Version1 2022

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Table of
Contents
Unit 1 Section 1 Unit 2 Section 1

RBT01...............4 RBT13...............90

RBT02...............10 RBT14...............97

RBT03...............16 RBT15...............106

RBT16...............115
Unit 1 Section 2
RBT17...............122
RB04...............27
RBT18...............130
RBT05...............38
Unit 2 Section 2
RBT06...............44
RBT19...............140
RBT07...............53
RBT20...............147
RBT08...............64
RBT21...............154
RBT09...............70
RBT23...............160
RBT10...............76
*There are no course notes for
RBT11...............80 RBT22,24, or 25

RBT12...............84
 RBT01
UNDERSTANDING ABA

KEY
TAKEAWAYS All ABA programs must exhibit 7 core
The most notable behavioral dimensions:
intervention for individuals
Applied
with ASD is Applied Behavior
Analysis (ABA). ABA is a Behavioral
therapy built around the Analytical
process of behavior change
using reinforcement Effective
strategies to both increase Generalizable
and decrease targeted
behavior while working to Conceptually Systematic
improve socialization, Technological
communication, learning
skills, and other
ABA therapy is compassionate
developmental milestones. ABA therapy uses intentional strategies
to create joyful learning environments
With hundreds of peer-
reviewed studies, ABA has
become the gold standard of
care for the treatment of
ASD.
 ABA
Myths & Facts
Myth Fact

ABA is the most

ABA is not
empirically supported
scientifically proven
treatment for ASD

ABA programs are ABA programs are

identical & create individualized for
robotic language & every client & focus
behavior on meaningful skills

ABA is comprised ABA utilizes an array

solely of 1:1, of teaching methods
structured that can be mixed &
activities at a table matched

ABA does not allow ABA sessions should

children to play be fun for the client
and therapist

Anyone can create &

ABA programs must
implement ABA
be supervised by a
programs
BCBA or BCBA-D
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

APPLIED BEHAVIORAL

ABA focuses on behaviors that are ABA therapy targets skills that are
significant to the individual and their observable and measurable.
quality of life.

ANALYTIC TECHNOLOGICAL

ABA therapy uses science, research, and ABA programs are written with
data to make treatment decisions. sufficient detail so a technician can read
it and then properly implement the
intervention.
 VOCABULARY

CONCEPTUALLY EFFECTIVE
SYSTEMATIC
ABA interventions result in desired
ABA programs are based on the core behavior change. If this change does
principles of behavior analysis. not occur, the program is adjusted.

GENERALITY

Clients should be able to demonstrate

skills learned in ABA therapy across a
wide variety of people and settings. The
skills should maintain after therapy
ends.
 NOTES
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 NOTES
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 RBT02
THERAPY ENVIRONMENTS

KEY
TAKEAWAYS Common settings for ABA therapy
RBTs may be asked to provide include:
ABA therapies in a variety of
Homes
settings.
Centers
The RBT's primary The location of services may impact:
responsibilities in all settings
are to: maintain a safe & Who is involved in service delivery
effective teaching Type of ABA programs & data
environment, implement the
ABA program as designed, collection strategies that are utilized
collect data, document the Communication with stakeholders
session as required, & adhere
to any other relevant standards
(e.g., frequency)
(e.g., ethics code, local boards,
contractor expectations, etc.).

The way those goals are

accomplished may vary
depending on the location of
services.
 center Sessions

Things to Know:
Supervisors will be present more
frequently; but, may be working
with other clients/RBTs.
Devices should be provided to you
for data collection & session notes.
Sessions may be longer than other
settings (e.g., 6-8 hours long).
You can generally move about the
Center as described in the
treatment plan (e.g., therapy
room(s), play room, outside, etc.).
You can & should communicate
with caregivers before & after
session.

Things to Do:
Utilize increased access to
colleagues to learn and
collaborate!
Clean up messes and return any
borrowed materials during & after
sessions.
Try to avoid interrupting others'
sessions (e.g., ask to talk to your
BCBA when they are not with
another client).
Wait until after your scheduled
time with clients to meet with
BCBA, OM, or others.
Contact the BCBA if there are
barriers to implementing the
treatment plan as designed.
 Home Sessions

Things to Know:

An adult caregiver MUST be

present in the home during the
entire session.
Caregivers or siblings may observe
&/or participate in the session.
Services should take place in a
common room.
Families may have unique rules or
expectations - respect these as
much as possible & contact your
BCBA if conflicts arise.

Things to Do:
Take time before & after the
session to briefly debrief with the
caregiver.
Set up a therapy environment that
is as organized and free of
distractions as possible.
Always keep doors open if you are
providing services in bed rooms,
bathrooms, or in a secluded part of
the home.
Clean up any messes that are
made during therapy time.
Contact the BCBA if there are any
barriers to implementing the
treatment plan as designed.
 THERAPY ENVIRONMENTS

COMMUNICATION
WITH STAKEHOLDERS
In some settings, you may be expected to communicate with different stakeholders (e.g.
parents, educators, community helpers, etc.) more frequently than in others. Always be
aware that your communication meets the following standards:

Frequent: communicate at the beginning & end of every

session

Professional: focus on your client, the treatment plan, &

your shared goal of successful ABA

Positive: provide information on the good stuff (even if it

is small) & focus on solution-oriented discussion

Active Listening: use verbal and non-verbal cues to show

your interest & understanding

Jargon Free: avoid using ABA lingo that may not be

understood.
Concise: communication with stakeholders should only
take up about 5-10 minutes/day

HIPAA compliant: be aware that you only communicate

client information with those who have a right to hear it
 NOTES
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 NOTES
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 RBT03 MEASUREMENT

Data can be taken on any observable &

KEY measurable behavior
TAKEAWAYS The behavior of interest must be well
defined & clear
A primary responsibility of
RBTs is to collect accurate There are 2 primary types of data
and reliable data during
collection: continuous & discontinuous
every ABA session.
Continuous Data Collection includes:
Data collection is important Frequency/count
to: establish a baseline of a
client's strengths/needs, Rate
evaluate whether an Duration
intervention is working, & to
communicate progress to Latency
stakeholders. Discontinuous Data Collection includes:

Additionally, accurate data

Partial Interval Recording
collection is an ethical Whole Interval Recording
responsibility.
Momentary Time Sampling
Permanent Product Recording
 PREPARING FOR DATA COLLECTION

4-STEP PROCESS
Gather Materials
step one

Get data sheet (if using paper/pencil) or pull up data on Central Reach.
Gather any additional data collection tools (e.g., timers, clickers).
Ensure everything is ready to go (e.g., charged, set to 0, etc.)

Review What you are measuring

step two

Check the Learning Tree & program notes to make sure there have not
been any updates to the targeted behaviors, operational definitions, or
other program changes (e.g., prompting level) that would impact your
data collection.
step three

review how you are measuring

Check the Learning Tree & program notes to make sure there have not
been any updates to the data collection strategies for each program.
step four

Practice! Practice! Practice!

Like any skill, data collection requires constant practice to master and
maintain. Talk to your BCBA if you have any questions about how to
reliably & accurately collect data on specific programs.
 CONTINUOUS
MEASUREMENT
This is a data collection system that requires you to collect data on all the target behavior
that occurs during the observation. Advantage: you get the entire picture of the behavior
and it is the most accurate reflection. Disadvantage: challenging to collect data
continuously AND engage in other job-related tasks.

Count Rate
Advantage Disadvantage Advantages Disadvantage
Can't accurately Data are more Not appropriate for
You know exactly
compare this data meaningful than discrete trials.
how often a
to other sessions count.
behavior occurred
that may have Not appropriate for
during any given
been longer or Useful for free behaviors that last
session.
shorter. So, operant behaviors over extended
analysis is difficult. (can occur periods of time (e.g.,
anytime). crying).

Duration Latency
Advantage Disadvantage Advantage Disadvantage
Good measure to Difficult to use
Useful when the
use when a when behavior Not useful for
behavior of interest
behavior's length occurs frequently other types of
needs to begin
varies . &/or for short behavior.
within a specific
amounts of time.
amount of time
(e.g. crossing the
street when the
light changes).
 DISCONTINUOUS
MEASUREMENT
This is a data collection system that only requires you to record a sample of the behavior's
occurrence. It does not catch every instance of behavior. Advantage: this is easier to collect
while engaging in other job-related duties, & good choices when behavior has an unclear
beginning or end OR you can't observe every instance of behavior. Disadvantage: you may over
or underestimate occurrences of the behavior. Data may be less accurate than continuous
measurement systems (shorter intervals tend to lead to more accurate data.)

Partial Interval Whole Interval

Advantage Disadvantage Advantages Disadvantage

Best for measuring May overestimate Best for measuring May underestimate
behavior targeted occurrences of the skills you would occurrences of the
for reduction. behavior. like to increase. behavior.

Momentary Time Sampling Permanent Products

Advantage Disadvantage Advantage Disadvantage
May be inaccurate.
Technician does
May underestimate You have no way of
Easy mode of data not need to be
occurrences of the knowing if someone
collection. present when the
behavior. else produced the
behavior occurs.
outcome &/or if the
client engaged in a
Low effort/easy to
different behavior
collect.
that produced the
same outcome.
DETERMINGING DATA COLLECTION

Which data collection system should I use?

It is the BCBA's responsibility to decide what type of data to collect for

each of the client's target behaviors. The BCBA will train you to
accurately and reliably collect data. BCBAs will also provide frequent
feedback on your data collection.

