Free RBT Exam Study Guide (2025)

This is the third section of RBT study guide that covers Skill Acquisition. It’s a crucial topic for RBT certification exam that includes 24 questions. In this study guide, you’ll learn the significance of skill acquisition in ABA and all the task related to skill acquisition outlined in RBT Task List 2.0.

What is the significance of skill acquisition in ABA?

When people think about Applied Behavior Analysis (ABA), they often associate it with behavior reduction. However, ABA is not just about decreasing interfering behaviors—it is equally focused on teaching new skills that promote independence and improve overall quality of life.

As an RBT, skill acquisition is a key part of your role. You work under the supervision of BCBA or BCaBA and deliver the behavior intervention plans. The skills you teach are diverse and tailored to each client’s needs. These may include:

Communication skills – Learning to request, respond, and engage in conversations.
Social skills – Developing appropriate interactions, such as making eye contact, taking turns, and playing cooperatively.
Pre-academic and learner readiness skills – Building foundational skills for school, such as following instructions and attending to tasks.
Independent living skills – Performing daily routines like hygiene, dressing, and meal preparation.
Vocational skills – Preparing for future employment by teaching organization, following schedules, and completing work tasks.
Safety skills – Learning personal safety, recognizing hazards, and responding to emergencies.

RBT Task C-1: Identify the essential components of a written skill acquisition plan

In Applied Behavior Analysis (ABA), skill acquisition plans (SAPs) are carefully created to help learners develop important skills tailored to their individual needs. These plans help therapists, parents, and caregivers teach skills consistently and effectively.

Why Skill Acquisition Plans Matter?

Each learner is unique. Therefore, each skill acquisition plan should be individualized, meaning specifically designed to match a learner’s abilities, interests, and goals. A good plan clearly explains:

What skill will be taught.
How to teach the skill consistently.
When a skill is considered mastered.

Essential Components of a Skill Acquisition Plan:

1. Definition of the Target Skill

Clearly describes what the learner should be able to do.
Example: “Sophia will request snacks verbally.”

2. Teaching Procedures

Detailed explanation of how the skill will be taught.
Defines what a correct response looks like.
Example: “When asked ‘What do you want?’, Sophia must clearly name the snack item within 3 seconds.”

3. Materials and Reinforcers

Lists items required for teaching (e.g., picture cards, toys, tokens).
Clearly specifies what reinforcers (rewards) will be used.
Example: “Use picture cards showing preferred snacks; reinforcers include praise, stickers, or brief access to favorite toys.”

4. Prompting Strategies

Describes the type of support or guidance provided to help the learner respond correctly.
Lists the order (hierarchy) of prompts from most to least assistance.
Example: “Start with verbal prompts, then gestures, and finally fade to independence.”

5. Error Correction and Reinforcement

Clearly outlines how therapists should respond if the learner makes a mistake.
Specifies how to reward correct responses.
Example: “If Sophia gives an incorrect answer, restate the question and prompt the correct answer. Reinforce immediately upon correct responding with praise or tangible rewards.”

6. Teaching Materials and Reinforcers

Clearly list all materials needed for teaching the skill.
Define what reinforcers (rewards) will motivate the learner.
Example: “Picture cards, snacks, token board.”

7. Data Collection Procedures

Specifies how progress is tracked to evaluate the effectiveness of the teaching plan.
Clearly defines measurement method (frequency, accuracy, percentage).
Example: “Track correct independent responses daily using a trial-by-trial data sheet.”

8. Criteria for Mastery

Clearly defines how you know the learner has successfully learned the skill.
Example: “Sophia independently requests snacks with 90% accuracy across three consecutive sessions.”

9. Generalization and Maintenance Plans

Generalization: How the learner will apply the skill in different settings, with different people, or materials.
Maintenance: How the learner will maintain the skill over time.
Example: “Practice requesting snacks at home, school, and community. Conduct weekly checks to ensure skill is maintained.”

RBT Task C-2 – Preparing for Skill Acquisition Sessions

Being prepared for therapy sessions is critical in Applied Behavior Analysis (ABA). Before starting each session, RBTs should thoroughly review and organize materials outlined in the Skill Acquisition Plan. Effective preparation ensures sessions run smoothly, goals are clearly targeted, and clients receive consistent and meaningful support.

1. Read Skill Acquisition Plans

Carefully review each plan relevant to your client.
Clearly understand the target skills, teaching methods, prompting strategies, and reinforcement plans.

Example: If you’re teaching Sophia to label colors, review exactly which colors you’re targeting and how you’ll prompt correct responses.

