RBT EXAM STUDY GUIDE

INTRODUCTION

The RBT Exam content is based on the RBT Task

List (also found in this guide). In this study guide,
we will explore and define important terms
relevant to each section of the RBT Task List.

The Registered Behavior Technician Exam is

comprised of 75 multiple-choice questions.

Number of
Content Area
Questions
Exams are computer-based
Measurement 10 and administered by
Assessment 8 Pearson VUE. You can find
Skill Acquisition 24
a testing location near you
by clicking here.
Behavior Reduction 12
Documentation and Reporting 10
Professional Conduct and Scope of Practice 11
Total 75
Many questions on the
exam are example-based.
This means that they will
This study guide is designed to give you a situation, and
ask you to choose a
review the terms, procedures, response that is most
and assessments that are crucial appropriate.
to your exam success.

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 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

1. Read data from last session

2. Prepare data sheets and materials based on data from last session.
3. Determine what programs you plan to work on during the session.
4. Gather materials for those programs.
5. Set up the first set of programs so they are ready when you begin the session.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

Continuous measurement: records every possible behavior occurrence

Frequency: count per observation
Duration: total amount of time in which a behavior occurs
Latency: elapsed time between onset of a stimulus to the initiation of a response
Inter-Response Time (IRT): elapsed time between two successive responses

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

Discontinuous measurement: records a sample of behavior during an observation

Partial: did the behavior occur at all during the intervention
Whole: did the behavior occur during the whole intervention
Momentary time sampling: is the behavior occurring at this point in time

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

Measuring behavior after it occurred by measuring tangible items or the effects a behavior has on an
environment.

For example: the number of windows broken, the number of homework problems completed, the
number of test questions answered correctly

NOTES

RBT EXAM STUDY GUIDE

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 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

RBTs may assist the BCBA with entering data and updating graphs. Although electronic data may
decrease the need for RBT assistance in this area, RBTs should still understand the purpose of data
and graphs and also be able to enter data and update graphs as requested by their supervisor.

Data and graphs...

• are important tools in determining effective interventions
• are the collection of all data taken during a session
• are the cornerstone of applied behavior analysis
• can be taken and processed by hand or through computer programs such as Microsoft Excel

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 A-1. Prepare for data collection.
A. MEASUREMENT A-2. Implement continuous measurement procedures (frequency, duration)
A-3. Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
A-4. Implement permanent-product recording procedures.
A-5. Enter data and update graphs.
A-6. Describe behavior and environment in observable and measurable terms.

In order to describe behavior is observable and measurable terms, follow these guidelines:
Behavior is anything a person does that can be observed, repeated, or measured.
Environment is anything that we perceive through the senses.

A good rule of thumb is to always describe a behavior and/or environment so that someone
completely unfamiliar with the case would be able to take over data collection just by reading the
description.
If I were writing a description of a tantrum behavior, these examples show the difference between a
subjective description and an observable and measurable description.

Subjective Observable and Measurable

Getting extremely worked up and Any incident of kicking legs, throwing self
frustrated, yelling or crying on ground, banging head on floor, crying
that lasts at least 1 minute

NOTES

RBT EXAM STUDY GUIDE

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 B-1. Conduct preference assessments
B. ASSESSMENT B-2. Assist with individualized assessment procedures (curriculum-based,
developmental, social skills)
B-3. Assist with functional assessment procedures

A preference assessment is conducted to identify potential reinforcers. Note, we don’t know that
these things are actually reinforcing until we see if applying the items increases a behavior. To
determine if a potential reinforcer is actually reinforcing, we can do a reinforcer assessment.

