Skill acquisition is a core focus of ABA therapy and a major component of the RBT exam. Approximately 24 out of 85 questions on the RBT exam are drawn from this section, making it one of the most heavily tested topics. Section C of the RBT Task List outlines the procedures RBTs must follow to teach new skills effectively and promote independence across a wide range of behavior goals.
This guide covers all 12 tasks in Section C, providing clear explanations, real-world examples, and proven strategies for implementation. The full list of tasks in Section C includes:
- Identify the essential components of a written skill acquisition plan
- Prepare for the session as required by the skill acquisition plan
- Use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules)
- Implement discrete-trial teaching procedures
- Implement naturalistic teaching procedures (e.g., incidental teaching)
- Implement task-analyzed chaining procedures
- Implement discrimination training
- Implement stimulus control transfer procedures
- Implement prompt and prompt fading procedures
- Implement generalization and maintenance procedures
- Implement shaping procedures
- Implement token economy procedures
Mastering these tasks not only improves your chances of passing the exam but also strengthens your ability to help clients build essential skills, such as communication, social interaction, self-help, and academic readiness, in meaningful and lasting ways.
Task C-1: Identify the essential components of a written skill acquisition plan
Skill acquisition plans (SAPs) are individualized roadmaps that guide how ABA professionals teach new skills. These plans target specific deficits, such as communication, social interaction, or self-care, and detail how to teach and measure each skill.
RBTs follow these plans to maintain consistency across sessions. Even when multiple learners work on the same skill, procedures often differ, making it critical to understand each learner’s unique plan.
A written skill acquisition plan should include:
- A clear definition of the target skill
- Teaching procedures and what counts as a correct response
- Required materials and preferred reinforcers
- Prompting strategies and fading hierarchies
- Error correction and reinforcement methods
- Data collection methods
- Mastery criteria
- Generalization and maintenance guidelines
Task C-2: Prepare for the session as required by the skill acquisition plan
RBTs must begin each session with a clear understanding of what to teach and how to teach it. Before starting, the behavior technician should review what happened in the previous session. This helps determine the correct entry point and avoid reteaching mastered steps or skipping essential instruction.
Preparation also involves selecting which skill acquisition procedures to target during the session. These procedures may differ daily, depending on the learner’s data and behavior trends. The technician should align these procedures with the client’s goals and the BCBA’s most recent recommendations.
To fully prepare, RBTs should complete the following tasks before beginning instruction:
- Read through the current skill acquisition plan to identify today’s targets
- Review session notes from the BCBA or other RBTs to understand any updates or modifications
- Gather all teaching materials needed for target behaviors (e.g., flashcards, task analysis visuals)
- Prepare reinforcement systems, such as token boards, preferred items, or first-then visuals
- Organize data collection tools, whether paper data sheets or electronic devices, these should be accessible and ready to use throughout the session
Task C-3: Use contingencies of reinforcement (e.g., conditioned/unconditioned reinforcement, continuous/intermittent schedules)
RBTs use contingencies of reinforcement to increase the likelihood that a desired behavior will occur again. These contingencies outline how and when reinforcement follows a behavior, helping learners build and maintain critical skills.
There are two main types of reinforcement:
- Unconditioned reinforcement: These are naturally reinforcing stimuli that do not require prior learning, such as food, water, or warmth. RBTs use unconditioned reinforcers when quick, biological responses are needed to establish new behavior.
- Conditioned reinforcement: These are previously neutral stimuli that become reinforcing through association with unconditioned reinforcers. Examples include tokens, praise, money, and preferred items. Behavior technicians often rely on conditioned reinforcers to sustain motivation during structured learning.
Reinforcement can be delivered on different schedules depending on the learning stage:
- Continuous Reinforcement (CRF):
- Reinforce every occurrence of the behavior
- Best used when teaching new skills
- Example: Giving praise every time a client uses a PECS icon correctly
- Intermittent Reinforcement (INT):
- Reinforce some occurrences of the behavior
- Used to maintain mastered skills and build resistance to extinction
- Example: Praising only some independent shoe-tying attempts
Types of intermittent reinforcement schedules include:
- Fixed Ratio (FR):
- Reinforce after a set number of responses (e.g., every 5 tasks)
- Builds high response rates with brief pauses
- Variable Ratio (VR):
- Reinforce after a varying number of responses (e.g., after 3, 6, then 4 correct trials)
- Produces high, steady response rates
- Example: Slot machines or rewarding after an unpredictable number of program completions
- Fixed Interval (FI):
- Reinforce after a fixed amount of time (e.g., every 5 minutes)
- Behavior often increases as the time for reinforcement approaches
- Variable Interval (VI):
- Reinforce after a varying amount of time (e.g., 3, 6, 4 minutes)
- Produces steady, moderate response rates
RBTs select and adjust these reinforcement strategies based on client progress and session goals. Reinforcement remains a cornerstone of behavior change, and when applied correctly, it supports lasting skill development.
