RBT Cheat Sheet: Key Terms & Definitions (2026)

The RBT exam tests your knowledge of Task List 3.0 terminology. If you don't know the definitions cold, you'll miss easy questions. This cheat sheet has 40 terms with clear definitions and examples, plus reference tables for ABC, prompting, reinforcement/punishment, graph elements, and measurement types.

How to use this: Print it. Carry it. Quiz yourself: "What's the definition of DRO?" → "Reinforce when problem behavior does NOT occur."

ABA Terminology Quick Reference (40 Terms, 3 Columns)

Antecedent	What happens BEFORE the behavior (trigger)	Teacher says "Do your work"
Behavior	Observable, measurable action (not thoughts/feelings)	Hitting peer, saying "hi"
Consequence	What happens AFTER the behavior	Teacher gives sticker, peer cries
ABC	Antecedent → Behavior → Consequence framework	A: "Sit" → B: sitting → C: praise
3-Term Contingency	A → B → C (the basic unit of ABA)	A: bell → B: salivating → C: food
Positive Reinforcement	ADD something GOOD → behavior INCREASES	Praise → sitting INCREASES
Negative Reinforcement	REMOVE something BAD → behavior INCREASES	Take off shock collar → sitting INCREASES
Positive Punishment	ADD something BAD → behavior DECREASES	Yell "Stop!" → hitting DECREASES
Negative Punishment	REMOVE something GOOD → behavior DECREASES	Take away toy → hitting DECREASES
Prompt	Assistance to get correct response	"Say hi" + point to peer
Verbal Prompt	Spoken instruction/direction	"Touch your nose"
Visual Prompt	Picture/model/gesture cue	Point to nose, show picture of nose
Physical Prompt	Hand-over-hand guidance	Guide hand to nose
Gestural Prompt	Motion/pointing cue	Point to the button
Positional Prompt	Placement of materials	Brush laid out in order
Shaping	Reinforce successive approximations	"buh" → "ba" → "ball"
Chaining	Teaching multi-step behavior	Brush: wet → paste → brush → rinse
Forward Chaining	Teach 1st step → add steps forward	Step1, then 1+2, then 1+2+3
Backward Chaining	Teach LAST step → work backward	Step5, then 4+5, then 3+4+5
Discrimination	Tell difference between stimuli	"Red button works, blue doesn't"
Generalization	Behavior occurs in NEW settings	Says "please" at school too
Maintenance	Behavior persists over TIME	Still says "please" 6 months later
Extinction	Withhold reinforcement for problem behavior	Child screams → give NO candy
Extinction Burst	Problem behavior gets WORSE before better	Screaming gets LOUDER first
NCR	Non-Contingent Reinforcement (time-based)	Praise every 5 min regardless
DRO	Differential Reinforcement of Other (NO problem behavior)	Praise if NO hitting for 10 min
DRA	Differential Reinforcement of Alternative (GOOD behavior)	"Use words" gets praise, hitting gets nothing
DRL	Differential Reinforcement of Low Rates (LOW rate)	Praise only if ≤2 hits/hour
IOA	Interobserver Agreement (%)	Both recorded 8/10 = 80% IOA
Frequency	Count of how many times behavior occurs	Hit peer 5 times in recess
Rate	Frequency per unit of time	5 hits per 30-minute session
Duration	How LONG behavior lasts	Tantrum lasted 12 minutes
Latency	Time between cue and behavior start	3 sec from "Sit" to sitting
IRT	Inter-Response Time (between 2 behaviors)	5 sec between math problems
Permanent Product	Measure OUTPUT (not behavior directly)	8/10 math problems correct
FA (Functional Analysis)	Systematic manipulation to prove function	Attention vs. escape vs. tangible conditions
FBA (Functional Behavior Assessment)	Determine WHY behavior occurs	ABC data: A:"Sit" → B: tantrum → C:"Removed"
MSWO	Multiple Stimulus Without Replacement (preference)	Show 5 toys, client picks 3 → rank
MSW	Multiple Stimulus With Replacement	Show 5 toys, client picks, item returned → repick
Task Analysis	Break skill into small steps	Toothbrushing: 1.wet 2.paste 3.brush 4.rinse
BIP	Behavior Intervention Plan (comprehensive)	Full plan: ABC, function, interventions
BSP	Behavior Support Plan (person-centered)	Focus on client strengths + dignity
HIPAA	Health Insurance Portability & Accountability Act	Don't discuss client in public!
BACB	Behavior Analyst Certification Board	Governing body for RBT/BCaBA/BCBA-D
CBA	Cooper, Heron, Heward (authors of ABA textbook)	"Applied Behavior Analysis" (3rd ed.) reference

