2026 RBT Initial Competency Assessment

Continuous measurement

measurement that records EVERY time a behaviour occurs.

Frequency

a method of continuous measurement recording the number of times a behaviour occurs.

Duration

a method of continuous measurement recording the amount of time a behaviour occurs.

Latency

a method of continuous measurement recording the amount of time between the SD/instruction and the response/behaviour

Inter-response time (IRT)

a method of continuous measurement recording the amount of time between the end of one behaviour and the start of the next occurence of the same behaviour.

Discontinuous measurement

checking on a behaviour only some of the time. gives an estimate of how often something happens instead of an exact count.

Partial interval

a method of discontinuous measurement in which the behaviour is recorded as occurring if it occurs at any point during the interval.

Whole interval

a method of discontinuous measurement in which the behaviour is recorded as occurring only if it occurs throughout the entire interval.

Momentary time sampling

a method of discontinuous measurement in which the behaviour is recorded as occurring only if it occurs at the end of the interval.

Condition change lines

vertical lines on a graph indicating when an intervention is added or removed.

Condition labels

descriptions of what is being tracked in each section of a graph.

X-axis

horizontal axis on a graph that usually represents time.

Y-axis

vertical axis on a graph that usually represents the method of measurement.

Preference assessments

observations used to determine potential reinforcers by ranking which items are most to least highly preferred (preference heirarchy).

Free operant

a preference assessment where the learner is observed in an unrestricted area; record how long the learner engages with each item.

Single stimulus

a preference assessment in which one item is presented at a time, the duration of the response to each item is recorded.

Paired stimulus/forced choice

a preference assessment in which the learner is asked to choose between two items.

Multiple stimulus with replacement (MSW)

a preference assessment where 3 or more items are presented at once and the item chosen is put back into the assortment; the number of times each item is chosen is recorded.

Multiple stimulus without replacement (MSWO)

a preference assessment where 3 or more items are presented at once and the item chosen is removed from the assortment

Discrete trial teaching (DTT)

a method of teaching skills in a systematic and structured setting using repeated, clearly defined trials. A clear instruction is given, the learner responds, and feedback is immediately provided: reinforcement for correct responses or a prompt/error correction for incorrect responses. The process is repeated several times.

Natural environment teaching (NET)/Incidental teaching

a student-led method of teaching skills during play and daily activities by following the learner's motivation and embedding learning into the natural environment. reinforcement is the natural consequence of the behaviour. can be captured (uses natural behaviour) or contrived (environment is set up to provoke desired behaviour)

Shaping

reinforcing successive approximations of a behaviour so that the behaviour gradually looks more and more like the desired behaviour.

Discrimination training

reinforcing occurrences of a behaviour in the presence of one stimulus but not in the presence of another.

Most to least prompting heirarchy

full physical > partial physical > model > gestural > verbal > no prompt

Least to most prompting heirarchy

no prompt > verbal > gestural > model > partial physical > full physical

Backup reinforcer

the prize, activity, or reward that tokens can be traded for.

Basic steps of implementing a token system

1. learner does not have any tokens and does not have access to preferred items/activities.

2. learner engages in target behaviours.

3. learner is given a token for each occurence of target behaviours.

4. once learner earns required amount of tokens, they exchange tokens for access to preferred items or activities.

Crisis/emergency procedures

1. ensure safety of patient, self, and others.

2. follow specific emergency or behaviour intervention plan while maintaining a neutral tone.

3. call for help if needed.

4. once patient is safe, check for injuries and notify BCBA if they have not been notified already.

5. document the incident in session notes using objective descriptions, and complete an incident report if injuries occurred.

How to call a code

1. state code

2. state location

3. state who needs to respond

4. indicate if supplies are needed

5. state patient code name if necessary

Emergency codes:

Code blue

Code green

Code E

Code red

Code gray

Code purple

- code blue: medical assistance needed

- code green: behaviour/safety care assistance needed

- code E: elopement

- code red: fire

- code gray: weather related emergency

- code purple: siezure protocol initiated

Antecedent interventions

alterations made to the environment before a behaviour occurs to decrease the likelihood of that behaviour happening. can be visual schedules, first/then statements, token economies, choices/choice boards, environmental awareness/modifications, warnings (primings), or functional communication.

Differential reinforcement

rewarding correct or better behaviours while not rewarding behaviour we don't want to see.

Differential reinforcement of other behaviour (DRO)

provide reinforcement when the learner does not engage in the problem behaviour for a period of time.

Differential reinforcement of alternative behaviour (DRA)

provide reinforcement when the learner uses a different, positive behaviour instead of the problem behaviour.

Differential reinforcement of incompatible behaviour (DRI)

provide reinforcement if the learner does a behaviour that they cannot do at the same time as the problem behaviour.

Differential reinforcement of high rates of behaviour (DRH)

provide reinforcement when the desired behaviour occurs more often.

Differential reinforcement of low rates of behaviour (DRL)

provide reinforcement if the problem behaviour occurs, but less often than before.

Extinction

withhold reinforcement from previously reinforced behaviours in 100% of opportunities.

Extinction burst

the temporary increase in the rate of a behaviour following an extinction procedure

Spontaneous recovery

the reappearance of an extinguished behaviour after a period in which the behaviour was not being reinforced.

Include in session notes

- relevant skill acquisition data, protocols used, and targets addressed.

- maladaptive behaviour data with antecedent and consequence interventions.

- name any additional participants and include their credentials, relationship to patient, and time in/out.

- use behaviour analytic terms and write at least 5 sentences.

How to maintain client dignity

1. use respectful language; always call client by their name, not their diagnosis or behaviour.

2. offer choices whenever possible.

3. protect privacy; don't talk about client's behaviour in front of others who don't need to know.

4. use age-appropriate materials and language, even if school aged and working on basic skills.

5. speak kindly, calmly, and in a supportive way.

6. respect personal space; always ask before touching or moving a client's belongings.

How to maintain professional boundaries

1. avoid multiple relationships with patients, caregivers, coworkers, and supervisors.

2. only accept gifts with a monetary value of less than $10.

3. direct questions you cannot answer to the correct person.

4. do not have connections on social media with patients or their families.

5. do not share or request personal information with/from patients or caregivers.

RBT supervision requirements

1. must be supervised by a BCBA/BCaBA for at least 5% of the hours spent providing services each month.

2. must be supervised face to face at least two times per month, and at least one of those times must be observation of direct services.

3. RBTs must track their own hours each month on a tracking system.

Situations you should seek clinical direction from supervisor

- parent asks question you cannot answer or requests a change in the schedule.

- medication needs to be administered.

- new maladaptive behaviour arises during a session.

- you have any questions related to patient's protocols or target/goal needs to be clarified.

- you have ideas for a program, notice things that don't appear to be working, or think there are too many/too few programs.