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RBT Common Scenarios Guide: 30+ Response Protocols

This guide covers 30+ common scenarios you might encounter as an RBT, providing step-by-step guidance on the appropriate responses, ethical considerations, and implementation strategies for each situation. Designed to bridge the gap between theoretical knowledge and practical application, this resource will help you navigate challenging real-world situations with confidence and professionalism.

How to Use This Guide?

Each scenario includes:

  • A clear description of the situation
  • The appropriate first response
  • Follow-up actions
  • Common mistakes to avoid
  • Documentation requirements
  • When to notify your supervisor

This guide is meant to complement, not replace, supervision and training. Always follow your specific agency protocols and supervisor guidance when they differ from the general guidelines provided here.

Assessment Scenarios

Scenario 1: Client Refuses to Participate in Assessment

Situation: During a preference assessment, the client refuses to select items or participate in the procedure, turning away or saying “no” when presented with choices.

First Response:

  1. Remain calm and neutral – avoid showing frustration
  2. Pause the assessment temporarily
  3. Check if the client needs a break or is experiencing discomfort

Follow-up Actions:

  1. Consider environmental factors that might be affecting motivation
  2. Try a different assessment format (e.g., switch from paired choice to multiple stimulus)
  3. Identify potential reinforcers that might increase participation
  4. Consult with your supervising BCBA about modifications to the assessment procedure

Common Mistakes:

  • Forcing continuation of the assessment despite refusal
  • Taking refusal personally or showing frustration
  • Failing to consider motivating operations affecting the client
  • Abandoning the assessment entirely without problem-solving

Documentation Requirements:

  • Record the specific refusal behaviors observed
  • Note any environmental factors or setting events
  • Document any modifications attempted and their results
  • Record any successful approaches that increased participation

When to Notify Supervisor:

  • If refusal continues after multiple modification attempts
  • If refusal is accompanied by escalating problem behavior
  • If you suspect the assessment format is not appropriate for the client
  • If you’re unsure how to proceed with modifications

Scenario 2: Inconsistent Responding During Assessment

Situation: During a skill assessment, the client demonstrates a skill correctly in some trials but incorrectly in others, making it difficult to determine if the skill is mastered.

First Response:

  1. Continue the assessment without showing any reaction to correct or incorrect responses
  2. Ensure you’re maintaining procedural consistency across trials
  3. Complete the full assessment as designed

Follow-up Actions:

  1. Analyze patterns in the inconsistent responding (e.g., only incorrect when distracted)
  2. Consider whether prerequisite skills need additional assessment
  3. Determine if motivating operations might be affecting performance
  4. Check if the skill demonstration varies with different materials or settings

Common Mistakes:

  • Providing more prompting during incorrect trials
  • Ending the assessment early due to variability
  • Making assumptions about skill mastery without sufficient data
  • Failing to identify patterns in the inconsistent responding

Documentation Requirements:

  • Record each trial result precisely
  • Note any patterns observed in correct vs. incorrect responses
  • Document environmental factors that might have influenced performance
  • Include recommendations for further assessment if needed

When to Notify Supervisor:

  • When you cannot determine a clear pattern to the inconsistency
  • If the assessment protocol doesn’t address how to handle variable responding
  • When you suspect additional skill areas need assessment
  • If client performance significantly differs from previous assessments

Intervention Implementation Scenarios

Scenario 3: Reinforcement Effectiveness Decreases

Situation: A reinforcer that was previously highly effective is no longer motivating the client to engage in target behaviors.

First Response:

  1. Continue implementing the intervention as written temporarily
  2. Observe client’s response to the reinforcer closely
  3. Note any changes in the client’s interaction with the reinforcer

Follow-up Actions:

  1. Conduct a brief preference assessment to identify other potential reinforcers
  2. Consider whether satiation has occurred and implement reinforcer rotation
  3. Assess whether the reinforcement schedule needs adjustment
  4. Evaluate whether the response effort has changed relative to the reinforcement value

Common Mistakes:

  • Immediately abandoning the reinforcer without data
  • Increasing magnitude without addressing satiation
  • Blaming the client for “being difficult” or “manipulative”
  • Failing to consider motivating operations affecting reinforcer value

Documentation Requirements:

  • Document the decrease in reinforcer effectiveness with objective data
  • Record any preference assessments conducted
  • Note changes in the client’s interaction with the reinforcer
  • Document any adjustments made and their effects

When to Notify Supervisor:

  • When multiple reinforcers begin losing effectiveness
  • If reinforcer effectiveness doesn’t improve with rotation
  • When you suspect significant motivating operation changes
  • If you need to substantially modify the reinforcement system

Scenario 4: Prompt Dependency

Situation: The client consistently waits for prompts before responding and shows limited progress toward independent performance despite prompt fading attempts.

