood behavior occurs, increasing the
of that behavior happening again likelihood of that behavior
in the future. happening again in the future.

Reinforcement

Reinforcer

28
 Punishment
A consequence that follows a behavior and decreases the
probability of that behavior occurring again in the future.

Example:
A child misbehaves at school, and the teacher gives him
extra homework as a consequence. The added homework
reduces the likelihood of misbehavior in the future.
A child touches a hot stove and feels pain. The added pain
decreases the likelihood of the child touching the stove
again.

Positive Negative
Punishment Punishment
An undesired stimulus is added A desired stimulus is removed
immediately after a behavior immediately after a behavior
occurs, decreasing the likelihood occurs, decreasing the likelihood
of that behavior happening again of that behavior happening again
in the future. in the future.

29
 Reinforcer
The stimulus, object or event that is delivered as a consequence
following a specific behavior that increases the likelihood of
that behavior. Reinforcers can be classified in:

Unconditioned
conditioned
(Primary reinforcers): Any
Conditioned (Secondary
stimulus, event or object that
reinforcers): Any stimulus,
have a natural reinforcing
event, or object that gains
value without any prior
reinforcing value through
learning history or
learning experiences,
conditioning.
typically by being associated
Examples: Food, water,
with unconditioned
cold/hot (temperature).
reinforcers or other
conditioned reinforcers.
Examples: Money, praise,
tokens, school grades.

Continuous Schedule
of Reinforcement:
A target behavior is reinforced every
Schedules of time that behavior occurs.
reinforcement
This refers to the timing
and frequency you deliver
reinforcement. When and
how often you are going to
reinforce the target
Intermittent Schedule
behavior.
of Reinforcement:
A target behavior is reinforced only
some of the time it occurs, rather
than every time.

30
 Continuous Schedule of
Reinforcement
Key points to remember:
Reinforcement is provided every time the
behavior occurs.
When teaching a new behavior or skill.
FR1.

Intermittent Schedule of
Reinforcement
Key points to remember:
Reinforcement is provided only some of the time.
For behavior maintenance.
More resistant to extinction.

Types of Intermittent Schedule of Reinforcement

Reinforcement is given after a fixed

number of responses.
Fixed Ratio (e.g., FR5 means reinforcement is
(FR) provided after every 5th response).

Reinforcement is given after a varying

number of responses, with the average
Variable Ratio number of responses predetermined.
(VR) (e.g., VR5 means reinforcement is given
on average after every 5th response).

Reinforcement is provided after a fixed

amount of time has passed, as long as the
Fixed Interval behavior occurs.
(FI) (e.g., FI2 means reinforcement is given
after every 2 minutes if the behavior
happens).

Reinforcement is provided after varying

amounts of time, with the average time
Variable Interval interval predetermined.
(e.g., VI3 means reinforcement is
(VI)
provided on average every 3 minutes if
the behavior happens).

31
 Tips for effectively delivering
reinforcement
1) Immediate Delivery: Provide reinforcement within 1 second of the
desired behavior occurred.
2) Enthusiastic Presentation: Use an enthusiastic tone and positive body
language when delivering reinforcement.
3) Contingent: Ensure that the reinforcement is contingent on the desired
behavior. The client should clearly understand that he must perform the
behavior to receive the reinforcer.
4) Size of Reinforcer: Make sure the reinforcer is strong enough to
motivate the client to repeat the desired behavior. in the future.
5) Be Specific: When giving reinforcement, clearly name the behavior you
are reinforcing (e.g., “Great job waiting your turn!”).
6) Maximize Motivating Operations: To make a reinforcer effective, make
sure the client hasn’t had much access to it recently.

32
 MOTIVATING OPERATIONS (MO)
Antecedents alter the value of a reinforcer, making it more
or less powerful, and temporarily change the likelihood of
the behavior that produces the reinforcer.

Types of MOTIVATING OPERATIONS

Establishing operations: increase the potency of a reinforcer and make
behaviors that have been reinforced by that consequence in the past more likely
to occur. A common example is deprivation. If a person hasn't had access to a
reinforcer for some time, its value increases.

Example:
-If a child is very thirsty, the need for water is increased, making water more
reinforcing. This motivates the child to engage in behaviors, like asking for a drink,
to obtain water. The thirst (deprivation of water) is the establishing operation that
increases the value of water as a reinforcer.
-If a child hasn't eaten for several hours and is hungry, the value of food as a
reinforcer increases. This hunger motivates the child to engage in behaviors like
asking for a snack or accepting food when offered. The hunger (deprivation of food)
is the establishing operation that makes food more reinforcing.

Abolishing operations: decrease the potency of a reinforcer and make behaviors

that have been reinforced by that consequence in the past less likely to occur. A
common example is satiation. If a person has had recent and substantial contact
with a reinforcer, its value decreases temporarily.

Example:
-If a child drinks a lot of water and is no longer thirsty, the value of water as a
reinforcer decreases. The child is less likely to request or seek water. The quenched
thirst (satisfaction of thirst) acts as an abolishing operation, reducing the reinforcing
value of water.
-Once a child has eaten a large meal and is no longer hungry, the value of food as a
reinforcer decreases. The child is less likely to ask for or engage with food because
their need for it has been satisfied. The satiety (satisfaction of hunger) acts as an
abolishing operation, reducing the reinforcing value of food.

33
 C-4 Implement discrete-trial
teaching procedures.

discrete-trial teaching procedures

Discrete-Trial Teaching (DTT) is a structured, evidence-based method used in ABA
therapy to teach specific skills in a controlled and repetitive manner. Each trial is
broken down into three main components: a clear instruction (discriminative
stimulus), the learner’s response, and a consequence or reinforcement based on the
response.
DTT (Discrete Trial Training) is structured because it involves a clear, systematic
approach to teaching skills. Each trial is broken down into small, manageable steps
with a specific instruction, response, and reinforcement. This structure helps to
ensure that the learner consistently practices the skill and receives immediate
feedback.

Steps to Implement Discrete-Trial Teaching (DTT)

1- Present the discriminative stimulus (Sd). When teaching a skill, you should
provide the same instruction in each presentation of DTT.
2- Wait up to 3 seconds for the learner to respond.
3- Provide prompts (if necessary).
4- Client's response (Correct, incorrect, no response)
5-Consequence:
If the client responds correctly, provide reinforcement (Immediately and in
small size).
If the client responds incorrectly or does not respond, apply a correction
procedure.
6-Record data.
7- Inter Trial Interval (ITI): Wait 2 to 3 seconds before presenting the next trial.

Advantages of DTT:
1. Consistent teaching: Provides structured, repeatable instruction and feedback.
2. Focused skill-building: Breaks complex skills into small, manageable steps.
3. Immediate reinforcement: Strengthens correct responses right away.
4. Trackable progress: Enables easy monitoring of learning over time.
5. Effective skill acquisition: Repeated practice aids mastery.

34
 C-5 Implement naturalistic
teaching procedures (e.g.,
incidental teaching).

Naturalistic teaching procedures

Naturalistic teaching procedures involve creating learning opportunities within a
client's natural environment by utilizing everyday interactions and activities. The
goal is to encourage the development of communication, social, and cognitive skills
in a functional and meaningful way.

Incidental teaching is a method where the therapist waits for the learner to initiate
an interaction or show interest in an object. The therapist then uses this interest to
prompt and reinforce desired behaviors, such as requesting, labeling, or social
interaction, making learning both relevant and motivating.

These procedures rely on the learner's natural environment and interests, making
them highly effective for generalizing skills across different settings and situations.

Advantages

Increased Motivation: Learning occurs in real-life contexts, making

activities more engaging and relevant for the learner.
Generalization of Skills: Skills taught in natural settings are more
likely to generalize to other situations and environments.
Spontaneous Communication: Learners have more opportunities to
initiate interactions, encouraging natural communication.
Enhanced Independence: Learners practice skills in daily routines,
fostering independence in real-world scenarios.
Flexible and Adaptive: Teaching can be adapted based on the
learner’s interests and environment, making learning more
personalized and effective.

