This cheat sheet condenses the most critical Applied Behavior Analysis concepts you need to master for your RBT exam. Designed for efficient review, it presents complex ideas in simple, memorable formats that are easy to recall during your test. Use this resource to reinforce your understanding of core principles and identify any remaining knowledge gaps before exam day.
How to Use This Cheat Sheet
This resource works best as a quick reference rather than a primary learning tool. For optimal results:
- Review after comprehensive study: Use after completing your main study materials to reinforce key concepts
- Focus on weak areas: Pay special attention to concepts you find challenging
- Test your recall: Cover the descriptions and try to explain each concept in your own words
- Make connections: Note how different concepts relate to and interact with each other
- Final review: Scan this sheet in the 24-48 hours before your exam as a refresher
Core Behavior Principles
Three-Term Contingency (ABC)
| Component | Definition | Example |
| Antecedent | Environmental condition that occurs before a behavior | Teacher says “What color is this?” while holding up a red card |
| Behavior | Observable, measurable action or response | Client says “red” |
| Consequence | What happens immediately after the behavior | Teacher says “Great job!” and provides a token |
Key Point: This framework is fundamental to understanding, assessing, and modifying behavior. Every behavior intervention addresses at least one component of this contingency.
Four Functions of Behavior (SEAT)
| Function | Definition | Example | Common Intervention |
| Sensory | Behavior maintained by sensory stimulation | Hand-flapping that provides visual stimulation | Sensory substitution |
| Escape | Behavior maintained by avoiding/escaping aversive stimuli | Tantrum when presented with difficult task | Task modification |
| Attention | Behavior maintained by social attention | Calling out in class to get teacher attention | DRA for appropriate attention-seeking |
| Tangible | Behavior maintained by access to preferred items/activities | Grabbing toys from peers | Teaching appropriate requesting |
Key Point: All behavior serves one or more of these functions. Effective interventions address the specific function(s) maintaining the behavior.
Reinforcement vs. Punishment Matrix
| Increases Behavior | Decreases Behavior | |
| Adding Something | Positive Reinforcement: Adding a stimulus that increases behavior<br>Example: Giving praise after hand-raising | Positive Punishment: Adding a stimulus that decreases behavior<br>Example: Assigning extra work after talking out |
| Removing Something | Negative Reinforcement: Removing a stimulus that increases behavior<br>Example: Removing difficult task when client asks for help | Negative Punishment: Removing a stimulus that decreases behavior<br>Example: Taking away token after hitting |
Key Point: The effect on behavior (increase/decrease) determines whether it’s reinforcement or punishment, not whether the consequence is “good” or “bad.”
Measurement Fundamentals
Five Dimensions of Behavior (MOVED)
| Dimension | Definition | Example Measurement |
| Magnitude | Intensity or force of the behavior | Loudness of vocalization in decibels |
| Occurrence/Non-occurrence | Whether behavior happened during observation | Partial interval recording |
| Variation | How similar or different instances are | Topography of different aggression forms |
| Extent | How long the behavior lasts | Duration recording in minutes/seconds |
| Distribution | Pattern of behavior over time | Rate per hour across different times of day |
Key Point: Choose measurement systems that capture the relevant dimensions of the target behavior.
Critical Measurement Methods
| Method | Best For Measuring | How to Use | Example |
| Frequency/Event | Discrete behaviors with clear beginning/end | Count each occurrence during observation period | Number of hand raises |
| Duration | Behaviors where length matters | Measure total time behavior occurs | Time spent on-task |
| Latency | Speed of response | Measure time between stimulus and response | Seconds until compliance with instruction |
| Interval Recording | High-rate behaviors | Record if behavior occurred during specified intervals | Partial interval recording of disruptions |
| Time Sampling | Ongoing states | Check if behavior is occurring at specific time points | Momentary time sampling of engagement |
Key Point: Select the measurement method that best captures the relevant dimension of the target behavior and is practical to implement.
Assessment Concepts
Types of Functional Behavior Assessments
| Assessment Type | Description | Advantages | Limitations |
| Indirect Assessment | Interviews, rating scales, questionnaires | Quick, provides historical context | Subject to bias, less reliable |
| Descriptive Assessment | ABC data, scatterplots in natural environment | Identifies correlations in natural context | Only shows correlation, not causation |
| Functional Analysis | Systematically manipulates variables to test function | Demonstrates causation, most precise | Time-intensive, may temporarily increase behavior |
Key Point: Assessment methods often progress from least to most intensive, with each providing different levels of confidence about behavioral function.
Preference Assessment Methods
| Method | Procedure | Best For | Example |
| Single Stimulus | Present one item at a time, measure engagement | Individuals with limited discrimination skills | Measuring engagement with each toy individually |
| Paired Choice | Present two items at a time, record selection | Establishing preference hierarchy | Presenting two foods and recording which is selected |
| Multiple Stimulus with Replacement (MSW) | Present multiple items, allow selection, replace item | Identifying high-preference items quickly | Array of 5 toys, replace each after selection |
| Multiple Stimulus without Replacement (MSWO) | Present multiple items, remove each after selection | Creating clear preference hierarchy | Array of 7 activities, remove each after selection |
Key Point: Choice-based assessments typically provide more precise information than engagement-based assessments, but the best method depends on client characteristics and assessment goals.
