As an RBT candidate preparing for certification, mastering terminology is critical to both exam success and clinical practice. This comprehensive glossary contains over 100 essential terms aligned with the current RBT Task List 2.0, organized for efficient learning and quick reference.
Each term includes a clear definition, practical examples, and notes on exam relevance. We’ve also included difficulty ratings to help you prioritize your study efforts and category tags to connect related terms.
How to Use This Glossary
This glossary is designed to be a dynamic learning tool, not just a reference document. Here are strategies to maximize its effectiveness:
- Initial Familiarization: Read through all terms once to identify those you already know and those requiring more attention
- Spaced Repetition: Review unfamiliar terms at increasing intervals to strengthen retention
- Contextual Application: Connect terminology to practical scenarios you might encounter in clinical work
- Knowledge Testing: Use the related terms to create your own concept maps and test your understanding
Glossary Organization
Terms are organized alphabetically but include these helpful indicators:
- Category Tags: Identify which Task List area each term belongs to
- Difficulty Ratings: Help you prioritize more challenging concepts
- Exam Relevance: Indicates likelihood of appearing on the exam
- Related Terms: Shows conceptual connections to build a knowledge network
Core RBT Terminology
Antecedent
Category: Measurement/Assessment Difficulty Level: Basic Exam Relevance: High
Definition: An environmental condition or stimulus that occurs immediately before a behavior. Antecedents are the first component of the three-term contingency (A-B-C).
In Practice: When conducting an assessment, an RBT might identify that a student’s disruptive behavior is preceded by demands to complete difficult academic tasks (the antecedent).
Related Terms: [Three-term contingency], [Behavior], [Consequence], [Discriminative stimulus]
Applied Behavior Analysis (ABA)
Category: Professional Conduct Difficulty Level: Basic Exam Relevance: High
Definition: A scientific discipline devoted to understanding and improving human behavior by applying principles of learning theory. ABA focuses on the discovery of functional relations between behavior and environmental variables that can be manipulated to produce socially significant behavior change.
In Practice: An RBT implements behavior intervention plans based on ABA principles to increase a client’s communication skills and decrease challenging behaviors.
Related Terms: [Behavior analysis], [Operant conditioning], [Evidence-based practice]
Baseline
Category: Measurement Difficulty Level: Basic Exam Relevance: High
Definition: A measurement of behavior before intervention is implemented, used as a comparison to evaluate the effects of the intervention.
In Practice: Before implementing a reinforcement procedure to increase hand-raising, an RBT collects baseline data on the current frequency of hand-raising during class discussions.
Related Terms: [Data collection], [Measurement], [Intervention]
Behavior
Category: Measurement/Assessment Difficulty Level: Basic Exam Relevance: High
Definition: An observable and measurable activity of a living organism. In behavior analysis, behavior refers to actions that can be directly observed and measured, rather than mentalistic constructs.
In Practice: An RBT would record observable behaviors such as “raises hand,” “makes eye contact,” or “hits desk,” rather than subjective states like “is angry” or “feels confused.”
Related Terms: [Response], [Operant], [Respondent behavior], [Dimensions of behavior]
Chaining
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure for teaching a sequence of responses that together form a complex behavior or skill. Each response in the chain serves as a prompt for the next response and as a reinforcer for the previous response.
In Practice: An RBT might use chaining to teach a client the sequence of steps needed to brush teeth independently, breaking down the task into small steps and teaching them in sequence.
Related Terms: [Forward chaining], [Backward chaining], [Task analysis], [Total task presentation]
Conditional Discrimination
Category: Skill Acquisition Difficulty Level: Advanced Exam Relevance: Medium
Definition: A type of discrimination where the correct response to a stimulus depends on the presence of another stimulus (the conditional stimulus).
In Practice: When teaching colors and shapes, the correct response to “What color?” depends on which object is presented, demonstrating conditional discrimination.
Related Terms: [Discrimination training], [Stimulus control], [Simple discrimination]
Consequence
Category: Measurement/Assessment Difficulty Level: Basic Exam Relevance: High
Definition: An environmental event that follows a behavior and affects the future probability of that behavior occurring under similar circumstances.
In Practice: When a child completes their homework, receiving praise from a parent is a consequence that may increase the future likelihood of homework completion.