RBT Task C-4: Implement discrete-trial teaching procedures
RBTs use discrete-trial teaching (DTT) to teach new skills in a structured, step-by-step format. This method helps break down complex skills into manageable parts and gives the learner repeated opportunities to succeed.
Each discrete trial follows a clear three-part sequence:
- Instruction (SD) and prompt if needed – e.g., “Touch dog” while showing a picture
- Learner’s response – the client gives a correct or incorrect response
- Consequence – reinforcement for correct responses or immediate error correction
RBTs pause briefly after the consequence to record data, then deliver the next trial. This format allows the technician to prompt when needed and gradually fade prompts as the learner gains independence.
To implement DTT effectively, technicians use different trial types based on the learner’s progress:
- Mass Trial (MT):
- Repeating the same instruction multiple times in a row
- Example: “Touch dog” → repeated 3–5 times
- Used to teach new targets to learners needing high repetition
- Distractor Trial (DT):
- Presenting the target with two unknown or neutral items
- Example: Showing a dog card alongside two unfamiliar objects and asking “Touch dog”
- Helps ensure the learner isn’t simply guessing
- Random Rotation (RR):
- Mixing the trial target with one or more previously mastered targets
- Reinforces discrimination and prevents memorized responding
- Expanded Trial (ET):
- Rotating the trial target with multiple mastered items
- Expands the learner’s ability to discriminate among a variety of stimuli
- Maintenance and Generalization Trials:
- Including mastered targets in trials to ensure long-term retention
- Allows RBTs to check if the learner can demonstrate the skill across different settings and conditions
In every trial, the RBT plays an active role in how they prompt, teach, and reinforce. Discrete-trial teaching works best when it is implemented consistently, with accurate data collection and careful prompt fading to promote independence.
RBT Task C-5: Implement naturalistic teaching procedures (e.g., incidental teaching)
RBTs implement naturalistic teaching procedures to teach functional skills during everyday routines in environments familiar to the learner, such as home, school, or community settings. Unlike discrete-trial teaching (DTT), which is structured and therapist-led, Natural Environment Teaching (NET) is more flexible and driven by the learner’s motivation in the moment.
In NET, the technician follows the learner’s lead, prompts as needed, and teaches through real-time interactions. For example, if a child reaches for bubbles, the RBT might prompt a mand using a picture icon.
When the learner responds correctly, the RBT immediately reinforces the behavior by giving the item. This natural approach helps learners generalize skills and apply them across settings and situations.
Naturalistic teaching can be used to target a wide range of goals, including:
- Manding (requesting):
- The RBT places a desired item in view but out of reach, then prompts the learner to request it using speech, signs, or icons
- The RBT then reinforces the request by giving the item
- Tacting (labeling):
- If a learner can label a picture of a dog, the RBT might teach generalization by asking “What is it?” in the presence of a real dog
- Following instructions:
- To target safety commands, the RBT may hold a preferred item and say “Come here” from a distance
- When the learner responds correctly, the RBT immediately reinforces the behavior
Naturalistic teaching requires the RBT to be observant, flexible, and responsive. When done effectively, NET supports long-term retention and generalization across people, settings, and activities.
RBT Task C-6: Implement task-analyzed chaining procedures
RBTs use task-analyzed chaining procedures to teach complex skills by breaking them into smaller, sequential steps. A task analysis outlines each step needed to complete a functional task, such as brushing teeth, tying shoes, or making a sandwich. These steps are then linked together through a chaining process to build independence.
Chaining helps learners master a series of actions by linking individual responses into a functional sequence. Each step in the chain serves as a cue for the next, which helps build routines that become more fluent with practice. The RBT identifies which steps the learner can already complete and uses prompts to support the rest.
There are three primary types of chaining procedures:
- Total Task Chaining:
- The RBT allows the learner to attempt every step in the sequence during each session.
- Prompts are provided only when needed, making this method effective when the learner already has partial mastery of the routine.
- For example, the learner may complete brushing steps like picking up the toothbrush and toothpaste independently while receiving prompts for brushing technique.
- Forward Chaining:
- The RBT starts by teaching the first step in the chain. Once the learner masters it, the next step is added, creating a step-by-step progression.
- This method reinforces early success and encourages a structured sequence toward mastery.
- For instance, the learner may first learn to get the toothbrush, then independently get toothpaste in the next phase, and so on.
- Backward Chaining:
- The RBT prompts the learner through the entire task but allows them to independently complete the final step.
- As the learner masters each step, the RBT shifts independence to the second-to-last step, then the third-to-last, continuing until the whole sequence is mastered.
