RBT Skill Acquisition Study Guide: Master Section C

You’re gearing up for Section C on the RBT Task List and want more than dry definitions—you need a hands-on RBT skill acquisition study guide that works for both exam prep and real sessions. We’ve broken down key areas like DTT, naturalistic teaching, chaining, prompt fading, stimulus control transfer, generalization, and token economies into straightforward steps, real-world examples, and easy checks. You’ll find ready-to-use templates, quick memory tricks, and 12 practice questions with explanations. All of this ties directly to the BACB RBT Task List (2nd ed., updated August 2024), so you can build confidence and apply these skills right away in your work with learners.

How To Use This RBT Skill Acquisition Study Guide

Think of this as your roadmap through tasks C-1 to C-12, mixing core concepts with practical how-tos. Dive into each section, test yourself with the quick scenarios or items, and try out the templates in sessions (just clear it with your supervisor first). Wrap up by tackling the 12-question quiz and running through the self-check.

By the end, you’ll handle:

• Key parts of skill acquisition plans and solid data tracking.
• Session setups that make teaching smooth and effective.
• Smart reinforcement choices to speed up learning.
• Discrete trial training with errorless methods and reliable data.
• Naturalistic approaches like NET or PRT, and knowing when they outperform DTT.
• Task analyses, different chaining styles, and chain-specific data.
• Discrimination training and shifting control from prompts to natural cues.
• Prompt hierarchies, fading techniques, and dodging dependency pitfalls.
• Generalization and maintenance built in from the start.
• Shaping versus chaining, and picking the best fit.
• Token systems run ethically and smoothly under guidance.

RBT exam questions pull straight from the Task List and your hands-on assessment—focus on the tasks, practice the steps, and nail the terms in the BACB RBT Handbook (August 2025) and RBT Task List (2nd ed., August 2024).

RBT Skill Acquisition Study Guide: What Section C Covers And How It Appears On The Exam

Section C walks you through the whole teaching process, from initial planning and prep to reinforcement, DTT or NET, chaining, discrimination skills, prompting and fading, generalization, shaping, and token setups. On the exam, watch for:

• Straightforward questions on identifying or defining procedures, terms, and examples.
• Scenarios asking for the right next move, like choosing a prompt or method.
• Data-related items, such as spotting mastery or planning generalization checks.

These evidence-based tools—like DTT, task analysis, prompting, reinforcement, and tokens—shine for autistic learners, as confirmed in the latest reviews from the National Clearinghouse on Autism Evidence and Practice (NCAEP, 2023 update).

C-1: Essential Components Of A Written Skill Acquisition Plan

A solid plan means any RBT on the team can run it the same way, session after session. In practice, you'll see how it cuts down on confusion and keeps progress steady. Break it down like this:

• Targets/operational definitions: Specific, measurable behaviors or skills, plus starting points.
• SDs/instructions: Precise wording, materials, and how to present them.
• Prompting strategy: Which types, the order, and how to fade them out.
• Error correction: Step-by-step fixes, like an instant prompt followed by a transfer trial.
• Reinforcement: Kinds, timing, schedules, strength, and plans to ease off.
• Data collection: What gets tracked (trial data, intervals, or task steps), by whom, and how often.
• Mastery criteria: Levels of accuracy and independence over sessions, people, and places.
• Generalization/maintenance: Testing plans, varied examples, everyday cues, and follow-up checks.

Here’s a quick, copy-paste template to adapt:

• Target: [Skill/behavior with clear definition]
• SD: “[Word-for-word instruction]” plus needed materials
• Prompting: [Order, like most-to-least] with delay [say, 3 seconds]
• Error correction: [Example: Model → correct response → transfer trial → distractor task → cold probe]
• Reinforcement: [Differential setup, high for independent; lower for prompted]
• Data: [Sheet style], mastery = [80%+ independent over 2 sessions with 2 people]
• Generalization: [Varied examples, places, people], check [weekly for 4 weeks, then monthly]

BACB guidelines stress that RBTs follow supervisor-written plans and log accurate data tied to the Task List, as outlined in the RBT Task List (2nd ed., August 2024).