Here are some ways to identify a potential reinforcer:

• Ask the learner about their preferences. This is an indirect method. This method can be done by
asking open-ended questions, choice format, or rank ordering.
• Pre-task choice- Ask the learner before they work on a task what they would like to “earn” for
completing the task. They can choose from 2 to 3 items presented.
• Free operant observation- stay observant and see what the individual gravitates to naturally and
plays with in an unrestricted room. The total duration of time that the learner engages with each
item or stimulus is recorded. The longer they engage with the stimulus, the stronger the item is
preferred.
• Trial-based methods are formal methods to determine potential reinforcers.
• Single Stimulus (or successful choice method)- a stimulus is presented and the person’s
reaction to it is noted. This is helpful with individuals who may have trouble choosing
between two or more items.
• Paired Stimuli (or forced choice method)- each trial consists of presenting two items and
recording the learner’s choice of the two. Data is recorded on how many times an item was
chosen and then items are rank ordered. This method takes the most time to implement but
is said to be the most accurate.
• Multiple Stimuli is where many items are presented at one time.
• Multiple Stimuli with Replacement- the item chosen remains in the array of options
and all other items that were not selected are replaced by other items.
• Multiple Stimuli without Replacement- the item chosen first is taken out of the array
and the array diminishes in size on each selection. Second, third, and fourth (etc.
choice are recorded in rank order)

RBT EXAM STUDY GUIDE

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 B-1. Conduct preference assessments
B. ASSESSMENT B-2. Assist with individualized assessment procedures (curriculum-based,
developmental, social skills)
B-3. Assist with functional assessment procedures

Behavioral and Environmental Assessment- conducting observations of a clients behavior in his/her

natural environment. An RBT can provide observations of the client’s behavior.

Preference Assessment- determine what items are most preferred by a learner. An RBT can assist with
conducting stimulus preference assessments or reinforcer assessments.

Individualized Assessment- curriculum-based, developmental, and/or social skills assessment conducted

in interview format.

Functional Assessment- determining cause and effect relationship between environment and behavior.
An RBT can assist during Experimental Analysis, collect data during descriptive assessments, or provide
information regarding the client.

Probing- asking a learner to perform a task we are unsure they can perform without providing assistance.
an RBT can assist by probing new programs to confirm data collected during earlier assessments.

NOTES

RBT EXAM STUDY GUIDE

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 B-1. Conduct preference assessments
B. ASSESSMENT B-2. Assist with individualized assessment procedures (curriculum-based,
developmental, social skills)
B-3. Assist with functional assessment procedures

Functional Assessments- determining cause and effect relationship between environment and behavior
and altering either the antecedent or consequence or teaching a replacement behavior.

Functional (Experimental) Analysis- arranging antecedents and consequences so that their separate
effect on a problem behavior can be observed and the function can be determined.

Descriptive Assessment- direct observation of behavior under naturally occurring conditions.

Indirect Assessment- using interviews, checklists, rating scales, and questionnaires to obtain information
from people familiar with the learner.

NOTES

RBT EXAM STUDY GUIDE

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 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

1. Identify skill deficit.

2. Create a goal to address deficit.
3. Identify measurement procedures.
4. Assess current skill level (baseline).
5. Select and implement skill acquisition procedure(s).
6. Take data of target behaviors to determine effectiveness.
7. Modify if necessary to maintain/increase effectiveness.

NOTES

RBT EXAM STUDY GUIDE

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 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

1. Determine what occurred last session to decide where to start.

2. Select skill acquisition procedures to complete during the session.
3. Prepare materials you will need for the skill acquisition procedure (including data collection
materials).

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Unconditioned reinforcement- inherent and naturally occurring reinforcement, such as food

Conditioned reinforcement- previously neutral stimuli that has become a reinforcer through
association with an established reinforcer.

Continuous reinforcement (CRF)- reinforcement is provided for each occurrence of behavior, typically
used in the initial stages of learning a new behavior.

Intermittent reinforcement (INT)- some but not all occurrences of a behavior are reinforced, typically
used to maintain established behaviors and when progressing toward naturally occurring
reinforcement.

Fixed Ratio (FR)- reinforce every nth response.

Variable Ratio (VR)- reinforce roughly every nth response.

Fixed Interval (FI)- reinforce after n amount of time.

Variable Interval (VI)- reinforce roughly after n amount of time.

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Mass trial- asking the target multiple times in a repetitive manner. That would look like this: “Trial 1:
Touch dog…Trial 2: Touch dog…..Trial 3: Touch dog”. Mass trialing is typically used to teach very
young children, children new to ABA, or lower functioning children.

