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aba-practice
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In this study guide, we will explore and define important
terms relevant to each section of the RBT Task List
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Many questions on the exam are example-based
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Content Area
Measurement
Assessment
Skill Acquisition
Behavior Reduction
Documentation and Reporting
Professional Conduct and Scope of
Practice
Total

Number of Questions
10
8
24
12
10
11
75

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MEASUREMENT

A-1
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A-2
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Implement discontinuous measurement procedures (partial &
whole interval, momentary time sampling)
A-4
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A-5
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A-6
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Prepare for data collection
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Read data from last session
2
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3
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4
...

5
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Implement continuous measurement procedures (frequency, duration)
Continuous measurement: records every possible behavior occurrence

1
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When using frequency, there is no specification as
to the length of time a behavior was observed
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2
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3
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4
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Example:
Raising hand in class in response to the teacher's question
5
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Example:
13 seconds passed between the two instances of screaming

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Implement discontinuous measurement procedures (partial & whole interval,
momentary time sampling)
1
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Example:
An RBT is conducting an observation on a client and is collecting partial interval data in fiveminute intervals on the target behavior
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The RBT circles “yes,” because the
target behavior occurred during part of the interval
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Whole Interval Recording (Increased) – Underestimate
The observer is interested in behavior that occurs during the entire interval
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They only circle
“yes” if on task behavior occurred in the interval if it occurred for the entire 10 seconds

•
3
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Example:
An RBT is observing a client’s pacing behavior using momentary time sampling with an interval
of 10 seconds
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Implement permanent-product recording procedures
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For example: the number of windows broken, the number of homework problems
completed, the number of test questions answered correctly
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info

A-5
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RBTs may assist the BCBA with entering data and updating graphs
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Data and graphs
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Are important tools in determining effective interventions
2
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Are the cornerstone of applied behavior analysis
4
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Most common graphs in ABA
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Use when you
want data to effectively communicate that the data can be scaled along some dimension such as time or
order of responses in a sequence

Bar Graphs
A graph based on the Cartesian plane where there are no distinct data points representing
responses through time
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There is never a decrease in this type of graph
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Describe behavior and environment in observable and measurable terms
In order to describe behavior is observable and measurable terms, follow these guidelines:
Behavior is anything a person does that can be observed, repeated, or measured
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A good rule of thumb is to always describe a behavior and/or environment so that someone completely unfamiliar with the
case would be able to take over data collection just by reading the description
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Subjective: Getting extremely worked up and frustrated, yelling or crying
Observable and Measurable: Any incident of kicking legs, throwing self on ground, banging head on floor, crying that
lasts at least 1 minute

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ASSESSMENT

B-1
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Assist with individualized assessment procedures (curriculumbased, developmental, social skills)
B-3
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info

B-1
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Note, we don’t know that these things are actually reinforcing until we see if applying the items
increases a behavior
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Here are some ways to identify a potential reinforcer:
1
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This is an indirect method
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2
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They can choose from 2 to 3 items presented
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Free operant observation- stay observant and see what the individual gravitates to naturally and plays
with in an unrestricted room
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The longer they engage with the stimulus, the stronger the item is preferred

4
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A
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This is helpful with individuals who may have trouble choosing between two or more items
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Paired Stimuli (or forced choice method)- each trial consists of presenting two items and
recording the learner’s choice of the two
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This method takes the most time to implement but is said to be the most
accurate
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Multiple Stimuli is where many items are presented at one time
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• Multiple Stimuli without Replacement- the item chosen first is taken out of the array and the array
diminishes in size on each selection
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choice is recorded in rank order)

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Assist with individualized assessment procedures (curriculum-based, developmental, social
skills)
Behavioral and Environmental Assessment- conducting observations of a client’s behavior in
his/her natural environment
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Preference Assessment- determine what items are most preferred by a learner
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Individualized Assessment- curriculum-based, developmental, and/or social skills assessment
conducted in interview format
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An RBT can assist during Experimental Analysis, collect data during descriptive assessments, or
provide information regarding the client
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An RBT can assist by probing new programs to confirm data collected during earlier assessments
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info