This decision can greatly impact the success of your instruction, so you
should always collect data exactly as described in the program and
contact your BCBA if you have any questions regarding data collection.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

CONTINUOUS FREQUENCY/COUNT
MEASURMENT
A type of continuous measurement that
A data collection approach that requires
requires you to record how many times
you to collect data on all the behavior
a behavior occurs during an observation.
that occurs during the observation.

Example: Ryan tapped his pencil 50

times.

RATE DURATION

A type of continuous measurement that A type of continuous measurement that

requires you to record frequency requires you to record how long a
divided by time. behavior occurs.

Example: Ryan tapped his pencil 50 Example: Sandy played near her friends
times in 5 hours. Rate = 10time/hour. for 13 minutes.
 VOCABULARY

DISCONTINUOUS
LATENCY
MEASUREMENT
A type of continuous measurement that A type of measurement system that
requires you to record the time between does not catch every instance of
and instruction and the start of a behavior.
response.

Example: Darius started the laundry 7

minutes after his mom said "Wash your
clothes."

TIME SAMPLING PERCENT OCCURENCE

(INTERVAL RECORDING)
A type of discontinuous measurement Record the number of occurrences of
where you only record data at specific the target behavior and divide that by
moments in time. the total number of opportunities.
Multiply by 100.
 VOCABULARY

PARTIAL INTERVAL WHOLE INTERVAL

RECORDING RECORDING
A type of discontinuous measurement A type of discontinuous measurement
where you record whether a behavior where you record whether a behavior
occurred AT ANYTIME during an occurred during the ENTIRE interval.
interval.

PERMANENT
MOMENTARY TIME
PRODUCT
SAMPLING
A type of discontinuous measurement
A type of discontinuous measurement where you measure a behavior AFTER it
where you record whether the behavior has occurred by recording its effect on
was occurring at the VERY END of the the environment. Data are collected on
interval. the outcome of the behavior, not the
behavior itself.
 VOCABULARY

BEHAVIOR OPERATIONAL
DEFINITION
Directly observable and measurable A written description of the behavior of
physical actions. interest.

INTEROBSERVER ENVIRONMENT
AGREEMENT
A person's general surroundings. Can
Refers to the degree to which 2 people include: settings, other people, sensory
observing the same event(s) record input, biology/medical issues,
matching data. presentation of demands, etc.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
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 RBT04 ASSESSMENT

Assessment is critical for several reasons.

KEY
They help us:
TAKEAWAYS Identify child's strengths and needs
RBTs may be asked to Collect baseline information on skill
conduct preference
level so that we can measure the
assessments &/or assist with
other types of assessment. effectiveness of the program & make
changes if adequate progress is not
The RBT's role in assessment
observed
will vary depending on what
assessment is being run & the Identify what may motivate the child
RBT's skill & experience level. Identify potential barriers to treatment
Some types of assessments RBTs may assist
Generally speaking, RBTs
should: run assessments as with include:
described in the treatment Preference assessments
plan & as they have been
Functional assessments
trained, collect data, &
communicate results to the Curriculum-based assessments
BCBA as needed. Developmental assessments
Social Skills assessments
INDIRECT ASSESSMENT

Indirect assessments allow the

assessor to gather information
regarding a client without directly
observing the behavior. They
utilize rating scales, questionnaires,
or interviews to get information
from the client or caregivers about
items or activities that the client
enjoys. These can be formal or
informal.

Advantages Disadvantages
1. Quick & easy to administer 1. Data are subjective and less
2. Simple to prepare for reliable
3. Client does not need pre- 2. Will likely need to conduct a
requisite skills direct assessment to test
4. Problem behavior is unlikely true preferences
5. Preferred items do not need
to be present
6. Useful in identifying a list of
potentially preferred items
FREE OPERANT
During a free operant preference
assessment, the RBT places potentially
preferred items in the room and gives
the client free access to all objects.

The RBT observes the child play &

collects data on how long the child
engages with each item.

Hypothesis: the object(s) the child

engages with for the longest time are
the most preferred.

Advantages Disadvantages Example Data & Analysis

Can be done in the Will not get a
natural environment. hierarchy of
preference if child
Low risk of problem only plays with 1-2
behavior. items.

No pre-requisite Data may be difficult

skills required. to interpret.
PAIRED STIMULUS (AKA
PAIRED CHOICE)
During a paired stimulus preference
assessment, the RBT offers the child
choices between 2 potentially
preferred items.

The child is asked to continue making

choices until each item has been paired
with every other item at least once.

Hypothesis: the object(s) chosen the

highest percent of the time is the most
valuable.

Example Data & Analysis

Advantages Disadvantages
Creates a clear Takes a LONG time
hierarchy of to implement.
preference.
Limited time to play
with items may skew Hierarchy:
their value.
1. Water
May evoke problem Wiggly
behavior. (100%)
2. Spinner Toy
(67%)
3. Toy Phone
(33%)
4. Push Toy
(0%)
MULTIPLE STIMULUS
WITH REPLACEMENT
During a multiple stimulus with
replacement preference assessment,
the RBT places 3 or more items in an
array in front of the client & asks them
to chose something.

After an item is selected, it is put back

into the array so the client has the
option of picking it again.

Hypothesis: The item(s) chosen the

highest percent of the time are the
most preferred.

Example Data & Analysis

Advantages Disadvantages
Low likelihood of May not create a
problem behavior. clear hierarchy of
preferences.
Quick to administer
Client must be able
to scan an array of
items AND make
choices.

Hierarchy (most to least preferred):

Train, Light Toy, Blocks, dinosaur/book
MULTIPLE STIMULUS
WITHOUT REPLACEMENT
During a multiple stimulus without
replacement preference assessment,
the RBT places 3 or more items in an
array in front of the client & asks them
to chose something.

After an item is selected, it is removed

from the array. This means the child
must choose a different item on the
next trial.

Hypothesis: The item(s) chosen first are

the most preferred.

Example Data & Analysis

Advantages Disadvantages
Creates a clear May evoke higher
hierarchy of levels of problem
preferences. behavior.

Quick to administer. Client must be able

to scan an array AND
make choices.

y!
th e h ierarch
This IS ined
n ce is determ
Prefer e
ms are
th e o rder ite
by d.
selecte
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

PREFERENCE
ASSESSMENT
ASSESSMENT
The evaluation or estimation of the Used to identify what will motivate an
nature, quality, or ability of someone or individual at a specific point in time.
something. Allows the assessor to develop a
hierarchy of highly preferred,
moderately preferred, & low preferred
items.

INDIRECT
SATIATION
PREFERENCE
Occurs when a reinforcer temporarily ASSESSMENT
loses its value due to over use or Assessor gathers information about a
overexposure. client's preferences without directly
observing the behavior. These can
include rating scales, questionnaires,
and interviews.
 VOCABULARY

FREE OPERANT PAIRED STIMULUS

PREFERENCE PREFERENCE
ASSESSMENT ASSESSMENT
A preference assessment in which a AKA Paired Choice. A preference
child is given free access to potentially assessment where the assessor presents
preferred items. It is likely the items choices of potentially preferred items to
they spend the most time with are the a client, in sets of two. The items
most preferred. selected the highest percentage of time
are likely the most preferred.

MULTIPLE STIMULUS MULTIPLE STIMULUS

WITH REPLACEMENT WITHOUT
(MSW) REPLACEMENT (MSWO)
A preference assessment where more A preference assessment where more
than 2 items are presented to the client than 2 items are presented to the client
in an array. The client is asked to in an array. The client is asked to choose
choose one item. After the client one item. After the client engages with
engages with the item, the RBT takes it the item, the RBT takes it away and
away and places it back in the array so places it out of sight/reach of the client.
the client has the option to choose the The item is no longer a choice for the
item again. duration of the assessment & the client
must choose from the remaining
options.
 VOCABULARY

CURRICULUM-BASED DEVELOPMENTAL
ASSESSMENTS ASSESSMENTS
Involves the regular testing of clients'
skills compared to a formal list of Involves the regular testing of clients'
desired behaviors, usually across skills compared to people of a similar
multiple domains (e.g., communication, age.
classroom readiness, adaptive skills,
etc.).

SOCIAL SKILLS
ASSESSMENTS
Involves the regular testing of clients'
skills across a number of different areas
related to social interactions. These can
include verbal and non-verbal
communication skills, play skills,
understanding social cues, identification
of emotion, flexibility, coping skills,
problem behaviors and more!
 NOTES
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 NOTES
Use this section to make any notes about the lesson.
 RBT05:
INTRODUCTION TO
SKILL ACQUISITION

KEY Motivating Operations

Establishing Operation (EO)
TAKEAWAYS
Value-altering effect
When a client receives ABA
services, the main focus is to Behavior-altering effect
teach functional, meaningful Abolishing Operation (AO)
goals that will impact their
lives in a socially significant
Value-altering effect
and positive way. Behavior-altering effect
Setting events
As a technician, it is your job
to teach these skills and 4-Tem Contingency
implement the treatment
Motivating Operation (MO),
plan as designed.
Antecedent, Behavior, Consequence
In this course we learned SDs signal reinforcement is available
about a variety of ways that
help successfully teach S-Deltas signals reinforcement is not
these skills. available
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

MOTIVATING ESTABLISHING
OPERATION (M.O.) OPERATION (E.O.)
an environmental variable that a motivating operant that temporarily
temporarily alters the reinforcing increases the effectiveness of a
effectiveness of a stimulus and alters particular stimulus as a reinforcer.
the current frequency of all behavior
that has been reinforced by that
stimulus.

