The Premack Principle states that a more preferred activity can reinforce a less preferred one (“First do X, then you get Y”). Tying a fun activity to the completion of a less preferred task increases compliance. This is a powerful way to motivate learners.

DRI means reinforcing a physically incompatible behavior. Clapping prevents the client from being able to hit at the same time.

FCT teaches a communicative response (like using an SGD) that replaces problem behavior. Errorless learning, extinction, or partial interval prompting are different interventions.

Personal, after‐hours texting about non‐clinical matters crosses a boundary. An RBT should politely re‐establish professional limits and inform the BCBA if the situation persists.

After modeling, BST includes the parent practicing the skill and receiving feedback. Reading materials or more demonstrations alone are insufficient.

As an RBT, you gather culturally relevant information and adjust procedures accordingly (with BCBA approval). Ignoring or dismissing cultural preferences is inappropriate.

RBTs can participate in parent coaching if it is within their scope and guided by the BCBA. Seeking supervision ensures the coaching follows evidence‐based strategies and remains aligned with the overall behavior plan. This helps maintain ethical and effective services.

Reviewing current data and the updated plan ensures accurate implementation. RBTs must stay informed on the client’s progress and any plan revisions before starting.

Permanent products are tangible outcomes that can be measured after the behavior (e.g., completed worksheets, crafts). Counting them later is valid data collection.

Edibles are often unconditioned (primary) reinforcers, while tokens are conditioned (secondary). Using both can keep motivation high and avoid satiation on primary items.

Visual schedules or transition warnings are proactive methods that help the client anticipate changes, reducing transition‐related agitation.

In a DRO, you deliver reinforcement if the target behavior (hand‐biting) did not occur throughout an entire interval.

NCR for attention means providing attention at regular intervals regardless of behavior, thus reducing the motivation to whine for attention.

To maintain instruction quality, reduce distractions by kindly asking the grandparent to continue their conversation elsewhere or moving yourself and the client to a quieter area. This maintains respectful communication and prioritizes the child’s focus. Preserving teaching conditions boosts learning effectiveness.

Maintaining dignity involves helping the client address hygiene privately and promptly, minimizing embarrassment or discomfort. Jokes or ignoring the issue can be disrespectful.

In a crisis involving severe SIB, the RBT’s priority is to follow the established plan to ensure safety. Always implement exactly as written, document, and communicate with the supervisor.

A gentle vocal prompt is typically less intrusive than physical prompting or overcorrection. Offering the child a specific phrase or opening line can help them re‐engage without forcing compliance. The key is to keep prompts minimal while still providing enough support to re‐start the task.

RBTs are mandated reporters. If you suspect abuse, agency policies and state laws require immediate reporting to authorities or the BCBA. Do not wait for more harm or confront caregivers alone.

Demand‐fading is an antecedent strategy that starts with smaller, tolerable demands and gradually increases expectations, thereby reducing escape‐maintained problem behavior.

Billing for sessions that did not actually occur as claimed is unethical and fraudulent. If a colleague suggests double‐billing, the RBT must refuse and report the situation to their supervisor. Such actions violate professional and potentially legal standards.

RBTs must still collect data per the behavior plan. Politely educate the caregiver on the importance of data and look for ways to make data collection less intrusive.

Diagnosing mental health or medical conditions is beyond an RBT’s scope of practice. Only a licensed professional (e.g., psychologist, physician) can formally diagnose. Politely clarifying this with the teacher prevents scope violations and maintains ethical standards.

PHI must be kept securely—locked, password‐protected, or encrypted. Public or open‐access storage violates privacy laws (e.g., HIPAA).

Client data are confidential, and even de‐identified data may need explicit permission if it could be re‐identified. Without a signed release, sharing specifics is unethical. Following privacy laws and ethical guidelines protects the client and the agency.

Providing constructive feedback privately helps maintain the coworker’s dignity and fosters a supportive environment. Modeling the correct approach and offering practice opportunities enhances their competency. This approach aligns with professional and ethical guidelines for delivering feedback.