B-3
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Descriptive Assessment- direct observation of behavior under naturally occurring conditions
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SKILL ACQUISTION
C-1
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C-2
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C-3
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C-4
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C-5
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C-6
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C-7
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C-8
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C-9
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C-10
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C-11
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C-12
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Identify the essential components of a written skill acquisition plan
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Identify skill deficit
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Create a goal to address deficit
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Identify measurement procedures
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Assess current skill level (baseline)
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Select and implement skill acquisition procedure(s)
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Take data of target behaviors to determine effectiveness
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Modify if necessary to maintain/increase effectiveness
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Prepare for the session as required by the skill acquisition plan
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Determine what occurred last session to decide where to start
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Select skill acquisition procedures to complete during the session
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Prepare materials you will need for the skill acquisition procedure (including data collection
materials)
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info

C-3
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Unconditioned reinforcement- inherent and naturally occurring reinforcement, such as food
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Continuous reinforcement (CRF)- reinforcement is provided for each occurrence of
behavior, typically used in the initial stages of learning a new behavior
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Fixed Ratio (FR)- reinforce every nth response
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Variable Ratio (VR)- reinforce roughly every nth response
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The OT reinforces every third, second, fourth, first, first, and second response
(putting a bead on the string)
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Fixed Interval (FI)- reinforce after n amount of time
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Variable Interval (VI)- reinforce roughly after n amount of time
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A staff member
reinforces the client after every three minutes, two minutes, five minutes, and three minutes
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Implement discrete-trial teaching procedures
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That would look like this:
“Trial 1: Touch dog…
Trial 2: Touch dog…
Trial 3: Touch dog”
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Distractor trial- asking the same target each trial, but including two ‘unknown” choices as
answer options
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”
Random Rotation- this is a trial that includes one mastered choice and one trial choice
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Expanded Trial- similar to the random rotation, but you include several mastered choices and
only one trial choice
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Maintenance/Generalization- once a trial choice has been mastered, you would include it in
the rotation of mastered choices during random rotation and expanded trials
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info

C-5
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Naturalistic teaching procedures (NET)
Used to help learners generalize the skills they are learning through their ABA program
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Example:
A- Would be to put a desirable item in a clear view of a learner to encourage manding
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Implement task analyzed chaining procedures
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Example:
brushing teeth, bathing, dressing, making a meal, and performing a variety of household chores
Forward Chaining- teach the first step of a task, then the second, then the third, until the entire
sequence is mastered
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Teach the learner to
complete the last step
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Continue this process until the entire task is learned
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Implement discrimination training
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Reinforcing occurrences of a behavior in the presence of one stimulus condition and not in the
presence of another stimulus condition
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Successive- only one stimulus condition is present
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info

C-8
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Stimulus control transfer procedures are techniques in which prompts are discontinued once
the target behavior is displayed in the presence of the discriminative stimulus (Sd)
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Example:
RBT: “Say bag”
Learner: “Bag”
RBT: Points to a picture of a bag
Learner: “Bag”

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Implement prompt and prompt fading procedures
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• Most to least- With this method you start the most intrusive prompts and gradually fade to
less intrusive prompts
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(FP, PP, M, V, G, I)
• Least to most: The method involves starting with the least intrusive prompts and moving up
in the prompting hierarchy
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(I, G, V, M, PP, FP)
This is a strategy we tend to use naturally
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then you can give a gestural prompt
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Implement generalization and maintenance procedures
Generalization:
Teach learned targets in the natural environment
Examples:
• Teach the word car with many different pictures of different cars
• having two people teach the same skill
Maintenance:
Including mastered items or skills in programs
Examples: • discrete trials using random rotation or extended trials