ABOLISHING SETTING EVENT

OPERATION (A.O.)
any event or situations that makes it
a motivating operant that temporarily
more probable for a behavior to occur in
decreases the effectiveness of a
the presence of an antecedent.
particular stimulus as a reinforcer.
 VOCABULARY

VALUE-ALTERING BEHAVIOR ALTERING

EFFECT EFFECT

this makes the thing you want really this makes your behavior CHANGE so
valuable in the moment. that you go and get the thing you want
in the moment.

STIMULUS CONTROL ANTECEDENT

de­scribes situations in which a behavior the stimulus that occurs immediately
is triggered by the presence or absence before the behavior of interest.
of some stimulus.
 VOCABULARY

CONSEQUENCE DISCRIMINATIVE
STIMULUS (SD)
an event that occurs after the behavior.
are the antecedents that are present
when reinforcement has occurred in the
past.

S-DELTA DISCRIMINATION
TRAINING
the stimuli present in the environment involves reinforcing a behavior in the
that when the behavior occurs, there is presence of one stimulus but not others.
no reinforcement provided (extinction).
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT06 PROMPTING

KEY Prompting is a key strategy for teaching

new skills.
TAKEAWAYS
There are 6 types of response prompts:
Visual
The goal of fading is to
ensure that the client Verbal
doesn’t become dependent Positional
on the prompt to complete
the desired task. When Gestural
done correctly, the Physical
techniques of prompting
and fading will eventually Modeling
result with the learner Two types of prompt hierarchies are:
performing the behavior
independently.
Least to Most Prompting
Most to Least Prompting
Independence can open
We should fade our prompts as soon as
doors for meaningful
opportunities for our client's practical.
futures.
 DECIDING HOW TO PROMPT
Which way do I prompt my client?

Deciding which end of the continuum to begin and what type of prompt
to use can be confusing. Typically the instructional notes of each
teaching program will outline how to prompt each skill. If there is ever
any question, simply ask the BCBA or Lead RBT.

This decision can greatly impact the success of your instruction, so

ultimately always make this decision carefully under the guidance of the
client’s BCBA.
MOST-TO-LEAST PROMPTING
Most-to-Least prompting involves
teaching a skill by starting with the
most intrusive prompt to ensure
the learners contact the correct
response and reinforcement, while
also reducing errors. The
intrusiveness of the prompts are
then systematically faded across
trials if the learner is demonstrating
success.

Most to least prompting is also

referred to as errorless learning

LEAST-TO-MOST PROMPTING
With least-to-most prompting the
learner is provided with an
opportunity to independently
respond to the instruction. If the
learner engages in no response or
an incorrect response a more
intrusive prompt will be provided at
the next trial presentation. The
intrusiveness of the prompt
systematically increases with each
learning trial until the learner
engages in a correct response
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

PROMPT RESPONSE PROMPTS

An added stimulus that increases the Are prompts which include acting upon
probability that a person will make the the response itself.
correct response in the presence of a
novel stimulus. Response prompts involve the behavior of
the instructor.

STIMULUS PROMPTS VERBAL PROMPT

Involve modifying the stimuli in some Involves telling the learner the answer,
way to make the stimulus more salient giving a verbal cue, (such as, the
and increase the likelihood that the beginning sound of the answer), and/or
correct response occurs through cueing. giving the direction more than once.
 VOCABULARY

VISUAL PROMPT GESTURAL PROMPT

A picture or other visual cue such as Using a gesture or any type of action
text that the learner sees which the learner can observe the instructor
provides information about the correct doing, such as pointing, reaching, or
answer. nodding, to give information about the
correct response.

PHYSICAL PROMPT POSITIONAL PROMPT

Physically guiding the learner to Involves the instructor placing the

complete a task. correct response closest to the learner
or in a manner that assists in giving
information about the answer.
 VOCABULARY

MODELING LEVEL OF PROMPT

INTRUSIVENESS
Involves the instructor demonstrating
the task first and then asking the client Refers to how much assistance is
to repeat the task. provided to the learner.

MOST-TO-LEAST
LEAST-TO-MOST
PROMPTING
PROMPTING
Involves teaching a skill by starting with
The intrusiveness of the prompt the most intrusive prompt to ensure the
systematically increases with each learner contacts the correct response
learning trial until the learner engages in and reinforcement, while also reducing
a correct response. errors. The intrusiveness of the prompts
are then systematically faded across
trials if the learner is demonstrating
success.
 VOCABULARY

PROMPT FADING TIME DELAY FADING

Reducing the prompt as the client Systematically increasing the length of

becomes accustomed to providing the time from the instruction until we begin
correct response. to prompt.

PROMPT
ERRORLESS TEACHING
DEPENDENCY
When the client relies on being told
Ensures that the learner engages in the what to do or for the task to be done for
correct response immediately, contacts them. It is when the child knows what
reinforcement, and does not have an to do, but depends on the prompt to be
opportunity to engage in incorrect given to them.
responses.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT07: REINFORCEMENT &
PAIRING

KEY Reinforcer effectiveness can be

TAKEAWAYS influenced by several different variables
Reinforcement (DISC)
contingencies are built into
There are multiple schedules of
every ABA program you will
run at BlueSprig. reinforcement that may be implemented
Fixed Ratio (FR)
Reinforcement increases
behavior. Appropriately Fixed Interval (FI)
utilizing reinforcement will Variable Ratio (VR)
allow technicians to increase
desired (new) skills. Variable Interval (VI)
Non-contingent Reinforcement
Additionally, understanding
how challenging behavior is Technicians should continually pair
reinforced can help themselves with reinforcement
technicians avoid delivering
consequences that maintain
Technicians should understand how to
or increase maladaptive implement Token Economies
behaviors.
 ABC's of Reinforcement
(positive & negative)

ADD
ANTECEDENT BEHAVIOR SOMETHING BEHAVIOR
GOOD: INCREASES
POSITIVE

Reinforcement
because
behavior
increases
TAKE AWAY
ANTECEDENT BEHAVIOR SOMETHING BEHAVIOR
BAD: INCREASES
NEGATIVE

Dimensions of Reinforcement
(variables that impact value)

D
D
Deprivation. Reinforcers are more valuable if the child
has not recently had a lot of the item or activity.

I Immediacy. Reinforcers are more valuable if they are

delivered as soon as the behavior occurs.

Size. Reinforcers are more valuable if the amount of

SS reinforcement matches the amount of work required to

earn it.

CC
Contingency. Reinforcers are more valuable if the child
understands exactly why they earned the reinforcer.
Basic Schedules of reinforcement

CONTINUOUS: INTERMITTENT:
DELIVER DELIVER
REINFORCMENT REINFORCEMENT
AFTER EVERY AFTER SOME
RESPONSE RESPONSES
 REINFORCEMENT & PAIRING

10 WAYS TO PAIR
We pair with learners throughout ABA sessions to establish rapport &
condition ourselves as reinforcers. We want the client's to associate us with
fun so that they are motivated to interact with us & participate in therapy.

Always follow the learner's lead!

Show them new items or fun new ways to play with toys!

Make sure you have items they enjoy near you!

Offer items for free (i.e., not contingent on behavior)

Engage with your client & their preferred activity!

Meet the clients where they are (e.g., pairing does not
have to occur at the work table or in the work space)

Limit demands!

Be silly and have fun!

Be flexible and don't try to structure the play time!

NEVER STOP PAIRING!

 HOW TO IMPLEMENT

TOKEN ECONOMIES

Identify Back-up Reinforcer

step one

Allow the client to select the back-up reinforcer they want to earn.
Indicate on the token board what they are working for.

Deliver Tokens
step two

Follow the reinforcement schedule described in the client's treatment

plan and place a token on the board when reinforcement is earned.
Always pair the token with descriptive praise so that the client knows
exactly how they earned the reinforcer.
step three

Deliver Back-up Reinforcer

Deliver the back-up reinforcer immediately after all the tokens have
been earned/delivered.
step four

Repeat
Clear the token board and repeat steps 1-3 after the client is finished
with the back-up reinforcer they just earned.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

UNCONDITIONED
REINFORCEMENT
REINFORCER
A consequence that follows a behavior AKA: primary reinforcers. a stimulus that
which increases the likelihood of that reinforces behavior without any prior learning
behavior occurring again in the future. history or training.
Examples: food, sleep, water, shelter, etc.

CONDITIONED POSITIVE REINFORCEMENT

REINFORCERS
A previously neutral stimulus that A stimulus is added to the environment
acquires the ability to function as a as a consequence of a specific behavior
reinforcer when paired with one or making it more likely the behavior will
more unconditioned or conditioned occur in the future
reinforcers Example: a child is given a sticker after
Example: Pavlov's dog, a bell becomes a completing the worksheet
conditioned reinforcer after being
paired with food
 VOCABULARY

NEGATIVE
DIMENSIONS OF
REINFORCEMENT
REINFORCEMENT (DISC)
A stimulus is removed from the environment Variables that effect the value of a
as a consequence of a specific behavior reinforcer: Deprivation, Immediacy, Size,
making it more likely the behavior will occur in and Contingency
the future.
Example: Math class ends after completing a
worksheet

SCHEDULE OF CONTINUOUS
REINFORCEMENT REINFORCEMENT

A rule that describes a contingency of A schedule of reinforcement in which the

reinforcement. Tells you when, what client earns reinforcement after EVERY
type, and how much reinforcement a occurrence of the target behavior. This is
learner should earn for specific helpful when teaching new skills.
behaviors.
 VOCABULARY

INTERMITTENT
REINFORCEMENT FIXED RATIO (FR)

Schedule of reinforcement where

A schedule of reinforcement in which a reinforcement is provided after a
client earns reinforcement only after constant, specific number of responses
SOME occurrences of the target occur.
behavior.