Intervention Essentials
| Prompt Type | Level of Assistance | Example | Fading Strategy |
| Full Physical | Highest assistance | Hand-over-hand guidance to complete task | Gradually reduce pressure |
| Partial Physical | High assistance | Light touch to guide movement | Reduce contact points |
| Model | Moderate assistance | Demonstrating the behavior | Partial demonstration |
| Gestural | Low-moderate assistance | Pointing toward correct response | Reduce obviousness of gesture |
| Verbal | Low assistance | Telling client what to do | Reduce specificity |
| Visual | Low assistance | Pictures or written instructions | Fade size/detail |
| Natural Cue | No additional prompt | Environmental cue alone occasions behavior | Goal of all prompting |
Prompt Hierarchy
Key Point: Most-to-least prompting starts with more intrusive prompts and fades to less intrusive. Least-to-most starts with the least intrusive and only increases assistance if needed.
Skill Acquisition Teaching Procedures
| Procedure | Best For | Key Features | Example |
| Discrete Trial Training (DTT) | Discrete skills, early learners | Structured, repeated trials with clear A-B-C | Teaching color identification with cards |
| Natural Environment Training (NET) | Generalization, motivation | Uses natural reinforcers, follows motivation | Teaching requesting during play |
| Task Analysis + Chaining | Complex skills with sequence | Breaks skills into steps, teaches in sequence | Teaching handwashing procedure |
| Shaping | Behaviors not in repertoire | Reinforces successive approximations | Teaching vocal speech sounds |
| Modeling | Imitative learners | Demonstrates target behavior | Showing social greeting |
| Video Modeling | Visual learners, complex sequences | Uses video demonstration | Recording proper transition routine |
Key Point: Often multiple procedures are combined based on the learner’s needs and the specific skill being taught.
Common Error Correction Procedures
| Procedure | Description | Example |
| Error-Less Learning | Providing prompt before error can occur | Immediately pointing to correct answer |
| Prompt-Delay + Error Correction | Brief wait for response, then prompt if error | Waiting 3 seconds, then modeling correct response |
| Feedback + Modeling | Indicate error, show correct response | Saying “Try again” then modeling |
| 4-Step Error Correction | 1) Model, 2) Lead, 3) Test, 4) Retest later | Demonstrating, then guiding, then testing immediately and later |
Key Point: Error correction should balance immediate remediation with opportunities for independent responding.
Professional Guidelines
RBT Ethical Requirements
| Area | Key Requirements | Common Errors |
| Supervision | Minimally 5% of hours supervised by BCBA/BCaBA | Working without required supervision |
| Scope of Competence | Implement procedures but not design interventions | Modifying programs without approval |
| Client Dignity | Respect privacy, use person-first language | Discussing clients in public areas |
| Documentation | Accurate, timely, objective recording | Estimating data instead of direct measurement |
| Professional Boundaries | Maintain appropriate relationships | Accepting gifts, dual relationships |
Key Point: When unsure about ethical requirements, always consult your supervisor before proceeding.
Supervision Requirements
| Requirement | Details | Documentation |
| Amount | Minimum 5% of hours worked | Supervision log |
| Format | At least 2 face-to-face contacts per month | Supervisor signature |
| Observation | At least 2 direct observations per month | Feedback forms |
| BCaBA Supervision | BCaBA must have BCBA oversight | Supervision documentation |
| Supervision Changes | Must notify BACB of supervisor changes | Update in BACB portal |
Key Point: Maintaining proper supervision is your responsibility as an RBT; keep detailed logs of all supervision received.
Memory Tools
BACON: The Five Elements of Operant Conditioning
- Behavior: The response of interest
- Antecedent: What happens before the behavior
- Consequence: What happens after the behavior
- Organism: The individual performing the behavior
- eNvironment: The context where behavior occurs
SLURP: Reinforcer Selection Guidelines
- Small: Manageable portion size
- Likely: High probability of functioning as reinforcer
- Unique: Not freely available in environment
- Ready: Immediately available when needed
- Practical: Feasible to deliver in setting
SCARE: Warning Signs of Punishment Side Effects
- Spontaneous recovery of behavior
- Counter-control (client attempts to punish the punisher)
- Aggression or emotional responses
- Response substitution (new problem behaviors)
- Escape/avoidance of punishment situation
PICNIC: When to Contact Your Supervisor
- Potential risk of harm exists
- Intervention isn’t working as expected
- Client or caregiver expresses concerns
- New behavior emerges
- Illness or injury occurs
- Changes needed to behavior plan
Essential Formulas
IOA (Interobserver Agreement)
Total Agreement: (Smaller Number ÷ Larger Number) × 100 = IOA%
Rate
Rate per Minute: Count ÷ Minutes of Observation Rate per Hour: Count ÷ Hours of Observation (or Count × [60 ÷ Minutes])
Mean (Average)
Mean Duration: Sum of All Durations ÷ Number of Occurrences
Percentage
Correct Responses: (Number Correct ÷ Total Opportunities) × 100 Intervals with Behavior: (Intervals with Behavior ÷ Total Intervals) × 100
Exam Strategy Reminders
Question Approach
- Read the entire question before looking at answers
- Identify the key behavior principle being tested
- Eliminate clearly incorrect options first
- Choose most accurate/complete answer, not just partially correct
Time Management
- 90 questions in 90 minutes = average 1 minute per question
- Skip difficult questions and return later
- Watch the timer and pace yourself
- Leave 5-10 minutes for final review
Content Distribution
| RBT Task List Section | Approximate % of Exam |
| A. Measurement | 15% |
| B. Assessment | 10% |
| C. Skill Acquisition | 25% |
| D. Behavior Reduction | 15% |
| E. Documentation | 10% |
| F. Professional Conduct | 25% |
Related Resources
- Complete RBT Study Guide
- RBT Terminology Glossary
- Formula Quick Reference
- Decision-Making Flowcharts
- Common Scenarios Guide
- Last-Minute Review Guide
Remember, this cheat sheet is designed for review, not initial learning. Use it to reinforce concepts you’ve already studied and to ensure you have a clear grasp of the relationships between different elements of applied behavior analysis.