- This method ensures that each teaching trial ends in success, which can be especially motivating for some learners.
Understanding chaining techniques is essential for teaching functional life skills. By systematically linking steps in a logical sequence, RBTs help learners develop autonomy, confidence, and meaningful routines they can apply across different settings.
RBT Task C-7: Implement discrimination training
RBTs use discrimination training to teach learners how to respond differently to distinct stimuli. This procedure helps develop stimulus control by reinforcing correct responses in the presence of one stimulus and withholding reinforcement in the presence of another.
Discrimination training relies on systematic reinforcement to build stimulus control – a condition where a specific stimulus cues behavior as it consistently signals reinforcement. For example, when shown multiple picture cards and told “find the bed,” the learner must identify and select the correct image. The RBT reinforces the correct selection while withholding reinforcement for incorrect choices like “car” or “chair.”
There are two main types of discrimination formats:
- Simultaneous Discrimination:
- Multiple stimuli are presented at the same time
- The learner selects the correct item based on the instruction
- Example: “Touch cat” when both a cat and a dog card are placed in front of the learner
- Successive Discrimination:
- Only one stimulus is presented at a time
- The learner responds based on the condition or context of that single stimulus
- Example: The RBT says “Touch red” and shows only a red card during the trial
RBTs use prompts, repetition, and consistent reinforcement to shape accurate responses during discrimination training. As the learner improves, the technician systematically fades prompts to ensure the response is under the control of the stimulus, not the prompt.
Through effective discrimination training, RBTs help learners build essential skills such as receptive language, matching, categorization, and rule-following. These skills generalize into academic, social, and daily living situations, forming a critical foundation for adaptive behavior.
RBT Task C-8: Implement stimulus control transfer procedures
RBTs implement stimulus control transfer procedures to help learners respond independently to natural cues, rather than relying on prompts. The goal is to transfer control of the behavior from the artificial prompt to the discriminative stimulus (SD), the instruction or environmental cue that naturally signals the desired behavior.
When an RBT initially prompts a behavior after delivering an SD (e.g., “Get your cup”), the learner’s response is often under the control of that prompt, not the SD itself. To achieve independence, the technician must systematically fade the prompt so the SD alone cues the behavior.
For example, during early instruction, an RBT might say, “Get your cup,” and immediately point to the cup. In this case, the pointing gesture indicates the correct response. The RBT then gradually removes the prompt, first by reducing its intensity, then delaying or eliminating it, until the verbal instruction alone is enough to evoke the correct response.
Common methods used in stimulus control transfer include:
- Prompt fading: Gradually reducing the level or intensity of a prompt (e.g., moving from physical guidance to gestural or verbal prompts)
- Prompt delay: Introducing a delay between the SD and the prompt to give the learner a chance to respond independently
Stimulus control is considered successfully transferred when the target behavior reliably occurs in the presence of the SD without additional support. At this point, the SD consistently cues behavior, and the learner is less likely to become prompt-dependent.
RBT Task C-9: Implement prompt and prompt fading procedures
RBTs use prompting procedures to assist learners in demonstrating the correct response when acquiring new skills. A prompt is any cue or action provided before or during the instruction (SD) to help the learner respond accurately. Prompts are never given after the learner responds, as that would reinforce incorrect behavior.
Prompting can take various forms depending on the learner’s needs and the target skill. Some learners benefit from more intrusive prompts, while others respond better to minimal guidance. RBTs select prompt types and levels based on the learner’s response history and the teaching goal.
Common prompt types include:
- Gestural prompts: Pointing or using eye gaze to cue the learner toward the correct response
- Verbal prompts: Stating the correct answer aloud to guide the learner’s response
- Physical prompts: Physically assisting the learner (e.g., hand-over-hand or partial support)
- Model prompts: Demonstrating the desired action to guide the learner through imitation
- Positional prompts: Placing the correct choice closer to the learner to cue their selection.
To avoid prompt dependence, RBTs implement prompt fading procedures that gradually reduce and eventually eliminate prompts as the learner gains independence. Two primary strategies are used:
Most-to-Least Prompt Fading
- The RBT begins with the most intrusive prompt and decreases support over time
- This method ensures immediate success and is useful when teaching new or challenging skills
- Example prompt hierarchy: Full physical → partial physical → model → verbal → gestural → independent
- The RBT guides the learner through each step and fades prompts as progress is observed
Least-to-Most Prompt Fading
- The RBT begins with minimal prompting and increases support only as needed
- This method encourages learners to attempt tasks independently before receiving help
- The RBT may start with a pause or gestural prompt, then assist with verbal or physical cues if the learner does not respond
- This sequence allows learners to demonstrate emerging skills without unnecessary support
Effective prompting begins with choosing the right level of support based on the learner’s current skill set and the type of task. Applying the appropriate prompting strategy ensures the learner receives just enough assistance to succeed without delaying independence.