35
 C-6 Implement task analyzed
chaining procedures.

task analyzed
Task-analyzed procedures involve breaking down complex tasks into smaller,
manageable steps, or task analysis, and teaching each step in a specific sequence.
This method helps learners acquire multi-step skills by focusing on one part at a
time, eventually linking them into a complete chain of behaviors.

Task: Hand Washing

1. Walk to the sink.
2. Turn on the water.
3. Adjust water temperature (if necessary).
4. Place hands under the water to get them wet.
5. Pump soap onto hands.
6. Rub hands together to create lather (at least 20 seconds).
a. Rub palms together.
b. Rub the back of each hand.
c. Interlace fingers and rub.
d. Scrub nails by rubbing them against the opposite palm.
e. Rub thumbs.
7. Rinse hands under the water to remove soap.
8. Turn off the water.
9. Dry hands with a towel or paper towel.
10. Dispose of paper towel in the trash (if used).

36
Chaining Procedure
Chaining is a procedure used to teach the different steps of a complex task that have
previously been broken down through task analysis. The goal is to teach the learner
how to complete a sequence of behaviors by focusing on one step at a time,
gradually combining the steps until they can perform the entire task independently.

Types of chaining procedures:

Forward Chaining

Backward Chaining

Total task teaching

Forward Chaining
In forward chaining, each step in a task sequence is taught in the order it naturally
occurs. The learner masters one step at a time, starting with the first, while the
therapist completes the remaining steps until the entire sequence is learned. Here’s
a brief example using forward chaining for putting on a coat:

Example:
Step 1: Pick up the coat.
Teach this step until mastered.
Step 2: Put one arm into a sleeve.
Once step 1 is mastered, teach step 2
while continuing to complete the
remaining steps for the learner.
Step 3: Put the other arm into the second
sleeve.
Step 4: Pull the coat over the shoulders.
Step 5: Zip or button up the coat.

37
 Backward Chaining
In backward chaining, the task sequence is taught in reverse order, with the last
step being taught first. This allows the learner to experience completing the task
from the start, which can be motivating. The therapist helps with all steps until the
last one, gradually moving backwards until the entire task is mastered. Here’s an
example of backward chaining for brushing teeth:

Example:
Step 5: Put the toothbrush back in its holder.
Teach this step until the learner masters it
independently.
Step 4: Rinse the toothbrush and turn off the water.
Once step 5 is mastered, teach step 4 while
completing steps 1-3 for the learner.
Step 3: Brush each section of teeth.
Step 2: Put toothpaste on the toothbrush.
Step 1: Pick up the toothbrush and turn on the water

Total task teaching

Total task teaching involves teaching all steps of a task in each session, providing
assistance as needed for any steps the learner cannot complete independently.
Unlike forward or backward chaining, this method introduces the entire task
sequence at once, allowing the learner to practice each step simultaneously, with
support given only where required. Here’s an example of total task teaching for
making a sandwich:

Example:
1. Gather bread, peanut butter, and jelly.
2. Open the jars of peanut butter and jelly.
3. Spread peanut butter on one slice of
bread.
4. Spread jelly on the other slice of bread.
5. Put the two slices together.
6. Cut the sandwich in half (optional).
7. Serve the sandwich on a plate.

38
 C-7 Implement discrimination
training.

Discrimination
Discrimination in ABA is the ability to differentiate between various stimuli and
respond correctly to each. It enables the learner to recognize specific cues or
contexts and adjust their behavior accordingly.

For example, a learner may learn to respond to their own name but not to others'
names, showing discrimination between different names.

Discrimination Training
Discrimination Training in ABA is the process of teaching this skill by reinforcing
correct responses to specific stimuli while not reinforcing responses to other stimuli.
Through structured teaching and reinforcement, learners are guided to recognize
and respond appropriately to relevant cues, building the ability to make distinctions
in real-world situations.

For example, a child may be taught to identify colors by only reinforcing correct
responses when they point to the named color.

Pick “red”

(Reinforcer)

39
 Discriminative Stimulus (Sd)
Discriminative Stimulus (Sd): is a specific stimulus in the
environment that indicates the availability of reinforcement
for a particular behavior. It sets the occasion for a behavior
to occur because the behavior has been reinforced in the
presence of that stimulus in the past.

Example: a "Stop" sign is an Sd for stopping a car, as it

signals that stopping will prevent negative consequences
(such as a fine or accident).

Delta stimulus (SΔ)

Delta stimulus (SΔ): is a stimulus that signals that
reinforcement is not available for a particular behavior. In the
presence of an SΔ, a behavior is less likely to occur because it
has not been reinforced when this stimulus was present in this
past.

Example: if a child asks for a toy and only receives it when a

parent is present (the parent is the Sd), then the absence of the
parent would be the SΔ, signaling that asking for the toy is
unlikely to result in receiving it.

40
 C-8 Implement stimulus
control transfer procedures

Stimulus control
Stimulus Control refers to a situation in which a specific behavior is triggered or
influenced by the presence of a particular stimulus. When a behavior consistently
occurs in the presence of a specific cue or antecedent, that stimulus has gained
control over the behavior.

For example, a child might only sit down at their desk when they see a teacher
present; here, the teacher’s presence is the controlling stimulus for the behavior of
sitting.

Stimulus control transfer

Stimulus Control Transfer is the process of shifting the control of a behavior from
one stimulus to another, often using prompts that are gradually faded out. This is
done to ensure the behavior will occur under natural conditions without needing the
initial prompts.

For example, if a child learns to respond to a verbal instruction ("sit down") with
prompting, stimulus control transfer would involve gradually reducing prompts until
the child can respond to the verbal instruction alone.

41
 C-9 Implement prompt and
prompt fading procedures

prompt
A prompt is a supplementary cue or action used to help a learner perform a behavior
that they may not be able to do independently. The goal of using prompts is to guide
the learner towards the desired behavior until they can perform it on their own, after
which the prompt is gradually faded.

Types of prompts

Stimulus Prompt Response Prompt

42
 Stimulus Prompts
It is a type of prompt used in behavioral teaching that involves altering or
highlighting some aspect of the instructional materials or environment to make the
correct response more noticeable or easier for the learner to identify. Unlike
response prompts, which directly guide the learner’s actions, stimulus prompts
modify the stimuli associated with the desired behavior to naturally guide the
learner to the correct response.

1. Positional prompt:
This involves placing the correct stimulus closer to the learner or in a more
noticeable position to increase the likelihood of a correct response.

2. Redundancy prompts:
In this type, a feature of the correct stimulus is exaggerated or highlighted (e.g.,
making the correct choice a brighter color or larger size than incorrect ones) to
make it more distinct and easier to identify.

3. Movement prompts:
These involve gesturing, pointing, or other movements that draw attention to the
correct stimulus (e.g., pointing at the correct answer during a task).

43
 Response Prompts
It is a teaching strategy in behavioral interventions that provides additional
assistance to increase the likelihood that a learner will give the correct response.
This type of prompt directly guides the learner’s response rather than just drawing
their attention to the relevant stimulus.

Visual Prompt
The instructor uses visual aids to guide the
Visual Prompt learner to the correct response. This might
Prompt Hierarchy

include pictures, arrows, highlighting, or

color-coding to make the right choice more
noticeable (e.g., using an arrow to point to
Verbal Prompt the correct button on a remote control).

Verbal Prompt
The instructor provides spoken cues or hints
to guide the learner's response (e.g., saying
Model Prompt "Pick up your pencil" or “Say ‘thank you’”).

Model Prompt
Gestural Prompt The instructor demonstrates the desired
behavior for the learner to imitate, helping
them understand how the task is done (e.g.,
showing how to tie a shoe).
Partial Physical
Prompt Gestural Prompt
The instructor uses a gesture, such as
pointing or nodding, to cue the learner
Full Physical toward the correct response (e.g., pointing
at the correct answer choice).
Prompt

Partial physical Prompt Full Physical Prompt

The instructor gives partial physical The instructor provides complete
assistance, allowing the learner to do physical assistance to guide the
some of the action on their own (e.g., learner through the entire action,
gently nudging their elbow to ensuring they perform it correctly
encourage reaching for an object). (e.g., holding and guiding their
hand to write a letter).