Related Terms: [Reinforcement], [Punishment], [Three-term contingency], [Contingency]
Differential Reinforcement
Category: Behavior Reduction/Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure in which one response class is reinforced while another response class is not reinforced, with the goal of increasing desired behaviors and decreasing undesired behaviors.
In Practice: An RBT might implement differential reinforcement by providing attention when a client raises their hand to speak but not providing attention when the client calls out.
Related Terms: [DRA], [DRO], [DRI], [DRL], [Extinction]
Discrete Trial Training (DTT)
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: A structured teaching format characterized by repeated learning trials, each with a clear beginning and end. Each discrete trial consists of an antecedent, behavior, consequence, and inter-trial interval.
In Practice: An RBT might use DTT to teach a child to identify colors by presenting a red card (antecedent), waiting for the child to say “red” (behavior), providing reinforcement for correct responses (consequence), and pausing briefly before beginning the next trial (inter-trial interval).
Related Terms: [Massed trials], [Discrimination training], [Errorless learning]
Extinction
Category: Behavior Reduction Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure in which reinforcement of a previously reinforced behavior is discontinued, resulting in a decrease in the future frequency of that behavior.
In Practice: If attention from peers has been reinforcing a student’s disruptive behavior, an RBT might implement extinction by ensuring peers no longer provide attention when the behavior occurs.
Related Terms: [Extinction burst], [Spontaneous recovery], [Reinforcement]
Functional Behavior Assessment (FBA)
Category: Assessment Difficulty Level: Intermediate Exam Relevance: High
Definition: A systematic process for identifying the function(s) of a target behavior by examining the antecedents and consequences that maintain it.
In Practice: An RBT assists a BCBA in conducting an FBA by collecting ABC data to determine why a client engages in self-injurious behavior.
Related Terms: [Function of behavior], [ABC data], [Functional analysis], [Descriptive assessment]
Generalization
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: The occurrence of a behavior under conditions different from those in which it was directly taught, including different settings, people, or stimuli.
In Practice: After learning to greet teachers in the classroom, a client demonstrates generalization by also greeting teachers in the hallway and cafeteria without additional training.
Related Terms: [Maintenance], [Stimulus generalization], [Response generalization], [Setting generalization]
Interobserver Agreement (IOA)
Category: Measurement/Documentation Difficulty Level: Intermediate Exam Relevance: High
Definition: A measure of the degree to which two or more independent observers report the same observed values after measuring the same events.
In Practice: To ensure measurement accuracy, two RBTs simultaneously but independently record a client’s on-task behavior, then calculate the percentage of intervals where their recordings match.
Related Terms: [Reliability], [Treatment integrity], [Measurement]
Maintenance
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: Medium
Definition: The continuation of a behavior over time after the teaching procedures used to establish the behavior have been reduced or removed.
In Practice: After a client masters greeting peers and the intensive teaching procedures are faded, the RBT continues to monitor whether the client maintains this skill over time in natural settings.
Related Terms: [Generalization], [Follow-up], [Skill retention]
Motivating Operation (MO)
Category: Assessment Difficulty Level: Advanced Exam Relevance: High
Definition: An environmental variable that temporarily alters (a) the effectiveness of a stimulus as a reinforcer or punisher and (b) the frequency of behaviors that have been previously reinforced by that stimulus.
In Practice: Skipping breakfast may serve as an establishing operation that temporarily increases the value of food as a reinforcer and increases behaviors that have previously resulted in access to food.
Related Terms: [Establishing operation], [Abolishing operation], [Reinforcer effectiveness]
Negative Punishment
Category: Behavior Reduction Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure in which a stimulus is removed following a behavior, resulting in a decrease in the future frequency of that behavior.
In Practice: When a child engages in hitting, the RBT implements a response cost procedure by removing a token that could have been exchanged for a preferred activity.
Related Terms: [Punishment], [Response cost], [Time-out], [Positive punishment]
Negative Reinforcement
Category: Assessment/Behavior Reduction Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure in which a stimulus is removed following a behavior, resulting in an increase in the future frequency of that behavior.
In Practice: When a student completes their math problems, they are allowed to take a break from the demanding task, increasing the future likelihood of math problem completion.
Related Terms: [Reinforcement], [Escape], [Avoidance], [Positive reinforcement]
Operant Conditioning
Category: Assessment Difficulty Level: Intermediate Exam Relevance: Medium
Definition: A type of learning in which behavior is modified by its consequences, with behaviors followed by reinforcement becoming more likely to occur again and behaviors followed by punishment becoming less likely to occur again.