RBT Task C-10: Implement generalization and maintenance procedures
RBTs help ensure that learners can transfer newly acquired skills beyond the structured teaching environment. Generalization and maintenance procedures are essential for promoting real-world independence and long-term success.
Generalization occurs when a learner applies a skill across different people, settings, and stimuli. For example, if a child learns to label a “car” using one picture, the RBT must extend this skill by teaching the child to identify various types of cars in real life, in books, or on the road.
Types of generalization include:
- Stimulus generalization: The learner demonstrates a skill with different materials or environments (e.g., identifying a “sink” in different pictures or real settings)
- Response generalization: The learner produces varied, but appropriate, responses to the same situation (e.g., greeting others by saying “hi,” “hello,” or “hey”)
RBTs implement generalization procedures by:
- Teaching with multiple examples (e.g., different types of socks, shirts, or vehicles)
- Practicing skills in varied settings (e.g., therapy room, home, school, park)
- Varying instruction (e.g., using “wait,” “hold on,” and “give me a second” to build flexible responding)
- Reinforcing different correct responses to avoid rote behavior
Maintenance refers to the learner’s ability to retain a skill after direct instruction has ended. For example, after teaching a client to use “please” and “thank you,” the RBT observes whether the learner continues using these phrases without being prompted. If the skill persists without intervention, it means the learner has sustained the behavior over time.
To support maintenance, RBTs:
- Reintroduce mastered skills into sessions using random rotation or expanded trials
- Reinforce appropriate use of skills across natural interactions
- Observe how well the learner sustains learning over time without prompts or direct reinforcement
Generalization and maintenance are not just end goals, they are embedded into ABA programs from the beginning. Reviewing how these concepts are tested in the RBT exam study guide can reinforce your understanding and boost your test readiness.
RBT Task C-11: Implement shaping procedures
Shaping is a teaching strategy that RBTs use to develop new behaviors by reinforcing small steps that lead to a target behavior. Instead of waiting for the full behavior to occur, the RBT guides the learner through gradual improvements and reinforces each approximation.
This method is ideal when the desired behavior is too difficult for the learner to perform all at once. Shaping builds behavior by rewarding progress at every stage until the final goal is achieved.
Examples of shaping:
- Homework Completion:
- Step 1: Learner writes their name on the paper → Reinforce
- Step 2: Completes 1 question → Reinforce
- Continue increasing the number of completed questions until full task is done
- Responding to Name:
- Step 1: Learner responds when RBT is beside them → Reinforce
- Step 2: Learner responds from a few feet away → Reinforce
- Increase distance gradually until the learner responds from across the room
Shaping often supports behaviors that are part of a larger intervention strategy. When the target behavior is linked to reduction goals, like decreasing tantrums or increasing compliance, it may be integrated into a broader behavior reduction plan.
RBT Task C-12: Implement token economy procedures
A token economy is a reinforcement system that helps incentivize behavior by using tokens as conditioned reinforcers. RBTs implement this procedure to reinforce target behaviors consistently, while allowing learners to earn tokens that are later exchanged for meaningful rewards.
Each token functions as a generalized conditioned reinforcer. Tokens, such as stickers, stars, tallies, or chips, are paired with backup reinforcers like toys, snacks, screen time, or preferred activities. Over time, tokens themselves become valuable because they signal reinforcement is available.
A token economy includes the following core steps:
- Identify target behaviors
The BCBA specifies which behaviors allow the learner to earn tokens. These are often socially significant actions like sitting quietly, completing a task, or following instructions. - Select token type and reinforcement schedule
Tokens should be age-appropriate and easy to manage. Initially, RBTs use a continuous reinforcement schedule, giving a token after every correct behavior, and gradually shift to intermittent delivery. - Deliver tokens with specific praise
When the learner engages in the desired behavior, the RBT provides a token immediately and describes why:
“Nice job sitting on the carpet—here’s your token!” This helps reinforce the exact behavior being targeted. - Token exchange for backup reinforcers
After collecting a predetermined number of tokens, the learner can exchange them for backup reinforcers. Each item or activity has a token “cost,” which is clearly outlined in the token board or menu. - Optional response cost
Some systems include a response cost, where tokens are removed following inappropriate behavior. This should only be used when approved by the BCBA and applied carefully, as it functions as a punishment procedure.
A well-implemented token economy incentivizes behavior, supports motivation, and helps learners understand the connection between effort and outcome.
RBT Skill Acquisition Practice Questions
To reinforce your understanding of token economy procedures and other skill acquisition strategies, check out our RBT Exam – Practice Test Section C.
These scenario-based questions will help you apply key concepts and prepare confidently for the RBT exam.