44
Prompt Fading
Prompt fading procedures involve gradually reducing the level or intensity of
prompts used to assist a learner in performing a behavior, with the goal of helping
the learner perform the behavior independently.

Most to least
prompting
Most to least prompting is a Visual Prompt
prompting strategy in which
you start with the most
intrusive level of assistance
and gradually reduce the
Verbal Prompt

Least to most
level of support as the learner
becomes more independent.
Most to Least
The idea is to help the learner
succeed initially with
maximum guidance and then Model Prompt
fade that guidance over time.

least to most
prompting Gestural Prompt
Least to most prompting is a
prompting strategy where you
start with the least intrusive
level of assistance and Partial Physical
gradually increase the level of Prompt
help if the learner does not
respond correctly. The idea is
to give the learner a chance Full Physical
to perform the behavior
independently before Prompt
providing more support.

Time delay
Introduce a delay between the presentation of the task and the prompt.
Start with a short delay (e.g., 1-2 seconds), then increase the time to give
the learner more opportunity to respond independently before prompting.

Prompt dependence
Refers to a situation where a learner continues to need a prompt in order
to respond correctly even after repeated unsuccessful attempts at fading
those prompts.

45
 C-10 Implement generalization
and maintenance procedures.

Generalization
Refers to the process where a learner applies a skill or behavior learned in one
context to different situations, environments, or stimuli. This means that the
behavior is not just limited to the specific conditions under which it was taught but
can be demonstrated across various contexts.

Example: if a child learns to say "please" when asking for a toy at home,
generalization will occur if the child also starts using "please" when asking for a
snack at school or during playdates.

Types of Generalization

Stimulus Response
Generalization Generalization

Stimulus
(S)
Red (R)
Generalization
This occurs when a behavior
is performed in response to
different but similar stimuli.
For instance, a child who
learns to identify a "dog"
might also recognize various (S1)
breeds of dogs as being dogs.

(S2) Red (R)

S
S R
S (S3)
46
 “Car”
Response
Generalization
This happens when a learner
uses different behaviors to (S) (R)
achieve the same outcome.
For example, if a child learns
to ask for help by saying,
"Can you help me?" they
might also learn to raise their
hand or say, "I need help" as
alternative ways to request

“Car”
assistance.

R (R1)

S R “It’s red”
R (R2)

"It has 4 wheels."

(R3)

Maintenance
Maintenance procedures in behavior analysis refer to strategies used to help
clients retain and consistently demonstrate learned skills over time, especially
after intensive teaching or therapy has ended.
These procedures ensure that skills remain functional and can be used in
various contexts. Techniques often include periodic practice, reinforcing skill
use in real-world settings, and gradually reducing prompts to promote
independence. Maintenance is key to achieving lasting behavior change and
supporting a client’s ability to apply skills in their everyday environment.

Example: After teaching a child to say "thank you" when receiving an item, a
maintenance procedure might involve periodically checking the behavior
during natural interactions, like snack time or playdates. The caregiver can
occasionally prompt or praise the child for saying "thank you" to reinforce the
behavior, ensuring it continues without constant reminders. This helps the
child maintain the polite habit in various settings.

47
 C-11 Implement shaping
procedures.

Shaping
Shaping is a teaching technique used to gradually teach a new behavior by
reinforcing successive approximations of the desired behavior. Instead of waiting for
the learner to perform the exact behavior, the instructor reinforces behaviors that
are closer and closer to the target behavior.

Example of Shaping: Teaching a Child to Say "Water"

1. Initial Step: The child may only make a sound, like "wa." The instructor
reinforces this sound by giving the child water when they attempt it.
2. Next Approximation: Once "wa" is consistent, the instructor now expects a closer
approximation, like "wata," and reinforces this.
3. Final Behavior: The child eventually says "water" clearly, at which point this
correct behavior is consistently reinforced.

Shaping is effective for behaviors that the learner doesn’t perform naturally or
completely, as it builds on small, achievable steps toward the final goal.

48
 C-12 Implement token economy
procedures.
token economy
A token economy is a behavior management system where individuals earn tokens
for displaying desired behaviors. These tokens can later be exchanged for preferred
items, activities, or privileges. Tokens serve as immediate reinforcement, while the
exchange for a reward provides delayed reinforcement, encouraging consistent
positive behavior.

Components:
1. Tokens: Items that represent reinforcement (e.g., stickers, points, poker chips).
2. Target Behaviors: Specific behaviors that are reinforced (e.g., completing
homework, following instructions).
3. Backup Reinforcers: Rewards that tokens can be exchanged for (e.g., extra
playtime, small toys, snacks).

Example:
In a classroom, students earn a sticker (token) each time they raise their hand before
speaking. After collecting five stickers, they can exchange them for 10 minutes of
extra playing time. This system motivates students to follow classroom rules
consistently, as they can see the immediate benefit of earning stickers and the long-
term reward of extra playtime.

I am working for

49
 Behavior
Reduction
Behavior reduction is a central aspect of Applied Behavior
Analysis (ABA) that enables Registered Behavior
Technicians (RBTs) to address challenging or maladaptive
behaviors in a supportive, ethical, and effective way.
Behavior reduction strategies are designed to decrease
behaviors that may interfere with a client’s ability to
learn, interact socially, and achieve personal goals. By
using these techniques, RBTs help create a safe and
conducive environment for learning and development.

This document provides an overview of behavior

reduction methods essential to RBT practice, including
Functional Behavior Assessment (FBA), Differential
Reinforcement, Extinction, and Response Interruption and
Redirection (RIRD). Each section explains the function of
these methods, best practices for implementation, and
the importance of ethical considerations when working to
reduce behaviors. Equipped with these tools, RBTs can
apply proactive and respectful approaches that prioritize
the client’s well-being.

50
 D-1 Identify essential components
of a written behavior reduction
plan.

behavior reduction plan

A behavior reduction plan, also known as Behavior Intervention Plan (BIP) is a
document that describes the strategies and procedures used to help a learner
reduce challenging behaviors and develop more adaptive, appropriate behaviors as
replacements.

Key components of a behavior reduction plan

1) Operational Definitions of target behavior: Objective, clear and complete
operational definitions of target behavior and replacement behaviors.
2) Antecedent Modifications: Procedures that are implemented before the target
behavior occurs, in order to prevent the challenging behavior.
3) Replacement Behaviors: Alternative, more appropriate behaviors that can
replace the challenging behavior, along with strategies to promote and increase
those behaviors.
4) Consequence Modifications: Specify the interventions to use in response to
the target challenging behavior, as well as how to respond to any other
behaviors that may occur.
5) Person Responsible: Clearly indicate who on the treatment team is
responsible for implementing each part of the behavior intervention plan.
6) Emergency Measures: Measures to take in case of a behavioral emergency.

51
 D-2 Describe common
functions of behavior.
The function of behavior refers to the reason or purpose behind why a person
engages in a particular behavior.
Common Functions of behavior refers to the reason why the behavior is occurring.

The 4 functions of behavior are:

1) Access to attention
2) Access to preferred tangible items or activities
3) Escape from demands
4) Automatic reinforcement.

Attention
(Social Positive Reinforcement): Tangible
The individual engages in the (Social Positive Reinforcement):
behavior to gain attention from The behavior occurs to obtain a
others. desired item or activity.

EScape
(Social Negative Reinforcement) Sensory
: The behavior is used to avoid or The behavior provides self-stimulation
escape an undesirable situation, or sensory input.
task, or demand.

-Positive: A behavior is
reinforced because it produces a
pleasurable or stimulating
sensation. Sensory stimulation
-Negative: A behavior is
reinforced because it helps the
individual avoid or escape an
uncomfortable or aversive
internal state. Pain attenuation

52
D-3 Implement interventions based
on modification of antecedents
such as motivating operations
and discriminative stimuli.