VARIABLE RATIO (VR) FIXED INTERVAL (FI)

Schedule of reinforcement where Schedule of reinforcement where

reinforcement is provided after an reinforcement is provided for the first
average number of correct responses correct response after a constant,
occur. specific amount of time.
 VOCABULARY

VARIABLE INTERVAL (VI) NON-CONTINGENT

REINFORCEMENT
A schedule of reinforcement in which a Reinforcement is provided at specific
reinforcement is provided for the first points in time, independent of the
correct response after an average client's behavior. Essentially,
amount of time. reinforcement is free!

TOKEN ECONOMY

A reinforcement system where

small/arbitrary 'tokens' are delivered
frequently for adaptive behaviors. The
tokens can then be exchanged for more
valuable 'backup' reinforcers.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT08: NATURALISTIC
TEACHING

Most naturalistic teaching procedures

include the following common features:
KEY
Child-directed learning
TAKEAWAYS Use of reinforcers that are related to
the teaching interaction
ABA teaching can look natural
Motivation embedded within the
in its delivery and can be
embedded within play or teaching context
everyday routines. A variety of
Interspersal of mastered skills
naturalistic teaching procedures
have been developed and Less of a focus on maximizing the
shown to be effective with greatest possible number of learning
learners with ASD.
opportunities compared to DTT
Naturalistic teaching may look
like play, but it should always
include effective prompting and Potential benefits of naturalistic
contingent reinforcement. teaching include better generalization,
collateral improvements across
untargeted skills, and possible
preference by learners and their family
members.
 IMPLEMENTING NET

1 PREPARE THE ENVIRONMENT

ENGAGE THE LEARNER IN PLAY/INTERACTION IN

2 THE ARRANGED ENVIRONMENT

THE LEARNER INITIATES.

3

IF THE LEARNER'S INITIATION IS ALREADY

SUFFICIENT FOR REINFORCEMENT, REINFORCE THE
4 RESPONSE.

IF THE LEARNER'S INITIATION IS NOT SUFFICIENT

5 FOR REINFORCEMENT, PROMPT A RESPONSE.

IF THE LEARNER RESPONDS TO YOUR PROMPT

6 CORRECTLY, REINFORCE IT AND FADE THE PROMPT
OVER TIME.

7
COLLECT DATA
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

TACT INTRAVERBAL

Verbal behavior that is under the

Essentially labels. A type of verbal
control of someone else’s verbal
operant which the speaker names things
behavior.
and actions that the speaker has direct
contact with through any of their senses
(e.g., see, feel, smell, touch).

ECHOIC MAND

A type of verbal operant in which the

A type of verbal behavior that occurs speaker asks/requests what they need
when the speaker repeats the word of or want.
another speaker.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

NATURAL
ENVIRONMENT
TEACHING (NET)
A teaching method which allows ABA
practitioners to incorporate the learner’s
natural environment into the teaching,
development, and generalization of
skills.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT09: DISCRETE TRIAL
TRAINING (DTT)

Three parts to a discrete trial:

the instruction delivered by the
KEY
technician
TAKEAWAYS the learner's response
the consequence delivered by the
Discrete Trial Training (DTT)
technician
is a teaching method in which
learning trials are presented in The rationale behind DTT is that
quick succession with a clear
learners with ASD often require a large
beginning and clear end to each
trial. number of learning opportunities to
master skills and DTT was developed to
DTT is among the most well-
researched and well-known ensure the highest number of learning
treatment and education opportunities possible.
procedures for teaching skills to
learners with ASD.
 IMPLEMENTING DISCRETE TRIAL
TRAINING

1 ATTENTION
Gain the learner's attention.

2 INSTRUCTION
Deliver the instruction. State the instruction in a clear and
upbeat manner, not robotically.

3 PROMPT (IF NEEDED)

Pair a prompt with the instruction, if it is to be a prompted
trial.

4 REINFORCE
If the learner responds correctly, reinforce immediately and
enthusiastically. Deliver whatever reinforcer you identified
through a very recent preference assessment

5 ERROR CORRECTION (IF NEEDED)

If the learner responds incorrectly or does not respond,
implement a correction procedure. The specific correction
procedure will be specified by the client’s BCBA.

6 DATA
Record data quickly.

REGAIN ATTENTION
7 Gain the learner's attention again (if necessary) and present
the next instruction. The time from the consequence of one
trial to the instruction on the next trial, called the intertrial
interval, should be as short as possible (no longer than 3
seconds).
 100 WAYS
to praise Clever!
That’s Incredible!
Awesome!
How Extraordinary!
What A Great Listener! I Knew You Had It In You!
You’re Very Talented!
Your Help Counts! You’ve Made Progress!
Outstanding Performance!
You Make Me Smile! Magnificent!
Far Out!
You Came Through! Your Work Is Out of Sight!
Great!
Terrific! What An Imagination!
Very Brave!
You Tried Hard! It’s Everything I Hoped For!
Marvelous!
You’re A Pleasure To Know! Brilliant!
I Can’t Get Over It!
Fabulous! Stupendous!
Wonderful!
Your Effort Really Shows! You’re Sensational!
You Figured It Out!
You Made It Happen! Very Good!
You Should Be Proud!
What A Genius Idea! You’re A-OK!
Amazing Effort!
You’re A Real Trooper! You Made The Difference!
Unbelievable Work!
It Couldn’t Be Better! Good For You!
You’re the Greatest!
Bravo! A+ Work!
Phenomenal!
You’re A Champ! You’re So Kind!
You’ve Got It!
You’re Unique! Take A Bow!
Superb!
Exceptional! Super Job!
How Original!
You Set A Good Example! How Thoughtful of You!
You’re Special!
Right On! You’re Sharp!
Cool!
Fantastic Work! Nice Going!
Excellent!
Breathtaking! Class Act!
Congratulations!
Keep Up The Good Work! Well Done!
Your Project is First Rate!
Great Answer! Thanks For Helping!
Way To Go!
Great Discovery! You’re Inspiring!
You’ve Outdone Yourself!
Extra Special Work! How Artistic!
You’re Super!
You Deserve A Hug You Go The Extra Mile!
Thumbs Up!
You’re Getting Better! You’ve Earned My Respect!
Wow!
You’ve Got What It Takes! Hooray For You!
You’re Tops!
Spectacular Work! You’re A Joy!
You’re Catching On!
You’re A Winner! You’re A Shining Star!
You’re Neat!
Beautiful! You’re #1!
You’re Very Responsible!
You’re Amazing!
What a great idea!
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

DISCRETE TRIAL ERROR CORRECTION

TRAINING (DTT) PROCEDURES
A teaching method in which learning
A procedure used to increase
trials are presented in quick succession
motivation in learning situations by
with a clear beginning and clear end to
preventing mistakes and creating more
each trial.
opportunities for reinforcement.

MASTERY CRITERIA

The rule for how to decide when a

particular skill or a particular phase of a
skill acquisition program is mastered,
based on the accuracy of the learner's
performance.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT10 SHAPING

Shaping helps us reach an end goal,

whether it is adding a new routine,
acquiring a new skill, or improving on an
already existing skill.
KEY
You can use shaping to shape different
TAKEAWAYS
dimensions of behavior:
Frequency/rate
Shaping is the use of
differential reinforcement of Topography
successive approximations Duration
of a desired behavior. It is a
process used in teaching in Latency
which a behavior or skill is Magnitude
gradually taught by
differentially reinforcing
Although shaping is a useful teaching
successive approximations method, it does come with limitations
to the target goal.
(e.g. its time consuming and labor
intensive at times). Ultimately, the
client’s BCBA will decide when shaping
should be used for a client.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

SHAPING SUCCESSIVE
APPROXIMATIONS
the use of reinforcement of successive
approximations of a desired behavior to
An attempt to perform a task that is
a target goal.
slightly better than a previous
performance.

TARGET GOAL

the behavior you ultimately want the

learner to be able to do.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT11 CHAINING

Task analyses are used to break down

skills into steps that can be hard for a
KEY
learner to learn all at once.
TAKEAWAYS Behavior chains are sequences of
individual behaviors that when linked
One of the greatest tools in
together form a target behavior.
our toolbox is the ability to
break down larger skills into Chaining teaching a behavior by linking
smaller, more attainable
multiple behavior chains together.
steps (and then reinforce
each step along the way!). There are three types of chaining
procedures.
There is a lot that can be
accomplished through this Total Task Chaining
Task Analysis teaching Backward Chaining
method, especially in the
area of self-help and Forward Chaining
independence.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

CHAINING BEHAVIOR CHAINS

a method of teaching a behavior using sequences of individual behaviors that

behavior chains. when linked together form a target
behavior.

TASK ANALYSES

serve the purpose of identifying all of

the smaller, teachable units of a
behavior that make up a behavior chain.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

FORWARD CHAINING BACKWARD CHAINING

the behavior is taught in its naturally all behaviors identified in the task
occurring order. analysis are initially completed by the
trainer, except for the final behavior in
the chain.