Quick check: What turns a plan into something teams can replicate reliably?

• A. Loose goals
• B. Operational definitions
• C. Just verbal praise
• D. End-of-month check-ins Answer: B. They make behaviors clear and easy to spot across everyone.

C-2: Session Preparation Checklist

Getting ready right means fewer hiccups and more focused teaching—trust me, skipping this leads to rushed starts. Focus on these basics for safe, effective sessions:

• Materials: Grab data sheets, pens or tablets, skill targets, reinforcers, task steps, and any visuals.
• Preference/MO: Do a fast check on what motivates today, like checking for hunger or favorite toys.
• Environment: Dial down distractions where it fits; set up seating and items for quick DTT or fluid NET.
• Safety: Review emergency steps, any PPE, clear walkways, and behavior intervention plan (BIP) if needed.
• Plan review: Go over targets, prompts, reinforcement plans, and any generalization tests.
• Calibration: Set timers for delays, maybe a clicker for counting, and extra reinforcers as backup.

Copy this checklist for your binder:

1. Double-check targets and what counts as mastery.
2. Spend 2-3 minutes sampling preferences or reinforcers.
3. Organize materials to cut wait times between trials.
4. Fill in data sheet headers with targets and shorthand codes.
5. Prep timers for transfer trials and prompt waits.
6. Scan for safety risks and BIP reminders.

C-3: Reinforcement Basics For Teaching

Reinforcement is the engine of skill building—what works best shifts with the learner, but starting strong pays off big. Keep these in mind:

• Types: Social like praise or hugs, tangibles, activities, sensory fun, or tokens leading to backups.
• Immediacy: Hand it over in 0-2 seconds to link the response clearly.
• Schedules: Fixed or variable ratio/interval; go dense at first (every response), then thin as skills stick. Check the APA's overview of reinforcement schedules for a quick refresher.
• Differential reinforcement in acquisition: Reward independent responses most generously; dial it back for prompted ones to encourage fading prompts. Reinforcement stands as a proven evidence-based practice per NCAEP reviews (2023 update) in their autism evidence-based practices summary.

Quick check: For early stages of teaching a new label, what schedule boosts skill pickup fastest?

• A. Thin variable interval
• B. Dense fixed ratio (like FR1 for independents)
• C. Full extinction
• D. Variable ratio without extras Answer: B. It builds momentum with quick, reliable rewards.

C-4: Discrete-Trial Teaching (DTT)

DTT builds skills through a crisp antecedent-response-consequence setup, packing in lots of practice chances. It’s structured but flexible once you get the rhythm. Here’s the breakdown:

• Trial flow: Present the SD, add a brief prompt if needed, get the response, follow with reinforcement or correction, then a short pause.
• Massed vs. distributed: Mass them for fresh skills, then spread or mix to strengthen natural cue control.
• Errorless teaching: Jump in with prompts early to skip mistakes, fading as you go—this cuts frustration and bad habits. It draws from early research on discrimination learning, like Terrace's 1963 work on errorless methods.
• Data: Track each trial with codes (I for independent, P for prompted, E for error, NR for no response) plus prompt and reinforcer details. DTT earns its spot as an evidence-based practice for autism in the NCAEP 2023 review.

For discrete trial training RBT examples, try these:

• Modeling “touch head” with a quick demo, then fading to a 2-second wait.
• Receptive identification: “Touch apple” from a 3-item array, using errorless guidance to shift control.
• Intraverbal: “Twinkle, twinkle, little ___” with a time delay for the fill-in.
• Picture matching: From guided hand-over-hand to solo picks.
• Motor imitation: “Do this” with a model, easing to just the SD.

Scenario practice: Teaching “give me spoon” hits three errors in a row. You shift to a full physical prompt once, then a transfer trial with 3-second delay.