Study tip: Memorize all 40 terms. RBT exam will ask: "What type of reinforcement adds something GOOD?" Answer: Positive Reinforcement.

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ABC (Antecedent-Behavior-Consequence) Framework

The 3-Term Contingency (Basic Unit of ABA)

Antecedent (A) → Behavior (B) → Consequence (C)
↓ ↓ ↓
"Sit!" Client sits "Good job!" (praise)

Antecedent (A)	Trigger BEFORE behavior	"Do your work", bell rings
Behavior (B)	Observable, measurable action	Sitting, hitting, saying "hi"
Consequence (C)	What follows AFTER behavior	Praise, remove task, give candy

RBT exam question: "Teacher says 'Touch red.' Student touches red. Teacher says 'Good.' What is the antecedent?"

Answer: "Touch red" (happens BEFORE the behavior).

RBT exam question: "Student hits peer. Teacher removes peer. What is the consequence?"

Answer: Teacher removes peer (happens AFTER behavior).

Prompting Types (5 Types)

Verbal	Spoken instruction/direction	"Touch your nose"
Visual	Picture/model/gesture cue	Point to nose, picture of nose
Physical	Hand-over-hand guidance	Guide hand to nose
Gestural	Motion/pointing cue	Point to the button
Positional	Placement of materials	Brush laid out in order

Prompt Fading (Critical to Know!)

Full Prompt	100% assistance	Hand-over-hand guide
Partial Prompt	Some assistance	Point to nose
Fade	Gradually remove prompts	Full → partial → none

RBT exam question: "Therapist says 'sshh' while brushing teeth with client. What prompt type?"

Answer: Verbal prompt (spoken cue "sshh").

RBT exam question: "Moving from hand-over-hand to pointing to brush. What is this?"

Answer: Prompt fading (gradual removal of assistance).

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Reinforcement: Positive vs. Negative (Both INCREASE Behavior!)

Positive Reinforcement	ADD something	GOOD	INCREASES	Praise → sitting INCREASES
Negative Reinforcement	REMOVE something	BAD	INCREASES	Take off shock → sitting INCREASES

Memory trick: "Positive = ADD, Negative = REMOVE. BOTH INCREASE behavior!"

RBT exam question: "Therapist takes away shock collar when client sits. Behavior increases. What is this?"

Answer: Negative Reinforcement (REMOVE bad thing → behavior INCREASES).

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Punishment: Positive vs. Negative (Both DECREASE Behavior!)

Positive Punishment	ADD something	BAD	DECREASES	Yell "Stop!" → hitting DECREASES
Negative Punishment	REMOVE something	GOOD	DECREASES	Take away toy → hitting DECREASES

Memory trick: "Positive = ADD, Negative = REMOVE. BOTH DECREASE behavior!"

RBT exam question: "Child hits. Parent takes away iPad. Hitting decreases. What is this?"

Answer: Negative Punishment (REMOVE good thing → behavior DECREASES).

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The Reinforcement vs. Punishment Matrix (MEMORIZE THIS!)

ADD (+)	Positive Reinforcement ✅	Positive Punishment ❌
REMOVE (-)	Negative Reinforcement ✅	Negative Punishment ❌

RBT exam question: "Therapist adds praise → behavior increases. What is it?"

Answer: Positive Reinforcement (ADD + INCREASE).

RBT exam question: "Therapist removes task → behavior increases. What is it?"

Answer: Negative Reinforcement (REMOVE + INCREASE).

