A.

MEASUREMENT

A-1. Prepare for data collection. A-2. Implement continuous measurement

procedure

1. Read data from last session Continuous measurement: records every possible
behavior occurrence
2. Prepare data sheets and materials based on data
from last session. Frequency: count per observation

3. Determine what programs you plan to work on Duration: total amount of time in which a behavior
during the session. occurs

4. Gather materials for those programs. Latency: elapsed time between onset of a stimulus to the
initiation of a response
5. Set up the first set of programs so they are ready
when you begin the session. Inter-Response Time (IRT): elapsed time between two
successive responses

A-3. Implement discontinuous measurement A-4. Implement permanent-product recording

procedures procedures.

Discontinuous measurement: records a sample of Measuring behavior after it occurred by measuring

behavior during an observation tangible items or the effects a behavior has on an
environment.
Partial: did the behavior occur at all during the
intervention For example: the number of windows broken, the
number of homework problems completed, the number
Whole: did the behavior occur during the whole of test questions answered correctly
intervention

Momentary time sampling: is the behavior occurring at

this point in time

A-5. Enter data and update graphs. A-6. Describe behavior and environment in
observable and measurable terms.
RBTs may assist the BCBA with entering data and In order to describe behavior is observable and
updating graphs. Although electronic data may decrease measurable terms, follow these guidelines:
the need for RBT assistance in this area, RBTs should still
understand the purpose of data and graphs and also be Behavior is anything a person does that can be
able to enter data and update graphs as requested by observed, repeated, or measured.
their supervisor.
Environment is anything that we perceive through the
Data and graphs... senses.
• are important tools in determining effective
interventions A good rule of thumb is to always describe a behavior
• are the collection of all data taken during a session and/or environment so that someone completely
• are the cornerstone of applied behavior analysis unfamiliar with the case would be able to take over data
• can be taken and processed by hand or through collection just by reading the description.
computer programs such as Microsoft Excel

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B. ASSESSMENT

B-1. Conduct preference assessments

A preference assessment is conducted to identify potential reinforcers. Note, we don’t know that these things are
actually reinforcing until we see if applying the items increases a behavior. To determine if a potential reinforcer is
actually reinforcing, we can do a reinforcer assessment.
Types of Preference Assessments: (see study guide for more in-depth descriptions)
• Pre-task choice
• Free operant observation
• Single Stimulus
• Paired Stimulus
• Multiple Stimuli with Replacement
• Multiple Stimuli without Replacement

B-2. Assist with individualized assessment procedures

Behavioral and Environmental Assessment- conducting observations of a clients behavior in his/her natural
environment. An RBT can provide observations of the client’s behavior.

Preference Assessment- determine what items are most preferred by a learner. An RBT can assist with conducting
stimulus preference assessments or reinforcer assessments.

Individualized Assessment- curriculum-based, developmental, and/or social skills assessment conducted in interview
format.

Functional Assessment- determining cause and effect relationship between environment and behavior. An RBT can
assist during Experimental Analysis, collect data during descriptive assessments, or provide information regarding the
client.

Probing- asking a learner to perform a task we are unsure they can perform without providing assistance. an RBT can
assist by probing new programs to confirm data collected during earlier assessments.

B-3. Assist with functional assessment procedures

Functional Assessments- determining cause and effect relationship between environment and behavior and altering
either the antecedent or consequence or teaching a replacement behavior.

Functional (Experimental) Analysis- arranging antecedents and consequences so that their separate effect on a
problem behavior can be observed and the function can be determined.

Descriptive Assessment- direct observation of behavior under naturally occurring conditions.

Indirect Assessment- using interviews, checklists, rating scales, and questionnaires to obtain information from people
familiar with the learner.

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C. SKILL ACQUISTION

C-1. Identify the essential components of a C-2. Prepare for the session as required by the
written skill acquisition plan. skill acquisition plan.

