RBT: Definitions

Behavior Intervention Plan (BIP)

A personalized plan developed by a BCBA to improve a client’s behaviors by identifying goals, teaching new skills, and reducing challenging behaviors.

Magnitude

The strength, size, or intensity of the reinforcer (e.g., a big reward vs. a small one). Larger or more meaningful reinforcers are often more effective.

Variety

Using different types of reinforcers to prevent boredom or loss of interest (also known as satiation).

Positive Reinforcement

A method of encouraging desired behavior by offering a reward (e.g., praise, sticker) after the behavior occurs, increasing the likelihood it will happen again.

Observable and Measurable Behavior

Actions that can be seen and counted (e.g., raising a hand, completing a task), which are essential for tracking change and progress in ABA.

Skill Acquisition Plan

A structured plan to teach new skills (e.g., communication, self-care), including specific instructions, goals, and reinforcement strategies.

Reinforcement

Anything that increases the likelihood of a behavior happening again in the future. Reinforcement can include positive reinforcement, such as praise, tokens, toys, or preferred activities, or negative reinforcement, such as removing or reducing something unpleasant after the behavior.

Stimulus

A stimulus is anything in the environment—like sounds, sights, or actions—that can affect behavior. Recognizing different types of stimuli helps RBTs understand what influences a client’s responses.

Response

A specific action or behavior that a person does after a stimulus occurs.

Antecedent

What happens right before a behavior. It may trigger or set the stage for the behavior to occur.

Antecedent

What happens right before a behavior. It may trigger or set the stage for the behavior to occur.

Consequence

What happens right after a behavior. It affects whether that behavior is more or less likely to happen again in the future.

Consequence

What happens right after a behavior. It affects whether that behavior is more or less likely to happen again in the future.

Negative Reinforcement

Removing something unpleasant or aversive (e.g., a loud noise, difficult task) after a behavior to increase that behavior.

Continuous Reinforcement (CRF)

A schedule where a behavior is reinforced every time it happens. Best for teaching new behaviors

Intermittent Reinforcement

A schedule where reinforcement happens only some of the time. Helps maintain behaviors over time.

Fixed-Ratio (FR) Schedule

Reinforcement is given after a set number of responses (e.g., every 5 correct answers).

Variable-Ratio (VR) Schedule

Reinforcement is given after an unpredictable number of responses, but averages out over time (e.g., after 3, then 5, then 7 responses).

Fixed-Interval (FI) Schedule

Reinforcement is given after a set amount of time has passed (e.g., every 5 minutes).

Variable-Interval (VI) Schedule

Reinforcement is given after varying amounts of time have passed (e.g., sometimes after 3 minutes, sometimes after 7).

Ratio Schedule

A type of schedule based on the number of times a behavior occurs.

Interval Schedule

A type of schedule based on the passage of time, regardless of how many times the behavior occurs.

Satiation

When a reinforcer is used too often and loses its effectiveness because the client no longer finds it motivating.

SEAT

An acronym used to remember the four most common functions of behavior: Sensory, Escape, Attention, and Tangible.

Sensory Function

When a behavior provides its own soothing or enjoyable feeling, without needing a reaction from others (e.g., rocking, hand-flapping).

Escape Function

A behavior that happens to avoid or get away from something unpleasant, such as a demand, noise, or non-preferred activity.

Attention Function

A behavior that occurs to get social interaction or acknowledgment from others, like talking out or whining for attention.

Tangible Function

A behavior used to gain access to a physical item or preferred activity, like toys, food, or screen time.

ABC Data Collection

The process of observing and recording behavior to identify patterns, such as what happens before (antecedents) and after (consequences) the behavior.

Verbal Operants

Different types of communication behaviors, such as requesting, labeling, or answering questions. Each serves a different purpose in how we use language.

Mand

A verbal operant that involves requesting something a person wants or needs. The speaker is motivated by a desire (e.g., saying “juice” when thirsty).

Tact

A verbal operant used to label or describe something in the environment, like objects, actions, or feelings (e.g., saying “dog” when seeing a dog).

Echoic

A verbal operant where the speaker repeats exactly what they heard (e.g., adult says “apple,” child says “apple”). Often used to build speech and vocabulary.

Intraverbal

A verbal operant where the response is related to but different from what was said, such as answering a question or participating in a conversation (e.g., “What’s your name?” → “Liam”).

