RBT Initial Competency Assessment Study Guide

If you’ve completed your 40-hour coursework, you must pass the RBT initial competency assessment to schedule your test. A board-certified behavior analyst (BCBA) who has completed the 8-hour supervision training will assess the skills and knowledge that are necessary to become a registered behavior technician.

This free study guide covers all the important topics that are required to pass the RBT initial competency assessment. Hopefully, this RBT competency assessment study guide will boost your confidence.

What to Expect on RBT Competency Assessment?

You must complete the initial competency assessment within 90 days of submitting your RBT application to the Behavior Analyst Certification Board. Typically, it is administered by a BCBA or BCaBA with supervisory status.

During the RBT competency assessment, you will be observed performing the required tasks, and you may also be interviewed or participate in role-play scenarios to illustrate your understanding of core principles.

RBT Initial Competency Assessment Study Guide

You’ll be asked to demonstrate core ABA techniques and ethical practices in real or simulated settings. Assessment areas include measurement, assessment, skill acquisition, behavior reduction, documentation, professional conduct, and supervision.

Continuous Measurement

Frequency

• Definition: Tallying or counting each instance of a target behavior.
• Example: Counting how many times a learner raises their hand in a 10-minute period.
• Assessment Tip: Demonstrate that you can keep an accurate tally without missing instances.

Duration

• Definition: Recording how long a behavior lasts from start to finish.
• Example: Timing the total minutes a learner spends on-task or the length of a tantrum.
• Assessment Tip: Be precise—start and stop the timer at the exact onset and offset of the behavior.

Latency

• Definition: Measuring the time between an instruction (SD) and the beginning of the learner’s response.
• Example: Timing how many seconds pass between saying “Touch your head” and the learner’s hand moving to their head.
• Assessment Tip: Clearly mark the start (when the SD is given) and the end (when the learner initiates the behavior).

Inter-response Time (IRT)

• Definition: The elapsed time between two consecutive instances of the same behavior.
• Example: Time between two bites of food or two verbal requests.
• Assessment Tip: Accurately identify the end of the first behavior and the onset of the next.

Discontinuous Measurement

Partial Interval Recording

• Definition: You record whether the behavior occurred at any time during a specific interval.
• Example: During a 10-second interval, mark “yes” if the behavior happened at least once.
• Assessment Tip: This method can overestimate behavior frequency but is useful for high-rate behaviors.

Whole Interval Recording

• Definition: You record whether the behavior occurred for the entire duration of the interval.
• Example: If the learner has to remain seated for a 10-second interval, mark “yes” only if seated the whole time.
• Assessment Tip: This can underestimate behavior frequency but is helpful for behaviors that should occur continuously (e.g., on-task).

Momentary Time Sampling

• Definition: You mark the behavior’s occurrence or non-occurrence only at the end of each interval.
• Example: Every 30 seconds, look up and mark whether the learner is engaged in the target behavior at that exact second.
• Assessment Tip: It is easier to implement in busy settings but can miss occurrences.

Data and Graphs

Collecting and graphing data is crucial for monitoring progress. RBTs typically use line graphs (with behavior on the y-axis and time/sessions on the x-axis). Be sure to maintain consistency and accuracy:

• Data Entry: Enter data immediately or soon after the session to avoid errors.
• Updating Graphs: Plot data points accurately. Label your axes and ensure readability.
• Assessment Tip: Know how to read basic trends (increasing, decreasing, stable) to inform your supervisor.

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Preference Assessments

Single Item Presentation

• Definition: Present one item/stimulus at a time and measure how the learner interacts (approach, reject, or no response).
• Assessment Tip: Track duration of engagement or frequency of approach.

Paired Choice

• Definition: Present two items simultaneously, ask the learner to choose one, and note which item is preferred.
• Assessment Tip: Each item is paired with every other item in a randomized fashion to identify a hierarchy of preferences.

Multiple Stimuli with Replacement

• Definition: Present multiple items, allow the learner to choose one, and then replace the chosen item back into the array for the next trial.
• Assessment Tip: Useful for quickly identifying a preferred item in repeated trials.

Multiple Stimuli without Replacement

• Definition: Present multiple items, let the learner choose one, do not replace the chosen item, and continue until no items remain.
• Assessment Tip: Helps rank items from most to least preferred in a shorter time.