Antecedent-based interventions focus on adjusting environmental factors or

conditions that occur before a behavior, with the goal of preventing or reducing
undesirable behaviors and promoting positive ones. This approach is commonly
used in behavior analysis to create more supportive environments for individuals. By
altering antecedents, we can decrease the likelihood of maladaptive behaviors and
encourage desired behaviors.

Antecedent
Interventions

NCR
Demang fading
Task modification
HP/LP sequence
Choice

53
 Non-Contingent Reinforcement (NCR)
Non-Contingent Reinforcement (NCR) involves providing reinforcement on a fixed or
variable schedule, independent of the individual's behavior. This means the person
receives attention, preferred items, or sensory input at predetermined intervals,
regardless of what behavior they are exhibiting. NCR helps reduce problematic
behaviors by satisfying the individual's needs before the behavior occurs,
decreasing their motivation to engage in maladaptive behaviors.

Example:
If a child tends to engage in tantrums to seek attention, providing
regular attention throughout the day (without waiting for tantrums)
can reduce the likelihood of the behavior occurring.

Demand Fading
Demand fading is a strategy where the intensity or frequency of demands placed on
an individual is gradually reduced and then slowly increased again over time. This
method is particularly useful for individuals who exhibit escape behaviors (e.g.,
tantrums, aggression) when demands are too high or overwhelming. By reducing
demands initially, the individual builds tolerance and compliance before gradually
increasing task difficulty.

Example:
If a child refuses to complete school assignments, the tasks might be
shortened initially, with additional work gradually introduced as the
child becomes more compliant.

Task Modification
Task modification involves changing the way a task is presented to make it more
manageable or appealing for the individual. This could involve breaking tasks into
smaller steps, altering the materials, or adjusting the instructions to align with the
individual’s preferences and skills, reducing frustration and increasing cooperation.

Example:
If a child struggles with handwriting, allowing them to complete the
task on a tablet or with larger writing tools could reduce avoidance
behaviors.

54
 High Probability, Low Probability
(High-P, Low-P) Sequence
The High-P, Low-P sequence involves presenting a series of easy, high-probability
requests (tasks the individual is likely to complete) followed by a more challenging,
low-probability request. The momentum gained from completing high-probability
tasks increases the likelihood of compliance with the low-probability request.

Example:
Asking a child to clap their hands, point to their name, and then
clean up toys can increase the chances that they will comply with the
final, more challenging task.

Premack Principle
The Premack Principle, also known as "Grandma's Rule," is a behavioral strategy
that uses a high-preference activity to reinforce the completion of a low-preference
task. The principle states that if a person engages in a less preferred activity first,
they are then allowed to engage in a more preferred activity as a reward. This
technique is effective in increasing compliance with tasks that an individual might
otherwise avoid or refuse to do.
The Premack Principle leverages the natural motivation that comes from preferred
activities to increase the likelihood of completing less preferred tasks

Example:
IA teacher might say, "You can play video games (high-preference
activity) after you finish your homework (low-preference activity)."

Choice
Offering choices gives the individual a sense of control and can increase motivation
and compliance. Choices can be about the task itself, the order of activities, or the
type of reinforcement received upon task completion. Providing options helps
reduce oppositional behavior and fosters independence.

Example:
A child may be more likely to complete a task if given a choice
between two activities ("Do you want to draw or complete the puzzle
first?").

55
 Other types of
Antecedent Interventions

Increasing the response effort

Decreasing the response effort
Manipulating the SD
Manipulating Motivating Operations

Increasing the Response Effort

This involves making the effort required to engage in a challenging or maladaptive
behavior more difficult or effortful. By increasing the amount of effort needed to
complete an undesirable behavior, the individual is less likely to engage in it, as
they may opt for easier or more appropriate alternatives instead.

Example:
If a child frequently throws objects when frustrated, you could
increase the distance between them and the objects, making it
harder to reach them. This would decrease the likelihood of
throwing while teaching appropriate coping skills.

Decreasing the Response Effort

Decreasing the response effort involves making it easier or more convenient for an
individual to engage in a desired behavior. By reducing the effort required to
perform a target behavior, the likelihood of that behavior increases. This strategy
works by simplifying tasks, reducing barriers, or streamlining the process, making
the desired behavior more appealing than engaging in a more effortful, less
desirable behavior.

Example:
To encourage a child to clean up toys, place bins close by and make
them easy to access, so putting toys away requires minimal effort..

56
 Manipulating the SD (Discriminative
Stimulus)
The SD is the cue or signal that indicates reinforcement is available for a specific
behavior. By manipulating the SD, we can encourage or discourage certain
behaviors. This could involve changing the environment, altering verbal
instructions, or adding/removing cues to make the desired behavior more likely.

Example:
If a teacher wants a child to remain seated during class, they could
provide visual cues (e.g., a "sit" card) or remove distractions (like
toys) from the environment. These changes signal that sitting is the
expected and reinforced behavior.

Manipulating Motivating Operations

(MOs)
MOs are environmental factors that affect the value of a reinforcer and influence the
likelihood of a behavior occurring. Manipulating MOs involves altering conditions
that increase or decrease an individual’s motivation to engage in a specific
behavior. There are two types: Establishing Operations (EOs), which increase the
value of a reinforcer, and Abolishing Operations (AOs), which decrease its value.

Example:
If a child is more likely to ask for food when hungry (EO), a snack
break can be scheduled before a task to reduce hunger (AO),
decreasing the likelihood of food-related behaviors (e.g., stealing
snacks) during the task.

57
 D-4 Implement differential
reinforcement procedures (e.g.,
DRA, DRO).

Consequence interventions are strategies implemented after a behavior occurs to

influence future behavior. They focus on modifying the outcomes that follow the
behavior to either reinforce desired behaviors or reduce undesired ones.

Differential reinforcement is a behavioral intervention strategy used to decrease

challenging behaviors while increasing or maintaining desirable behaviors. It
involves:
Reinforcing the specific behavior, you want to increase.
Applying extinction (withholding reinforcement) for other, less desirable
behaviors.

Consequence
Interventions

Differential Reinforcement of Alternative Behaviors

(DRA)
Differential Reinforcement of Other Behaviors (DRO)
Differential Reinforcement of incompatible Behaviors
(DRI)
Differential Reinforcement of Low-Rate Behaviors
(DRL)
Differential Reinforcement of High-Rate Behaviors
(DRH)

58
 Differential Reinforcement of Other
Behaviors (DRO)
Consequence strategy that provides reinforcement based on the absence of a
problematic behavior. The reinforcer is given to the client after a specific time
period during which the undesired behavior does not occur. If the problematic
behavior does happen, it is not reinforced and the timer resets.

Example:
SW is a client who once displayed physical aggression during
therapy. In response, the RBT implemented Differential
Reinforcement of Other Behaviors (DRO) by providing reinforcement
every 3 minutes without the occurrence of physical aggression.

Differential Reinforcement of
Alternative Behaviors (DRA)
Consequence strategy that involves withholding reinforcement for a problematic
behavior while simultaneously reinforcing an alternative behavior that serves the
same function.

Example:
IMJ is a client who displays physical aggression whenever he tries to escape an
activity. To address this behavior, the RBT implements Differential
Reinforcement of Alternative Behavior (DRA). When the client requests a break
by saying "Break, please" (the reinforced alternative behavior), the RBT
reinforces this request with a 2-minute break. Instances where the client hits the
RBT (the problematic behavior that is placed on extinction) are not reinforced.

Functional Communication Training

(FCT)
It is a variant of DRA where the client is taught to communicate functionally to
obtain what they need or want. The occurrence of this alternative communicative
behavior is positively reinforced, while the problem behavior is placed on extinction
by not being reinforced.

59
 Differential Reinforcement of
incompatible Behaviors (DRI)
Consequence intervention where the alternative behavior that is reinforced is
incompatible with the problem behavior. This means that the client cannot engage
in both behaviors at the same time.