• What’s happening? It’s error correction via transfer, rebuilding the SD-response link with minimal slip-ups.

C-5: Naturalistic Teaching (NET, Incidental Teaching, PRT)

Naturalistic methods weave teaching into play or daily flow, tapping into what the learner already loves for better carryover. They feel less like drills and more like real life. Key types:

• NET: Follow the child’s interests in ongoing activities to teach targets naturally.
• Incidental teaching: Set up chances for communication, like putting a toy just out of reach to prompt a request.
• PRT: Focus on big-impact areas like motivation, child-led turns, and starting interactions—part of naturalistic developmental behavioral interventions with solid backing from Schreibman et al.'s 2015 review.

Opt for NET or PRT over DTT when:

• The learner’s drive fluctuates and shines in everyday play.
• Targets involve social chats, play skills, or mands that need real-world flex.
• They tune out structured table work but light up with kid-directed fun.

Simple choice guide:

1. Does the activity or item fire up motivation? Yes? Lean NET/PRT.
2. New skill with high error risk? Start DTT, then mix in NET for real-life practice.
3. Need use across spots or people? Prioritize naturalistic from the jump.

Example in action: Kid reaches for bubbles and glances at you. Pause 2 seconds, say “What do you want?”—prompt “bubbles” if silent—then hand over 3-5 seconds of bubble time, followed by another chance with delay.

C-6: Task Analysis And Chaining

Task analysis chops big skills into bite-sized steps, then chaining links them up for smooth sequences. It’s a game-changer for daily routines that seem overwhelming at first. Start with:

• Chaining types:
  • Forward: Master step 1, add 2, build from the front.
  • Backward: Nail the last step first for that instant win with the natural payoff.
  • Total task: Run the whole chain each time, prompting where needed.
• Data: Use a step-by-step sheet noting independence or prompt level per link. Both task analysis and chaining qualify as evidence-based for autism in the NCAEP 2023 practices list.

Handwashing chain example:

1. Turn on water
2. Wet hands
3. Pump soap
4. Rub for 20 seconds
5. Rinse
6. Turn off water
7. Dry hands

Ready-to-use data sheet:

• Date:
• Task: Handwashing (7 steps)
• Rows for steps 1-7; columns: I (independent) / VP (verbal prompt) / PP (partial physical) / G (full guidance) / M (model) / NR (no response); Notes
• Mastery: 90%+ independent over 2 days with 2 staff

Quick check: Backward chaining shines because:

• A. It skips materials
• B. Learner hits the natural end reinforcer sooner
• C. It’s always quickest
• D. No prompts needed Answer: B. That early success keeps them engaged.

C-7: Discrimination Training (S+/S−, Simple Vs. Conditional)

Discrimination training helps learners pick the right cue (S+) and ignore distractors (S−)—it’s foundational for everything from labels to instructions. Watch for common snags like always picking the first spot; mix it up to fix that. Types include:

• Simple discrimination: One clear SD drives the response, like “Touch apple” with just the apple there.
• Conditional discrimination: Response hinges on combos, such as matching shapes and colors or multi-step directions.
• Error patterns: Things like position bias or fixating on one feature—counter with rotated arrays, varied setups, and blended mastered skills.

Sample question: Spot the conditional discrimination?

• A. “Clap” in an empty space
• B. “Touch red” from red/blue options
• C. “Touch red square” amid red circles, blue squares, and the target
• D. “Stand up” alone Answer: C. It requires matching both color and shape cues.

C-8: Stimulus Control Transfer

The heart of stimulus control transfer RBT work is handing the reins from prompts to the natural SD, so responses happen without extra help. It’s not magic—it’s planned delays and checks. Main moves:

• Prompt delay: Build time between SD and prompt (start at 0, go to 2-5 seconds) for independent chances.
• Most-to-least vs. least-to-most: Go strong-to-weak for error-prone starts (errorless style), or light-to-heavy if they’re close to nailing it.
• Transfer trials: Right after a prompted hit, replay the SD with less or no help to confirm the cue’s in charge.
• Prompt types: Stimulus ones tweak the SD (bigger size, brighter color, better position); response ones guide the action (model, gesture, verbal, physical).