ABC Data Collection

Antecedent

• Definition: What happens immediately before the behavior (triggers or cues).
• Example: A demand (“Finish your worksheet”) or a specific environmental event (loud noise).
• Assessment Tip: Record the clear event or instruction that preceded the behavior.

Behavior

• Definition: The learner’s response that is described objectively and measurably.
• Example: “Yelled ‘No!’ while throwing the pencil.”
• Assessment Tip: Avoid subjective terms like “angry.” Focus on the observable action.

Consequence

• Definition: What immediately follows the behavior (adult reaction, peer response, tangible outcome).
• Example: Teacher provides attention or removes a task.
• Assessment Tip: Document exactly what happened after the behavior, as it can reinforce or weaken future occurrences.

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Discrete-Trial Teaching (DTT)

Definition: A structured teaching format with a clear beginning and end, often used to build foundational skills.

Listener Responding Skills

• Examples: Following directions like “Touch your nose” or “Give me the car.”
• Key Elements: Present the SD, prompt if needed, reinforce correct responses and record data.

Echoics

• Definition: The learner repeats what the instructor says (vocal imitation).
• Example: RBT says “Ball,” and the learner repeats “Ball.”
• Goal: Strengthen verbal imitation skills.

Motor Imitation

• Definition: Learner copies motor actions (e.g., clapping, tapping the table).
• Example: RBT claps; learner imitates clapping.
• Tip: Reinforce correct imitation immediately.

Naturalistic Teaching

• Definition: Embedding teaching moments in everyday, natural environments based on the learner’s motivation (e.g., play, daily routines).
• Example: If the learner reaches for a snack, model or prompt the “Cookie” request, then reinforce with the cookie.
• Benefit: Increases generalization and motivation due to real-life contexts.

Chaining

Forward Chaining

• Definition: Teaching the first step of a task, then gradually adding each subsequent step in sequence.
• Example: Handwashing: first master turning on the faucet, then turning on the faucet + wetting hands, and so on.

Backward Chaining

• Definition: Teaching the last step of a task first, moving backward through the sequence.
• Example: Putting on a shirt: help the learner with the first steps and allow them to complete the final step independently.

Total Task Chaining

• Definition: Teaching the entire sequence at once, offering assistance as needed on any steps.
• Assessment Tip: Choose the chaining method based on the learner’s needs and skill level.

Shaping

Initial Behavior

• Definition: The learner’s current, approximate form of the target behavior.
• Example: If the goal is saying “Ball,” the initial behavior might just be making a “b” sound.

Simple Vocalization

• Definition: A partial or approximate vocal response.
• Example: “Buh” for “Ball.”

Specific Sounds

• Definition: Moving closer to the target by adding or refining sounds.
• Example: “Bah” or “Bal.”

Partial Word

• Definition: Very close approximation of the target word.
• Example: “Ba” for “Ball.”

Whole Word

Definition: Correct final response.
Example: “Ball!”
Assessment Tip: Reinforce successive approximations more strongly as they get closer to the target.

Discrimination Training

Introduction of Stimuli

• Definition: Present at least two different stimuli (e.g., picture cards, objects).
• Example: “Touch the cat” vs. “Touch the dog.”

Clear Presentation

• Definition: Provide instructions in a clear, concise manner.
• Tip: Avoid unnecessary language and distractions.

Differential Reinforcement

• Definition: Reinforce correct responses; do not reinforce incorrect or no responses.
• Example: Provide praise or tokens when the learner correctly distinguishes between stimuli.

Increasing Complexity

• Definition: Once the learner can discriminate basic stimuli, move to more complex or similar stimuli.
• Example: Distinguish between various types of dog images.

Generalization

• Definition: Learner demonstrates the skill across different contexts, materials, and people.
• Assessment Tip: Periodically change instructors, locations, or stimuli to ensure real-world application.

Stimulus Control Transfer

• Definition: The process of transferring the control of a behavior from one stimulus (often a prompt) to a naturally occurring SD.
• Example: Fading a verbal prompt so the learner responds to the actual instruction or situation.

Prompting and Prompt Fading

• Definition: Additional cues or supports to help the learner perform the correct response.
• Prompt Types: Physical (full or partial), modeling, gestural, verbal, visual.
• Fading: Gradually reduce the prompt’s intensity or frequency to avoid prompt dependence.

