RBT Competency Assessment

Continuous Measurement procedures

Recording every instance of a behavior during an observation. Includes frequency, duration, latency, and IRT.

Frequency recording

Counting how many times a behavior occurs (e.g., 5 tantrums).

Duration recording

How long a behavior lasts (e.g., 3 minutes of crying).

Latency

The time between an instruction and the start of the behavior.

IRT (Inter-Response Time)

The time between two consecutive responses.

Discontinuous Measurement procedures

Recording some instances of behavior (sampling). Includes partial interval, whole interval, and momentary time sampling.

Partial Interval Recording

Behavior occurs at any time during the interval → mark yes. Overestimates behavior.

Whole Interval Recording

Behavior occurs for the entire interval → mark yes. Underestimates behavior.

Momentary Time Sampling

Behavior occurs at the very end of the interval → mark yes.

Using Data and Graphs

Enter data into a graph (usually line graph) to visualize trends and make treatment decisions.

Preference Assessments

Methods to identify what a client finds reinforcing. Types: single stimulus, paired choice (forced choice), multiple stimulus (MSWO), and free operant.

ABC Data

Antecedent (what happened before), Behavior, Consequence (what happened after). Used to determine function of behavior.

Discrete-Trial Teaching (DTT)

Structured, fast-paced teaching with clear start/end. Components: SD (instruction) → Response → Consequence (reinforcement/correction) → Inter-trial interval.

Naturalistic Teaching

Teaching in the natural environment using client motivation and incidental learning (e.g., embedding goals into play).

Chaining

Breaking a complex skill into smaller steps. Types: forward chain, backward chain, total task presentation.

Shaping

Reinforcing successive approximations toward a target behavior (e.g., first saying “ba”, then “ball”).

Discrimination Training

Teaching the client to respond differently to different stimuli (e.g., point to car vs. truck).

Stimulus Control Transfer

Fading prompts so the SD alone controls the behavior (e.g., from “touch red” + pointing → “touch red” alone).

Prompting

Assistance given to increase correct responding. Hierarchy: physical → model → verbal → gestural → positional → visual.

Token System

A conditioned reinforcement system where tokens (e.g., stars) are exchanged for a backup reinforcer.

Crisis/Emergency procedures

Follow the behavior intervention plan (BIP) crisis procedures and keep everyone safe. Report to supervisor immediately.

Antecedent Interventions

Modifying the environment or conditions before a behavior occurs to prevent it (e.g., offering choices, priming).

Differential Reinforcement

Reinforcing one behavior while withholding reinforcement for another. Types: DRA, DRI, DRO, DRL.

Extinction

Withholding reinforcement for a previously reinforced behavior → decrease in that behavior. Expect an extinction burst.

Session Note requirements

Client name, date, start/end time, procedures used, data summary, client response, and signature. Complete within 24 hours.

Maintaining Client Dignity

Treat client respectfully (no talking about them in front of them, keep them covered, use age-appropriate materials, assume competence).

Professional Boundaries

Avoid dual relationships, gifts, socializing with families, or personal disclosures. Maintain a strictly professional relationship.

Supervision Requirements

5% of monthly hours supervised (at least 2 face-to-face contacts per month, one of which must be observation of client sessions).

Clinical Direction

Following your BCBA’s treatment plans and asking for clarification when needed. Never practice outside your scope.