TOTAL TASK CHAINING

all steps of a task analysis are presented

and each step receives prompting if
needed.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT12:
GENERALIZATION &
MAINTENANCE

Generalization involves learning skills in

one situation and then using those skills
KEY
in another situation without specific
TAKEAWAYS teaching.
This is especially important when a
Baer, Wolf, and Risely (1968)
child receives services in a clinical
included “generality of behavior
change” as one of their 7 setting. We must ensure that they
dimensions of applied behavior
also can engage in the skills at home
analysis.
and in other more natural
Generalization of behavior environments.
change occurs when that
behavior occurs outside of the Maintenance is the continuation of a
learning environment. learned behavior after the intervention
Generalization can happen
across 1) settings, 2) time and 3) has been removed. It is important to
across people and exists when probe, or test, for maintenance over
the behavior occurs in these
various dimensions without
time to ensure that the learner has
relearning. retained this new skill.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

GENERALIZATION MAINTENANCE

Learning skills in one situation and then

using those skills in another situation
The continuation of a learned behavior
without specific teaching.
after the intervention has been
removed.

STIMULUS
GENERALIZATION
When different, but physically similar
stimuli, evoke the same response.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

RESPONSE OVER-GENERALIZATION
GENERALIZATION
This happens when a skill/behavior
Learning a skill and then demonstrating generalizes to an incorrect location,
a variation of it in similar situations. person, item, etc.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT13: FUNCTIONS
OF BEHAVIOR

KEY 3-Tem Contingency

Antecedent, Behavior, Consequence
TAKEAWAYS
Often referred to as 'ABC'
ABC data collection is something most
We need to understand the
behavior in order to bring RBTs will assist with.
meaningful behavior change Function describes what purpose the
to lives of our clients, and to
do so in a manner that is behavior serves.
safe, ethical, effective, and There are 4 primary functions of
efficient.
behavior:
To understand the behavior, Attention
we need to know the
function, or why its
Escape/Avoidance
happening in the first place. Access to tangibles
Then, behavior analysts can
Automatic/sensory
make a plan for how to
address the behavior
moving forward.
 ABC DATA COLLECTION
ABC data collection involves recording data on what happened
immediately (e.g. 10 seconds or less) before the behavior (Antecedent),
the Behavior observed, and what occurred immediately (e.g. 10 seconds
or less) after the behavior (Consequence).

Other notes as
Antecedent Behavior Consequence
needed

Instruction: Touch
Yell Model Prompt
Ball
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

FUNCTION OF ATTENTION MAINTAINED

BEHAVIOR BEHAVIOR
Describes what purpose the behavior This behavior serves the function of
serves. gaining attention from others.

ESCAPE MAINTAINED BEHAVIOR MAINTAINED

BY ACCESS TO TANGIBLES
BEHAVIOR
This behavior serves the function of
This behavior serves the function to
gaining access to a preferred item,
terminate an aversive stimulus or
activity, or place.
prevent an aversive stimulus from
occurring.
 VOCABULARY

AUTOMATICALLY ANTECEDENT
MAINTAINED
The stimulus that occurs immediately
BEHAVIOR before the behavior of interest.
Behavior maintained by its own self-
stimulating properties.

Note: This type of reinforcement does

not rely on another person delivering it.

BEHAVIOR CONSEQUENCE

Anything a person (or organism) does. An event that occurs after the behavior.
 VOCABULARY

FUNCTIONAL ABC DATA COLLECTION

BEHAVIOR
ASSESSMENT (FBA) Involves recording data on what
happened immediately before the
Assessment used to understand the
behavior (Antecedent), the Behavior
function of a particular behavior.
observed, and what occurred
immediately after the behavior
(Consequence).
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT14 ANTECEDENT
STRATEGIES

KEY
Antecedent strategies can include
TAKEAWAYS
managing MOs and setting events &/or
adjusting environmental arrangements
Antecedent strategies
involve manipulating the Ways to manage MOs include:
environment before behavior
Using the Pre-Mack Principle
occurs to make it easier and
more likely that the client Using Behavioral Momentum
will engage in appropriate Including Choice Making
behaviors & less likely that
challenging behavior will Presession Pairing
occur. Ways to adjust the environment include:

There are a number of Using visual supports

effective antecedent Environmental enrichment
strategies that technicians
can use to set the session up Planning for safety & success
for success!
 THE WHY & THE HOW

Antecedent Strategies 4 Term Contingency

Can be Used to:
MO/SETTING
EVENT
Make inappropriate
behavior ineffective
ANTECEDENT
Make inappropriate
behavior unnecessary

BEHAVIOR
Make replacement
behaviors more likely

Make replacement CONSEQUENCE

behaviors more effective

When you understand whether certain reinforcers are more

or less valuable OR a behavior is more or less likely to occur
in a given situation (i.e, you know or can control the current
MOs and setting events); you can use that knowledge to
modify the environment (e.g., reinforcers available,
instructions provided, prompts used, etc.) in ways that
promote skill acquisition!

Point in the 4-term contingency where

antecedent strategies can be considered
 EXAMPLES OF
ANTECEDENT STRATEGIES

PREMACK-PRINCIPLE:
(Grandma's Law)
"First work. Then iPad."

BEHAVIORAL MOMENTUM
Easy/fun: "Touch your nose. Touch
your head. Clap your hands."

Difficult/new: "Match the cards."

CHOICE MAKING
"Do you want a red or blue
marker?" OR "What should we
work on first?"

PRESESSION PAIRING
"Let's play!" & follow the learner's
lead for the first 2-5 minutes.
ENVIRONMENTAL MODIFICATIONS

Always consider how the environment is contributing to both desired &

undesirable behaviors. If you are able to easily change something in the
environment to promote safety & skill acquisition - - DO IT!

Make sure that the therapy environment is rich with interesting and fun
items and activities to keep your client happy and engaged.

Utilize visual schedules, activity schedules and other visual cues as

directed by your BCBA to promote communication & positive transitions
between activities.

Prepare the environment before starting the session so that all the
materials you need will be organized, and readily available to you when
you need them.

If you have questions about environmental arrangements, talk to your

BCBA!
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

MOTIVATING
ANTECEDENT OPERATION (MO)
An environmental variable that temporarily
STRATEGY
alters the reinforcing or punishing
Things we do BEFORE target behavior effectiveness of some stimulus, object, or
occurs that increases the likelihood of event; AND alters the current frequency of all
desired behavior occurring. Can be behavior that has been reinforced or punished
effective in teaching new skills & by that stimulus, object, or event.
reducing problem behavior.
Motivating Operations are either establishing
operations or abolishing operations.

ESTABLISHING ABOLISHING
OPERATION (EO) OPERATION (AO)
Temporarily increase the value of some Temporarily decreases the value of
stimulus AND increase the frequency of some stimulus AND decreases the
behavior that occurs to gain access to frequency of behavior that occurs to
that stimulus. gain access to that stimulus.

Example: If you are hot and thirsty, Example: If you chug an entire gallon of
water is likely more valuable to you and water, then you will no longer be thirsty
you are more likely to go get a drink. and you are less likely to go and get
another drink.
 VOCABULARY

SETTING EVENT
An environmental variable that makes a DEPRIVATION
behavior more likely to occur given a certain
antecedent event. Occurs when a lack of access
temporarily makes an
Example: You wake up at 2am and do not go item/activity/person more valuable
back to sleep before work, so you are tired
(setting event). At work, you run into a
colleague you find annoying, but are normally
nice to. He tells you a bad joke. You roll your
eyes and say, "Just Stop."

PRE-MACK PRINCIPLE
SATIATION
(GRANDMA'S LAW)
Occurs when frequent access Provide the opportunity to engage in a
temporarily makes an high-frequency (preferred) behavior
item/activity/person less valuable. contingent on first engaging in a low-
frequency (less preferred) behavior.

Example: "First eat your veggies and

then you can have desert."
 VOCABULARY

BEHAVIOR
PRESESSION PAIRING
MOMENTUM
Increases the likelihood of your learners
doing what you want them to do (low- Technician engages in a reinforcing or
probability behaviors), by first getting preferred activity with the learner
them to do a series of things that they before presenting demands.
want to do (high-probability behaviors)

ENVIRONMENTAL
MODIFICATIONS
Changes you make to the environment
(people, objects, sensory experience,
presentation of demands, etc.) to make
a target behavior more or less likely to
occur.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT15:TEACHING
REPLACEMENT BEHAVIORS

KEY
The first step in identifying replacement
TAKEAWAYS
In ABA, we sometimes work behaviors to teach is to understand the
with individuals who exhibit behavior's function
maladaptive behaviors.
Once you know the function, you can
It is important to remember select a functionally equivalent
that these behaviors serve a
replacement behavior to teach
function for our clients. So,
it is not sufficient to merely Replacement behaviors are often taught
teach them to STOP
using Differential Reinforcement
engaging in the challenging
behavior. The 3 most commonly used types of
differential reinforcement are:
We have a responsibility to
teach them socially DRA
acceptable behaviors they DRO
can do INSTEAD of the
challenging behavior that DRI
will still help them get their Punishment procedures should be
wants and needs met.
avoided
 io n a lly All replacement
F f u n c t
behaviors you teach
i v a le nt should result in the

E
e q u
same reinforcer as
nt
the challenging
c e me

R rep l a behavior (FERBs).

v io r
beha
B
When selecting a FERB, consider:

Is the FERB socially Is the FERB easy for the

acceptable? client to engage in?

Will the FERB be reinforced Does the client have all required
in the natural environment? pre-requisite skills?