Real example: SD is “What’s this?” for a dog picture. Trial one: Model “dog,” then hit the SD again after 3 seconds. If they say “dog” solo, reward big—more than for prompted tries.

Exam scenarios often test the next transfer step, so practice spotting when to delay or transfer.

C-9: Prompting And Prompt Fading

Prompts give that nudge for early wins, but fading keeps things independent—get stuck on prompts, and skills stall. In the field, we see dependency creep in without steady fading. Essentials:

• Time delay: Ramp up the wait before helping.
• Graduated guidance: Start with full physical hold, shadow and ease off contact in the moment.
• Within-stimulus vs. extra-stimulus: Amp up SD features (highlight the key part) or add cues (arrow or dot), then dial back.
• Dependency traps: Treating prompted and independent responses the same; dragging prompts; or flipping hierarchies without reason.

For visuals and deeper practice, check this ABA prompting hierarchy and fading guide with RBT examples. Prompting holds strong as an evidence-based practice in the NCAEP 2023 autism review, building on classics like Terrace's 1963 errorless learning.

C-10: Generalization And Maintenance

Don’t wait till the end—bake generalization into every plan so skills stick beyond sessions. It’s tricky, but varying from day one makes it happen. Strategies:

• Train loosely: Switch up voices, positions, or minor details without changing the core.
• Multiple exemplars: Practice with different people, spots, and items.
• Common stimuli: Pull in everyday objects or settings for natural fit.
• Mediation: Teach self-rules they can use anywhere.
• Probe schedule: Test across changes regularly; shift rewards to natural ones for long-term hold.

Copy this template:

• Generalization targets: [People, places, items]
• Strategies: [Loose training, exemplars, common cues]
• Probe plan: [Weekly x4, monthly x3 after]
• Maintenance: [Variable interval praise + real-life rewards]
• Data: [Probe log: Independent/prompted/error by setting]

The classic guide reminds us generalization needs active planning and regular checks, not luck, per Stokes and Baer's 1977 framework.

C-11: Shaping Vs. Chaining

Shaping and chaining tackle different puzzles—pick wrong, and progress drags. Shaping molds new behaviors step by step; chaining strings known ones together. Quick defs:

• Shaping: Reward closer and closer tries toward a behavior that’s not there yet, like evolving “duh” to “dog.” See the APA's shaping entry for basics.
• Chaining: Link existing steps into a chain, like shoe-tying sequence.

Shaping for “ball” vocal:

1. Any sound on ball sight
2. “B” attempt
3. “Bah”
4. “Baw”
5. Full “ball”

Choose shaping when the action form is missing; chaining when parts exist but sequence doesn’t.

C-12: Token Economies

Tokens bridge effort to rewards, earning points or stickers for targets, then cashing in later—it motivates without constant tangibles. Keep it clear and fair. Parts:

• Components: Tokens (stickers, tallies), backups (snacks, playtime), exchange rules, and a visible tracker.
• Schedules: Dense at launch; spell out how to earn and trade.
• Individual vs. group: Tailor personal ones; groups add shared goals but need equity checks.
• Fading: Raise costs or blend natural rewards to wean off.

Tokens root deep in behavior analysis, with reviews like Hackenberg's 2009 overview showing wide use. Basic setup in the APA token economy definition.

Quick check: Token success hinges on:

• A. Surprise rates
• B. Vague guidelines
• C. Defined earnings and steady trades
• D. Endless backups Answer: C. Clarity builds trust and follow-through.