2. Review Current Targets & Gather Teaching Materials

Clearly identify current skill targets from the plan.
Collect all necessary teaching materials before the session begins.

Examples of Teaching Materials:

Flashcards
Visual supports (e.g., picture cards, schedules)
Objects for Natural Environment Teaching (e.g., toys, books, puzzles)

Example: If your target is identifying animals, ensure picture cards or animal toys are available before starting.

3. Prepare Reinforcers & Visual Supports

Have reinforcers ready based on recent preference assessments (favorite toys, snacks, activities).
Prepare token boards, first-then boards, or visual schedules to clearly outline expectations and rewards.

Examples:

Reinforcers: Small edible treats, favorite videos, stickers
Visual Supports: Token board with tokens easily accessible, a visual schedule showing the session activities, first-then boards indicating what’s expected (“First work, then puzzle”).

4. Prepare Data Collection Materials

Data collection materials must be easily accessible.
Ensure data sheets or digital devices (tablets or apps) are set up to quickly record responses.

Examples of Data Collection:

Paper data sheets: Ready and labeled clearly for skill trials.
Electronic devices: Charged, open to correct data entry page.

RBT Task C-3: Use contingencies of reinforcement

Applied Behavior Analysis (ABA) uses reinforcement to increase behaviors. Understanding how and when to use reinforcement is crucial for effectively teaching new skills and maintaining learned behaviors.

What is Reinforcement?

Reinforcement is a fundamental principle in Applied Behavior Analysis (ABA) that increases the likelihood of a desired behavior occurring again in the future. In other words, if a behavior is followed by something rewarding, the behavior is more likely to happen again.

Types of Reinforcement

Positive Reinforcement: Giving something desirable (e.g., praise, toys, snacks).
Negative Reinforcement: Removing something aversive or unpleasant (e.g., removing loud music when a child follows instructions).

Schedules of Reinforcement

Behaviors can be reinforced using two main schedules: Continuous Reinforcement and Intermittent Reinforcement.

1. Continuous Reinforcement

Reinforcement is provided every single time the desired behavior occurs.
Used mainly when teaching new skills to quickly establish the behavior.

Example: Each time Sophia requests her favorite snack using picture icons (PECS), you immediately provide the snack.

2. Intermittent Reinforcement

Reinforcement is provided only some of the time the behavior occurs.
Ideal for maintaining skills over time once they’re learned.
Behaviors learned under intermittent reinforcement tend to last longer.

Intermittent reinforcement breaks down into four schedules:

Fixed Interval (FI)
Fixed Ratio (FR)
Variable Interval (VI)
Variable Ratio (VR)

1. Fixed Interval (FI) Schedule

Reinforcement is delivered after a fixed amount of time has passed.
The interval (time) stays the same.

Example:

Receiving a paycheck every two weeks (FI-2 weeks).
If a learner remains seated quietly for a set amount of time (5 minutes), they get reinforced after each interval passes.

2. Fixed Ratio (FR) Schedule

Reinforcement is given after a set number of correct responses.
The required number of responses is always the same.

Example: Providing reinforcement every third math problem completed correctly (FR-3).

3. Variable Interval (VI) Schedule

Reinforcement is given after a varying amount of time passes, but averages out over multiple intervals.
Interval changes, but averages around a certain time frame.

Example: Reinforcing a child’s requests approximately every 5 minutes (VI-5). Sometimes reinforcement occurs at 4 minutes, other times at 6 minutes, but averages around 5.

4. Variable Ratio (VR) Schedule

Reinforcement occurs after a changing number of responses, but it averages to a certain number.
This schedule creates high and steady rates of responding.

Example: Allowing a break after completing around 2-4 activities (sometimes after 2, sometimes 4).

Unconditioned vs. Conditioned Reinforcers

Reinforcers can also be classified based on whether they are naturally reinforcing or learned through experience:

1. Unconditioned Reinforcers (Primary Reinforcers)

Naturally reinforcing; no prior learning needed.

Examples: food, water, warmth, sleep, comfort.

2. Conditioned Reinforcers (Secondary Reinforcers)

Become reinforcing through association with primary reinforcers.

Examples: Money, tokens, praise, stickers, privileges.

RBT Task C-4: Implement discrete-trial teaching procedures

Discrete-Trial Teaching (DTT) is a structured ABA teaching method used to help learners acquire new skills. It breaks skills down into small, manageable steps and provides clear, consistent learning opportunities.