Distractor trial- asking the same target each trial, but including two ‘unknown” choices as answer
options. For example, having a dog card and two cards with objects that are unknown to the learner
and saying “touch dog.”

Random Rotation- this is a trial that includes one mastered choice and one trial choice. You would
rotate prompts during each trial.

Expanded Trial- similar to the random rotation, but you include several mastered choices and only
one trial choice. You would rotate prompts with each trial.

Maintenance/Generalization- once a trial choice has been mastered, you would include it in the
rotation of mastered choices during random rotation and expanded trials.

RBT EXAM STUDY GUIDE

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 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Naturalistic teaching procedures are used to help learners generalize the skills they are learning
through their ABA program. You are using the natural environment to generalize learned skills into
natural, everyday use.

An example of implementing naturalistic teaching procedures would be to put a desirable item in

clear view of a learner to encourage manding.

If a learner can identify and tact a picture of a dog, bringing them in the presence of a real dog and
asking “what is it?” would be another example.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Task analysis- breaking complex skills into smaller, teachable units creating sequential steps.

Forward Chaining- teach the first step of a task, then the second, then the third, until the entire
sequence is mastered.

Backward Chaining- Complete a task entirely except for the last step. Teach the learner to complete
the last step. Once they have mastered the last step, complete the whole task until the second-to-last
step, and then allow them to master that. Continue this process until the entire task is learned.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Discrimination Training- Discrimination training is teaching a client how to tell the difference between
two or more stimuli. Reinforcing occurrences of a behavior in the presence of one stimulus condition
and not in the presence of another stimulus condition.

Simultaneous- both stimuli are presented at once.

Successive- only one stimulus condition is present.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Stimulus control transfer procedures are techniques in which prompts are discontinued once the
target behavior is being displayed in the presence of the discriminative stimulus (Sd). Prompt fading
and prompt delay are used in stimulus control transfer procedures.

Example:
RBT: “Say cup”
Learner: “Cup”
RBT: Points to a picture of a cup
Learner: “Cup”

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Prompt fading- there are two methods to fade a prompt.

• Most to least- With this method you start the most intrusive prompts and gradually fade to less
intrusive prompts. You might follow a prompting hierarchy such as: Full physical, partial physical,
model, verbal, gestural, independent.
• Least to most: The method involves starting with the least intrusive prompts and moving up in the
prompting hierarchy. This can be beneficial because it gives students to the opportunity to be
independent and you are only providing as much prompting as needed. This is a strategy we tend
to use naturally. Once you introduce a task, allow wait time to see how they respond naturally. Then
you can give a gestural prompt. If this doesn’t produce a correct response, move up to a verbal,
and so on.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Generalization- teach learned targets in the natural environment

Examples:
• teach the word car with many different pictures of different cars
• having two people teach the same skill

Maintenance- including mastered item or skill into programs

Examples:
• discrete trials using random rotation or extended trials

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

Shaping is the process of teaching a new behavior gradually by rewarding behaviors that
progressively come close to the target behavior. An example of shaping could be:

Target behavior: Jane to complete a full 10-question homework assignment. After probing, she has
not been successful in completing the task independently.
1. Require Jane to turn in a paper with just her name on it. Reward with reinforcement.
2. Require Jane to turn in a paper with one question completed. Provide reinforcement.
3. Require Jane to turn in a paper with two questions completed. Provide reinforcement.

You would continue this process until the child has met the target behavior. This is only one example
of shaping and the method of shaping can be used in many different ways.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 C-1. Identify the essential components of a written skill acquisition plan.
C. SKILL C-2. Prepare for the session as required by the skill acquisition plan.

ACQUISTION C-3. Use contingencies of reinforcement.

C-4. Implement discrete-trial teaching procedures.
C-5. Implement naturalistic teaching procedures.
C-6. Implement task analyzed chaining procedures.
C-7. Implement discrimination training.
C-8. Implement stimulus control transfer procedures.
C-9. Implement prompt and prompt fading procedures.
C-10. Implement generalization and maintenance procedures.
C-11. Implement shaping procedures.
C-12. Implement token economy procedures.