Memory Aids And Mnemonics For Section C

• Plan basics (C-1): TARGET-PRIME
  • Targets, Antecedents (SDs), Reinforcement, Generalization, Error correction, Prompts, Measurement, Independence (mastery)
• DTT flow: A-R-C-I (Antecedent–Response–Consequence–Interval)
• Schedules: Ratio (FR/VR: response-based), Interval (FI/VI: time-based)—“R for quick hits, I for waits”
• Chaining: FBT (Forward, Backward, Total)
• Discriminations: S+ “Go for it,” S− “Skip it”
• Fading: Delay-Guidance-Transfer (DGT)
• Generalization: Train-Multiple-Probe-Common (TMPC)

12 Practice Multiple-Choice Questions With Rationales

1. C-1: What locks in consistent SD delivery across team members?

• A. Signed logs
• B. Detailed SD phrasing in the plan
• C. Group huddles
• D. Family sessions Answer: B. It minimizes how instructions vary person to person.

2. C-1: Strong mastery criteria cover?

• A. Just accuracy percentage
• B. Accuracy plus session count
• C. Accuracy, consecutive days, and generalization tests
• D. Trial totals alone Answer: C. It checks reliability over time and contexts.

3. C-2: Why kick off with a preference scan and reinforcer tweak?

• A. Less admin hassle
• B. Matches motivation to boost session flow
• C. Skips prompts
• D. Pumps trial numbers Answer: B. Aligning to current wants speeds skill gains.

4. C-3: For initial “label dog” teaching, ideal independent response schedule?

• A. VI every 2 minutes
• B. FR1 with enthusiastic praise and dog toy access
• C. VR5 with flat feedback
• D. No rewards Answer: B. Dense, quality hits for independents drive early progress.

5. C-4: Errorless DTT looks like?

• A. Errors pile up before help
• B. Strong prompt right away on new trials, fading fast
• C. Skip rewards for rights
• D. Bigger rewards for prompted than independent Answer: B. It prevents learning mistakes from the outset.

6. C-5: NET scenario—learner grabs bubbles and eyes you. Smart next?

• A. Hide bubbles for more drive
• B. Blow them without input
• C. Cue a mand like “bubbles,” then provide
• D. Flip to DTT Answer: C. It seizes the moment to build communication naturally.

7. C-6: Backward chaining for coat dressing works well because:

• A. Fewer prompts overall
• B. Holds back rewards
• C. Quick hit to natural payoff (coat secured)
• D. Ditches step data Answer: C. Early natural reinforcement hooks them in.

8. C-7: Pick the simple discrimination:

• A. “Touch big red circle” in a busy array
• B. “Give apple” with apple solo
• C. “First clap, then jump”
• D. Color-shape sort at once Answer: B. Single stimulus steers the response.

9. C-8: Post-prompted correct, replay SD with extra delay and no aid—what’s this?

• A. Clumped trials
• B. Transfer trial
• C. Phase out
• D. Varied rewards Answer: B. It tests if the SD’s now running the show.

10. C-9: Cut verbal prompt reliance by:

• A. Same rewards for prompted/independent
• B. Louder prompts
• C. Delay plus bigger rewards for independents
• D. Jump to full physical Answer: C. It nudges toward self-reliance.

11. C-10: Which doesn’t aid generalization?

• A. Varied examples
• B. Flexible training
• C. Locking to one material type/color
• D. Everyday cues Answer: C. Tight restrictions limit spread.

12. C-11: Shaping fits best when:

• A. Target response exists fully
• B. Steps known but out of order
• C. Behavior absent—build via close tries
• D. Data needs speed Answer: C. It sculpts from scratch through approximations.

Rationales in brief:

• 1–2: Precise plans and full criteria ensure team alignment.
• 3–4: Motivation sync and early dense rewards fuel acquisition.
• 5–6: Errorless starts and naturalistic captures fit contexts.
• 7–8: Chaining taps natural wins; discriminations vary by cues.
• 9–10: Transfers and fading build true control.
• 11–12: Generalization demands variety; shaping for novel forms.