In Practice: An RBT designs an intervention based on operant conditioning principles, providing reinforcement when a client engages in appropriate requesting and withholding reinforcement for inappropriate demands.
Related Terms: [Respondent conditioning], [Three-term contingency], [Reinforcement], [Punishment]
Positive Reinforcement
Category: Assessment/Skill Acquisition Difficulty Level: Basic Exam Relevance: High
Definition: A procedure in which a stimulus is presented following a behavior, resulting in an increase in the future frequency of that behavior.
In Practice: After a child raises their hand before speaking, the RBT provides praise and a token, increasing the future likelihood of hand-raising behavior.
Related Terms: [Reinforcement], [Reinforcer], [Negative reinforcement], [Contingent]
Prompt
Category: Skill Acquisition Difficulty Level: Basic Exam Relevance: High
Definition: Supplementary antecedent stimuli used to occasion a correct response that eventually will be controlled by the natural antecedent stimulus.
In Practice: When teaching a client to wash hands, an RBT might use physical guidance (a prompt) to help the client turn on the water, with the goal of eventually fading this assistance.
Related Terms: [Prompt hierarchy], [Prompt fading], [Least-to-most prompting], [Most-to-least prompting]
Reinforcer Assessment
Category: Assessment Difficulty Level: Intermediate Exam Relevance: Medium
Definition: A systematic process for identifying stimuli that function as reinforcers for a specific individual.
In Practice: An RBT conducts a multiple-stimulus-without-replacement (MSWO) preference assessment to identify which toys might function as effective reinforcers for a particular client.
Related Terms: [Preference assessment], [Reinforcer], [Motivating operation], [Reinforcer effectiveness]
Shaping
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: A procedure in which successive approximations of a target behavior are reinforced until the terminal behavior is achieved.
In Practice: When teaching a nonverbal client to request items vocally, an RBT might initially reinforce any vocalization, then only vowel sounds, then only approximations of the word, and finally only correct pronunciations.
Related Terms: [Successive approximation], [Differential reinforcement], [Acquisition]
Task Analysis
Category: Skill Acquisition Difficulty Level: Intermediate Exam Relevance: High
Definition: The process of breaking a complex skill into smaller, teachable components, resulting in a sequence of steps required to complete the task.
In Practice: An RBT creates a task analysis for tooth brushing by breaking it down into steps like “pick up toothbrush,” “put toothpaste on brush,” “brush front teeth,” etc.
Related Terms: [Chaining], [Complex behavior], [Sequential modification]
Study Strategies
Building Your Terminology Network
To master RBT terminology, try these evidence-based approaches:
- Create Concept Maps: Draw visual connections between related terms to strengthen your understanding of how concepts relate to each other
- Practice Active Recall: After reviewing a term, look away and try to recite the definition and example from memory
- Teach Someone Else: Explaining concepts in your own words deepens understanding and reveals knowledge gaps
- Apply to Scenarios: When reading a clinical scenario, identify which terminology applies to different elements of the situation
- Create Flashcards: Use physical or digital flashcards for spaced repetition practice
Frequently Asked Questions
Q: How many terms do I need to know for the RBT exam?
A: While there’s no specific number, mastering the terms in this glossary will cover the terminology requirements for the RBT exam. Focus on understanding concepts rather than memorizing definitions.
Q: What’s the best way to memorize all these terms?
A: Instead of rote memorization, focus on understanding concepts and their relationships. Use spaced repetition, concept mapping, and application to real scenarios to build lasting knowledge.
Q: Are some terms more important than others?
A: Yes, terms marked with “High” exam relevance appear most frequently on the exam. However, all terms in this glossary are important for your professional development as an RBT.
Q: How do I know when I’ve mastered a term?
A: You’ve mastered a term when you can: (1) define it in your own words, (2) give a practical example of its application, (3) explain how it relates to other concepts, and (4) recognize it in various contexts or scenarios.
Related Resources
- RBT Study Guide: Complete Certification Preparation
- RBT Practice Exams: Test Your Knowledge
- Key Concepts Cheat Sheet
- Common Scenarios Guide
- Last-Minute Review Guide
Remember, terminology mastery is foundational to your success as an RBT. Invest time in understanding these terms thoroughly, and you’ll build a strong knowledge base for both your exam and professional practice.