A token economy is a system of generalized conditioned reinforcers.

The individual whom receives the generalized tokens can save them and exchange for a variety of
backup reinforcers.
Basically, an individual earns generalized reinforcers (stickers, points, tokens) which can be exchanged
for an actual reward (i.e., break, game, toy, snack).

Conditioned reinforcer- A stimulus that acquired its reinforcing value by being paired with other
reinforcers. Conditioned reinforcers are also called secondary reinforcers or learned reinforcers and
required pairing to understand their value and be positive for “me”. Such as social, hugs, tickles,
activities, etc.

Backup reinforcer- The reinforcer that is paired with a conditioned reinforcer or a generalized
conditioned reinforcer.

An example might be:

Jamie loves to watch Barney videos
She earns tokens on a board for staying seated on the carpet during story time
After earning a predetermined number of tokens she exchanges them for access to Barney videos

RBT EXAM STUDY GUIDE

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 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

A behavior plan is useful because it helps the behavior technician address behaviors effectively.
Typically, the Behavior Analyst will develop the behavior plan and the RBT will implement it during
ABA sessions.

A written behavior plan must include the following:

• Operational definitions of target behaviors
• Antecedent modifications
• Replacement behaviors
• Consequence modifications
• Persons responsible
• Emergency measures
• Function of behavior

NOTES

RBT EXAM STUDY GUIDE

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 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

The four functions of behavior are important to remember when providing ABA services. All behaviors
are maintained by one or more of the four functions of behavior.

The four functions of behavior include:

• Attention
• Example: A child whines to get his mom to come play with him.
• Access to Tangibles
• Example: A child grabs a toy out of his classmates hand because he wanted it.
• Escape
• Example: A child tears up a math worksheet so he will not have to complete it.
• Automatic Reinforcement
• Example: Picking at scabs so much that they bleed, excessive rocking or noise-making

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

Antecedents refer to things that occur before the identified behavior or skill.

Modifying antecedents refers to making changes in the client’s environment prior to the client
working on a specific skill or displaying a specific behavior. For instance, when looking at behavior
reduction, modifying antecedents would involve making changes that will help decrease the
likelihood that the behavior will occur.

Antecedent strategies are a good strategy for teachers and caregivers/parents alike. This is because
you are able to use these strategies to prevent the problem behavior from happening rather than
waiting until the problem behavior occurs and then trying to react effectively.

Motivating operations refers to a behavior concept which identifies the degree to which the learner
will be reinforced by the consequences of their behavior. For example, if a child is really hungry, they
may be more likely to complete a task and be reinforced by the reward of a snack.

An establishing operation increases the effectiveness of a reinforcer. For example, if a child has not
played video games all day (but loves them), he may be more likely to complete his chores and
homework (or complete therapy tasks in an ABA session) to earn the video game.

Discriminative stimuli, also known as SDs, are the stimuli that are used to elicit a specific response.
For example, showing a child an ice-cream cone and saying, “What is this?”, may elicit the child in
saying, “Ice-cream.”

RBT EXAM STUDY GUIDE

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 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

DRI - Differential Reinforcement of Incompatible Behavior

This procedures entails only reinforcing behaviors that are incompatible with the problem behavior
while withholding reinforcement for the problem behavior. In other words, only behaviors that cannot
occur simultaneously with the problem behavior are reinforced.

Example: Kevin engages in out of seat behavior so his teacher decides to implement a DRI procedure. She decides to
reinforce a behavior that is incompatible with out of seat behavior. Sitting in his seat is chosen as the incompatible behavior
because it cannot occur at the same time as out of seat behavior. Kevin only receives reinforcement (ex. token) for sitting in
his seat while reinforcement is withheld when Kevin is out of his seat.

DRA - Differential Reinforcement of Alternate Behavior

This procedure entails reinforcing a behavior that serves as a viable alternative for the problem
behavior, but is not necessarily incompatible with the problem behavior.