First Response:

  1. Continue implementing the current prompt fading procedure
  2. Observe carefully for any instances of independent responding
  3. Pay attention to the exact point where the client typically waits for prompts

Follow-up Actions:

  1. Review the prompt fading procedure to ensure it’s being implemented correctly
  2. Consider implementing a brief prompt delay before providing assistance
  3. Increase reinforcement for independent or partially independent responses
  4. Try alternative prompt fading strategies (e.g., switch from most-to-least to least-to-most)
  5. Assess whether the task is too difficult or instructions are unclear

Common Mistakes:

  • Continuing to provide prompts at the same level without modification
  • Fading prompts too quickly or too slowly
  • Inadvertently reinforcing prompt dependency through attention or help
  • Failing to differentially reinforce independent responses

Documentation Requirements:

  • Record the specific prompts required and at which steps
  • Document instances of independent responding (even partial attempts)
  • Note the prompt fading procedures implemented and their results
  • Track the relationship between prompt level and success rate

When to Notify Supervisor:

  • When prompt dependency persists despite multiple fading strategies
  • If the client shows signs of frustration during prompt fading
  • When no progress toward independence is observed over multiple sessions
  • If you suspect the current prompt hierarchy is not effective

Scenario 5: Challenging Behavior During Intervention

Situation: The client begins engaging in challenging behavior (e.g., tantrums, refusal, aggression) during implementation of an intervention that previously did not evoke problem behavior.

First Response:

  1. Ensure everyone’s safety as the top priority
  2. Implement reactive procedures from the behavior intervention plan if applicable
  3. Maintain a calm, neutral demeanor
  4. If safe to do so, continue the intervention as written

Follow-up Actions:

  1. Analyze what changed in the environment, procedure, or client condition
  2. Consider whether the reinforcement schedule or quality has changed
  3. Assess if task difficulty has increased or if client preferences have shifted
  4. Evaluate whether establishing operations might be affecting the client (hunger, fatigue, illness)
  5. Review data to identify patterns or triggers

Common Mistakes:

  • Immediately terminating the intervention without authorization
  • Providing unplanned reinforcement that may inadvertently reinforce challenging behavior
  • Taking challenging behavior personally or responding emotionally
  • Making unauthorized modifications to the intervention protocol

Documentation Requirements:

  • Document the topography, frequency, intensity, and duration of the challenging behavior
  • Record antecedents that preceded the behavior
  • Note consequences that followed the behavior
  • Document your response and the client’s subsequent behavior
  • Include any environmental factors that may have contributed

When to Notify Supervisor:

  • Immediately for any dangerous behavior
  • When challenging behavior is novel or unusually intense
  • If the behavior intervention plan doesn’t address this specific behavior
  • When patterns suggest the intervention itself may be triggering the behavior

Professional Conduct Scenarios

Scenario 6: Caregiver Questions Intervention Effectiveness

Situation: A parent or caregiver expresses concern that an intervention isn’t working or questions its effectiveness based on their observations at home.

First Response:

  1. Listen attentively without becoming defensive
  2. Thank them for sharing their concerns
  3. Acknowledge the importance of their observations
  4. Avoid making promises or immediate changes to procedures

Follow-up Actions:

  1. Review recent data to analyze progress trends
  2. Ask specific questions about what they’re observing at home
  3. Discuss potential environmental differences between therapy and home settings
  4. Explain the intervention rationale and expected timeline for results
  5. Assure them you’ll discuss their concerns with your supervisor

Common Mistakes:

  • Dismissing caregiver concerns or becoming defensive
  • Making unauthorized modifications to the intervention
  • Providing clinical opinions outside your scope as an RBT
  • Suggesting the caregiver isn’t implementing correctly without assessment

Documentation Requirements:

  • Record the specific concerns expressed by the caregiver
  • Document your response and any information provided
  • Note any discrepancies between therapy data and home reports
  • Include plan for addressing concerns with supervisor

When to Notify Supervisor:

  • Always notify your supervisor about caregiver concerns regarding effectiveness
  • When caregivers report significantly different results at home
  • If caregivers are considering discontinuing services
  • When caregivers request substantial changes to the intervention

Scenario 7: Supervision Requirement Challenges

Situation: You realize you haven’t received the required 5% supervision during the month, and it’s the last week of the month.