1. Identify skill deficit. 1. Determine what occurred last session to decide

2. Create a goal to address deficit. where to start.
3. Identify measurement procedures.
4. Assess current skill level (baseline). 2. Select skill acquisition procedures to complete
5. Select and implement skill acquisition procedure(s). during the session.
6. Take data of target behaviors to determine
effectiveness. 3. Prepare materials you will need for the skill
7. Modify if necessary to maintain/increase acquisition procedure (including data collection
effectiveness. materials).

C-3. Use contingencies of reinforcement. C-4. Implement discrete-trial teaching

procedures.

• Unconditioned reinforcement • Mass trial

• Conditioned reinforcement • Distractor trial
• Continuous reinforcement (CRF) • Random Rotation
• Intermittent reinforcement (INT) • Expanded Trial
• Fixed Ratio (FR) • Maintenance/Generalization
• Variable Ratio (VR)
• Fixed Interval (FI)
• Variable Interval (VI)

See Study Guide For More Details See Study Guide For More Details

C-5. Implement naturalistic teaching C-6. Implement task analyzed chaining

procedures. procedures.

Naturalistic teaching procedures are used to help Task analysis- breaking complex skills into smaller,
learners generalize the skills they are learning through teachable units creating sequential steps.
their ABA program. You are using the natural
environment to Forward Chaining- teach the first step of a task, then the
second, then the third, until the entire sequence is
An example of implementing naturalistic teaching mastered.
procedures would be to put a desirable item in clear view
of a learner to encourage manding. Backward Chaining- Complete a task entirely except for
the last step. Teach the learner to complete the last step.
If a learner can identify and tact a picture of a dog, Once they have mastered the last step, complete the
bringing them in the presence of a real dog and asking whole task until the second-to-last step, and then allow
“what is it?” would be another example. them to master that. Continue this process until the
entire task is learned.

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C. SKILL ACQUISTION

C-7. Implement discrimination training. C-8. Implement stimulus control transfer

procedures.

Discrimination Training- Discrimination training is Stimulus control transfer procedures are techniques in
teaching a client how to tell the difference between two which prompts are discontinued once the target behavior
or more stimuli. Reinforcing occurrences of a behavior in is being displayed in the presence of the discriminative
the presence of one stimulus condition and not in the stimulus (Sd). Prompt fading and prompt delay are used
presence of another stimulus condition. in stimulus control transfer procedures.

Simultaneous- both stimuli are presented at once. Example:

RBT: “Say cup”
Successive- only one stimulus condition is present. Learner: “Cup”
RBT: Points to a picture of a cup
Learner: “Cup”

C-9. Implement prompt and prompt fading C-10. Implement generalization and
procedures. maintenance procedures.
Prompt fading- there are two methods to fade a
prompt. Generalization- teach learned targets in the natural
• Most to least- With this method you start the most environment
intrusive prompts and gradually fade to less intrusive Examples:
prompts. • teach the word car with many different
• Least to most: The method involves starting with the pictures of different cars
least intrusive prompts and moving up in the • having two people teach the same skill
prompting hierarchy. This can be beneficial because it
gives students to the opportunity to be independent Maintenance- including mastered item or skill into
and you are only providing as much prompting as programs
needed. Once you introduce a task, allow wait time Examples:
to see how they respond naturally. Then you can give • discrete trials using random rotation or
a gestural prompt. If this doesn’t produce a correct extended trials
response, move up to a verbal, and so on.

C-11. Implement shaping procedures. C-12. Implement token economy procedures.

Shaping is the process of teaching a new behavior A token economy is a system of generalized conditioned
gradually by rewarding behaviors that progressively reinforcers.
come close to the target behavior. Find an example of
shaping on the Study Guide. The individual whom receives the generalized tokens can
save them and exchange for a variety of backup
reinforcers.

Conditioned reinforcer- A stimulus that acquired its

reinforcing value by being paired with other reinforcers.

Backup reinforcer- The reinforcer that is paired with a

conditioned reinforcer or a generalized conditioned
reinforcer.