Example: Sarah engages in shouting out behavior after her teacher poses a question to the class. Her teacher decides to use
a DRA procedure in which Sarah is only reinforced (ex. called on) for raising her hand to answer a question. This behavior is
an alternative to shouting out, but is not incompatible as both the problem behavior and the alternative can occur at the
same time. However, raising her hand is a more socially acceptable alternative.

DRO - Differential Reinforcement of Other Behavior

This procedure entails delivering reinforcement whenever the problem behavior does not occur during
a predetermined amount of time.

Example: Julie pulls strands of hair out of her head when she is completing independent work. Her teacher decides to use
DRO in order to reinforce the absence of pulling her hair. Using this procedure, the teacher sets a timer for three minutes on
Julie's desk. If Julie does not pull her hair for the entire three minutes then she is reinforced. If Julie does pull her hair, she is
not reinforced and the timer is reset.

DRL - Differential Reinforcement of Low Rates

This procedure is used to reduce the frequency of a behavior but not eliminate it from the learners
repertoire entirely. This is typically reserved for behaviors that are socially acceptable but may occur
too often. Using this procedure, reinforcement is delivered if a behavior occurs below a predetermined
criteria.

Example: James uses socially appropriate behavior to greet peers but does so up to ten times in one class period. His
teacher decides to use DRL to lower the rate of his behavior but she does not want to eliminate it completely. She decides
to deliver reinforcement (ex. computer time) to James if he greets peers five or fewer times during the class period. If he
greets peers more than five times, he does not receive reinforcement.

RBT EXAM STUDY GUIDE

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 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

Extinction refers to the ABA principle of no longer providing reinforcement to a previously reinforced
behavior. Basically, when the reinforcement for a behavior stops, the behavior will likely stop, as well.

In clinical practice, ABA providers sometimes associate ignoring the child or ignoring the behavior
with extinction. However, this is not truly the way extinction works.

Extinction involves no longer providing the reinforcement for a behavior. The reinforcement may have
been attention in which case ignoring the behavior may be acceptable as an extinction procedure.
However, when the reinforcement of the behavior is actually escape rather than attention, ignoring is
not necessarily a true form of extinction. When a behavior is maintained by the function of escape,
extinction would include no longer allowing escape from the demand.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 D-1. Identify essential components of a written behavior reduction plan.
D . B E H AV I O R D-2. Describe common functions of behavior.

REDUCTION D-3. Implement interventions based on modification of antecedents such as

motivating operations and discriminative stimuli.
D-4. Implement differential reinforcement procedures (e.g. DRA, DRO).
D-5. Implement extinction procedures.
D-6. Implement crisis/emergency procedures according to protocol.

The setting in which an RBT works will dictate what crisis or emergency procedures will be used in an
ABA session. However, there are some general procedures that should be considered.

It is important to have a plan for how you as the RBT will address any maladaptive behaviors
especially behaviors that could pose a danger to the client or anyone else. Typically, a supervisor or
Behavior Analyst will be able to assist in developing this plan.

Also, it is important to understand laws regarding mandated reporting of child abuse and neglect,
how to report any concerning incidents that may occur, and what to do about illness or injury. An RBT
should have first aid knowledge and have emergency contact information to be used during their
session (including contact information for local emergency services such as the fire and police
departments as well as emergency contacts for the client specifically).

NOTES

RBT EXAM STUDY GUIDE

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 E-1. Effectively communicate with a supervisor in an ongoing manner.
E . D O C U M E N TAT I O N E-2. Actively seek clinical direction from supervisor in a timely manner.

AND REPORTING
E-3. Report other variables that might affect the client in a timely manner.
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.
E-5. Comply with applicable legal, regulatory, and workplace data
collection, storage, transportation, and documentation
requirements.

