RBT Task List 3rd Edition — Every Item Explained in Plain English (2026)

Content reviewed by James Fuller, BCBA · Last updated: November, 2026

The RBT task list is the BACB’s list of skills a Registered Behavior Technician needs to know. Since January 1, 2026, the RBT exam, and any up-to-date RBT mock exam, follows the RBT Test Content Outline (3rd Edition), which has 43 tasks in six domains and 75 scored questions. This page explains every task in plain English, with a session example and what the exam usually asks.

The BACB now calls the document the “Test Content Outline”, but most people still call it the RBT task list. They mean the same thing.

Quick facts:

• Edition: 3rd Edition, used for every RBT exam from January 1, 2026
• Tasks: 43 (up from 37 in the 2nd Edition)
• Domains: 6, from A. Data Collection and Graphing to F. Ethics
• Largest domain: Behavior Acquisition, with 19 of 75 scored questions and 11 tasks
• Exam: 85 questions (75 scored, 10 unscored), 90 minutes, in person at a Pearson VUE test center

RBT Task List Domains and Exam Weights

Source: BACB RBT Test Content Outline (3rd Edition)

Domain A: Data Collection and Graphing (8 tasks, 13 questions)

A.1 Use continuous measurement procedures

Continuous measurement records every occurrence of a behavior during the observation. The main types are frequency (count), rate (count per minute or hour), duration (how long it lasts), latency (time from an instruction to the start of the response) and interresponse time, or IRT (time between two occurrences of the same behavior).
Exam tip: latency starts at the instruction; IRT runs between two responses.

A.2 Use discontinuous measurement procedures

Discontinuous measurement samples behavior in intervals. Partial interval scores an interval if the behavior happens at any point and tends to overestimate. Whole interval scores it only if the behavior lasts the entire interval and tends to underestimate. Momentary time sampling scores whether the behavior is happening at the moment the interval ends.
Exam tip: whole interval is often used for behavior you want to increase; partial interval for behavior you want to decrease.

A.3 Use permanent product recording procedures

You measure the result a behavior leaves behind, such as completed worksheet problems or folded towels, instead of watching the behavior itself. It only works when the product reliably shows that the behavior happened.

A.4 Enter data and update graphs

Enter data accurately and promptly after each session. Most ABA data goes on line graphs, with sessions on the x-axis and the measure on the y-axis. Phase change lines separate conditions such as baseline and intervention.

A.5 Describe behavior and environment in observable and measurable terms

Write what anyone could see or count. “Hits others with an open or closed hand” is measurable; “is aggressive” or “is frustrated” is not. Clear definitions let two observers record the same thing.

A.6 Calculate and summarize data in different ways

Know the basic calculations: percentage = correct ÷ opportunities × 100 (14 of 20 = 70%), rate = count ÷ time (12 in 30 minutes = 0.4 per minute), and mean duration = total time ÷ number of episodes (4 + 6 + 2 minutes = 4 minutes on average).

A.7 Identify trends in graphed data

Trend is the direction of the data path (up, down or flat), level is where the data sit on the y-axis, and variability is how much the points bounce. Report flat or worsening data to your supervisor.

A.8 Describe the risks of unreliable data collection and poor procedural fidelity

Guessed, late or inconsistent data, and plans that aren’t run as written, can lead the BCBA to keep an ineffective plan or drop a working one. Record data in real time, follow the plan exactly, and report any gaps honestly.

Domain B: Behavior Assessment (3 tasks, 8 questions)

B.1 Conduct preference assessments

Preference assessments find items a learner likes, which can then be tested as reinforcers. The main types are free operant (free access; nothing is removed), single stimulus, paired stimulus (two items at a time), MSWO (the chosen item is removed) and MSW (the chosen item is returned).
Exam tip: a preferred item is only a reinforcer if it increases the behavior it follows.

B.2 Participate in assessments of skill strengths and deficits

The BCBA chooses the assessment and interprets the results. The RBT presents items exactly as instructed, gives no extra help, and records responses accurately.

B.3 Participate in components of functional assessment

Functional assessment looks for the reason a behavior happens. RBTs may collect descriptive data (ABC data, scatterplots) and may run functional analysis conditions (such as attention, escape, alone and play) exactly as designed. The BCBA interprets the results.