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D . B E H AV I O R R E D U C T I O N

D-1. Identify essential components of a written D-2. Describe common functions of behavior.
behavior reduction plan.

A behavior plan is useful because it helps the behavior The four functions of behavior are important to
technician address behaviors effectively. Typically, the remember when providing ABA services. All behaviors
Behavior Analyst will develop the behavior plan and the are maintained by one or more of the four functions of
RBT will implement it during ABA sessions. behavior.

A written behavior plan must include the following: The four functions of behavior include:
• Operational definitions of target behaviors • Attention
• Antecedent modifications • Access to Tangibles
• Replacement behaviors • Escape
• Consequence modifications • Automatic Reinforcement
• Persons responsible
• Emergency measures
• Function of behavior

D-3. Implement interventions based on D-4. Implement differential reinforcement

modification of antecedents such as motivating procedures.
operations and discriminative stimuli.
DRI - Differential Reinforcement of Incompatible
Motivating operations refers to a behavior concept Behavior
which identifies the degree to which the learner will be
reinforced by the consequences of their behavior. DRA - Differential Reinforcement of Alternate Behavior

An establishing operation increases the effectiveness of DRO - Differential Reinforcement of Other Behavior
a reinforcer.
DRL - Differential Reinforcement of Low Rates
Discriminative stimuli, also known as SDs, are the stimuli
that are used to elicit a specific response.

D-5. Implement extinction procedures. D-6. Implement crisis/emergency procedures

according to protocol.
Extinction refers to the ABA principle of no longer The setting in which an RBT works will dictate what crisis
providing reinforcement to a previously reinforced or emergency procedures will be used in an ABA session.
behavior. Basically, when the reinforcement for a However, there are some general procedures that should
behavior stops, the behavior will likely stop, as well. be considered.
Extinction involves no longer providing the reinforcement It is important to have a plan for how you as the RBT will
for a behavior. The reinforcement may have been address any maladaptive behaviors especially behaviors
attention in which case ignoring the behavior may be that could pose a danger to the client or anyone else.
acceptable as an extinction procedure. However, when Typically, a supervisor or Behavior Analyst will be able to
the reinforcement of the behavior is actually escape assist in developing this plan.
rather than attention, ignoring is not necessarily a true
form of extinction. When a behavior is maintained by the
function of escape, extinction would include no longer
allowing escape from the demand.

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E . D O C U M E N TAT I O N a n d R E P O R T I N G

E-1. Effectively communicate with a supervisor E-2. Actively seek clinical direction from
in an ongoing manner. supervisor in a timely manner.

• Taking an active role in effectively communicating all It is your responsibility as a Registered Behavior
aspects of your daily interactions with your clients and Technician to seek out guidance and direction from your
caregivers supervisor(s) when needed. If you are unsure of protocol
• Understanding boundaries in relation to your or steps you should be taking in a wide range of
supervisor’s time and responsibilities scenarios regarding your clients, you must contact a
• Knowing what situations should result in immediate or supervisor in a timely manner in order to achieve clear
more urgent communication with your supervisor and guidance before your next session (in most cases). You
knowing what situations can wait until your supervisor can, and should, request overlap sessions in which you
attends session for observation or has a meeting with can receive in-person supervision as well.
you to discuss the case or client.
• Speaking respectfully and professionally.
• Accepting feedback and responding appropriately to
feedback and communication from your supervisor.

E-3. Report other variables that might affect E-4. Generate objective session notes for
the client in a timely manner. service verification by describing what occurred
during the sessions, in accordance with
There are many factors that an RBT or other ABA service
provider should consider regarding a client’s functioning.
applicable legal, regulatory, and workplace
In the field of applied behavior analysis, setting events requirements.
are sometimes neglected to be considered as influencers
of behavior. Setting events are in a way broader It is important to complete session notes objectively and
experiences that a client may have. professionally. Objective refers to disclosing only facts
and actual information or observations. This is in contrast
Some examples of setting events include: to subjective information which includes adding your own
• Illness personal thoughts and feelings into your session notes.
• Lack of sleep When RBTs complete session notes, they should
• Biological needs (like hunger) remember that the note will be included in that client’s
• Changes in the client’s home environment permanent record and therefore the note should be
accurate and professionally written.