Example:
LB is a client who exhibits self-injurious behavior (SIB). The RBT
implements Differential Reinforcement of Incompatible Behavior
(DRI) by instructing LB to place his hands behind his back. This
action is incompatible with the self-injury behavior he was
demonstrating. Once LB successfully follows this instruction, the
RBT provides positive reinforcement for his compliance.

Differential Reinforcement of Low-

Rate Behaviors (DRL)
Consequence intervention that sets a criterion to decide whether to reinforce or not
a behavior. If the behavior occurs below a specified rate, it is reinforced; if it
exceeds that rate, it is placed on extinction. DRL is particularly useful for behaviors
that happen too.
Example:
The client, BN, has a behavior of interrupting his parents during conversations.
Specifically, in a 5-minute conversation, he says the word "permission" 10 times.
In response, the RBT implements the DRL intervention, reinforcing the behavior
of saying the word "permission" only when it occurs a maximum of two times.

Differential Reinforcement of High-

Rate Behaviors (DRH)
DRH is a strategy that reinforces the occurrence of a behavior when it is displayed at
or above a pre-determined higher rate. It aims to increase the frequency of a desired
behavior by providing reinforcement only when the behavior happens more often
than a baseline level. This technique is often used to encourage behaviors that are
beneficial but may not occur frequently enough
Example:
A teacher might use DRH to increase a student's participation in class. If the
student typically raises their hand once during a lesson, the teacher might set a
goal for the student to raise their hand at least three times and provide
reinforcement (like praise or a reward) only when the student meets or exceeds
this goal.

60
 D-5 Implement extinction
procedures.
Extinction
Extinction refers to the process of withholding reinforcement for a previously
reinforced behavior, leading to a decrease in the occurrence of that behavior over
time. By no longer providing the reinforcement that supported the behavior, it
becomes less likely to be repeated in the future.

Attention Extinction: In cases where a behavior is reinforced by social attention,

extinction involves withholding attention when the problematic behavior occurs.
For example, if a child shouts to gain attention, caregivers will ignore the shouting
but provide attention when the child engages in appropriate communication. This
approach teaches the child that shouting is not an effective means of gaining
attention.

Tangible Extinction: if a behavior is reinforced by access to tangible items,

extinction involves withholding access to the desired item when the problematic
behavior occurs.
For instance, if a child demands a toy by crying, the adult will not give in to the crying
and would only provide the toy when the child asks appropriately. This process helps
the child learn that crying is ineffective in getting the toy.

Escape Extinction: When a behavior is maintained by escape or avoidance,

extinction involves withholding the escape from the demand.
For example, if the child typically avoids homework by throwing a tantrum, the adult
will not allow the child to escape the task. Over time, the frequency of the tantrums is
expected to decrease as the child learns that the behavior no longer results in
escape.

Sensory Extinction: When a behavior is maintained by automatic reinforcement

(e.g., self-injurious behavior providing sensory stimulation), extinction can be
more challenging. Here, the goal is to disrupt the sensory feedback loop
associated with the behavior.

61
Extinction Burst
An extinction burst refers to a temporary increase in the frequency, intensity,
or duration of a behavior when reinforcement is first withheld during an
extinction procedure.
In other words, when a behavior that was previously reinforced no longer
produces the desired outcome, the individual may initially engage in the
behavior more intensely or frequently in an effort to get the reinforcement.

62
 D-6 Implement
crisis/emergency procedures
according to protocol.
When working in environments where challenging behaviors or crises may occur, it’s
critical to follow established crisis and emergency procedures to ensure the safety of
everyone involved. These procedures are typically outlined in a behavior
intervention plan (BIP) or organizational policies and should be followed precisely
during incidents to minimize harm and restore safety.

Recognize Warning Signs: Identify early signs of escalation

De-escalation Techniques: Use calm communication, provide personal space,
redirect focus, and offer reassurance to prevent escalation.
Follow Safety Protocols: Ensure safety by removing others from the area,
protecting yourself, and controlling the environment.
Use Physical Interventions (If Necessary).
Activate Emergency Services (contact emergency services or seek medical help
and notify supervisors and guardians).
Debrief and Document: After the crisis, debrief with the individual and team, then
document the incident thoroughly.
Review Protocols: Assess the crisis plan and make updates if necessary to prevent
future incidents.

63
Documentation
and
Reporting
Documentation and reporting are critical responsibilities
in the field of Applied Behavior Analysis (ABA), ensuring
that Registered Behavior Technicians (RBTs) accurately
record client progress, behavior patterns, and
intervention outcomes. These records support the
effectiveness of ABA programs by providing clear,
organized data that can guide treatment decisions,
improve client outcomes, and facilitate communication
among the treatment team.

This document provides a comprehensive guide to the

documentation and reporting practices required in RBT
roles, covering daily session notes, progress tracking,
incident reports, and confidentiality guidelines. Each
section outlines best practices for maintaining detailed,
accurate, and timely records, as well as ethical
considerations to protect client privacy.

64
 E-1 Effectively communicate with
a supervisor in an ongoing
manner.

Effective communication with a supervisor is essential for a productive work

environment. Schedule regular updates to discuss progress and clarify tasks. Use
clear and concise language, preparing key points ahead of time. Actively listen to
feedback and address any issues promptly by proposing solutions.

Effectively communicating with a supervisor in an ongoing manner is crucial for

RBTs to ensure proper guidance, feedback, and support throughout their work.
Here's how to do it:

1. Regular Check-Ins:
Schedule regular meetings or check-ins with your supervisor to discuss
progress, concerns, or updates about your clients. This creates an open line
of communication and keeps your supervisor informed about your work.
2. Be Clear and Concise:
When communicating with your supervisor, be clear and to the point. Share
relevant data, observations, and details about the client or issue without
overwhelming them with unnecessary information.
3. Provide Updates on Client Progress:
Keep your supervisor informed about significant changes in the client's
behavior, progress toward goals, and any issues that arise. Regular updates
help ensure that the treatment plan remains effective and appropriate.
4. Ask Questions:
Don’t hesitate to ask questions if you're unsure about an intervention or a
particular aspect of the treatment plan. Ongoing communication involves
being proactive in seeking clarification and support.
5. Be Open to Feedback:
Maintain an open attitude when receiving feedback from your supervisor.
Actively listen, ask for clarification if needed, and implement their
suggestions to improve your practice.
6. Use Appropriate Channels:
Ensure you are using the proper communication methods, whether that’s
email, phone, or face-to-face meetings, depending on the urgency and
formality of the information you're sharing.

65
E-2 Actively seek clinical direction
from supervisor in a timely
manner.

1. Recognize When Guidance is Needed: If you're unsure about a specific

intervention, client behavior, or situation, recognize that it's appropriate to seek
guidance from your supervising BCBA. Don't hesitate when situations arise that
require clarification or expertise beyond your scope.
2. Timely Communication: Reach out to your supervisor promptly when
concerns, questions, or unusual client behaviors arise. Delaying could affect the
quality of care, so it's important to act quickly when direction is needed.
3. Prepare Detailed Information: When seeking directions, provide your
supervisor with all relevant information about the issue. This includes data,
observations, and any relevant details from your sessions to help your
supervisor give informed feedback.
4. Implement Feedback: After receiving guidance, make sure to apply the
supervisor’s suggestions or instructions immediately. This shows responsiveness
and helps ensure continuity in the client’s care.
5. Be Proactive: Don’t wait for problems to escalate. Regularly check in with
your supervisor, ask questions when needed, and seek feedback to ensure you’re
on the right track.