While DTT is often conducted at a table, it can be implemented anywhere, such as during play, in the classroom, or in the community. The key to DTT is not the location but the structured approach used to teach skills.

Three Primary Components of DTT

Each discrete trial consists of the following:

1. Discriminative Stimulus (SD) – The Instruction

The therapist provides a clear, simple instruction or cue.
Sometimes, a prompt is given immediately to guide the learner toward success.

Example: RBT shows a picture of a dog and asks, “What is this?”

2. Learner’s Response

The learner attempts to respond to the instruction.
The response may be correct, incorrect, or absent (no response).

Example: The client says, “Dog.”

3. Consequence (Reinforcement or Correction)

If the response is correct, immediate reinforcement is provided (praise, token, preferred item).
If the response is incorrect or no response, error correction is applied (e.g., a prompt or reattempt).

Example:

Correct response: RBT says, “Great job, it is a dog!” (provides reinforcement).
Incorrect response: RBT repeats the SD with a prompt, “It’s a dog—say ‘dog’!”

4. Intertrial Interval (Pause Before the Next Trial)

A brief pause (typically 1–3 seconds) occurs before starting the next trial.
During this time, the RBT records data on the client’s response.

RBT Task C-5: Implement naturalistic teaching procedures

Naturalistic teaching is a learner-driven approach that teaches skills in the natural environment rather than in a structured setting like Discrete Trial Training (DTT). It relies on the learner’s interests and motivation to create teaching opportunities.

Where Can Naturalistic Teaching Occur?

Home (e.g., during mealtime or playtime)
Community (e.g., grocery stores, playgrounds, restaurants)
School/Daycare (e.g., group activities, classroom routines)

Example of Naturalistic Teaching

Manding (Requesting Preferred Items): A child reaches for a toy → The RBT prompts the child to use a picture icon or say “toy” before giving them the toy.
Following Safety Instructions: A child loves bubbles → The RBT holds the bubbles across the room and says “Come here” before allowing the child to play with them.

Naturalistic Teaching vs. DTT

More flexible and occurs in real-world settings
Follows the child’s lead, rather than therapist-led instruction
Encourages spontaneous learning

RBT Task C-6: Implement task-analyzed chaining procedures

What is a Task Analysis?

Task Analysis is a teaching strategy in Applied Behavior Analysis (ABA) that breaks down a complex skill into small, manageable steps. This method allows learners to master one step at a time, making it easier to learn multi-step behaviors independently.

Types of Chaining Procedures:

1. Forward Chaining: Learner completes the first step independently before receiving prompts for the rest. Once mastered, the next step is added.

Example: Learner picks up the toothbrush independently. Therapist then helps with toothpaste, brushing, rinsing, etc.

2. Backward Chaining: Therapist helps with all steps except the last one, allowing the learner to complete the final step independently. Once the last step is mastered, the second-to-last step is added.

Example: Therapist helps with all steps except rinsing and putting the toothbrush away. Learner does the last step independently.

3. Total Task Chaining: Learner completes as much of the task as possible, with prompts only as needed.

Example: Learner completes all steps, therapist helps only with difficult steps.

RBT Task C-7: Implement discrimination training

Discrimination Training is a procedure in Applied Behavior Analysis (ABA) that teaches individuals to differentiate between stimuli and respond appropriately based on specific cues or conditions.

Example: Teaching Object Recognition

Therapist places a bed, car, and ball in front of the learner.
Therapist says, “Find the bed.”
If the learner selects the bed, reinforcement is given.
If the learner selects the car or ball, reinforcement is not provided.

Discrimination training helps develop:

Matching and sorting skills
Object recognition
Learning words, categories, and concepts

RBT Task C-8: Implement stimulus control transfer procedures

Stimulus control occurs when a behavior consistently happens in response to a specific cue (SD).

Example of Stimulus Control Transfer

Initial Learning Phase:

Therapist: “Go get your cup.” → Points to the cup → Learner picks up the cup.

Fading Prompt Phase:

Therapist: “Go get your cup.” → Less pointing → Learner still responds.

Final Phase:

Therapist: “Go get your cup.” → No pointing → Learner picks up the cup independently.

Why is this important?

Prevents prompt dependency
Encourages independent responding

RBT Task C-9: Implement prompt and prompt fading procedures

A prompt is a cue or assistance that helps a learner complete a task correctly. RBTs can provide a prompt before, during, or directly after the SD/instruction. However, a prompt cannot come after the learner responds.

Types of Prompts:

Gestural: Pointing, nodding, looking toward the correct choice.