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Implement shaping procedures
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An example of shaping could be:
Target behavior: John to complete a full 10-question homework assignment
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1
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Reward with reinforcement
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Require John to turn in a paper with one question completed
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3
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Provide reinforcement
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Implement token economy procedures
Token economy is a system of generalized conditioned reinforcers
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Basically, an individual earns generalized reinforcers (stickers, points, tokens) which can be
exchanged for an actual reward (i
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, break, game, toy, snack)
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Conditioned reinforcers are also called secondary reinforcers or learned
reinforcers and required pairing to understand their value and be positive for “me”
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Backup reinforcer- The reinforcer that is paired with a conditioned reinforcer or a generalized
conditioned reinforcer
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Behavior Reduction

D-1
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D-2
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D-3
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D-4
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g
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D-5
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D-6
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Identify essential components of a written behavior reduction plan
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Typically, the Behavior Analyst will develop the behavior plan and the RBT will implement it
during ABA sessions
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info

D-2
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All behaviors are maintained by one or more of the four functions of behavior
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Attention
Example: A child whines to get his mom to come play with him
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Access to Tangibles
Example: A child grabs a toy out of his classmates hand because he wanted it
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Escape
Example: A child tears up a math worksheet so he will not have to complete it
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Automatic Reinforcement / Sensory
Example: Picking at scabs so much that they bleed, excessive rocking or noise-making

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Implement interventions based on modification of antecedents such as motivating operations
and discriminative stimuli
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Modifying antecedents refers to making changes in the client’s environment prior to the client
working on a specific skill or displaying a specific behavior
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Antecedent strategies are a good strategy for teachers and caregivers/parents alike
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Example
If a child is really hungry, they may be more likely to complete a task and be reinforced by the reward
of a snack
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Example
If a child has not played video games all day (but loves them), he may be more likely to complete his chores and
homework (or complete therapy tasks in an ABA session) to earn the video game
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The stimuli that are used to elicit a specific response
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”

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Implement differential reinforcement procedures (e
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DRA, DRO)
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Differential Reinforcement of Incompatible behavior (DRI)
2
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Differential Reinforcement of Other behavior (DRO)
4
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Differential Reinforcement of High Rates (DRH)

DRI:
This procedure entails only reinforcing behaviors that are incompatible with the problem behavior while
withholding reinforcement for the problem behavior
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Example: Kevin engages in out-of-seat behavior so his teacher decides to implement a DRI procedure
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Sitting in his seat is chosen as the
incompatible behavior because it cannot occur at the same time as out-of-seat behavior
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token) for sitting in his seat while reinforcement is withheld when Kevin is out of his seat
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Example: Sarah engages in shouting out behavior after her teacher poses a question to the class
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called on) for raising her hand to answer a
question
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However, raising her hand is a more socially acceptable alternative
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Example: Julie pulls strands of hair out of her head when she is completing independent work
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Using this procedure, the teacher sets a timer for
three minutes on Julie's desk
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If
Julie does pull her hair, she is not reinforced and the timer is reset
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info

DRL:
This procedure is used to reduce the frequency of a behavior but not eliminate it from the learner's repertoire
entirely
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Using this
procedure, reinforcement is delivered if a behavior occurs below predetermined criteria
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His teacher decides to use DRL to lower the rate of his behavior but she does not want to eliminate it
completely
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computer time) to James if he greets his peers five or fewer
times during the class period
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DRH:
Is a strategy in which reinforcement is provided to increase the rate of a desired behavior
Example: A child eats very slowly
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A DRH could be implemented to decrease the time between bites to
encourage quicker eating
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info

D-5
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Extinction refers to the ABA principle of no longer providing reinforcement to a previously
reinforced behavior
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Extinction involves no longer providing the reinforcement for a behavior
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However, when the reinforcement of the behavior is actually escape rather than attention, ignoring is
not necessarily a true form of extinction
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Implement crisis/emergency procedures according to protocol
The setting in which an RBT works will dictate what crisis or emergency procedures will be used in an ABA session
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It is important to have a plan for how you as the RBT will address any maladaptive behaviors especially behaviors that could
pose a danger to the client or anyone else
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Also, it is important to understand laws regarding mandated reporting of child abuse and neglect, how to report any
concerning incidents that may occur, and what to do about illness or injury
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DOCUMENTATION AND REPORTING