Offering counseling exceeds an RBT’s scope of practice and can blur professional boundaries. By advising her to seek a qualified mental health professional and informing your BCBA, you support the family ethically without practicing outside your role. Maintaining clear limits protects both the family and the RBT.

Social stories are read or shown to the client to illustrate desired responses or coping skills, often reinforced if the child follows them. Consistent review and usage help embed the story’s message in daily routines. It’s a proactive tool to help the child visualize correct behaviors.

Inform your supervisor if data collection is unreliable; offer to model correct methods. RBTs must ensure data integrity.

When a caregiver uses an intervention outside the approved plan, the RBT must document the incident and inform the BCBA. We do not confront or allow unethical/potentially harmful procedures unilaterally.

Excessive noise and chaos can impede learning and attention. Modifying the environment—if the family agrees—allows for more focused, high‐quality instruction. Small changes like lowering TV volume or relocating can significantly improve session efficacy.

If you suspect inappropriate or harmful physical prompts, the ethical requirement is to document your concerns and inform your BCBA. Keeping silent or using force yourself is not acceptable. Alerting a supervisor helps protect the client and ensures proper corrective action is taken.

Visual schedules help the client anticipate each step of a routine, fostering independence by clarifying what comes next. They are a proactive support, not a punishment or random guesswork. Consistency with the schedule often reduces anxiety and promotes smooth transitions.

Paired‐stimulus assessment pairs two items, allowing the client to choose. You rotate pairs to establish a preference hierarchy.

Behavior analysts do not diagnose or treat medical conditions; they rely on healthcare professionals for that. Advising the family to consult a doctor respects scope of practice and ensures potential medical issues are properly addressed. Continuing the ABA plan while medical concerns are evaluated can be appropriate.

In naturalistic teaching, keep preferred items visible but not freely accessible. This creates a motivation to request, while still being natural and not overly restrictive.

Objective, factual notes with data (e.g., number of trials, duration of tantrum) follow professional documentation standards. Avoid subjective labels like “naughty.”

Language barriers can significantly hinder families from understanding the behavior plan, so using a professional translator or a bilingual supervisor is vital. RBTs should not unilaterally rewrite the plan without BCBA approval or force the family to decode the plan alone. Ensuring clear communication fosters compliance and ethical service delivery.

Forward chaining teaches each step of a sequence in order, starting with the first and only moving on once the first step is mastered. The client gradually learns each step in turn, achieving independence at one step before adding the next. This approach is particularly effective for multi‐step tasks like folding.

Tact training often expands to real‐life labeling for generalization. Practicing with natural items fosters transfer to everyday contexts.

Systematically reducing the intrusiveness of prompts (from full physical to partial, then gestural, then none) is prompt fading, not backward chaining or stimulus fading.

Using aversives like water spray requires strict oversight, if permitted at all, and must be designed by a qualified BCBA following ethical standards. The RBT cannot implement unapproved or potentially harmful procedures. Communicating the need for BCBA approval protects the client and ensures professional integrity.

As an RBT, it is unethical to “estimate” without real data. Accuracy is paramount for evidence‐based intervention.

When using response cost, a child’s upset reaction does not necessarily mean the procedure is invalid. The RBT’s responsibility is to calmly explain and continue the plan unless the BCBA instructs otherwise. Still, documenting the upset behavior and communicating with the BCBA is crucial to assess possible plan revisions.

Interresponse time measures the time between one occurrence of a behavior and the next. Duration is how long it lasts, latency is the wait before the behavior starts after an SD, and frequency is how many times it occurs. Interresponse time specifically reflects spacing between occurrences.

In shaping, you reinforce increasingly closer approximations of a target behavior—here, louder volume. Each step raises the criterion slightly until the final goal is reached.

Extinction can be part of a plan, but ignoring all severe aggression could jeopardize safety and contradict the BCBA’s detailed protocol. The RBT must follow the written behavior plan and any procedures for managing dangerous behavior. Explaining this to the parent ensures both client safety and ethical practice.