• Engaging in regular communication with your clinical team

• Taking an active role in effectively communicating all aspects of your daily interactions with your
clients and caregivers
• Understanding boundaries in relation to your supervisor’s time and responsibilities (knowing when
it is appropriate to talk with your supervisor and when you should allow your supervisor time to
observe, analyze data, or complete other tasks).
• Knowing what situations should result in immediate or more urgent communication with your
supervisor and knowing what situations can wait until your supervisor attends session for
observation or has a meeting with you to discuss the case or client.
• Speaking respectfully and professionally.
• Accepting feedback and responding appropriately to feedback and communication from your
supervisor.
• Expressing ideas and professional opinions with healthy assertiveness while also understanding
your role in complying with your supervisor’s treatment planning.

Your supervisor will check-in on you on a regular basis; if this is not occurring, you are encouraged to
contact the C.A.B.A. office directly and ask to speak to a senior clinical team member

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 E-1. Effectively communicate with a supervisor in an ongoing manner.
E . D O C U M E N TAT I O N E-2. Actively seek clinical direction from supervisor in a timely manner.

AND REPORTING
E-3. Report other variables that might affect the client in a timely manner.
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.
E-5. Comply with applicable legal, regulatory, and workplace data
collection, storage, transportation, and documentation
requirements.

It is your responsibility as a Registered Behavior Technician to seek out guidance and direction from
your supervisor(s) when needed. If you are unsure of protocol or steps you should be taking in a wide
range of scenarios regarding your clients, you must contact a supervisor in a timely manner in order to
achieve clear guidance before your next session (in most cases). You can, and should, request overlap
sessions in which you can receive in-person supervision as well.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 E-1. Effectively communicate with a supervisor in an ongoing manner.
E . D O C U M E N TAT I O N E-2. Actively seek clinical direction from supervisor in a timely manner.

AND REPORTING
E-3. Report other variables that might affect the client in a timely manner.
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.
E-5. Comply with applicable legal, regulatory, and workplace data
collection, storage, transportation, and documentation
requirements.

There are many factors that an RBT or other ABA service provider should consider regarding a client’s
functioning. In the field of applied behavior analysis, setting events are sometimes neglected to be
considered as influencers of behavior. Setting events are in a way broader experiences that a client
may have. While antecedents could be seen as the trigger for a behavior or as the thing that happens
right before a behavior occurs, a setting event is a larger situational experience.

Some examples of setting events include:

• Illness
• Lack of sleep
• Biological needs (like hunger)
• Changes in the client’s home environment

Setting events make it more likely that a specific behavior will occur. For example, if a toddler has a
lack of quality sleep, they may be more likely to tantrum as a result of another child taking a toy away
rather than if they had a good night’s sleep. When the toddler has slept well, maybe they are more
likely to share rather than tantrum in response to other youth trying to play with the toys they were
interacting with.

RBT EXAM STUDY GUIDE

© The Honey Parade
 E-1. Effectively communicate with a supervisor in an ongoing manner.
E . D O C U M E N TAT I O N E-2. Actively seek clinical direction from supervisor in a timely manner.

AND REPORTING
E-3. Report other variables that might affect the client in a timely manner.
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.
E-5. Comply with applicable legal, regulatory, and workplace data
collection, storage, transportation, and documentation
requirements.

It is important to complete session notes objectively and professionally. Objective refers to disclosing
only facts and actual information or observations. This is in contrast to subjective information which
includes adding your own personal thoughts and feelings into your session notes.

When RBTs complete session notes, they should remember that the note will be included in that
client’s permanent record and therefore the note should be accurate and professionally written.
In a session note you could also mention the setting events or factors that may have influenced the
client’s behaviors throughout session. However, be sure to only use objective information and not to
assume that you know why the child acted the way they did. For example, you may mention that the
client’s parent reported at the beginning of session that the client only slept five hours last night and
that he had a fever last week.

Remember that it is important to generate objective session notes also so that others (such as other
RBTs that may work with your client or your supervisor who oversees treatment planning) can be
aware of what occurred during the session.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 E-1. Effectively communicate with a supervisor in an ongoing manner.
E . D O C U M E N TAT I O N E-2. Actively seek clinical direction from supervisor in a timely manner.

AND REPORTING
E-3. Report other variables that might affect the client in a timely manner.
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.
E-5. Comply with applicable legal, regulatory, and workplace data
collection, storage, transportation, and documentation
requirements.

