RBT Competency Assessment

Continuous Measurement

Tracking every occurrence of a behavior (e.g., frequency, duration, latency, rate).

Example: Counting how many times a child hits in a 10-minute session.

frequency: how many times

duration: how long

rate: frequency during a specific period of time

latency: time elapsed between presentation of stimulus

Discontinuous Measurement

Sampling behavior in intervals (partial interval, whole interval, momentary time sampling).

Example: Marking a behavior as occurred during any part of a 10-second interval = partial interval.

Tip: partial = any time

whole = entire time

momentary = at the end.

Data & Graphs

Accurately recording and graphing behavior data.

Example: Graphing daily tantrums on a line graph.

Preference Assessments

Identifying preferred items/activities to use as reinforcement. Example: Presenting two toys and recording which one the child chooses.

Tip: Use paired choice, free operant, or single stimulus methods.

ABC Data Collection

Recording Antecedent (before), Behavior (action), and Consequence (after).

Example: Child screams (Behavior) when told to clean up (Antecedent); teacher gives attention (Consequence).

Discrete Trial Training (DTT)

Structured learning: SD → Response → Consequence.

Example: “Touch red” → Child touches red → “Great job!”

Natural Environment Teaching (NET)

Teaching during natural play or activities based on child’s motivation.

Example: Child wants bubbles → You say “Say bubbles” → Child says it → You blow bubbles.

Tip: Be flexible and follow the child’s lead.

Chaining

used to teach task analysis of a very specific skill (specific steps)

Ex. handwashing, brushing teeth, etc.

Shaping

The reinforcement of closer and closer approximations of a desired response.

Task Analysis

Breaking a skill into smaller steps.

Example: Washing hands = turn on water → wet hands → soap → rub → rinse

Tip: Use forward chaining, backward chaining, or total task presentation.

Discrimination Training

reinforcing a behavior in the presence of one stimulus but not others

Ex. client is reinforced for touching the green circle, but not the red circle. Eventually the client will only touch the green.

Stimulus Control Transfer

When prompts are discontinued once the target behavior is being displayed in the presence of an SD only

Prompting

Assisting the learner to increase success (verbal, gestural, physical, etc.)

Example: Physically guiding a child to place a block in the right spot.

Prompt Fading

Gradually reducing prompts to promote independence.

Example: Moving from full physical to light touch to gesture.

Token System

Earning tokens to exchange for a bigger reward.

Example: Child earns a star for every correct answer; 5 stars = iPad time.

Crisis/Emergency Procedures

Following safety protocols during dangerous behavior.

Example: Blocking self-injury, removing other children, contacting supervisor.

Antecedent Interventions

recognizing environmental factors that can contribute to problematic behavior and making changes necessary to promote appropriate behavior and reduce possible triggers for maladaptive behavior.

Ex. if a blue chair triggers a tantrum, remove the blue chair before you bring the client into that environment

Differential reinforcement

Strategy is mostly used for decreasing problem behaviors.

Differential Reinforcement of Incompatible Behaviors (DRI)

Reinforcement for the occurrence of a behavior that cannot be exhibited at the same time as the inappropriate behavior.

Ex. client cannot hit others during transition if he/she is clapping

Differential Reinforcement of Alternative Behavior (DRA)

The replacement behavior does not have to be incompatible with the problem behavior, it just has to be different.

Ex. client speaks out of turn, so client is taught to raise hand instead. The client can still speak out of turn, but is less likely because they receive reinforcement for hand raising.

Differential Reinforcement of Other Behavior (DRO)

Reinforcement is delivered for any appropriate behavior whenever a problem behavior is not displayed during a specific interval of time

Ex. Client must stay seated for two full minutes silently. The client taps a pen on the counter. After the time is up, the BT gives reinforcement for staying seated the entire time, even though they tapped the pen on the counter.

Extinction

Reinforcemnt that is provided for problem behavior becomes discontinued in order to eliminate the occurance of the problem behavior all together (ignoring the problem behavior)

Documentation & Reporting

Writing accurate, objective notes about sessions.

Example: “Client needed 2 verbal prompts to complete task. No problem behavior observed.”

Professional Boundaries

Maintaining appropriate, professional relationships with clients/families.

Example: Not accepting gifts, not giving personal info.

Supervision Requirements

RBTs must work under BCBA/BCaBA supervision 5%.

Clinical Direction

Knowing when to ask your supervisor for help.

Example: New challenging behavior or concerns with current interventions.