66
 E-3 Report other variables that
might affect the client in a timely
manner.

Reporting other variables that might affect the client in a timely manner is crucial
for ensuring comprehensive care and effective interventions. These variables could
include changes in the client's environment, health, or daily routine that may
influence their behavior and progress. Here’s how to approach it:

1. Identify Relevant Variables:

Be aware of factors such as illness, changes in medication, family dynamics,
sleep disturbances, or transitions (e.g., moving homes, new school). These
variables can significantly impact the client’s behavior and response to
therapy.
2. Monitor for Changes:
During sessions, observe any noticeable changes in the client's mood,
engagement, or behavior that could be tied to external factors. Also, stay
informed about any reports from caregivers regarding new events or
conditions.
3. Timely Reporting:
Communicate these variables to your supervisor and any relevant team
members as soon as you become aware of them. Prompt reporting helps
ensure that interventions are adjusted in a timely manner to address
potential changes in the client’s needs.
4. Provide Clear Details:
When reporting, provide specific details about the variable, such as the
timing, nature, and potential impact on the client. For example, "The client
has been more fatigued during sessions this week due to medication
changes reported by the parent."
5. Document Changes:
Ensure that all relevant changes are documented in the client’s session
notes or progress reports, so there’s a clear record of factors that could
affect the therapy process.

67
 E-4 Generate objective session notes for
service verification by describing what
occurred during the sessions, in
accordance with applicable legal,
regulatory, and workplace requirements.

Documentation in Applied Behavior Analysis (ABA) is a critical component of therapy

and intervention services. It serves multiple purposes, including tracking client
progress, ensuring accountability, and maintaining compliance with legal and
regulatory standards.

mandated report
A mandated report is a formal
document that must be filed when
there is suspicion of abuse or incident report
neglect. This report is typically An incident report documents any
required by law to ensure the safety unexpected events or emergencies
and well-being of clients, especially that occur during therapy sessions.
vulnerable populations. It includes This could include behavioral
specific details about the observed outbursts, injuries, or safety
behaviors or circumstances that concerns. The report outlines what
prompted the report, along with any happened, the context of the
relevant background information. incident, actions taken by the staff,
and any follow-up measures needed.
Incident reports help ensure
accountability and improve safety
protocols.
progress notes
Session notes or progress notes
provide a detailed account of what
transpired during a therapy session.
They include information about the
activities conducted, the
interventions used, the client’s
responses, and any significant
behaviors observed. These notes are
essential for tracking progress,
adjusting treatment plans, and
ensuring compliance with legal and
regulatory requirements.

68
 E-5 Comply with applicable legal,
regulatory, and workplace data
collection, storage, transportation,
and documentation requirements.

Complying with applicable legal, regulatory, and workplace data collection, storage,
transportation, and documentation requirements is essential in Applied Behavior
Analysis (ABA) to ensure ethical practices and protect client information.

HIPAA (Health Insurance Portability and Accountability Act) is a U.S. federal law
enacted in 1996 to protect sensitive patient health information (PHI) from being
disclosed without the patient’s consent or knowledge. HIPAA applies to healthcare
providers, health plans, and other entities that handle PHI.

Key Provisions of HIPAA:

1. Privacy Rule: Protects the confidentiality of PHI.
2. Security Rule: Requires safeguards to protect electronic PHI.
3. Breach Notification Rule: Mandates notification to individuals and authorities if
PHI is compromised.
4. Retention Rule: Healthcare providers must retain HIPAA-related documentation
(like privacy policies, notices of privacy practices, and security rule
documentation) for at least 6 years from the date of its creation or the date it
was last in effect, whichever is later. (Some state laws or organizational policies
may require a longer retention period, such as 7 years.)

Consequences of Violating HIPAA:

1. Civil Penalties:
Fines ranging from $100 to $50,000 per violation, with an annual maximum
of $1.5 million for repeated violations.
2. Criminal Penalties:
Depending on the nature of the violation, penalties can include fines up to
$250,000 and imprisonment up to 10 years, particularly for willful violations
or misuse of PHI.
3. Reputation Damage:
Breaches can lead to loss of trust from patients and the public, impacting
the organization’s reputation and business.
4. Corrective Actions:
Violators may be required to implement corrective action plans, which can
include additional training, audits, and monitoring.

69
1. Data Collection:
Collect client data accurately and consistently, following the guidelines set by
your organization and any relevant regulations (such as HIPAA in the U.S.). This
includes documenting behavior, progress, and interventions in a timely manner.

2. Data Storage:
Securely store all client data, whether in physical or digital form. Ensure that all
information is kept confidential, using password-protected systems or locked file
cabinets as necessary. Only authorized personnel should have access to this
data.

3. Data Transportation:
When transporting client data, whether physically or digitally, follow security
protocols to prevent breaches. If transporting paper documents, ensure they are
secured and never left unattended. For digital files, use encrypted devices or
secure cloud systems.

4. Documentation:
Complete all required documentation, such as session notes, incident reports,
and progress updates, in line with legal and regulatory standards. Be thorough
and objective in documenting what occurs during sessions and ensure the
records are updated regularly.

5. Legal and Regulatory Compliance:

Stay informed about the legal and regulatory requirements that apply to your
practice, such as HIPAA (Health Insurance Portability and Accountability Act) in
the U.S. for protecting client privacy. These regulations govern how data is
collected, stored, shared, and disposed of.

6. Workplace Policies:
Follow your workplace's specific policies regarding data management. This
includes adhering to protocols for accessing, sharing, and disposing of client
records, as well as reporting any breaches or concerns promptly.

70
 Professional
Conduct and
Scope of Practice
Professional conduct and scope of practice are
foundational elements for Registered Behavior
Technicians (RBTs), ensuring ethical and effective service
delivery within the field of Applied Behavior Analysis
(ABA). As frontline providers, RBTs are responsible for
maintaining high standards of professionalism, respecting
client rights, and working within their defined scope of
practice. Adhering to these guidelines not only promotes
trust and accountability but also protects the integrity of
ABA services.

This document outlines the principles of professional

conduct and scope of practice essential to RBTs, including
guidelines on client interactions, boundaries,
confidentiality, and understanding the limits of the RBT
role. Each section offers insights into ethical
responsibilities and practical examples to support
adherence to these standards. By upholding these
principles, RBTs can deliver services that align with
ethical codes and professional standards, ensuring safe
and respectful interactions.

71
 F-1 Describe the BACB’s supervision
requirements and the role of RBT in
the service-delivery system.

The Behavior Analyst Certification Board (BACB) sets specific supervision

requirements for Registered Behavior Technicians (RBTs) to ensure they provide
high-quality services under the guidance of qualified professionals. Here's an
overview of these requirements and the role of RBTs within the service-delivery
system:

BACB’s RBT Supervision Requirements

Supervision Hours:
RBTs must receive a minimum of 5% of their total monthly hours in
supervision. For example, if an RBT provides 100 hours of direct service in a
month, they need at least 5 hours of supervision.

Types of Supervision:
Supervision can be provided in two formats:
Individual Supervision: Direct, one-on-one interaction between the RBT
and the supervisor.
Group Supervision: Involves multiple RBTs and a supervisor, fostering
collaboration and shared learning.

Supervisory Activities:
Supervision includes a variety of activities, such as:
Observation of RBTs: Supervisors should observe RBTs during sessions
to provide feedback and guidance.
Review of Data: Supervisors must review and discuss data collected by
RBTs to ensure accuracy and effectiveness.
Training and Professional Development: Supervisors should provide
ongoing training to help RBTs develop their skills and knowledge.

Qualified Supervisors:
Supervisors must be Board Certified Behavior Analysts (BCBAs), Board
Certified Assistant Behavior Analysts (BCaBAs) or Board-Certified
Behavior Analyst-Doctors (BCBA-Ds). They must also be in good standing
with the BACB and have the necessary experience to provide effective
supervision.
Documentation:
RBTs and their supervisors must maintain documentation of supervision
hours and activities, ensuring compliance with BACB guidelines.

72
 Role of RBTs in the Service-Delivery
System
1. Implementation of Behavior Analytic Services:
RBTs are primarily responsible for implementing behavior-analytic
interventions as directed by their supervising BCBA. They work directly
with clients to carry out treatment plans, collect data, and monitor
progress.

2. Data Collection and Management:

RBTs collect data on client behaviors and responses during sessions,
which is critical for assessing the effectiveness of interventions. This data
is used by BCBAs to make informed decisions about treatment
adjustments.

