RBT 2026 Exam Study Guide

Frequency

count

Duration

How long

Latency

The time between the onset of a stimulus and the start of a response

Rate

Ratio of count per observation time, or responses per minute/per hour/ per session, etc.

IRT

The time between the end of one response and the beginning of another (same) response.

Partial interval

Did behavior occur at all during the interval? Overestimates bx

Whole interval

Did behavior occur during the whole interval? Underestimates bx

Momentary time sampling

Did behavior occur at that particular moment?

Permanent product

Tangible items or effects a behavior has on the environment, or what is produced as a result of behavior.

Y-axis

Behavior (ordinate)

X-axis

Time (abscissa)

Behavior

Anything an organism does

Behavior must be...

observable and measurable

Topography

What behavior looks like

Four functions

escape, attention, tangible, automatic

Free operant preference assessment

observing and timing how long a client engages with an item or items

Forced choice

presenting two items or activities and asking the client to choose one

Multiple stimulus w/ replacement

items are presented, learner chooses an item, that item is put back and unchosen items are replaced.

Multiple stimulus w/o replacement

items are presented, learner chooses an item, that item is taken out and the other items are rearranged.

Direct observation

observer records ABC data

Informant/Indirect observation

interviews and questionnaires

Functional analysis

Antecedents and consequences are manipulated to understand their effect

Probe

asking a client to perform a task to assess whether they can perform the task

Reinforcement

increases behavior

Punishment

Decreases behavior

Positive Reinforcement

Adding something that causes behavior to increase

Negative reinforcement

Taking something away that causes the behavior to increase

Positive punishment

Adding something that causes a behavior to decrease.

Negative punishment

Taking something away that causes behavior to decrease

Unconditioned reinforcement

primary reinforcers, no learning history needed (food, water, sleep, shelter, sexual activity)

Conditioned reinforcement

A neutral stimuli that becomes a reinforcer through learning (token boards, money)

Continuous reinforcement (CRF)

Reinforcement is provided for each occurrence or behavior. Typically used to learn new behavior.

Intermittent Reinforcement (INT)

Reinforcement is provided for some occurrences of behavior. Typically used to maintain established behavior.

Fixed Ratio (FR)

Reinforce at a set number of responses

Variable ratio (VR)

Reinforce a varying number of responses,

Fixed interval (FI)

Reinforce a responses after a set amount of time.

Variable interval (VI)

Reinforce a response after a varying amount of time

DTT

Discrete trial teaching. SD-response-consequence brief pause in between trials

NET

Natural environment training. Incorporating natural activities and natural reinforcers and consequences

Task analysis

breaking complex skills into smaller, teachable steps

forward chain

1st step is taught and reinforced, then remaining steps are prompted

Backward chain

Last step is taught and reinforced, then remaining steps are prompted

prompting

cue or assistence to encourage a desired response

inadvertent prompt

accidental prompt such as looking at the correct target

prompt fading

moving down the prompt hierarchy

prompt dependency

requiring a prompt to perform a task

most-to-least prompt

starting with the most intrusive prompt and fading

least-to-most prompt

starting with the least intrusive prompt and increasing

examples of generalization

settings, people, materials, behaviors, time

generalization

performing a response outside of the learning environment

stimulus generalization

the same behavior occurs across multiple similar stimuli (a child screams when he sees a white rat, and also screams when he sees stuffed animals)

response generalization

different behaviors with the same function occur across one stimulus. (in the presence of your friend, you say hi, whats up, or wave)

ways to mediate generalization and maintenance

Multiple settings, people and stimuli in a natural context

Use a variety of reinforcement schedules

Teach self-management to the client

Reinforce generalization when it happens

what is the RBT role in parent training?

RBT will assist with training of stakeholders only under supervision. RBTs are not authorized or qualified to answer questions about clients programming

steps in behavior reduction

-Define the behavior

-Hypothesize the function of the behavior

-What are the possible antecedent interventions? (preventative)

-What are the possible replacement behaviors

-Consequence intervention (reactive, after behavior)

-Create a crisis intervention plan

-Implement the behavior plan, collect data, and develop generalization procedures

escape/avoidence

individuals get out of doing something they don't want to do

attention

individual behaves to get attention from teachers, parents, peers

access to a tangible

the individual behaves to gain access to an item or activity

automatic

the individual behaves because it feels good

discriminative stimuli

cue or stimulus that is present when a bx is reinforced (point to red, is the SD. Client is reinforced for pointing to red

Antecedent intervention

Antecedents are manipulated before the behavior occurs

Differential reinforcement

Reinforcing a desired bdx while widtholding R+ for an undesirable bx (you reinforce a child asking nicely for an apple, but put screaming on extinction)

DRI

Differential reinforcement of incompatible behaviors. (Kevin elopes from his seat. Kevin is only reinforced if he is sitting in his seat. Kevin can't be out of his seat, and in his seat at the same time)

DRA

Differential reinforcement of alternative behavior (Karen screams the answer, instead of raising her hand. She is only reinforced when she raises her hand. Karen can scream and raise her hand at the same time. (alt bx)

DRO

Differential Reinforcement of Other Behavior. Reinforcer is delivered when a response does not occur for a fixed (or varied in VDRO) amount of time. (Julie pulls her hair. If she dosen't pull her hair for 3 minutes she is reinforced.)

Extinction

Reinforcement of a previously reinforced bx is discontinued

Extinction burst

a predictable, temporary increase in intensity of bx during extinction

Crisis/emergency procedure

If you, the client, or someone else is in danger.

What variables might affect the client?

Report illness, change in location, change in medication, etc. to your supervisor or BCBA

Session notes must be

Objective

What to include in session notes?

How client responded to reinforcement antecedents and consequences. How was data collected (DTT, duration, frequency). Was anything mastered?

Who is responsible for the services you provide?

The BCBA or supervisor

What should you report to your BCBA or supervisor?

Communicate everything

You should follow what code when providing services?

The code of ethics

Data must be kept for _ years?

7

Is data confidential?

Yes

Should you post about clients on social media?

No

What is the primary role of the RBT?

Implementation

You should develop ________ with clients and families

Rapport

How should you respond to feedback?

Appropriately and improve accordingly

Should you make recommendations on diet, schooling, etc. to parents?

No. Refer to your BCBA

Dual relationships

professional relationships that involve friendships, romance, or buisness

WHat do you do if a client offers you a gift?

Politely decline

What do you do if a client asks you to babysit?

Politely decline

Are dual relationships allowed?

No

How do you maintain dignity?

Respect your client, treat them as you would treat others, respect cultural differences, share information only with appropriate parties

Examples of permanent product

Tests, a clean room, worksheets

What is the most common graph in ABA?

Line graph

Baseline

Data collected before intervention starts

Steps of a written skill acquisition plan

-identify the skill to be acquired

-create a goal to address the skill

-identify measurement procedures

-gather a baseline for the skill or behavior

-implement procedures

-collect and review data

modify the plan if necessary, and then create a maintenance plan

Steps to prepare for session

-read and understand the behavior plan

-analyze what has happened in previous sessions

-ask your supervisor any questions you may have about the plan

-prepare the environment for the session, and gather materials

-implement the plan

contingency

if-then statement

Motivating operation

altering the value/effectiveness of stimulus, object or event (deprivation/satiation) Ex. You haven't eaten in 12 hours. Food is a more effective reinforcer Ex. You just ate 30 minutes ago. Food loses its value as a reinforcer.