A gesture is typically considered less intrusive than vocal or physical prompts. Physical prompts (full/partial) and verbal prompts are generally more invasive than a simple point or gesture.

As an RBT, you are authorized to implement the treatment plan for your assigned client, not automatically for siblings. If the parent wants formal intervention for the sibling, that request must go through the BCBA and be added appropriately to services. Maintaining this distinction ensures the RBT remains within scope and the plan is supervised ethically.

Total‐task chaining involves allowing the learner to attempt all steps each time, providing prompts as necessary for each component. This approach differs from forward or backward chaining, where you systematically master one part of the sequence at a time. Total‐ task chaining can be especially useful if the client can manage multiple steps simultaneously.

ABA services can incorporate brief cultural or religious routines as long as they don’t conflict with the written behavior plan or ethical standards. By consulting your BCBA, you can integrate family preferences respectfully while maintaining clinically effective practices. Honoring cultural values fosters collaboration and trust.

Graphing provides an objective visual of progress or lack thereof, assisting data‐based decision‐making in ABA.

In mand (request) training, immediately reinforce spontaneous functional requests. If the child says “Cookie,” the correct response is to reinforce that request promptly.

Tokens should be secured and delivered only when appropriate behavior occurs, with clarity on how the system operates. If the child is stealing tokens, it signals the system or environment arrangement needs adjusting. By teaching the token economy rules and managing tokens carefully, you maintain its effectiveness.

If physical restraint is not part of the plan, the RBT should not implement it without BCBA guidance. Instead, follow de‐escalation or redirection procedures, document the incident, and alert your supervisor if the plan needs revision. Staying within the written plan ensures both ethics and safety.

Functional analyses (FA) require a qualified BCBA to design and oversee the manipulation of variables that may evoke and maintain behavior. An RBT can assist under supervision but cannot independently conduct or interpret an FA. Informing the teacher you must follow your supervisor’s guidance protects ethical practice and ensures proper assessment procedures.

Without a signed release, you cannot share detailed information. Clarify that a proper release or BCBA guidance is required to disclose data to the teacher.

A missing assistive device (like a hearing aid) can significantly impact the child’s ability to benefit from ABA sessions. By informing your BCBA and documenting the situation, you highlight potential barriers to the child’s engagement and signal that adjustments or rescheduling may be needed. This maintains treatment integrity and fosters clear communication with the team and family.

Errorless teaching involves presenting a prompt immediately after the SD for a new skill. This prevents mistakes early on, then prompts are gradually faded.

Even within the same agency, client data are private and cannot be shared without proper authorization. Consulting the BCBA ensures adherence to confidentiality policies. This protects the client’s rights and upholds ethical standards.

Ethical feedback is constructive, private, and respectful. Publicly shaming the parent or withholding all feedback is unprofessional.

If the parent consistently sabotages the extinction procedure by giving attention to whining, accurate data and open communication with the BCBA are essential. You cannot falsify data or unilaterally discontinue the plan. The BCBA can address fidelity with the family and adjust strategies as needed.

When a previously reinforcing item loses effectiveness, the ethical response is to reassess preferences or try varied reinforcers. Reinforcement is dynamic and must be adjusted if the learner is no longer motivated by a particular item. Sticking to ineffective reinforcers undermines progress.

Self‐management often involves the client tracking and reinforcing their own behavior, but the RBT can still provide guidance, prompts, and support per the BCBA’s plan. The RBT’s involvement ensures correct data collection and reinforcement delivery. This balance fosters client independence while maintaining treatment integrity.

Recording therapy sessions without consent can violate confidentiality and make the RBT uncomfortable. Politely asking them to stop and consulting the BCBA if necessary ensures ethical and privacy standards are upheld. Maintaining a safe, private environment supports client dignity.

When the BCBA modifies a procedure, the RBT must confirm the new instructions and implement them faithfully to maintain treatment integrity. Changing the prompt delay is a precise intervention detail, so ignoring it undermines the plan. Ensuring consistency fosters reliable outcomes.