Does the client want to If the answer to all ?s is

engage in the FERB? "yes", you have a good FERB!
 DIFFERENTIAL
REINFORCEMENT

Same SR+ as
challenging
Antecedent Behavior
behavior used to When used
receive. together, the
procedure is
called
Differential
Challenging Extinction (no Reinforcement
Antecedent
Bx reinforcement)

There are several types of differential

reinforcement procedures. To determine which is
being used, you need to consider the
behavior being reinforced!

DRI:
DRA: DRO:
reinforce a
reinforce a reinforce the
functionally
functionally absence of the
equivalent
equivalent targeted challenging
incompatible
alternative behavior behavior
behavior
 A NOTE ON PUNISHMENT

Punishment strategies should be avoided when working with clients.

These include consequences such as: reprimands, time out, taking away
reinforcers contingent on challenging behavior, and many others!

If punishment strategies are medically necessary to manage challenging

behavior, the BCBA must:
1. Write a detailed description of the punishment procedure in the
client's Behavior Intervention Plan
2. Seek approval from clinical leadership before implementing the plan
3. Directly train the technician(s) on implementation of the punishment
procedure BEFORE the technician may implement the plan

If you have questions or concerns regarding punishment, reach out to

your BCBA immediately!
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

FUNCTIONALLY EQUIVALENT
DIFFERENTIAL
REPLACEMENT BEHAVIOR
REINFORCEMENT (DR)
(FERB)
Behavior selected to replace an Reinforcing a certain response, or set of
inappropriate behavior targeted for responses, while withholding reinforcement
decrease. MUST serve the same for another response or set of responses. It
function as the inappropriate behavior requires both reinforcement and extinction.
(i.e., result in the same outcome)

EXTINCTION EXTINCTION BURST

Withholding or discontinuing
reinforcement for a previously A predictable, temporary increase in the
reinforced behavior. When rate and intensity of a behavior when an
implemented correctly, it will decrease extinction procedure is first used.
the frequency of the behavior.
 VOCABULARY

EXTINCTION-INDUCED
SPONTANEOUS RECOVERY
VARIABILITY

New topographies of behavior may Occurs when a behavior reappears after

temporarily occur during the extinction phase it has decreased or stopped entirely
to attempt to access reinforcement in another during extinction procedures.
way.

DIFFERENTIAL DIFFERENTIAL
REINFORCEMENT OF REINFORCEMENT OF OTHER
ALTERNATIVE BEHAVIOR (DRA) BEHAVIOR (DRO)
A type of Differential Reinforcement A type of Differential Reinforcement
procedure where the technician only procedure where the technician reinforces the
reinforces a specific, functionally absence of the challenging behavior for a
equivalent, replacement behavior that is specified length of time (interval). Any
not necessarily incompatible with the behavior other than the target behavior will be
challenging behavior. reinforced.
 VOCABULARY

DIFFERENTIAL REINFORCEMENT
OF INCOMPATIBLE BEHAVIOR PUNISHMENT
(DRI)
Punishment occurs when a
A type of Differential Reinforcement consequence follows a behavior & the
procedure where the technician future likelihood of that behavior
reinforces occurrences of a desirable decreases.
behavior that cannot occur
simultaneously with the challenging
behavior.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT16: FUNCTIONAL
COMMUNICATION TRAINING

KEY
TAKEAWAYS
Functional Communication Individuals with autism may have unique
Training (FCT) is a specific
type of DRA procedure that
ways of communicating and expressing
is very effective in reducing themselves.
maladaptive behaviors.
Depending on the replacement behavior
In essence, FCT teaches a chosen, technicians may reinforce a
client to engage in some
variety of different types of
type of communication
response that is functionally communication. Including:
equivalent to the Picture exchanges
challenging behavior.
Sign Language or Gestures
As in all Differential Speech
Reinforcement procedures,
the new target response is
reinforced and the
challenging behavior is put
on extinction.
 Implementing FCT

Same SR+ as When the FERB

FERB challenging is a
Antecedent
(communication) behavior used to communicative
receive. response, you
are using a
specific kind of
DRA . . .
Challenging Extinction (no Functional
Antecedent Communication
Bx reinforcement)
Training!

PRACTICE!
Create as many opportunities as you
can for your client to communicate.
Reinforce all appropriate
communication!

Keep it functional
Teach communication skills that help
the client get what they want or need.
Teach things that are meaningful to
the client.

Keep it fun!
Teach communication skills in the
natural environment by taking
advantage of naturally occurring
motivation. Use preferred items,
activities, and people when teaching.
 A NOTE ON FCT
Determining which type of FCT system to use (pictures, signs/gestures,
speech, etc.) as well as choosing the actual response to reinforce is
based on several factors including:

1. The function of the maladaptive behavior

2. Client preferences
3. Social acceptability & the likelihood of reinforcement
4. Pre-requisite skills

Ultimately, the BCBA will select an appropriate communication response

for your clients and will provide instruction on how to teach your client
the skill.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

FUNCTIONAL
PICTURE EXCHANGE
COMMUNICATION TRAINING
SYSTEM
(FCT)
A type of DRA procedure that involves A communication system in which a client
teaching the most meaningful uses visuals to communicate, visuals can
communication in the most natural way include pictures, symbols or text.
to access reinforcement in the natural
environment. Often used to replace
challenging behavior.

SIGN LANGUAGE GESTURES

A communication system consisting of A communication system consisting of
universally recognized hand/body hand/body motions that are not
motions, such as American Sign universally recognized, but the clients
Language (ASL). immediate social environment (e.g.,
family, technicians, teachers, etc.) have
come to recognize and reinforce over
time.
VOCABULARY

SPEECH

Speaking or making vocal sounds. These can

include sounds, words, phrases, sentences, etc.
whose meaning is usually understood by
society at large.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT17: BEHAVIOR
INTERVENTION PLANS

KEY
The BCBA's role in BIPs is to:
TAKEAWAYS
Clients who have a history Assess the function of the
of engaging in maladaptive challenging behavior
behaviors will likely have a
Behavior Intervention Plan Write the BIP & get consent
(BIP) included within the Develop data collection systems
Treatment Plan.
Train the technician to implement
It is essential that the BIP & collect data
technicians have the skills to
Make on-going treatment decisions
identify and understand the
key components of a BIP. The technician's role in BIPs is to:
Collect data as instructed and
Consistent and correct
implementation of the BIP trained
will lead to increased skill Implement the BIP as instructed &
acquisition and decreased
maladaptive behaviors. trained
Contact the BCBA with any
questions or concerns
 ESSENTIAL COMPONENTS OF THE

BEHAVIOR INTERVENTION
PLAN (BIP)
BTs & RBTs are responsible for implementing the BIP as instructed & trained by
the BCBA. See below for a list of items, and a description of all components, that
should be documented in a BIP. If you have questions about any of these
elements, you should reach out to your BCBA for clarification &/or additional
training.

CLIENT HISTORY REDUCTION BEHAVIORS

1 Describes details re: diagnosis,

communication skills, client
preferences, etc.
2 Describes operational definition(s)
of the maladaptive behavior(s) &
how to collect data

REPLACEMENT ANTECEDENT

3 BEHAVIORS
Describes operational definition(s)
of the FERB(s) to reinforce & how to
collect data
4 STRATEGIES
Describes what to do before
maladaptive behavior occurs ( to
promote appropriate behavior)

CONSEQUENCE CRISIS/EMERGENCY

5 STRATEGIES
Describes what to do after
maladaptive behavior occurs (to
decrease it in the future)
6 PROCEDURES
Describes what to do if a client's
behavior poses an immediate risk of
serious harm
Notes on crisis
behaviors
CRISIS PLANS ARE INTENDED TO PROVIDE
GUIDANCE WHEN MANAGING HIGH
MAGNITUDE, INTENSE, OR FREQUENT
DANGEROUS BEHAVIORS.

What is a crisis? What are the goals

of a Crisis Plan?

A crisis occurs when a client's

behavior poses an immediate risk of
serious harm to themselves or
others AND alternative interventions
are not immediately feasible, safe, or
effective.
The goal is to prevent or de-escalate
dangerous behavior while protecting the
welfare & dignity of the client &
Additional maintaining everyone's safety.
Training

After completing RBT

Reflection
competency, you will be enrolled Crisis plans sometimes include
in further trainings to learn how physical management. Why do
you think it is important for any
to reduce the likelihood of plan including physical
problem behavior occurring & management to be reviewed &
how to safely respond if it does. approved by clinical leadership
BEFORE being implemented?
 RECOMMENDED
STRATEGIES IF THERE IS

NO BIP
CALL FOR HELP
1 Ask someone (e.g., another technician, caregiver, teacher,
etc.) for assistance or ask them to go get a BCBA.

LIMIT ATTENTION FOR THE BEHAVIOR

2 Do not comment on (or reprimand) crisis behavior.
Remove the audience if possible & safe.

STAY CALM
3 Maintain a neutral voice and mind your non-verbal
communication. Try taking deep breaths. If necessary,
deliver only concise & simple directions.

STAY ALERT
4 Maintain awareness of the client's positioning & behavior.
Look for potential safety hazards and remove access to
them if possible.

DO NOT TOUCH OR TRANSPORT THE CLIENT

5 Unless . . . you and at least one other person involved have
current formal crisis intervention and physical management
training.