There are laws and regulations regarding how to handle paperwork including data collection and
documents specifically as it relates to how to store them and how to travel with them.

If you provide home-based services, it is imperative that you be careful when travelling with client
documentation. Be mindful of confidentiality laws. Carry as little client data and documents as you
need while you travel. Whatever you do travel with should be carefully stored such as by locking it in a
travel briefcase and possibly even in your truck (think of it as locking the data twice – once in the
briefcase and once in the trunk). However, again, this is not to be taken as legal advice. You should
speak to a supervisor or knowledgeable person in your area to learn about the specific regulations
related to your location and workplace setting.

In the United States, you must comply with all HIPAA policies and regulations. HIPAA requires that a
client’s data and paperwork and identifying information be kept confidential and protected. You
should store client data sheets, session notes, and paperwork in a secure location. You should always
put them back after a session so that they are kept in that safe location.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 F-1. Describe the BACB’s RBT supervision requirements and the role of RBTs in
F. P R O F E S S I O N A L the service-delivery system.

CONDUCT AND F-2. Respond appropriately to feedback and maintain or improve performance
accordingly.
SCOPE OF F-3. Communicate with stakeholders as authorized.
PRACTICE F-4. Maintain professional boundaries.
F-5. Maintain client dignity.

The RBT’s role involves implementing the service protocol designed by the supervisor which could be
any of the other three credentials (including the BCaBA, BCBA, or BCBA-D). A BCaBA requires
oversight by a BCBA or BCBA-D.

An RBT is the credential at a high school diploma level. The BCaBA is a bachelor’s degree level
credential and is known as an Assistant Behavior Analyst. The BCBA is a master’s level degree
credential. Individuals with this credential are known as Behavior Analysts. The BCBA-D credential is a
doctoral level position. BCBA-D’s are also known as Behavior Analysts.

The RBT is required to provide the direct ABA service to the identified client including skill acquisition
programs and behavior intervention plans.

The BACB presents a tiered service delivery model for the provision of behavior analysis services. In
this model of service delivery, there are two possible organizational strategies. One includes multiple
RBTs working under the direction of a BCBA or BCBA-D. The second one includes multiple RBTs
working under the direction of a BCaBA while one or more BCaBAs can work under the direction of a
BCBA or BCBA-D.

It is important to understand that the supervisor (BCBA-D, BCBA, or BCaBA) develops the treatment
plans, makes modifications to treatment, and provides a majority of clinical recommendations to
caregivers and other professionals while the RBT implements the service plans to the client and assists
with some of the supervisory activities.

RBT EXAM STUDY GUIDE

© The Honey Parade
 F-1. Describe the BACB’s RBT supervision requirements and the role of RBTs in
F. P R O F E S S I O N A L the service-delivery system.

CONDUCT AND F-2. Respond appropriately to feedback and maintain or improve performance
accordingly.
SCOPE OF F-3. Communicate with stakeholders as authorized.
PRACTICE F-4. Maintain professional boundaries.
F-5. Maintain client dignity.

Responding appropriately to feedback and maintaining or improving performance accordingly is an

important skill of RBTs. Part of an RBTs role includes taking feedback from a supervisor. The supervisor
will be modifying treatment to help ensure the client is making progress on goals and to help with any
behavioral concerns that arise.

To respond appropriately to feedback, the RBT should utilize active listening skills which involves
listening to and comprehending what information the supervisor provides. An RBT should utilize the
following tips in response to feedback:
• Act professionally and respectfully
• Implement changes recommended by the supervisor
• Bring concerns to the supervisor in a clear and timely manner yet still understanding the
supervisor’s role is to make the final decision in the treatment plan
• Be consistent with the implementation of the feedback provided throughout treatment
sessions
• Document treatment modifications appropriately

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 F-1. Describe the BACB’s RBT supervision requirements and the role of RBTs in
F. P R O F E S S I O N A L the service-delivery system.

CONDUCT AND F-2. Respond appropriately to feedback and maintain or improve performance
accordingly.
SCOPE OF F-3. Communicate with stakeholders as authorized.
PRACTICE F-4. Maintain professional boundaries.
F-5. Maintain client dignity.