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Graph Elements Table (Read Graphs Like a Pro)

X-Axis	Horizontal axis (time/sessions)	Session 1, Session 2, Session 3...
Y-Axis	Vertical axis (behavior count/rate)	0, 1, 2, 3, 4, 5 hits...
Data Points	Dots on graph (actual measurements)	● at Session 3 = 4 hits
Trend Line	Direction of data (↑increasing, ↓decreasing, →stable)	Line going UP = improving
Phase Change Line	Vertical line marking new intervention	│ (A-line → B-line)
Condition Labels	A, B, C, etc. (different phases)	A = Baseline, B = Intervention
Y = 0	Horizontal line at bottom (behavior absent)	"0 hits" baseline
Goal Line	Horizontal target line	"Goal: 0 hits" = flat line

RBT exam question: "What does the X-axis represent on an RBT graph?"

Answer: Time or session number (horizontal axis).

RBT exam question: "What does a vertical line between A and B phases represent?"

Answer: Phase change line (marks new intervention).

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Measurement Types Table (Must Memorize!)

Frequency	Count of how many times behavior occurs	Behaviors with clear start/end	Hit peer 5 times in recess
Rate	Frequency per unit of time	Comparing across sessions	5 hits per 30-minute session
Duration	How LONG behavior lasts	Continuous behaviors	Tantrum lasted 12 minutes
Latency	Time between cue and behavior start	Quick vs. slow responses	3 sec from "Sit" to sitting
IRT	Inter-Response Time (between 2 behaviors)	Rhythm of responses	5 sec between math problems
Permanent Product	Measure OUTPUT (not behavior directly)	Academic/work output	8/10 math problems correct
Partial Interval	Mark if behavior occurred AT ALL during interval	High-frequency behaviors	8/10 intervals = present
Whole Interval	Mark if behavior occurred THE ENTIRE interval	Duration behaviors	6/10 intervals = full duration
Momentary Time Sampling	Mark if behavior at END of interval	Unpredictable behaviors	3/10 intervals = at moment

RBT exam question: "We want to know how LONG a tantrum lasts. What measurement?"

Answer: Duration (how long behavior lasts).

RBT exam question: "We want to know how many times hitting occurs. What measurement?"

Answer: Frequency (count of occurrences).

RBT exam question: "We want to know hits per minute. What measurement?"

Answer: Rate (frequency ÷ time = hits per minute).

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4 Functions of Behavior (MEMORIZE!)

Attention	Social reaction (good or bad)	"Look at me!" → teacher comes
Escape	Get OUT of task/demand	"I hate this!" → removed from class
Tangible	Access to item/activity	"Gimme!" → gets candy
Sensory (Automatic)	Internal sensation (no one else)	Rocks back/forth (alone, happy)

RBT exam question: "Client screams only when teacher is present, never alone. What's the function?"

Answer: Attention (only occurs when social agent present).

RBT exam question: "Client hits ONLY during math. What's the function?"

Answer: Escape (wants OUT of the demand/task).

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IOA (Interobserver Agreement) Formulas (MEMORIZE!)

Total Agreements / (Total Agreements + Disagreements) × 100	Interval IOA (most common)	8 agreements ÷ (8+2) = 80%
Smaller Count / Larger Count × 100	Frequency IOA (when counts differ)	Observer1=8, Observer2=10 → 8/10 = 80%
**[1 - (	A-B	/ (A+B)/2] × 100**

RBT exam question: "Observer1 recorded 8 occurrences, Observer2 recorded 10. What is IOA?"

Answer: Smaller/Larger × 100 = 8/10 × 100 = 80%.