RECORD DATA
6 Only if safe to do so

DOCUMENT THE EVENT

7 Immediately record what happened (ABC data), contact your
BCBA to report the incident, and complete additional
documentation as required (e.g., adverse event form).
A NOTE ON PHYSICAL MANAGMENT

It is critical to note that BIPs that utilize punishment or physical

management (including full physical prompting during challenging
behaviors) must be reviewed by clinical leadership before implementing.

Use of physical prompts, like hand‐over‐hand guidance, during a crisis

situation where compliance is likely low can greatly increase the risk of
harm to everyone. Thus, their use, just like punishment or physical
management must be approved.

A physical prompt would be considered a restraint when staff persist

through physical guidance while a client is actively resisting. Resistance
is defined as the force of the staff being met with a counterforce from
the client which no longer results in progress towards the guidance
response. This does not include physical prompts, such as holding a
child’s hand when walking, that are socially accepted.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

BEHAVIOR INTERVENTION
PLAN (BIP)

A written program that is designed to

strategically reduce inappropriate and
problematic behavior, while increasing
skill acquisition for appropriate
replacement behaviors.
 NOTES
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 NOTES
Use this section to make any notes about the lesson.
 RBT18: BEHAVIOR
INCIDENT PREVENTION &
RESPONSE

KEY Safety is always the first priority during

TAKEAWAYS crisis. You should always call for help!

While ABA therapy is

If a BIP is in place, that should always be
focused on teaching followed
adaptive skills to make
RBTs should always take data on
challenging behavior less
likely to occur, there is behavioral incidences (even if formal
always a chance that RBTs
data collection is not yet set up)
will be involved in
behavioral incidences. RBTs are responsible for documenting
behavioral events per BSP policies
This course content was
created to highlight Additional therapeutic skills are
important safety guidelines important when responding to
to follow that will help you
prevent and/or safely challenging behaviors:
respond to challenging Trauma Informed Care
behaviors.
Cultural Humility
Awareness of Client's Rights
 GENERAL SAFETY
GUIDELINES
ear! &
to w itio ns
hat Tra ns
W tio n!
Atte n

quired!
nce Re
Prese

Physical Prompting
 GENERAL RESPONSE
STRATEGIES
If your client engages in: You should try:
Call for assistance. Remove
vulnerable peers. Move out of
arm’s reach as needed. This may
Aggression require you to “shuffle” around
the room, but do not leave the
room. Use correct blocking
techniques. Record data.

Follow steps above AND

Property Destruction attempt to remove or secure
potentially dangerous objects.

Call for assistance & use correct

Self-Injury blocking techniques. Record
data.

Call for assistance. Keep learner

in your line of sight. Stand
between learner and exits. If
possible, gently guide learner
back to area using an open palm
on their back or opposite
shoulder. Rest their hand
Elopment closest to you in yours with
their hand on top, and avoid
pulling on their wrist/arms to
prevent running. If learner
drops to the floor, gently guide
them to the floor. Never yank
on their arms/joints to get them
to stand. Record data.
 SPECIFIC RESPONSE
STRATEGIES

Blocking Hits & Kicks

Bites
SPECIFIC RESPONSE
STRATEGIES

Grabs

Hair Pulls
 5 WAYS TO FOSTER A:

TEAMWORK CULTURE

COMMUNICATE WITH YOUR TEAM & WORK

1 TOGETHER
Get help when challenging behaviors occur, do not try to
manage the situation on your own.

RECOGNIZE YOUR EMOTIONAL STATE & TAKE CARE

2 OF YOURSELF
Be safe during the incident & remember that it is OK to ask
for a break before, during, or after an incident.

3 CONSIDER TRAUMA INFORMED CARE

This refers to clients & staff. Anyone may have past or
current traumas. We must take care to recognize the
signs/symptoms and avoid re-traumatization.

DEBRIEF
4
After an incident occurs, talk to the team about what was
learned & plan how to respond better in the future.

ENGAGE IN & ENCOURAGE SELF-CARE BEHAVIORS

5 Actively look for and engage in activities that promote a
good work-life balance.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

TRAUMA INFORMED CARE CULTURAL HUMILITY

Acknowledges that a complete picture of a Acknowledges that biases, stereotypes, and
person's life situation (past and present) is historical traumas should be recognized and
necessary to provide effective services. addressed when providing care. We must
Current or past traumas may influence consider all factors that may influence the
when, where, how, and why a client may occurrence of (or response to) behavioral
be involved in a behavioral incident. They incidences. This means understanding the
can also influence a staff's response to a client's culture which may include (but is not
behavioral incident. limited to): race, ethnicity, gender identity,
geography, and so on..

PERSONAL PROTECTIVE PHYSICAL TRANSPORT

EQUIPMENT (PPE)
A category of device which permits Any instance of physical immobilization
unrestricted motion but limits the that is used to effectively move an
problem behavior from producing individual from one location to another.
damage (e.g., pillows, padded helmets,
bite guards, etc)
 VOCABULARY

PHYSICAL PROMPT RESTRAINT

Occurs when staff persist through

Includes physically guiding or touching the
physical guidance while a client is
learner to help them perform the target
actively resisting (i.e., the force of the
behavior or skill.
staff is met with a counterforce from
the client which no longer results in
progress towards the guidance
response).

RESPONSE BLOCK

Consists of stopping a client from

engaging in challenging behavior while
avoiding restraint or restricting
movements
 NOTES
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 NOTES
Use this section to make any notes about the lesson.
 RBT19 SCOPE OF
PRACTICE

KEY It is essential to maintain professional

boundaries with clients, providers, and
TAKEAWAYS
The goal of Scope of Practice is caregivers. Maintaining professional
to ensure that the role and boundaries prevents dual relationships
responsibilities of an RBT is
defined. It is important to from building which could cause
understand where the RBT role conflicts of interests with our clients.
fits into the overall delivery
model for our clients. The role of the Registered Behavior
Technician (RBT) is a paraprofessional
The Scope of Practice course
who practices under the close, ongoing
also helps protect RBTs by
giving them the information supervision of a BCaBA, BCBA, or
necessary to maintaining
BCBA-D. The RBT is primarily
professional boundaries.
Keeping all contact with responsible for the direct
providers, clients and caregivers
implementation of behavior-analytic
strictly about the care of the
client is essential to ensuring no services created by their supervisor.
conflicts of interest occur and
that the clients care comes first.
 PROFFESIONAL BOUNDRIES
Why are Professional Boundaries important?

At Bluesprig, we strive to have a level playing field for all and this
includes avoiding dual relationships among clients and staff. As an
RBT you have the duty to treat each learner with an equal level of
professionalism and care. The relationship you should have with the
learner is that of a as a client and a provider. A dual relationship is
when you have the patient provider relationship, and you also have
an additional relationship with the client or clients family such as
you are the babysitter of the child, the child’s mom's best friend, or
even a relative. When you have a relationship outside of the client
provider role, your services may be compromised. To avoid
compromising your ethics, service, and professionalism avoid dual
relationships. Speak to your supervisor if you have any concerns or
need advice
 Se r v ic e d e l
Mo
Delivery
START

Registered
Supervisor Behavior
(BCBA) Technician
(RBT)

Implement
Assess & Design
Interventions &
Interventions
Collect Data

Analyze Data &

Adjust as Needed
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

RBT SUPERVISOR CLIENT

An individual responsible for an RBT’s Any recipient or beneficiary of

work. The RBT Supervisor must be behavior-analytic services.
certified as a BCBA or BCaBA or, if
overseen by an RBT Requirements
Coordinator, be licensed in another
behavioral health profession

PROVIDER SERVICE DELIVERY

MODEL
An individual who provides services to A majority of ABA programs utilize what
our clients is referred to as a service delivery
model. In this model the BCBA designs
treatment programs and protocols while
also supervising BCaBAs, RBTs, and BTs
during the delivery of said program and
protocol.
 VOCABULARY

RBT REQUIREMENTS TREATMENT PLAN

COORDINATOR
A treatment plan is a written document
Organizations with many RBTs and RBT
outlining the provider's plan of care for
Supervisors may designate one person
patients receiving applied behavior
to serve as a coordinator. The RBT
analysis (ABA) services
Requirements Coordinator is
responsible for ensuring that all RBTs in
their organization meet all supervision
requirements.