3. Collaboration with Supervisors:

RBTs regularly collaborate with their supervisors, discussing client
progress, challenges faced, and any adjustments needed in the treatment
plan. This collaboration is essential for professional development and
ensuring effective service delivery.

4. Communication with Caregivers:

RBTs often serve as a point of contact for clients’ families, providing
updates on progress and discussing strategies that families can
implement at home. This communication fosters a supportive
environment for the client.

5. Adherence to Ethical Standards:

RBTs must adhere to the ethical guidelines set forth by the BACB,
including maintaining client confidentiality, obtaining informed consent,
and delivering services that are in the best interest of the client.

RBT’s role
Implement

73
 F-2 Respond appropriately to
feedback and maintain or improve
performance accordingly.

Responding appropriately to feedback and maintaining or improving performance is

an essential skill for professionals, including RBTs, in the field of Applied Behavior
Analysis (ABA). Here's how this can be done effectively:

1. Active Listening:
When receiving feedback, listen carefully to understand the specific areas
being addressed. Avoid interrupting or becoming defensive and focus on
understanding the constructive criticism.

2. Seek Clarification:
If any part of the feedback is unclear, ask for clarification. This ensures that
you fully understand the points raised and can apply them effectively to your
practice.

3. Acknowledge Feedback:
Show appreciation for the feedback provided, recognizing that it is intended
to help you improve. Express a willingness to work on the areas mentioned.

[Link] an Action Plan:

Based on the feedback, create a plan to address the areas for improvement.
This might involve seeking additional training, practicing specific skills, or
implementing new strategies in your sessions.

5. Monitor Progress:
Regularly track your progress to ensure that the changes you're making are
effective. If needed, seek further feedback to refine your approach.

6. Continuous Improvement:
Even if the feedback is positive, always look for ways to enhance your skills
and performance. Staying proactive in your development ensures sustained
growth in your role.

74
 F-3 Communicate with stakeholders
(e.g., family, caregivers, other
professionals as authorized.

Communicating with stakeholders, such as family members, caregivers, and other

professionals, as authorized, is an important responsibility for RBTs. Here's a
breakdown of how to handle this effectively:

Authorized Communication:
Always communicate within the scope of what has been authorized by your
supervising BCBA. Do not share information beyond what is necessary or
permitted, particularly when it involves confidential client data.

Professionalism:
Maintain a respectful and professional tone when interacting with
stakeholders. Use clear, easy-to-understand language, especially when
communicating with non-professionals, avoiding technical terms or jargon.

Focus on Client Progress:

Ensure that your communication is centered on the client’s progress,
behavior, and strategies being implemented. Share updates about successes,
challenges, and any adjustments being made to the behavior plan, as
necessary.

Collaborative Approach:
Foster collaboration by actively listening to concerns or feedback from family
members and caregivers. This ensures alignment in implementing behavior
plans across different environments like home, school, and therapy sessions.

Respect Confidentiality:
Abide by confidentiality standards such as HIPAA. Do not share any personal
or sensitive information with unauthorized individuals, and only discuss
details relevant to the client’s treatment.

Timely Communication:
Provide updates and respond to stakeholder inquiries promptly, especially
when critical changes occur in the client’s behavior or treatment plan.

75
 F-4 Maintain professional boundaries
(e.g., avoid dual relationships,
conflict of interest, social media
contacts).

Maintaining professional boundaries is essential for RBTs to ensure ethical practice

and protect the integrity of the client-therapist relationship. Here's a breakdown of
how to uphold these boundaries, specifically focusing on avoiding dual
relationships, conflicts of interest, and inappropriate social media contacts:

Dual or Multiple
Conflicts of Interest
relationship
Conflicts of interest arise when
Dual relationship occurs when an RBT
personal interests or relationships
has both a professional and personal
interfere with professional
relationship with a client or their family
responsibilities. For example, accepting
members. This can compromise
gifts from clients or their families could
objectivity and the quality of care.
create a sense of obligation or bias.

RBTs must not give or accept gifts

Social Media Contacts over $10 to avoid conflicts of
interest. Occasional, non-monetary
RBTs should not connect with clients or gratitude gifts are acceptable, but
their families on social media. This can ongoing gifts may violate this
standard. Stricter employer policies
blur professional boundaries and lead must be followed.
to inappropriate sharing of personal
information or interaction outside the
therapeutic context. Romantic relationship
RBTs must avoid romantic or sexual
Maintaining Professional relationships with current clients,
Distance stakeholders, or supervisors.
With former clients or stakeholders,
While it's important to build rapport with
such relationships are prohibited for at
clients and their families, RBTs must
least two years after the professional
always keep a respectful professional
relationship ends. For former
distance. This ensures that services
supervisors, romantic or sexual
remain focused on the client’s needs and
relationships are allowed only after all
therapeutic goals without personal
professional duties are completed.
relationships interfering.
Additionally, RBTs cannot be
supervised by someone with whom
they had a past romantic or sexual
relationship until at least six months
have passed.

76
 F-5 Maintain client dignity.

Maintaining client dignity is a fundamental responsibility for RBTs and all

professionals in the field of Applied Behavior Analysis (ABA). This involves treating
clients with respect, ensuring their rights, and supporting their individuality
throughout therapy. Here are key aspects of maintaining client dignity:

1. Respecting Privacy:
Protect clients' personal information and maintain confidentiality in all
aspects of care, whether during sessions, documentation, or conversations
with other professionals and family members.
2. Promoting Independence:
Support clients in becoming more independent by encouraging their
participation in decision-making, providing them opportunities to express
their preferences, and promoting their autonomy in tasks and activities.
3. Using Respectful Language and Actions:
Always communicate with clients using respectful language, regardless of
their communication abilities. Treat them as individuals with unique needs
and preferences, avoiding any demeaning or dismissive behavior.
4. Ensuring Comfort and Safety:
Ensure the client feels safe and comfortable during sessions. This includes
creating a supportive and understanding environment and being mindful of
any situations that could cause discomfort or distress.
5. Respecting Cultural and Personal Differences:
Acknowledge and respect the cultural, social, and personal backgrounds of
each client. Tailor interventions to align with their values, beliefs, and
preferences to ensure they feel respected and valued.

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 RBT Ethic
Code

The RBT Ethics Code is a foundational guide for Registered Behavior

Technicians (RBTs) working within the field of Applied Behavior Analysis (ABA).
This code outlines essential ethical standards that RBTs are expected to follow
to ensure respectful, effective, and professional client interactions. Upholding
these ethical standards is crucial to providing safe, high-quality care and
maintaining the integrity of ABA practice.

This document provides an overview of the key components of the RBT Ethics
Code, including client confidentiality, dual relationships, integrity,
competence, and accountability. Each section explores specific guidelines and
expectations, with examples to illustrate the application of ethical practices in
day-to-day work. By adhering to the RBT Ethics Code, technicians can navigate
complex situations with confidence, ensuring that their actions consistently
align with the best interests of the client.

A solid understanding of the RBT Ethics Code enables RBTs to contribute to a

professional and ethical environment that promotes trust, respect, and
positive outcomes for all involved.

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 Section 1—
General Responsibilities
1.01 RBTs are honest and work to support an environment that promotes
truthful behavior in others. They do not lead others to engage in fraudulent,
illegal, or unethical behavior. They follow the law and the requirements of their
professional community (e.g., BACB, employer, supervisor).

1.02 RBTs conduct themselves in a professional manner, are accountable for

their actions, and make an effort to follow through on work and contractual
commitments. When commitments cannot be met, RBTs work with their
supervisors to address the situation in the best interest of clients.

1.03 RBTs only provide services under their RBT certification within a clearly
defined role under close, ongoing supervision.

1.04 RBTs are never employers of their supervisor. RBTs who are also trainees
(i.e., accruing supervised fieldwork toward a future BCBA or BCaBA certification
application) may separately contract for those supervision services.