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Printable Checklist: 40 Terms to Master Before Test Day

ABC Framework (3)

Define: Antecedent (before behavior)
Define: Behavior (observable, measurable)
Define: Consequence (after behavior)
3-Term Contingency: A → B → C

Prompting (5)

5 prompt types: Verbal, Visual, Physical, Gestural, Positional
Prompt fading: Full → Partial → None
Shaping: successive approximations
Forward Chaining: 1st → 1+2 → 1+2+3
Backward Chaining: Last → Last-1+Last → work backward

Reinforcement (2 + 4 Types)

Positive Reinforcement = ADD good → INCREASE
Negative Reinforcement = REMOVE bad → INCREASE
NCR = time-based (every 5 min regardless)
DRO = NO problem behavior → reinforce
DRA = GOOD alternative behavior → reinforce
DRL = LOW rate of behavior → reinforce

Punishment (2)

Positive Punishment = ADD bad → DECREASE
Negative Punishment = REMOVE good → DECREASE

Measurement (7)

Frequency (count), Rate (count/time), Duration (how long)
Latency (cue→start), IRT (between behaviors)
Permanent Product (output measure)
Partial/Whole Interval, Momentary Time Sampling

Functions & Assessment (5)

4 functions: Attention, Escape, Tangible, Sensory
FA = systematic manipulation to prove function
FBA = ABC data to determine WHY
MSWO = preference without replacement
MSW = preference with replacement

Graph Elements (8)

X-axis = time/sessions, Y-axis = behavior count/rate
Data points (dots), Trend line (direction)
Phase change line (vertical), Condition labels (A, B, C)
Y=0 line, Goal line (horizontal target)

Professional (6)

RBT reports ONLY to BCBA supervisor
HIPAA = don't discuss clients in public
BACB = governing body (bacb.com)
BIP = full intervention plan
BSP = person-centered support plan
CBA = Cooper, Heron, Heward (textbook authors)

Top 5 Mistakes RBT Candidates Make

1	Confusing Positive/Negative Reinforcement	Thinks "Positive = good" → WRONG!	Positive = ADD, Negative = REMOVE. BOTH INCREASE!
2	Confusing NCR/DRO/DRA/DRL	Picks wrong intervention	NCR=time, DRO=NO behavior, DRA=GOOD behavior, DRL=LOW rate
3	Forgetting X vs. Y axis	Wrong graph question	X=horizontal (time), Y=vertical (behavior count)
4	Thinking RBT can discuss cases with parents	Wrong ethics question	RBT reports ONLY to BCBA supervisor!
5	Using wrong IOA formula	Wrong calculation	Interval: Agree/(Agree+Disagree)×100; Frequency: Smaller/Larger×100

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Test Day Checklist

What to Bring

Government-issued photo ID (driver's license/passport)
Appointment confirmation (printed or on phone)
Comfortable clothes, light layer (test centers vary in temperature)
Arrive 30 minutes early

During the Test

Read ENTIRE question before looking at answers
Eliminate 2 obviously wrong answers first
For "All of the above" — check if 2 answers are clearly correct
Flag hard questions, come back later (don't get stuck!)
Get 8+ hours sleep the night before

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Key Takeaways

40 terms memorized: ABC, 5 prompts, 4 reinforcement/punishment types, 7 measurement types, 4 functions.
Reinforcement Matrix: Positive = ADD → INCREASE; Negative = REMOVE → INCREASE.
Punishment Matrix: Positive = ADD → DECREASE; Negative = REMOVE → DECREASE.
Graph elements: X=time (horizontal), Y=behavior count (vertical), phase change=vertical line.
IOA formulas: Interval: Agree/(Agree+Disagree)×100; Frequency: Smaller/Larger×100.
NCR = time-based; DRO = NO problem behavior; DRA = GOOD alternative; DRL = LOW rate.
RBT ethics: Report ONLY to BCBA supervisor. Never discuss cases with parents!

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Conclusion

The RBT exam tests your knowledge of Task List 3.0 terminology. Memorize all 40 terms on this cheat sheet — especially the reinforcement/punishment matrix (Positive=ADD, Negative=REMOVE, both INCREASE for reinforcement, both DECREASE for punishment).

The formulas to remember:

IOA Interval: Agreements ÷ (Agreements + Disagreements) × 100
IOA Frequency: Smaller Count ÷ Larger Count × 100
Graph: X-axis = time (horizontal), Y-axis = behavior count (vertical)

Print this cheat sheet, carry it everywhere, quiz yourself daily, and you'll walk into the Pearson VUE center knowing every definition cold.