RBT ETHICS CODE PROFESSIONAL

BOUNDARIES
he RBT Ethics Code (2.0) outlines the Avoiding dual relationships or conflicts
ethics standards to which RBT of interest with caregivers, providers,
certificants and applicants must adhere. and clients.
This code provides the foundation for
consumer, applicant, and certificant
protection.
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT20
SUPERVISION

KEY
RBT Application Requirements include:
TAKEAWAYS 40-Hour Certificate
The supervision course will give you
a better understanding of the role Competency Assessment
that supervision plays in your day to RBT Application
day responsibilities.
Diploma
RBTs have ongoing certification The supervision requirements are:
requirements which include
receiving ongoing supervision and Minimum of 5% supervision for all
complying with the BACB’s RBT behavior analytical services offered
Ethics Code. As stated by the BACB
"An RBT is a paraprofessional who 2 face-to-face, real time contacts per
practices under the close, ongoing month
supervision of a qualified RBT
Supervisor who is responsible for Must be observed providing services
the work performed by the RBT. ​ in at least one monthly meeting
The purpose of ongoing supervision
is to improve and maintain the At least 1 of the 2 meetings must be
behavior-analytic, professional, and
individual (i.e., you and supervisor)
ethical repertoires of the RBT and
facilitate the delivery of high-quality
services to clients."
 ROAD TO RBT

RBT APPLICATION REQUIRMENTS

GENERAL

18 Years or older
High School diploma
complete background check

DOCUMENTS

40-hour Certificate
Competency Assessment
Diploma
RBT APplication

PROCESS
Create BACB Account
Upload Documents
Supervisor Confirms Documents
Pay Fees
Schedule Exam once Approved
Supervision Activities:
Development of performance
1
expectations

Observation, behavioral skills training,

2
and delivery of performance feedback

Modeling technical, professional, and

3
ethical behavior

Guiding the development of problem-

4 solving and ethical decision-making
repertoires

Review of written materials (e.g., daily

5
progress notes, data sheets)

Oversight and evaluation of the effects

6
of behavior-analytic service delivery

Ongoing evaluation of the effects of

7
supervision
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

RBT SUPERVISOR SESSION

An individual responsible for an RBT’s The time while a child's treatment program
work. The RBT Supervisor must be is implemented by a ABA provider.The
certified as a BCBA or BCaBA or, if treatment plan is designed by a BCBA
overseen by an RBT Requirements Supervisor and the interventions of this
Coordinator, be licensed in another program are implemented by the RBT.
behavioral health profession

COMPTENCY SERVICE DELIVERY

ASSESSMENT MODEL
. The competency involves the direct- A majority of ABA programs utilize what
observation of competencies based on is referred to as a service delivery
the RBT Task List. This assessment model. In this model the BCBA designs
ensures that the RBT has the skills treatment programs and protocols while
necessary to delivery behavior analytical also supervising BCaBAs, RBTs, and BTs
services to our clients during the delivery of said program and
protocol.
 VOCABULARY

RBT REQUIREMENTS TREATMENT PLAN

COORDINATOR
A treatment plan is a written document
Organizations with many RBTs and RBT
outlining the provider's plan of care for
Supervisors may designate one person
patients receiving applied behavior
to serve as a coordinator. The RBT
analysis (ABA) services
Requirements Coordinator is
responsible for ensuring that all RBTs in
their organization meet all supervision
requirements.

RBT ETHICS CODE SUPERVISION

he RBT Ethics Code (2.0) outlines the Required by the BACB. During your
ethics standards to which RBT supervision your supervisor will monitor
certificants and applicants must adhere. and provide feedback on a variety of
This code provides the foundation for activities and concepts with the intent
consumer, applicant, and certificant to help further enhance your skills as an
protection. RBT
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT21 THE SUPERVISORY
RELATIONSHIP

KEY Communication is key in all areas of

your profession as an RBT.
TAKEAWAYS
Use ACT when receiving feedback:
Accept
Communication is key in all
aspects of life. This holds Clarify
true in your role as an RBT.. Thank
It is important to understand
when, what and how to Understand what and when certain
communicate effectively types of communication is appropriate.
with your supervisors and
caregivers.
The first thing to remember
that no matter who you are
communicating with, any
communication that takes
place must be respectful
and professional in nature.
 CAREGIVER COMMUNICATION

Below are some examples of appropriate communication with

caregivers.

"Boone had a great day today. He did great with his feeding program and
ate bite of apple on his own at snack time.We will be introducing a new
food tomorrow to continue increasing the number of foods he will eat
independently.”

“Aavi had a wonderful day today! She worked hard to learn a new word,
“train!”She even said, “Train go!” We are going to continue to work on
teaching words of items she really wants to teach her to use words to
access favorite toys”.
 ACT
Use the Act method when recieiving feedback

A T
Thank: Consider the
Accept: This demonstrates individual who delivers
that you are open to new feedback as one who is
ideas and willing to listen taking time to help you.

C
Clarify: Ask for specific
examples so that you
understand what the other
person expects of you.
 VOCABULARY
See below for important vocabulary from this lesson. You
may want to create your own flashcards as a study tool for
preparing for the RBT exam!

FEEDBACK COMMUNICATION

"Information about reactions to a 'The imparting or exchanging of

product, a person's performance of a information or news."
task, etc. which is used as a basis for
improvement."

RBT SUPERVISOR PROFESSIONALISM

An individual responsible for an RBT’s "The competence or skill expected of a

work. The RBT Supervisor must be professional."
certified as a BCBA or BCaBA or, if
overseen by an RBT Requirements
Coordinator, be licensed in another
behavioral health profession
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
 RBT23 DAILY
DOCUMENTATION

KEY
Technicians at BlueSprig document their
TAKEAWAYS
Documentation is a key skill that work via Session Notes
every technician should master. Session Notes are completed after every

Documentation helps us therapy appointment with a client

demonstrate compliance with BCBAs and OMs may review session
various funder and regulatory
body's standards.
notes and provide feedback
Session notes (& the
High quality documentation allows
storage/transportation of session notes)
our stakeholder to understand the
ABA treatment program and the must comply with all legal, regulatory &
progress made during therapy.
workplace requirements. For example:
Documentation helps clinicians Follow HIPAA guidance
understand what strategies have Complete in Central Reach
and have not been effective in the
past. Follow ethical requirements from
BACB
And documentation helps the care
team determine whether the ABA
services provided were high
quality and appropriate.
 WRITING SESSION NOTES

Session notes should be . . .

N Novel: notes should be new, timely & tell a story.

O Observational: notes should be data-based & reliable

T ABA program
Treatment Plan: notes should be focused on individual's

E a result of the session & the impact of progress made

Evaluative: notes should describe what happened as

S beginning, middle, & end of the session.

Summary: notes should describe what occurred in the

Billable Activities for Direct Service

(must include ALL to bill 97153)

Make sure Service provided was face

to face with the learner
session Service provided was 1:1
Technician implemented
notes reflect the treatment plan as
designed by the BCBA
billable activities. Technician collected data
as trained & per the
treatment plan
 TIPS FOR COMPLETING
"ADDITIONAL INFORMATION
FOR THE LBA"
DO DON'T

Include information regarding the client Vent or include subjective information

not directly related to the session (e.g., NOT related to client services (e.g.,
change in medication) "today was terrible")

Ask question or request materials Ask questions or request items

relating to the client &/or treatment relating to non-client specific issues
plan (e.g., "how do I request PTO?")

Highlight information from the session

Copy and paste the session summary
summary that requires action (e.g.,
or previous notes
LBA needs to update target list).

Forget to complete additional

Follow-up as required (e.g., consider
documentation as required (e.g.,
calling or emailing if matter is urgent)
adverse event forms)
 • .. •
•
�.
*
••
* •
*
•
. .. •
*

. .. .. .. ..
*
Tips & Tricks for Accu1rately Docum1enting BCaBA/BCBA
*
*
..
P'a rticipation

When billabl,e supervision is provided (97155), Technicians MUST document the time the
BCaBA/BCBA was present providing 97155 during the session (start time & end time)_ Start/End
times for BCaBA/BCBA particip.ation on the tedinician's note MUST identically match the
start/end time on the BCaBA/BCBA's not,e_ Here are some ways to ensure that is correctly done:

L Directly ask your supervisor what time their session started/ended with you J

2_ If you are not sur,e if a supervisor is providing formal direction servioes, ask!

3_ Check the client's Central Reach Schedule to see what times your supervisor oonverted
for the session_

•
*
• .. •
* • ..• •
.. •
.. * ..
* * ...

.. *
.. .. ...
 EVALUATING SESSION NOTES

Top 10 Questions to Ask Yourself!

Is every section completed & there are no

'n/a'?

Does the amount of information in the

note support the length of the session?

Does the note clearly state the rationale

for why I did what I did today?

Did I include data where required?

Does the note include evaluation of the

effects of therapy & a plan for the next
steps?

Does the note address goals and

protocols from the treatment plan?

Does the note describe activities covered

under the service being billed?

Does my signature include my correct

credentials?

Did I illustrate how this session impacts

the big picture quality of the client's
life?
 NOTES
Use this section to make any notes about the lesson.
 NOTES
Use this section to make any notes about the lesson.
RBT Course References
Behavior Analyst Certification Board. (2021). RBT ethics code (2.0). https://www.bacb.com/wp-
content/rbt-ethics-code
Behavior Analyst Certification Board. (2018). RBT task list (2nd ed.). Littleton, CO: Author.
Behavior Analyst Certification Board. (2021). Registered Behavior Technician Handbook.
Littleton, CO: Author.
Cooper, J.O., Heron, T.E., & Heward, W.L. (2020). Applied Behavior Analysis (3rd ed.). Pearson
Education.
Leaf, R., & McEachin, J. (1999). A work in progress: behavior management strategies and a
curriculum for intensive behavioral treatment of autism. New York, NY: DRL Books, L.L.C.
Miller, L. (1994). Principles of Everyday Behavior Analysis (4th ed.). Thomson Learning.

Miltenberger, R. (2004). Behavior modification: principles and procedures (3rd ed.). New York,
NY: Wadsworth Inc.
Schramm, R., Miller, M., The 7 Steps to Earning Instructional Control (pro-ABA).
Skinner, B. F. (1957). Verbal behavior. New York, NY: Appleton-Century-Crofts
Tarbox, J., & Tarbox, C. (2016). Training manual for behavior technicians working with
individuals with autism (1st ed.). Academic Press.
Prompt Hierarchy: A New Perspective – Master ABA. (2022). Retrieved 19 July 2022, from
https://masteraba.com/prompt-hierarchy/
Shaping | Nebraska Autism Spectrum Disorders Network | Nebraska. (2022). Retrieved 19 July
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References: Videos Used in RBT & Learning Lab Courses
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