1.05 RBTs do not knowingly make false, misleading, or exaggerated statements

about their qualifications or behaviortechnician services. They provide a
current and accurate set of relevant credentials to employers and supervisors
upon request.

1.06 RBTs provide behavior-technician services only after their supervisor

confirms that they have demonstrated competence. They work with their
supervisor to continually evaluate their competence. If an RBT identifies that
they are being asked to do something that goes beyond the scope of their
certification and/or competence, they immediately inform their supervisor or
other appropriate individuals at their place of employment and document this
communication.

1.07 RBTs work directly with their supervisor to ensure that they are culturally
responsive in their work. They actively work to evaluate their own biases and
ability to work with individuals with diverse needs/backgrounds (e.g., age,
disability, ethnicity, gender expression/identity, immigration status,
marital/relationship status, national origin, race, religion, sexual orientation,
socioeconomic status) and obtain any needed training in these areas under the
direction of their supervisor.

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1.08 RBTs do not harass or discriminate against others (e.g., clients,
coworkers). They behave toward others in an equitable and inclusive manner
regardless of age, disability, ethnicity, gender expression/identity, immigration
status, marital/relationship status, national origin, race, religion, sexual
orientation, socioeconomic status, or any other basis proscribed by law.

1.09 RBTs are aware that their personal biases or challenges (e.g., mental or
physical health conditions; legal, financial, marital/relationship challenges)
may impact their ability to effectively carry out their behavior-technician
services. If their biases or challenges may impact services, they take steps to
resolve the issue (e.g., developing an action/care plan, reporting to their
supervisor, refraining from working with clients until the issue is resolved,
reporting to the BACB) and document these actions.

1.10 RBTs avoid multiple relationships with clients, coworkers, and

supervisors. Multiple relationships occur when there is a mixing of two or more
relationships (e.g., friend, family member, employee/employer) that may result
in conflicts of interest and risk of harm to the client. If RBTs find that a multiple
relationship has developed, they immediately inform their supervisor, work to
resolve it, and document these actions. If the multiple relationship involves
their supervisor, RBTs should report it to their supervisor’s manager or other
appropriate entity (e.g., human resources, BACB) and document this
communication.

1.11 Because the exchange of gifts can lead to conflicts of interest and multiple
relationships, RBTs do not give gifts to or accept gifts from clients,
stakeholders, or supervisors with a monetary value of more than $10 US dollars
(or the equivalent purchasing power in another currency). A gift is acceptable if
it functions as an occasional expression of gratitude and does not result in
financial benefit to the recipient. Instances of giving or accepting ongoing or
cumulative gifts may rise to the level of a violation of this standard if the gifts
become a regularly expected source of income or value to the recipient. If an
employer has a stricter policy regarding gift exchange (e.g., prohibiting gift
exchange), RBTs follow that policy.

1.12 RBTs do not engage in romantic or sexual relationships with current

clients, stakeholders, or supervisors. They do not engage in romantic or sexual
relationships with former clients or stakeholders for a minimum of two years
from the date the professional relationship ended. They do not engage in
romantic or sexual relationships with former supervisors until the parties can
document that the professional relationship has ended (i.e., completion of all
professional duties). They do not receive supervision from individuals with
whom they have had a past romantic or sexual relationship until at least six
months after the relationship has ended.

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 Section 2—Responsibilities in
Providing Behavior-Technician
Services

2.01 RBTs do no harm and work to support the best interest of their clients.
They are knowledgeable about and comply with mandated-reporting
requirements.

2.02 RBTs follow the direction of their supervisors, accurately implement

behavior-technician services, and accurately complete all required
documentation (e.g., client data, billing records).

2.03 RBTs conduct themselves in a professional manner during all work

activities (e.g., delivering services, receiving training or supervision). They take
action to improve their performance following feedback from supervisors.

2.04 RBTs do not use unfamiliar interventions or provide services to unfamiliar

client populations unless they have received proper training.

2.05 RBTs implement restrictive or punishment-based procedures only when

included in a documented behavior-change plan and after their supervisor has
verified their competence.

2.06 RBTs direct any questions or concerns that they or others (e.g., caregivers,
coworkers) have about their behavior technician services to their supervisor.

2.07 RBTs take necessary actions to protect clients when they become aware
that a client’s legal rights are being violated or that there is risk of harm to a
client. In these instances, RBTs report the matter to their supervisor, follow
organization policies, and document these actions. In some instances, RBTs
may need to contact relevant authorities (e.g., law enforcement, BACB,
licensure board).

2.08 RBTs protect the confidentiality and privacy of their clients, stakeholders,
and others in the workplace by following all related requirements established
by the BACB, employers, and the law (e.g., privacy laws, licensure
requirements). RBTs maintain confidentiality when interacting with client
information and records.

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2.09 RBTs do not share identifying information (e.g., photos, videos, written
information) about clients on social media or websites. 2.10 RBTs only discuss
confidential client information under the direction of their supervisor unless
allowed by law for a valid reason (e.g., protecting the client or others from
harm). RBTs only share necessary client information in their job-related
communications (e.g., emails, documentation).

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 Section 3—Responsibilities to the
BACB and BACB-Required Supervisor

3.01 RBTs comply with all requirements of the BACB and their supervisor,
including, but not limited to, supervision, documentation of supervision, and
audits.

3.02 RBTs are honest and accurate in all communications with the BACB and
their supervisor. If an RBT becomes aware that they submitted inaccurate or
false information or documents to the BACB, they immediately contact the
BACB to correct the issue. If an RBT becomes aware that they submitted
inaccurate or false information or documents to their supervisor or employer,
they immediately contact those parties to correct the issue and determine the
need to self-report the situation to the BACB.

3.03 RBTs do not cheat or help others cheat on RBT competency assessments
or RBT examinations. RBTs follow the rules and requirements of the BACB and
its approved testing centers, including, but not limited to, those related to
falsifying information and the unauthorized collection, use, or distribution of
examination materials.

3.04 RBTs are aware of the events they need to self-report to the BACB and any
other required entities (e.g., employer, supervisor). They self-report to the
BACB within 30 days of the event or within 30 days of becoming aware of the
event. RBTs are required to self-report to the BACB any event that might impact
their ability to effectively carry out their behavior technician services or
comply with BACB requirements, including:
• legal charges and subsequent related actions;
• investigations by employers, governmental agencies, educational institutions,
or third-party payers naming the RBT;
• disciplinary actions by employers (including suspensions and terminations for
cause), governmental agencies, educational institutions, and third-party
payers; OR
• physical conditions, mental conditions, or substance abuse that may impair
the RBT’s ability to safely provide behavior-technician services.

3.05 RBTs do not misuse the intellectual property of the BACB (e.g.,
certification titles, examination content) or others (e.g., an employer’s
proprietary materials).

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3.06 RBTs named in a Notice of Alleged Violation or who receive a required
action from the BACB (e.g., RBT Supervision Audit, Educational Memorandum,
Notice of RBT Required Action, Disciplinary or Appeal Determination, Notice of
Summary Suspension or Revocation) immediately share the document with
their supervisor and work collaboratively to respond to any correspondence
and comply with all BACB requirements.

3.07 RBTs regularly (e.g., monthly) check their BACB account to ensure their
personal information (e.g., name, email address, mailing address) is accurate.
Within 24 hours of becoming aware of a change to their certification status
(e.g., inactive, expired, suspended, revoked), RBTs report the change to their
supervisor and subsequently comply with applicable BACB requirements
related to practice, billing, and use of the RBT title.

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 RESOURCES
Behavior Analyst Certification Board. (2020). RBT ethics code.
[Link]
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis
(3rd Edition). Hoboken, NJ: Pearson Education.
Miltenberger, R.G. (2020). Modificación de conducta: Principios y
procedimientos (6th Edition).
Larin, Y. (2024). ABA4LOVE. The RBT Manual: Una Guía Bilingüe-Simple, Clara
y Completa.
Tarbox, J., & Tarbox, C. (2016). Training manual for behavior technicians
working with individuals with autism. Academic Press.