Domain C: Behavior Acquisition (11 tasks, 19 questions)

C.1 Implement positive and negative reinforcement procedures

Reinforcement increases behavior. Positive reinforcement adds something; negative reinforcement removes something. Deliver it immediately and only after the target behavior, follow the schedule in the plan (continuous, fixed or variable ratio, fixed or variable interval), and vary reinforcers to prevent satiation.

C.2 Establish and use conditioned reinforcers

Conditioned reinforcers, such as praise, tokens or stickers, gain value by being paired with existing reinforcers. Pair praise with a preferred item many times, then gradually rely on praise alone.

C.3 Implement discrete-trial teaching procedures

Each trial has the same parts: SD (instruction), prompt if needed, response, consequence (reinforcement or error correction) and a short inter-trial interval. Follow the error-correction procedure written in the plan.

C.4 Implement naturalistic teaching procedures

Incidental teaching and natural environment training use everyday routines and the learner’s own interests. For example, when the learner reaches for a ball, you prompt “ball” and give the ball. These procedures help skills generalize.

C.5 Implement task-analyzed chaining procedures

A task analysis breaks a skill into steps. Forward chaining teaches the first step first, backward chaining teaches the last step first, and total task has the learner do every step each time, with help where needed.

C.6 Implement discrimination training

The learner learns to respond to one stimulus (the SD) and not to others (S-deltas). Reinforce correct responses to the SD only, for example touching “cup” when asked for cup.

C.7 Implement stimulus and response prompts and fading procedures

Response prompts are verbal, gestural, modeling and physical; stimulus prompts change the materials (position, size, color). Fade them as written, using most-to-least, least-to-most or time delay, so the learner doesn’t become prompt-dependent.

C.8 Implement generalization procedures

Teach with different people, settings and materials so the skill appears outside the teaching situation. Stimulus generalization means responding to new examples; response generalization means new forms of the response.

C.9 Distinguish between maintenance and acquisition procedures

Acquisition teaches new skills, with frequent prompts and reinforcement. Maintenance keeps mastered skills over time, with occasional probes and thinner reinforcement.

C.10 Implement shaping procedures

Shaping reinforces closer and closer approximations of a target behavior, for example “buh”, then “ba”, then “ball”. Shaping changes the behavior itself; chaining links separate steps together.

C.11 Implement token economies

Learners earn tokens for target behaviors and exchange them for backup reinforcers. Deliver tokens immediately, and follow the exchange rules and schedule exactly as written.

Domain D: Behavior Reduction (7 tasks, 14 questions)

D.1 Identify common functions of behavior

Behavior usually serves one of four functions: attention, escape or avoidance, access to tangibles, or automatic (sensory). RBTs collect the data; the BCBA determines the function.

D.2 Implement antecedent interventions

Antecedent interventions change what happens before behavior: noncontingent reinforcement (reinforcement on a time schedule, regardless of behavior), high-probability request sequences (easy requests first), demand fading, and offering choices.

D.3 Implement differential reinforcement procedures

DRA reinforces a replacement behavior, DRI a behavior that can’t happen at the same time, DRO the absence of the behavior for a set time, and DRL the behavior only at or below a set rate. FCT teaches a communication response that gets the same reinforcer as the problem behavior.

D.4 Implement extinction procedures

Extinction withholds the reinforcer that maintained the behavior, and it must match the function: no attention for attention-maintained behavior, and no escape for escape-maintained behavior. Apply it consistently and only as written in the plan.

D.5 Implement positive and negative punishment procedures

Punishment decreases behavior. Positive punishment adds something; negative punishment removes something, as in time-out or response cost (losing tokens). RBTs only use procedures that are in the written plan and that they’ve been trained on.

D.6 Describe secondary effects of extinction and punishment

These include the extinction burst (a temporary increase), response variation, emotional responding or aggression, spontaneous recovery (the behavior briefly returns) and resurgence (an old behavior returns). Punishment can also produce avoidance of the person delivering it.

D.7 Implement crisis and emergency procedures according to protocol

Follow your organization’s crisis plan and use only procedures you’re trained in. Put safety first, call for help when needed, then notify your supervisor and document what happened.

Domain E: Documentation and Reporting (4 tasks, 10 questions)

E.1 Communicate concerns and suggestions from the team

When a caregiver, teacher or other provider shares a concern or idea, pass it to your supervisor promptly. Don’t change the plan yourself.