A Registered Behavior Technician’s primary task is to implement ABA intervention as designed by

their supervisor (typically a BCBA or BCaBA).

RBTs do not often provide formal communication with stakeholders. However, any communication
that takes place must be respectful and professional in nature. Sometimes an RBT may participate in
team meetings with the client’s caregiver and sometimes other professionals, such as teachers or
other service providers like speech therapists or occupational therapists.

As an RBT, it is important to remember that your supervisor should be making all clinical decisions
regarding the case you are working on. An RBT should support the supervisor and direct any
questions or concerns from the caregiver to the supervisor for further assistance above what the RBT
has already been trained to respond to. In a school meeting (such as for an IEP-Individualized
Education Plan meeting), an RBT may participate to give their input as to the status of ABA services,
but all decisions and recommendations should come from the supervisor.

RBTs should display respectful and professional communication at all times.

NOTES

RBT EXAM STUDY GUIDE

© The Honey Parade
 F-1. Describe the BACB’s RBT supervision requirements and the role of RBTs in
F. P R O F E S S I O N A L the service-delivery system.

CONDUCT AND F-2. Respond appropriately to feedback and maintain or improve performance
accordingly.
SCOPE OF F-3. Communicate with stakeholders as authorized.
PRACTICE F-4. Maintain professional boundaries.
F-5. Maintain client dignity.

It is essential to maintain professional boundaries in any human service position.

However, as an RBT, you may become attached to your client due to the intensity and involvement
you have with the family.

However, it is important to always remember what your role is and that you are providing a
professional service.

Do not develop any relationship outside the professional service provider – client relationship.

To avoid dual relationships or conflicts of interest, be sure to keep conversation to professional topics.

Do not speak very in depth about any personal issues (no more than enough to maintain a friendly,
professional manner).

If possible, do not provide clients or caregivers your personal phone number.

If you personally know a potential client, it is important to avoid working with that individual if
possible.

Sometimes in rural communities, extra steps may be necessary to establish professional boundaries.
Do not have contact with clients or their relatives on social media.

This is important to help maintain the professional boundaries of the service provider – client
relationship.

RBT EXAM STUDY GUIDE

© The Honey Parade
 F-1. Describe the BACB’s RBT supervision requirements and the role of RBTs in
F. P R O F E S S I O N A L the service-delivery system.

CONDUCT AND F-2. Respond appropriately to feedback and maintain or improve performance
accordingly.
SCOPE OF F-3. Communicate with stakeholders as authorized.
PRACTICE F-4. Maintain professional boundaries.
F-5. Maintain client dignity.

Dignity refers to “the state or quality of being worthy of honor or respect.” All people have the right
to dignity and respect. Dignity is not something that people have to earn. You can maintain a client’s
dignity by showing respect at all times, maintaining privacy and confidentiality, and communicating
effectively and professionally.
• Do not talk down to your clients or belittle them.
• Always treat your client as a human and not just a number or a problem.
• Don’t speak to your clients in non-professional ways such as by being overly friendly or overly
aggressive.
• Make sure that your personal views and judgments do not interfere with providing quality
treatment or create a problem with maintaining client dignity.
• For example, if you personally have an issue with parents who smoke and you are working with a
client who has a mother who smokes often, don’t allow your personal views to interfere with how you
treat that client and his family.
• Avoid having side conversations (or small talk) with coworkers when you are supposed to be
focusing on your client (which should be at all times during the time you are providing a service).
• Be compassionate and empathetic toward your clients.
• This means that you should act in ways that show you are aware of your client’s feelings and
experiences and that you are understanding of their situation and are truly trying to help them.
• The area of professional conduct requires that RBTs act in ways that are respectful and considerate
of their clients.
• Communicating with stakeholders must be done in an appropriate manner.
• You should only communicate with stakeholders in ways that you, as the RBT, have been directed
to.
Maintaining professional boundaries and client dignity is an essential part of providing quality
ABA services.

RBT EXAM STUDY GUIDE

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