E-1
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E-2
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E-3
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E-4
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E-5
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Effectively communicate with a supervisor in an ongoing manner
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Engaging in regular communication with your clinical team
2
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Understanding boundaries in relation to your supervisor’s time and responsibilities (knowing when it is appropriate to
talk with your supervisor and when you should allow your supervisor time to observe, analyze data, or complete other
tasks)
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Knowing what situations should result in immediate or more urgent communication with your supervisor and knowing
what situations can wait until your supervisor attends session for observation or has a meeting with you to discuss the case
or client
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Speaking respectfully and professionally
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Accepting feedback and responding appropriately to feedback and communication from your supervisor
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Expressing ideas and professional opinions with healthy assertiveness while also understanding your role in complying
with your supervisor’s treatment planning
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A
...
A
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info

E-2
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It is your responsibility as a Registered Behavior Technician (RBT) to seek out guidance and direction
from your supervisor(s) when needed
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You can, and should, request overlap sessions in which you can receive in-person supervision as well
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info

E-3
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There are many factors that an RBT or other ABA service provider should consider regarding a client’s
functioning
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Setting events are in a way broader experiences that a client may have
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Examples of setting events:
• Illness
• Lack of sleep
• Biological needs (like hunger)
• Changes in the client’s home environment
Setting events make it more likely that a specific behavior will occur
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When the toddler has slept well, maybe they are more likely to share rather than tantrum in response
to other youth trying to play with the toys they were interacting with
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info

E-4
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It is important to complete session notes objectively and professionally
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This is in contrast to subjective information which includes adding your own personal thoughts and feelings into your
session notes
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In a session note you could also mention the setting events or factors that may have influenced the client’s behaviors
throughout session
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Example:
You may mention that the client’s parent reported at the beginning of session that the client only slept five hours last night
and that he had a fever last week
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Comply with applicable legal, regulatory, and workplace data collection, storage, transportation,
and documentation requirements
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If you provide home-based services, it is imperative that you be careful when travelling with client documentation
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Carry as little client data and documents as you need while you travel
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However, again, this is not to be taken as legal advice
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In the United States, you must comply with all HIPAA policies and regulations
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You should store client data sheets, session notes, and paperwork in a secure location
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info

F
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Describe the BACB’s RBT supervision requirements and the role of
RBTs in the service-delivery system
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Respond appropriately to feedback and maintain or improve
performance accordingly
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Communicate with stakeholders as authorized
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Maintain professional boundaries
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Maintain client dignity
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info

F-1
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The RBT’s role involves implementing the service protocol designed by the supervisor which could be
any of the other three credentials (including the BCaBA, BCBA, or BCBA-D)
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An RBT is the credential at a high school diploma level
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The BCBA is a master’s level degree
credential
...
The BCBA-D credential is a
doctoral level position
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The RBT is required to provide the direct ABA service to the identified client including skill acquisition
programs and behavior intervention plans
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In
this model of service delivery, there are two possible organizational strategies
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The second one includes multiple RBTs
working under the direction of a BCaBA while one or more BCaBAs can work under the direction of a
BCBA or BCBA-D
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info

F-2
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Part of an RBTs role includes taking feedback from a supervisor
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To respond appropriately to feedback, the RBT should utilize active listening skills which involves
listening to and comprehending what information the supervisor provides
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Communicate with stakeholders as authorized
A Registered Behavior Technician’s primary task is to implement ABA intervention as designed by their
supervisor (typically a BCBA or BCaBA)
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However, any communication that takes place must be respectful and professional in nature
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As an RBT, it is important to remember that your supervisor should be making all clinical decisions
regarding the case you are working on
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In a school meeting (such as for an IEP-Individualized Education Plan meeting), an RBT may participate
to give their input as to the status of ABA services, but all decisions and recommendations should
come from the supervisor
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info