In partial interval recording, you mark if the behavior happened at any point during the interval, even briefly. It can overestimate behavior frequency if the behavior often occurs in short bursts. Still, it’s valuable when the goal is to reduce a challenging behavior and you just need to know if it occurred at all.

When parents request incorporating a cultural practice, the RBT should consult the BCBA to confirm it doesn’t conflict with ethical or clinical guidelines. Many cultural norms can be integrated if they don’t undermine the treatment’s effectiveness. Respecting diversity fosters better family buy‐in and collaboration.

RBTs must follow the BCBA’s plan. Family requests or changes must go through the BCBA to keep treatment consistent and ethically supervised.

Pairing means creating a positive association with your presence by offering fun activities, reinforcers, and minimal demands initially, so the child sees you as a source of good things.

An operational definition must be clear, objective, and measurable, specifying exactly what “off‐task” looks like (e.g., eyes/hands away from task for a set duration).

An interpreter can greatly improve communication with a family who speaks limited English. Collaborating respectfully and making small adjustments to session flow helps the interpreter do their job effectively. This ensures the family fully understands the plan and maintains a comfortable environment for the client.

Consistent prompts help the child know exactly what phrase or response is expected. Inconsistency can confuse the learner and limit progress on manding skills. Coaching the parent to use uniform language supports clarity and effective behavior change.

Accepting large gifts can compromise professional boundaries. RBTs typically decline significant monetary gifts politely and follow their organization’s policy.

Generalization probes check if the child can perform the learned skill in new settings, with new materials, or under different conditions—without extra prompting. Using the same flashcards or prompting every response does not confirm true generalization. Occasional checks in novel contexts show whether the skill transfers.

Free‐operant observation means watching the child in a natural environment where they can select from available items or activities without direct prompting. Presenting forced choices or repeatedly delivering SDs is more structured and not a free‐operant format. By letting the child choose freely, you gain insight into natural preferences.

Each child’s data are confidential. Publicly comparing siblings can breach privacy unless anonymity is ensured and the BCBA approves.

Negative reinforcement involves removing an aversive stimulus contingent on desired behavior, increasing the likelihood of that behavior. By turning off a noisy timer (aversive) when the child stays on‐task, you strengthen on‐task behavior. This contrasts with positive reinforcement (adding something desirable) or punishment (reducing behavior).

Going out socially with a client’s family risks blurring personal/professional lines. Politely declining is appropriate; involve your supervisor if uncertain.

Negative punishment = removing a reinforcing stimulus to decrease a behavior; negative reinforcement = removing an aversive stimulus to increase a desired behavior.

RBTs should avoid dual relationships that can blur professional boundaries, such as babysitting or socializing with clients/families. Politely declining and citing your professional code of conduct helps maintain objectivity and protect both parties. If the family needs extra childcare, they should seek non‐ABA services or discuss options with the BCBA.

RBTs must secure data following their agency’s policies and ethical guidelines. If parents want full access, the BCBA handles data‐release requests to balance transparency with confidentiality. Storing notes properly protects the client’s privacy and upholds professional standards.

Chronic late arrivals reduce therapy hours and impede progress, so documenting and informing the BCBA or scheduling team is vital. They can address the issue with the family or adjust schedules per agency policy. Clear communication and consistent procedures maintain professional standards.

When a reinforcement schedule is thinned too drastically (from FR1 to FR10 quickly), the learner may experience “ratio strain,” causing a drop in responding. They find the effort too high for the reward frequency. Gradually thinning the schedule can prevent this sudden drop in motivation.

After an incorrect response, representing the SD with an immediate prompt ensures the child practices the correct behavior right away. This error‐correction method reduces repeated mistakes and fosters quicker learning. Once correct responding is demonstrated, prompts are gradually faded.

Sharing identifiable photos or personal details of clients on social media risks violating privacy laws and professional ethics. As soon as you notice a potential breach, you must alert your supervisor or relevant compliance officer rather than assume consent. Protecting client confidentiality is paramount, and social media posts without explicit, documented authorization can be highly problematic.