Baseline Phase

The period before teaching begins where behavior is observed and recorded without intervention. It helps determine how often the behavior occurs naturally.

Intervention Phase

The phase where teaching strategies are used to help the client learn new skills or reduce problem behaviors. RBTs use prompts, reinforcement, and data collection during this time.

Generalization Phase

The phase where learned skills are practiced in new settings, with different people and materials. It ensures the behavior can occur in everyday environments, not just in sessions.

Maintenance Phase

The phase that helps clients keep their skills over time, even after teaching has stopped. The goal is for the behavior to happen independently using natural reinforcement.

Natural Reinforcer

A consequence that naturally occurs in daily life, like praise, success, or satisfaction, which helps maintain behavior without structured rewards.

Behavior Reduction Data

Information that tracks the frequency, duration, intensity, or other measurable features of problem behavior over time.

Competing Reinforcers

Highly preferred items or people that are not part of the teaching plan and may distract the client from session goals.

Instructional Control

A condition in which the client responds positively to the RBT’s directions because they trust the RBT and the environment.

Assent

The client’s voluntary and willing participation in activities, shown through cooperation and engagement.

Measurability

The ability to count, time, or quantify a behavior or event to track it reliably.

Context-Specific Relevance

Tailoring definitions to fit the setting or situation in which the behavior occurs, such as home, school, or therapy.

Intervention Design

The process of planning strategies and supports based on clearly defined behaviors and goals.

Procedural Fidelity

The extent to which an intervention or procedure is implemented exactly as it was designed or planned.

Continuous Measurement

A data collection method that records every occurrence of a behavior during an observation period. Common examples include frequency, duration, latency, and interresponse time.

Discontinuous Measurement

A data collection method that samples behavior during specific intervals or moments in time. Common examples include partial-interval recording, whole-interval recording, and momentary time sampling.

Permanent-Product Recording

A data collection method that measures the result or outcome of a behavior after the behavior has occurred. Examples include completed assignments, cleaned rooms, or finished chores.

Frequency

The number of times a behavior occurs during an observation period.

Duration

The total amount of time a behavior lasts from beginning to end.

Latency

The amount of time between an instruction or cue and the start of the behavior.

Interresponse Time (IRT)

The amount of time between the end of one response and the beginning of the next response.

Partial-Interval Recording

A discontinuous measurement method where the behavior is recorded if it occurs at any time during the interval.

Whole-Interval Recording

A discontinuous measurement method where the behavior is recorded only if it occurs for the entire interval.

Momentary Time Sampling

A discontinuous measurement method that records whether the behavior is occurring at the exact moment an interval ends.

Observer Drift

When an RBT® gradually and unintentionally changes how they define, observe, or record a behavior over time, leading to inconsistent data collection.

Rate

A measure of how often a behavior occurs over a set amount of time. It is calculated by dividing the total number of behaviors by the duration of observation (e.g., 10 responses per hour).

Mean Duration

The average length of time a behavior lasts. It is calculated by dividing the total time the behavior occurred by the number of occurrences.

Percentage Correct

The ratio of correct responses to total opportunities, multiplied by 100. It is used to measure skill accuracy and track learning progress.

X-Axis

The horizontal line on a graph, usually showing time or different categories.

Y-Axis

The vertical line on a graph, usually showing the behavior being measured (such as frequency or percentage).

Variability on a graph

How much data points go up and down instead of following a steady pattern. High variability can mean the behavior is inconsistent.

Skill-Based Assessment

An evaluation of a client’s current abilities across developmental or functional domains (e.g., language, motor skills, social interactions). Example: You run a short probe to see if the client can request items with words, signs, or pictures without prompts.

Curriculum-Based Assessment (CBA)

A structured assessment tool (like VB-MAPP or ABLLS-R) used to measure progress on specific tasks within a curriculum. Example: Using the ABLLS-R checklist, you score whether the client can match pictures, follow 1-step instructions, and label common objects.

Developmental Assessment

An assessment that compares a client’s performance to typical developmental milestones for their age. Example: You note whether the client can stack blocks, use 2-word phrases, or follow simple directions compared to typical milestones for their age.

Social Skills Assessment

A type of evaluation that focuses on a client’s ability to interact appropriately with others (e.g., turn-taking, eye contact, group play). Example: During a group game, you record whether the client takes turns, responds to a peer, or joins play within 10 minutes.

