RBT Task List (3rd Edition): All 43 Items Explained

People still search for the “RBT Task List”. That was the name of the 2nd Edition document. From January 1, 2026 the exam follows the RBT Test Content Outline (3rd Edition). It has 43 items across six domains and 75 scored questions. Below is each item in plain English, with links to the pages that explain them. The wording is a paraphrase, so read the official document at bacb.com for the exact text.

A. Data Collection and Graphing (13 scored questions, 17%)

A.1 Continuous measurement: record every instance of a behavior using frequency, duration, latency or inter-response time.
A.2 Discontinuous measurement: sample behavior with partial-interval, whole-interval or momentary time sampling. See discontinuous measurement.
A.3 Permanent product recording: measure the lasting result of a behavior.
A.4 Enter data and update graphs.
A.5 Describe behavior and the environment in observable, measurable terms. See operational definition.
A.6 Calculate and summarize data, such as rate, mean duration and percentage.
A.7 Identify trends in graphed data.
A.8 Describe the risks of unreliable data collection and of not following procedures as written (poor procedural fidelity).

Practice Data Collection and Graphing

B. Behavior Assessment (8 scored questions, 11%)

B.1 Conduct preference assessments, such as multiple-stimulus, paired-stimulus and free-operant. See preference assessment.
B.2 Take part in assessments of a learner’s skill strengths and gaps.
B.3 Take part in parts of a functional assessment, such as descriptive assessment and functional analysis. See ABC data and functions of behavior.

Practice Behavior Assessment

C. Behavior Acquisition (19 scored questions, 25%)

C.1 Implement positive and negative reinforcement, including schedules of reinforcement and different amounts, intensities and varieties. See positive vs. negative reinforcement and schedules.
C.2 Establish and use conditioned reinforcers, which gain value through pairing with other reinforcers.
C.3 Implement discrete-trial teaching.
C.4 Implement naturalistic teaching, such as incidental teaching and natural environment training.
C.5 Implement task-analyzed chaining: forward, backward and total task.
C.6 Implement discrimination training, so the learner responds differently to different stimuli.
C.7 Use prompts with fading, such as errorless, least-to-most, stimulus fading and time delay. See prompt fading.
C.8 Implement generalization procedures across settings, people and stimuli. See stimulus generalization.
C.9 Tell maintenance procedures apart from acquisition procedures.
C.10 Implement shaping.
C.11 Implement token economies.

Practice Behavior Acquisition

D. Behavior Reduction (14 scored questions, 19%)

D.1 Identify common functions of behavior. See functions of behavior.
D.2 Implement antecedent interventions, such as noncontingent reinforcement, high-probability request sequences and demand fading.
D.3 Implement differential reinforcement: DRO, DRA, DRI, DRL and functional communication training.
D.4 Implement extinction.
D.5 Implement positive and negative punishment procedures, such as time-out.
D.6 Describe secondary effects of extinction (extinction burst, response variation, resurgence, emotional responding) and of punishment (emotional responses, escape and avoidance).
D.7 Implement crisis and emergency procedures.

Practice Behavior Reduction

E. Documentation and Reporting (10 scored questions, 13%)

E.1 Pass concerns and suggestions from the team, such as caregivers and teachers, to your supervisor in a timely way.
E.2 Seek and prioritize clinical direction from your supervisor, such as training needs, data irregularities and following the chain of command.
E.3 Report things that might affect progress, such as illness, medication and schedule changes.
E.4 Describe objectively what happened in a session, following legal, regulatory and workplace requirements.

Practice Documentation and Reporting

F. Ethics (11 scored questions, 15%)

F.1 Identify and apply the core principles of the BACB ethics code for RBTs.
F.2 Provide services only after demonstrating competence.
F.3 Provide services only under ongoing supervision from supervisors who meet BACB requirements.
F.4 Identify effective supervision practices, such as training with instructions, modeling, rehearsal and feedback, and observation.
F.5 Follow requirements for collecting, using, storing, protecting and sharing confidential information.
F.6 Follow requirements for public statements, such as social media activity and not misrepresenting credentials.
F.7 Identify types of multiple relationships and the risks, and how to reduce those risks when they cannot be avoided.
F.8 Follow the BACB ethics code guidelines on giving and receiving gifts.
F.9 Use interpersonal and professional skills, such as accepting feedback, active listening and collaboration.
F.10 Practice cultural humility and responsiveness, including identifying personal biases.