F-4
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- It is essential to maintain professional boundaries in any human service position
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- However, it is important to always remember what your role is and that you are providing a professional
service
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- To avoid dual relationships or conflicts of interest, be sure to keep conversation to professional topics
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- If possible, do not provide clients or caregivers your personal phone number
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- Sometimes in rural communities, extra steps may be necessary to establish professional boundaries
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* This is important to help maintain the professional boundaries of the service provider – client relationship
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info

F-5
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Dignity refers to:
“the state or quality of being worthy of honor or respect
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Dignity is not something that people have to earn
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- Always treat your client as a human and not just a number or a problem
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- Don’t speak to your clients in non-professional ways such as by being overly friendly or overly
aggressive
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Example:
If you personally have an issue with parents who smoke and you are working with a client who has a
mother who smokes often, don’t allow your personal views to interfere with how you treat that client
and his family
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- Be compassionate and empathetic toward your clients
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- The area of professional conduct requires that RBTs act in ways that are respectful and considerate
of their clients
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- You should only communicate with stakeholders in ways that you, as the RBT, have been directed to
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Positive Reinforcement (SR+) - ADD things to Increase Behavior
2
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Positive Punishment (SP+) - ADD things to Decrease Behavior
2
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info

Mand: The speaker communicates what they want or need (Cooper, Heron, & Heward, 2007)
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Tact: The speaker labels something within their environment (Cooper, Heron, & Heward, 2007)
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Example: Therapist says, “Say cookie!” The client repeats, “Cookie!”
Intraverbal (IV): The speaker responds to another speaker conversationally (Cooper, Heron, & Heward,
2007)
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”

Listener Responding (LR): The listener responds to the request of another person in the form of an action
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Example: Someone says, “High five
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Mimetic/Motor Imitation: Copying what someone else has done
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Topography
What does a behavior look like?
Example:
A behavior analyst describes a client’s aggression toward property behavior in the following
manner: “Tearing items off of walls, knocking over furniture, throwing or swiping items off
surfaces
...
(increasing,
decreasing, or zero)

Level

Variability

We are indicating where
Captured by the range of
the data points are in
deviance of the data
relation to the vertical axis points around the line
...
info

Characteristics of Trustworthy Measurements

Reliability
Reliability refers to a measurement
procedure producing the same
result
...

Example:
When asked his name, Ahmad
responds correctly 100 percent of
the time when probed with five trials
over three days
...
Simply put, it measures
if the ABA therapist scored the
behavior correctly
...
It has nothing to do with
how you measure something but
simply that you measured what you
were supposed to
...
If
you are scoring the correct thing but
miss some instances of the behavior,
it is valid but not accurate
...


Example:
The QBA/BCBA in this case asks the
therapists to record pure minds
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The data is
accurate because the correct thing is
being recorded
...
info

General information:
•

Three Principles of Behavior:
1
...
Punishment 3
...
An environment or a stimulus change
existing or occurring prior to a behavior of interest
...


•

Baseline Data:
Data taken before an intervention takes place
...


•

Discrete Trial Training (DTT):
Structured instructional methodology used to teach new behaviors Designed to maximize a learner's potential by
presenting information in a three-part teaching unit
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A - B - C (Stimulus - Response - Consequence) Main objective is to teach children how to learn from their natural
environment and make learning reinforcing
...

Occurs in response to other verbal behavior
...


•

Mand:
Short for demand, command or reprimand
...
) what he needs or wants
...


•

Errorless Learning:
Teaching procedures that are designed in such a way that the learning does not have to - and does not - make
mistakes as she or he learns new information or procedures
...


•

Extinction Burst:
Prior to the behavior decreasing you will see a temporary increase in behavior
...


•

Generalization:
When the effort of reinforcement is extended beyond the conditions in which the training has taken place or to
behaviors other than those included in training
...

(STUDY MATERIAL & MOCK EXAM)
ABA-PRACTICE

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