Self-Assessment Checklist (Mapped To C-1–C-12)

Rate Y/N, note practice areas.

• C-1: I spot plan elements: targets, SDs, prompts, reinforcement, errors, data, mastery, generalization.
• C-2: I set up with preference checks, materials, space, and safety scans.
• C-3: I pick/adjust schedules (FR/VR/FI/VI) and differentially reinforce in teaching.
• C-4: I deliver DTT via A-R-C, errorless, transfers, and precise data.
• C-5: I run NET/incidental/PRT and pick them over DTT wisely.
• C-6: I build task analyses, choose chaining, track steps.
• C-7: I train simple/conditional discriminations, fix error traps.
• C-8: I shift control with delays and transfers.
• C-9: I select/fade prompts, sidestep dependence.
• C-10: I build in generalization/maintenance, probe on schedule.
• C-11: I differentiate shaping/chaining with cases.
• C-12: I manage tokens with rules and ethical fades.

Next actions:

• Have your supervisor watch a DTT and NET run, feedback on prompts/reinforcers.
• Review data sheets against mastery benchmarks.
• Probe generalization on two skills this week.

Downloadables (Copy-Ready Templates)

Skill acquisition plan (short):

• Target:
• SD:
• Prompting + delay:
• Error correction:
• Reinforcement (type/schedule):
• Data type:
• Mastery:
• Generalization/maintenance:

DTT sheet (per trial):

• Target(s):
• Trials 1–10; Codes: I, P-[type], E, NR
• Reinforcer log:
• Notes:
• Summary: % Independent, fade plan, generalization next

Chaining TA:

• Task:
• Steps 1–X: I/Prompt codes, notes
• Type: Forward/Backward/Total
• Mastery:
• Next plan:

Generalization probes:

• Target:
• Columns: People/settings/items; I/P/E scores
• Schedule:
• Maintenance: Natural rewards plan

Related Reading

• ABA Prompting Hierarchy & Prompt Fading: RBT How-To Guide with Examples
• RBT Measurement Study Guide: Master 13 Essential Skills for 2025 Exam Success

Frequently Asked Questions

How is the RBT exam content linked to Section C?

Questions mirror the RBT Task List (2nd ed.), turning C tasks into definitional, applied, or scenario tests. Learn the wording and hands-on steps you’ll use daily, per the BACB RBT Handbook (August 2025).

What’s the best way to avoid prompt dependence?

Start fading early: Time delays, richer rewards for independents, and transfer trials to lock in SD control over prompts. Errorless helps upfront, but consistent pullback is key, echoing Terrace's 1963 errorless insights.

When should I choose NET over DTT?

Go NET for high-motivation play, social/comm skills, or real-life carryover. Pair with DTT for error-heavy newbies, then transition. Methods like PRT pack empirical punch, as in Schreibman et al.'s 2015 NDBI review.

How many exemplars do I need for generalization?

No fixed count—use several across people, places, materials, and probe often. It’s about strategy, not chance, following Stokes and Baer's 1977 generalization tactics.

What data sheets should I use for C-6 chaining?

Step-by-step TA sheets with independence/prompt marks per link. Pick chaining type per learner and supervisor input; track every session—task analysis is a core evidence-based tool in the NCAEP 2023 list.

Are token economies appropriate for all learners?

They work broadly when personalized, ethical, and faded to naturals. Set earning/trade rules clearly; balance group access, supported by reviews like Hackenberg's 2009 token analysis.

You’ve got a full path from planning to lasting skills, all tuned to Section C for practice and the exam. In sessions, try DTT on one target and NET on another; log sharp data and sneak in a transfer after any prompt. For prompt mastery, dig into the ABA prompting hierarchy guide with examples. Before test day, rerun this RBT skill acquisition study guide, quiz yourself on the 12 items, and tick off the self-check. Next move: Share these templates in supervision and tweak for your clients.