Token Economy

Definition: A system where tokens (stickers, points, etc.) are earned for desired behaviors and then exchanged for backup reinforcers (preferred items, activities).

Implementation:

1. Clearly define target behaviors.
2. Determine token criteria and exchange rate.
3. Provide immediate tokens and consistent reinforcement.

Emergency Procedures

• Definition: Procedures for managing crises or dangerous behaviors that threaten safety.
• Examples: If a learner becomes aggressive, follow your organization’s crisis plan (e.g., blocking attempts, calling for help).
• Assessment Tip: Know your agency’s specific policies, maintain safety first, and document any incidents.

Antecedent Interventions

• Definition: Modifications made before a behavior occurs to prevent or reduce problem behavior.
• Examples: Offering choices, adjusting task difficulty, and providing clear warnings before transitions.
• Goal: Decrease the likelihood of problem behaviors by altering triggers or establishing operations.

Differential Reinforcement

• Definition: Reinforcing a specific behavior while placing another on extinction or lower reinforcement.
• Types: DRA (Alternative), DRI (Incompatible), DRO (Other), DRL (Low Rates).
• Example: Reinforce raising a hand (alternative) instead of calling out (extinction).

Extinction

• Definition: Discontinuing or withholding reinforcement for a behavior that was previously reinforced.
• Example: Planned ignoring for attention-maintained behaviors, no longer providing the item that maintained a tantrum.

Extinction Burst: Expect an initial increase in frequency/intensity before behavior decreases.

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Session Notes

• Definition: Objective, factual documentation of what happened during a session.
• Include: Date/time, target behaviors, interventions used, progress made, any incidents.
• Tip: Avoid personal opinions or judgments; be concise and professional.

Client Dignity

• Respect for Autonomy: Acknowledging the client’s right to make appropriate choices.

• Confidentiality: Protecting client information (e.g., using initials, secure data, never discussing things publicly).

• Informed Consent: Ensuring the client or guardian understands and agrees to services.

• Personalized Care: Tailoring interventions to individual needs.

• Empowerment: Fostering skills that allow clients more independence and choice.

• Non-Discrimination: Providing services fairly, regardless of background.

• Privacy: Conducting sessions and storing data in a manner that safeguards personal information.

• Professional Boundaries: Keeping relationships with clients purely professional.

• Cultural Competence: Being aware of and respecting cultural and religious differences.

• Feedback and Collaboration: Working with team members and stakeholders in a respectful, open manner.

Professional Boundaries

• Separation of Personal and Professional Relationships: Avoiding friendships or intimate relationships with clients.

• Avoiding Dual Relationships: Do not treat or supervise someone with whom you have a personal relationship.

• Gifts and Personal Benefits: Politely decline gifts that could influence professional judgment or create conflicts of interest.

• Social Media and Online Conduct: Do not share client information on social media. Maintain professionalism online.

• Physical Boundaries: Respect personal space; use touch only as necessary for teaching or safety.

• Financial Boundaries: No financial entanglements beyond approved billing or compensation arrangements.

• Confidentiality in All Settings: Protect client identity and data, even in casual conversation.

• Professionalism in Communication: Use respectful language, maintain a calm demeanor, and follow the chain of command.

Supervision Requirements

• Direct Observation with Client: The supervisor watches you deliver services to provide immediate feedback.

• Meeting without Client: Regular check-ins to review data, discuss cases, and plan interventions.

• Minimum Supervision Hours: RBTs must have at least 5% of their direct ABA hours supervised monthly (per BACB).

• Documentation and Feedback: Maintain logs of supervision hours, document topics discussed, and integrate feedback into practice.

Clinical Direction

• Identifying the Need for Consultation: Know when to escalate issues or seek guidance from your BCBA (e.g., if data aren’t improving).

• Consulting on Challenging Behaviors: Work with the BCBA to adjust behavior plans or add new strategies.

• Navigating Ethical Dilemmas: If an ethical conflict arises, consult your BCBA or refer to the BACB Ethics Code.

• Adjusting Intervention Strategies: Modify interventions based on data and supervisor input to ensure continued progress.

• Professional Development: Continuously improve your ABA knowledge and stay updated on best practices via workshops, courses, and reading.