Preference Assessment

A method used to identify items or activities a client enjoys, which can then be used as reinforcement during sessions.

Multiple Stimulus Assessment

A preference assessment where multiple items are presented at once, and the client’s selections are recorded.

Paired Stimulus Assessment

A preference assessment where two items are presented at a time to determine which one the client prefers.

Functional Assessment

An approach to identifying the cause (function) of problem behavior by analyzing what happens before and after the behavior.

Functional Assessment

An approach to identifying the cause (function) of problem behavior by analyzing what happens before and after the behavior.

Functional Analysis

A structured assessment where variables are manipulated to determine the specific function of a behavior.

Role-Play Scenario

A simulated situation used to assess how a client responds to real-life tasks or social interactions in a controlled, structured environment.

Multiple Stimuli Without Replacement (MSWO)

An assessment where several items are presented at once; the client chooses one, and that item is removed in subsequent trials to rank preferences.

Multiple Stimuli With Replacement (MSWI)

Similar to MSWO, but the selected item remains in the array for the next trial, allowing it to be chosen again.

Free Operant Assessment

A type of assessment where the client has free access to multiple items, and the RBT® records the amount of time the client spends with each one.

Descriptive Assessment

An observation-based assessment where the RBT® records what they see and hear without changing the environment.

High-Probability Request Sequence

An antecedent strategy that involves giving a series of easy, previously mastered instructions before a more difficult or non-preferred task. This builds momentum and increases the chance of compliance.

Inter-Trial Interval (ITI)

The short pause between trials, allowing the learner to reset and prepare for the next instruction—usually lasting 1–5 seconds.

Discrete Trial Teaching (DTT)

A structured ABA teaching method that breaks skills into small, manageable parts taught in repeated steps (trials), using a clear instruction, response, and consequence format.

Differential Reinforcement of Alternative Behavior

Focuses on reinforcing correct answers, instead of correcting errors. Ex: Rather than saying the words “no, that was not correct,” acknowledge the client’s effort and provide gentle correction with encouragement.

Natural Environment Teaching

Focuses on learning in real life situations while increasing motivation. Helps clients generalize skills by incorporating their personal interests, daily routines, and encouraging natural interactions with peers and family.

Pivotal Response Training (PRT)

a naturalistic teaching method that focuses on key skills (pivotal behaviors) that help a client learn and develop more effectively. Skills include motivation, starting interactions on their own, and responding to different types of information. Encourage back-and-forth communication.

Milieu Teaching

Encourages natural communication by arranging the environment to create opportunities for interaction. Ex: an RBT may place a toy out of reach, so the client has to make a verbal request.

Capturing

Occurs when an RBT takes advantage of a client’s spontaneous interest in an activity or object to teach a new skill

Contriving

Involves setting up situations that increase the likelihood of a specific response, such as placing a desired item just out of reach to encourage a request

Chaining

A teaching method that breaks down a complex skill into smaller steps and teaches them sequentially. It can be done either in forward chaining or backward chaining, depending on the learner's progress and motivation.

Forward chaining

A teaching method where a complex skill is taught starting from the first step and gradually adding each subsequent step. The learner masters each step before moving on to the next, until they can perform the entire skill independently.

Backward chaining

The RBT completes the initial steps in the chain and the final step is completed independently by the learner. The learner later learns to do the last two steps independently, then the last three steps independently, until the learner can complete all of the steps independently. 

Task analysis

A teaching method that involves breaking down a complex skill into smaller, manageable steps. It helps learners with autism or other developmental challenges to learn and perform tasks effectively.

Total Task Chaining

A method where the client attempts all steps of a task in each session, with support given as needed throughout the task.

Single Opportunity Method

The RBT presents the task, stopping the assessment if the client makes a mistake. It is efficient - but limits insight into the clients abilities

Multiple Opportunity Method

Allows the client to attempt each step. The RBT completed incorrect steps but allows progress through the entire task. This method is more detailed.

Shaping

A teaching method that involves reinforcing successive approximations of a target behavior until the full behavior is demonstrated.

Terminal Behavior

The final goal or fully developed behavior that the client is being taught through shaping.

Successive Approximations

Small steps or versions of a behavior that gradually resemble the final, desired behavior more closely.

Starting Behavior

A behavior the client already performs that is closest to the target behavior and used as the first step in shaping.

Discrimination Training

A teaching strategy used in ABA to help clients respond correctly to one specific stimulus while not responding to others.