E.2 Seek and prioritize clinical direction from the supervisor

Ask for direction promptly when a procedure isn’t working, a new behavior appears, or you’re unsure how to run something. Urgent safety issues come first; follow your organization’s escalation steps if your supervisor can’t be reached.

E.3 Report variables that might affect the client

Report illness, medication changes, poor sleep, a move, family changes or injuries to your supervisor promptly, because they can affect behavior and progress.

E.4 Objectively describe what happened in sessions

Write session notes that describe what you saw and counted (“threw blocks 3 times in 10 minutes”), not interpretations (“was angry”). Follow legal, regulatory and workplace requirements for timing and content.
Important: if you suspect abuse or neglect, follow your state’s mandated reporting law and report directly to the appropriate agency. Telling your supervisor doesn’t replace your own report.

Domain F: Ethics (10 tasks, 11 questions)

F.1 Identify and apply the core principles of the RBT Ethics Code

The core principles are: benefit others; treat others with compassion, dignity and respect; behave with integrity; and ensure your own competence.

F.2 Provide services only after demonstrating competence

Run only procedures you’ve been trained in and shown competence in. Ask for training before trying something new.

F.3 Provide services only under ongoing supervision

RBTs always practice under a qualified supervisor who meets BACB requirements. They never practice independently, design programs or change treatment plans.

F.4 Identify effective supervision practices

Good supervision uses instructions, modeling, rehearsal and feedback, plus direct observation of your sessions.

F.5 Comply with requirements for confidential information

Collect, use, store, protect and share client information only as the law and your organization’s policies allow, usually with the treatment team on a need-to-know basis.

F.6 Comply with requirements for public statements

Never post client names, photos or details on social media, even without a name. Describe your RBT credential accurately, and don’t claim to be a behavior analyst or promise outcomes.

F.7 Identify and manage multiple relationships

A multiple relationship means having another role with a client or family, such as friend, babysitter or business partner. Avoid it when you can. When it can’t be avoided, tell your supervisor and follow their plan to reduce the risk.

F.8 Follow the gift giving and receiving rules

Under the RBT Ethics Code, RBTs don’t give or accept gifts worth more than $10 USD. Stricter employer policies apply.

F.9 Use interpersonal and professional skills

Accept feedback without getting defensive, listen actively, ask for input and collaborate with families and the team.

F.10 Practice cultural humility and responsiveness

Learn about each family’s values, language and routines, and recognize your own biases. Raise any cultural concerns about the plan with your supervisor.

What Changed from the 2nd Edition

If a study guide or app uses the old names or says “Skill Acquisition 32%”, it’s out of date.

How to Use the RBT Task List to Study

• Start with the largest domains: Behavior Acquisition (19 questions) and Behavior Reduction (14).
• Turn each task into an example. For every task, write one short example from a session, because the exam describes situations rather than asking for definitions.
• Take each domain’s quiz after studying it, and aim for 80% or higher before moving on.
• Finish with a timed practice exam: the full-length 85-question RBT exam

Many of the same skills show up in the hands-on RBT Competency Assessment, so once you know these tasks, work through our RBT competency assessment checklist to practice the 19 tasks your assessor will check.

RBT Task List FAQs

How many tasks are on the RBT task list?

The 3rd Edition RBT task list has 43 tasks across six domains. It’s used for every RBT exam from January 1, 2026.

Is the RBT task list the same as the Test Content Outline?

Yes. The BACB’s current document is called the RBT Test Content Outline (3rd Edition), but most people still call it the RBT task list.

Which domain has the most exam questions?

Behavior Acquisition, with 19 of the 75 scored questions. It also has the most tasks (11), followed by Ethics (10).

Do I need to memorize the RBT task list?

No. You need to recognize each task when it shows up in a scenario. Use the list as a checklist and practice with examples.

Is renewal part of the RBT task list?

No. Renewal is a certification requirement, not an exam task. Under the BACB’s 2026 rules, RBTs recertify every 2 years and complete 12 hours of professional development per cycle. Check bacb.com for current details.

Where can I download the RBT task list as a PDF?

Download the free RBT task list cheat sheet (PDF). It has all 43 tasks on two pages.

Keep Practicing

• RBT practice exam (25 questions with answers)
• Full-length 85-question RBT exam
• RBT study guide
• RBT flashcards

Task summaries are based on the BACB RBT Test Content Outline (3rd Edition). Independent study resource, not affiliated with the BACB or Pearson VUE.