First Response:

  1. Check your supervision documentation to confirm the shortfall
  2. Contact your supervisor professionally to discuss the situation
  3. Continue providing services according to behavior plans
  4. Avoid discussing supervision concerns with clients or caregivers

Follow-up Actions:

  1. Work with your supervisor to schedule additional supervision before month-end
  2. If that’s not possible, document the circumstances thoroughly
  3. Review your process for tracking supervision throughout the month
  4. Develop a plan to prevent similar situations in the future

Common Mistakes:

  • Waiting until after the month ends to address the shortfall
  • Blaming the supervisor or organization in communications
  • Discussing supervision problems with clients or caregivers
  • Failing to document supervision attempts and communications

Documentation Requirements:

  • Record all supervision received with dates, times, and duration
  • Document communication attempts regarding supervision needs
  • Note any barriers to meeting supervision requirements
  • Include plans for addressing the shortfall

When to Notify Other Authority:

  • If supervision consistently falls below requirements despite your efforts
  • When your direct supervisor is unresponsive to requests
  • If you’re concerned about compliance with ethical requirements
  • When lack of supervision is affecting client care quality

Scenario 8: Confidentiality Dilemma

Situation: A teacher, relative, or other unauthorized person asks specific questions about a client’s program, progress, or diagnosis.

First Response:

  1. Respond politely but without confirming client participation in services
  2. Explain that you maintain confidentiality for all clients
  3. Redirect conversation to general topics about ABA therapy
  4. Neither confirm nor deny specific information about any client

Follow-up Actions:

  1. If appropriate, suggest they speak directly with the client’s guardian
  2. Document the interaction and what information was requested
  3. Review your organization’s confidentiality policies
  4. If the person is persistent, involve your supervisor

Common Mistakes:

  • Sharing any protected health information without proper authorization
  • Confirming that someone is a client, which itself breaches confidentiality
  • Discussing clients in public settings where others might overhear
  • Making exceptions for family members without documented authorization

Documentation Requirements:

  • Record who requested information and what was asked
  • Document your response and how you maintained confidentiality
  • Note if you referred them to another authorized individual
  • Include any follow-up needed regarding authorization forms

When to Notify Supervisor:

  • When someone repeatedly requests confidential information
  • If you’re unsure whether someone has authorization to receive information
  • When you’re concerned you may have inadvertently breached confidentiality
  • If the person requesting information becomes confrontational

Crisis Management Scenarios

Scenario 9: Severe Behavior Escalation

Situation: A client’s behavior rapidly escalates to a crisis level not previously observed, potentially endangering themselves or others.

First Response:

  1. Ensure immediate safety of the client and others
  2. Implement crisis procedures if specified in the behavior plan
  3. Remove dangerous objects and create space if needed
  4. Maintain a calm, neutral demeanor

Follow-up Actions:

  1. Once the situation is stable, document the incident in detail
  2. Identify potential triggers or setting events
  3. Review the behavior intervention plan for guidance
  4. Debrief with team members involved in the incident

Common Mistakes:

  • Overreacting emotionally or taking behavior personally
  • Implementing restrictive procedures without prior authorization
  • Failing to follow documented crisis procedures
  • Not considering medical causes for sudden behavior changes

Documentation Requirements:

  • Record detailed description of the behavior (onset, intensity, duration)
  • Document all interventions attempted and their effects
  • Note any injuries or property damage
  • Include information about antecedents and potential triggers
  • Detail how the situation was resolved

When to Notify Supervisor:

  • Immediately during or after the crisis situation
  • When crisis procedures were implemented
  • If unauthorized emergency procedures were necessary
  • When anyone sustained injuries during the incident
  • If the behavior was novel or unusually severe

Scenario 10: Medical Emergency

Situation: A client shows signs of a medical emergency such as seizure, allergic reaction, injury, or other acute medical concern during a session.

First Response:

  1. Remain calm and assess the situation quickly
  2. For serious emergencies, call 911 immediately
  3. Provide appropriate first aid if trained and authorized
  4. Move other clients away from the area if necessary

Follow-up Actions:

  1. Contact the client’s emergency contact person
  2. Continue monitoring the client until emergency services arrive
  3. Gather relevant medical information to provide to emergency personnel
  4. Notify your supervisor as soon as safely possible

Common Mistakes:

  • Delaying emergency calls due to uncertainty
  • Attempting interventions beyond your training
  • Failing to document important timeline details
  • Not having emergency contact information readily available

Documentation Requirements:

  • Record detailed observations of symptoms and their progression
  • Document the timeline of events with specific times
  • Note all actions taken and by whom
  • Include information provided to emergency personnel
  • Record communications with family and supervisor

When to Notify Supervisor:

  • As soon as the immediate emergency is addressed
  • Immediately for any situation requiring medical attention
  • When a client shows concerning medical symptoms
  • Any time emergency services are contacted

Educational Setting Scenarios

Scenario 11: Classroom Integration Challenges

Situation: You’re supporting a client in a general education classroom, and the teacher is implementing classroom procedures that conflict with the client’s behavior intervention plan.