Example: Pointing to the toy when saying “Pick up the toy.”

Verbal: Saying the correct answer or giving a hint.

Example: Asking, “What’s your name?” then prompting “Bob.”

Physical: Guiding the learner’s body to complete the task.

Example: Helping a child zip their jacket.

Modeling: Demonstrating the correct action.

Example: Showing how to tie shoes before the learner tries.

Positional: Placing the correct choice closer to the learner.

Example: Placing the correct flashcard closer than the others.

Prompt Fading Strategies

Most-to-Least: Start with full assistance and gradually fade prompts.
Least-to-Most: Start with minimal prompts and increase if needed.

Goal of Prompt Fading: Fade prompts systematically to promote independent learning.

RBT Task C-10: Implement generalization and maintenance procedures

Generalization is the ability to apply a learned skill or behavior across different people, settings, stimuli, and situations beyond the original learning environment. In Applied Behavior Analysis (ABA), the goal of generalization is to ensure that individuals can use new skills in real-life situations and not just in structured therapy sessions.

Types of Generalization

1. Stimulus Generalization: The learner responds to different but similar stimuli in the same way as they did to the original stimulus.

Example: A child calls all types of sinks “sink,” even if they look different.

2. Response Generalization: The learner uses different responses to achieve the same outcome.

Example: A child learns to say “Hi,” “Hello,” or “Hey” as greetings.

What is Maintenance?

Maintenance refers to a learner’s ability to continue using a learned skill or behavior over time, even after direct teaching or intervention has ended. In Applied Behavior Analysis (ABA), maintenance ensures that a skill is not forgotten and remains part of the learner’s everyday life.

Example: A child continues to say “please” and “thank you” even after formal teaching stops.

Generalization & maintenance strategies:

Teach in different environments
Use multiple people for instruction
Reinforce different correct responses

RBT Task C-11: Implement shaping procedures

Shaping is a behavioral teaching technique used in Applied Behavior Analysis (ABA) to help learners gradually develop new behaviors by reinforcing successive approximations toward the final desired behavior.

Example: Teaching a Child to Say “Water”

First approximation: The child says “wuh” → Reinforce.
Next approximation: The child says “wuh-ter” → Reinforce.
Final goal: The child says “water” → Only reinforce this correct response.

Shaping in Everyday Situations

Learning to Speak Clearly: A child learning to say “thank you” might first say “ta,” then “tan-ku,” then finally “thank you.”

Teaching Independent Dressing: A child learning to put on a coat might first put their arms in the sleeves, then pull it up, and finally zip it.

Improving Social Skills: If a child is shy, reinforce eye contact first, then smiling, then saying hello.

RBT Task C-12: Implement token economy procedures

A Token Economy is a behavior reinforcement system used in Applied Behavior Analysis (ABA) to increase desirable behaviors by using tokens as conditioned reinforcers. Tokens are later exchanged for backup reinforcers, which are preferred rewards.

Steps to a Token Economy

A token economy follows five key steps:

1. Identify Tokens: Select what will be used as tokens (e.g., stickers, stars, points, poker chips).

Define Target Behaviors: Clearly specify which behaviors will earn tokens.

Example: “Completing homework,” “Following directions,” or “Sitting quietly for 5 minutes.”

2. Choose a Reinforcement Schedule: Decide how often the learner earns a token (every correct response vs. intermittent reinforcement).

3. Deliver Tokens Immediately: Tokens should be given right after the correct behavior occurs.
Use behavior-specific praise (e.g., “Great job raising your hand quietly! Here’s a token!”).

4. Exchange Tokens for Backup Reinforcers: Learners trade tokens for desired items or activities.

Example: 5 tokens = Extra 5 minutes of playtime

Example of a Token Economy System

Token Type: Gold stars on a reward chart.
Target Behavior: Raising hand before speaking in class.
Reinforcement Schedule: One token per correct response.
Backup Reinforcers: Stickers, small toys, extra playtime, computer time.
Exchange Rate: 10 stars = 10 minutes of free play.

Types of Token Economy Schedules

Continuous Reinforcement: Earn a token every time the behavior occurs.
Intermittent Reinforcement: Earn a token after a set number of behaviors (e.g., every 3rd correct response).

Response Cost in Token Economies

Response Cost is a behavior reduction procedure used in a token economy system, where a learner loses tokens for engaging in undesirable behaviors. It is considered a negative punishment strategy because it removes a previously earned reinforcer (tokens) to decrease unwanted behaviors.

Unit D: Behavior Reduction