In a session note you could also mention the setting

events or factors that may have influenced the client’s
E-5. Comply with applicable legal, regulatory, behaviors throughout session. However, be sure to only
and workplace data collection, storage, use objective information and not to assume that you
transportation, and documentation know why the child acted the way they did. For example,
requirements. you may mention that the client’s parent reported at the
beginning of session that the client only slept five hours
There are laws and regulations regarding how to handle last night and that he had a fever last week.
paperwork including data collection and documents
specifically as it relates to how to store them and how to Remember that it is important to generate objective
travel with them. session notes also so that others (such as other RBTs that
may work with your client or your supervisor who
In the United States, you must comply with all HIPAA oversees treatment planning) can be aware of what
policies and regulations. HIPAA requires that a client’s occurred during the session.
data and paperwork and identifying information be kept
confidential and protected. You should store client data
sheets, session notes, and paperwork in a secure
location. You should always put them back after a session
so that they are kept in that safe location.

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F. P R O F E S S I O N A L C O N D U C T & SCOPE OF PRACTICE

F-1. Describe the BACB’s RBT supervision F-2. Respond appropriately to feedback and
requirements and the role of RBTs in the maintain or improve performance accordingly.
service-delivery system.
Responding appropriately to feedback and maintaining
The RBT is required to provide the direct ABA service to or improving performance accordingly is an important
the identified client including skill acquisition programs skill of RBTs. Part of an RBTs role includes taking
and behavior intervention plans. feedback from a supervisor. The supervisor will be
modifying treatment to help ensure the client is making
The BACB presents a tiered service delivery model for progress on goals and to help with any behavioral
the provision of behavior analysis services. In this model concerns that arise.
of service delivery, there are two possible organizational
strategies. One includes multiple RBTs working under the To respond appropriately to feedback, the RBT should
direction of a BCBA or BCBA-D. The second one includes utilize active listening skills which involves listening to
multiple RBTs working under the direction of a BCaBA and comprehending what information the supervisor
while one or more BCaBAs can work under the direction provides.
of a BCBA or BCBA-D.

F-3. Communicate with stakeholders as F-4. Maintain professional boundaries.

authorized.
It is essential to maintain professional boundaries in
A Registered Behavior Technician’s primary task is to
any human service position.
implement ABA intervention as designed by their
supervisor (typically a BCBA or BCaBA).
However, as an RBT, you may become attached to
your client due to the intensity and involvement you
RBTs do not often provide formal communication with
have with the family.
stakeholders. However, any communication that takes
place must be respectful and professional in nature.
However, it is important to always remember what
Sometimes an RBT may participate in team meetings
your role is and that you are providing a professional
with the client’s caregiver and sometimes other
service.
professionals, such as teachers or other service providers
like speech therapists or occupational therapists.
Do not develop any relationship outside the
professional service provider – client relationship.

To avoid dual relationships or conflicts of interest, be

sure to keep conversation to professional topics.

F-5. Maintain client dignity. Do not speak very in depth about any personal issues
(no more than enough to maintain a friendly,
professional manner).

Dignity refers to “the state or quality of being worthy of If you personally know a potential client, it is important
honor or respect.” All people have the right to dignity to avoid working with that individual if possible.
and respect. Dignity is not something that people have
to earn. You can maintain a client’s dignity by showing Sometimes in rural communities, extra steps may be
respect at all times, maintaining privacy and necessary to establish professional boundaries. Do not
confidentiality, and communicating effectively and have contact with clients or their relatives on social
professionally. media.

Maintaining professional boundaries and client dignity This is important to help maintain the professional
is an essential part of providing quality ABA services. boundaries of the service provider – client
relationship.

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