First Response:

  1. Continue following the behavior intervention plan as written
  2. Support your client while minimizing classroom disruption
  3. Find an appropriate time to briefly check in with the teacher
  4. Avoid contradicting the teacher in front of students

Follow-up Actions:

  1. Schedule a private meeting with the teacher to discuss concerns
  2. Focus on collaborative problem-solving rather than criticism
  3. Identify specific areas of procedural conflict
  4. Look for potential compromises that respect both the BIP and classroom needs
  5. Request supervisor involvement in developing solutions

Common Mistakes:

  • Contradicting the teacher in front of students
  • Implementing BIP procedures that significantly disrupt the classroom
  • Creating an adversarial relationship with educational staff
  • Making unauthorized modifications to the BIP to accommodate the teacher

Documentation Requirements:

  • Record specific instances where classroom procedures conflicted with the BIP
  • Document discussions with the teacher and proposed solutions
  • Note how conflicts affected the client’s behavior or progress
  • Include recommendations for improving integration

When to Notify Supervisor:

  • When conflicts significantly impact your ability to implement the BIP
  • If the teacher is resistant to collaboration or accommodation
  • When classroom procedures may be reinforcing problem behavior
  • If you need guidance on appropriate compromise solutions

Scenario 12: Peer Attention to Problem Behavior

Situation: Your client engages in attention-seeking problem behavior in a group setting, and peers are consistently providing attention despite redirection.

First Response:

  1. Implement the behavior intervention plan procedures for the problem behavior
  2. Provide minimal attention to the problem behavior yourself
  3. Position yourself to block peer attention if possible
  4. Reinforce appropriate behavior when it occurs

Follow-up Actions:

  1. Work with supervising BCBA to develop peer training strategies
  2. Consider modifying the environment to reduce opportunities for peer attention
  3. Implement differential reinforcement for appropriate attention-seeking
  4. Develop strategies for peers to appropriately engage with the client

Common Mistakes:

  • Scolding or drawing additional attention to the problem behavior
  • Blaming peers for reinforcing the behavior
  • Removing the client from social opportunities entirely
  • Failing to teach replacement behaviors for attention-seeking

Documentation Requirements:

  • Record instances of problem behavior and peer responses
  • Document your interventions and their effectiveness
  • Note patterns of when peer attention is most problematic
  • Include successful strategies for redirecting peers

When to Notify Supervisor:

  • When peer attention consistently maintains problem behavior
  • If the current BIP doesn’t address the peer attention component
  • When you need additional strategies for peer management
  • If the problem behavior is spreading to other students

Implementation Adaptation Scenarios

Scenario 13: Resource Limitations

Situation: You don’t have access to the specific materials or reinforcers specified in the intervention plan due to resource limitations or availability issues.

First Response:

  1. Assess what alternative materials or reinforcers are available
  2. Determine if you can modify available resources to meet needs
  3. Proceed with the closest approximation that maintains intervention integrity
  4. Document the substitution immediately

Follow-up Actions:

  1. Contact your supervisor to report the resource limitation
  2. Conduct preference assessments with available items if needed
  3. Suggest sustainable alternatives for future sessions
  4. Help develop a plan for resource management

Common Mistakes:

  • Skipping intervention components due to missing materials
  • Making major procedural changes without consultation
  • Failing to document substitutions made
  • Not communicating resource needs proactively

Documentation Requirements:

  • Record what specified materials were unavailable
  • Document what substitutions were made
  • Note how the client responded to alternatives
  • Include recommendations for future resource needs

When to Notify Supervisor:

  • When specified reinforcers are consistently unavailable
  • If you’re unsure if substitutions maintain intervention integrity
  • When resource limitations significantly impact implementation
  • If you need assistance developing sustainable alternatives

Scenario 14: Generalization Failures

Situation: A client consistently demonstrates a skill during structured teaching sessions but fails to apply it in natural environments or with different people.

First Response:

  1. Continue implementing the skill acquisition program as written
  2. Note specific conditions under which the skill does and doesn’t generalize
  3. Observe what differs between successful and unsuccessful contexts
  4. Provide additional prompting in generalization settings as needed

Follow-up Actions:

  1. Analyze environmental variables that differ between settings
  2. Systematically introduce naturalistic elements into structured teaching
  3. Practice the skill with varying materials, settings, and people
  4. Program for generalization by gradually changing relevant variables

Common Mistakes:

  • Assuming generalization will occur automatically
  • Blaming the client for “not trying” in different settings
  • Failing to identify specific barriers to generalization
  • Not systematically programming for generalization

Documentation Requirements:

  • Record performance across different settings, people, and materials
  • Document specific variables that appear to affect generalization
  • Note generalization strategies attempted and their results
  • Include recommendations for additional generalization tactics

When to Notify Supervisor:

  • When a skill shows minimal generalization despite programming
  • If you’re unsure how to address specific generalization barriers
  • When you need additional resources for generalization training
  • If caregivers report significant discrepancies across settings

Related Resources

Remember, these scenario responses are general guidelines. Always follow your organization’s specific protocols and your supervising BCBA’s guidance when faced with challenging situations in your role as an RBT.