Unit C: Skill Acquisition is one of the most important domains on the RBT Exam; approximately 24 questions (the largest share of the test) come from this section. Why? Because an RBT’s primary job is not only to reduce interfering behaviors but to teach new, meaningful skills that improve clients’ lives.
The BACB® emphasizes that ABA should focus just as much on building skills (communication, independence, socialization, safety) as it does on reducing barriers (tantrums, aggression, self‑injury, etc.). Without skill acquisition, clients cannot progress toward independence.
In this Unit, you’ll learn how RBTs implement different ABA teaching strategies to help learners master, generalize, and maintain new skills.
✅ What You’ll Learn in This Unit
Based on Section C of the 2026 RBT Task List, RBTs must be able to:
- Identify the essential components of a written skill acquisition plan
- Prepare for sessions as required by the plan
- Use contingencies of reinforcement (conditioned/unconditioned; continuous/intermittent schedules)
- Implement Discrete Trial Training (DTT)
- Implement Naturalistic Teaching procedures (e.g., Incidental Teaching, NET)
- Implement Task‑analyzed chaining procedures
- Implement Discrimination Training
- Implement Stimulus Control Transfer Procedures
- Implement Prompting and Prompt Fading Procedures
- Implement Generalization and Maintenance Procedures
- Implement Shaping Procedures
- Implement Token Economy Procedures
🌟 Why Skill Acquisition Matters
Many communities only hear “ABA = behavior reduction.” But a large portion of ABA therapy is devoted to teaching skills that make life better and easier, such as:
- Early learning (attending, imitation, communication, play skills)
- Social interaction (greeting, conversation, turn‑taking)
- Safety skills (responding to “stop,” crossing the street, following instructions)
- Independent living skills (brushing teeth, dressing, meal prep, cleaning)
- Vocational skills (following schedules, task completion, workplace behaviors)
RBTs are the direct implementers of these intervention procedures. The effectiveness of therapy depends on your accuracy and consistency.
C‑1: Essential Components of a Written Skill Acquisition Plan
Every skill in ABA is taught using a skill acquisition program (SAP), written and individualized by the BCBA. This plan ensures consistency across team members.
Skill acquisition plans usually include:
- Target skill definition: clear description of what is being taught (e.g., “brush teeth independently”)
- Teaching procedures: how the RBT should present the skill (DTT, NET, task analysis, etc.)
- SDs and expected responses: the instructions and the correct learner response
- Prompting strategies: which prompts to use and when to fade them
- Error‑correction procedures: how to respond to mistakes
- Reinforcement procedures: what reinforcers and how they are delivered
- Materials required: flashcards, token boards, toys, visuals
- Data collection method: frequency, % correct, trial‑by‑trial, duration, etc.
- Mastery criteria: what counts as “learned” (e.g., 80% independent across 3 sessions with 2 people)
- Generalization/Maintenance plan: how to make sure the skill continues across people, places, and time
📌 Exam Tip: If asked how you know what to teach and how to teach it, the correct answer is the written skill acquisition plan designed by your BCBA, not your personal preference.
C‑2: Preparing for the Session
Before every session, RBTs should set up the environment and materials for effective teaching. This includes:
- Reviewing the skill acquisition plan and current targets
- Preparing teaching materials (flashcards, play sets, visuals)
- Gathering reinforcers and token boards
- Prepping data collection tools and devices
- Reading previous session notes so you know what worked and what didn’t
👉 Good preparation = smooth, client‑focused sessions with fewer disruptions.
C‑3: Contingencies of Reinforcement
Reinforcement is the heart of ABA teaching. It means adding or removing something after a behavior that makes it more likely to occur again.
Types of Reinforcers
- Unconditioned (primary): things that are naturally rewarding (food, water, warmth).
- Conditioned (secondary): learned reinforcers paired with primary ones (tokens, praise, money, toys).
Schedules of Reinforcement
- Continuous (CRF): Reinforce every time a behavior occurs (best for teaching new skills).
- Intermittent (INT): Reinforce only some of the time (best for maintaining skills long‑term).
Four intermittent schedules:
- Fixed Ratio (FR): reinforce after a set number of responses (e.g., every 5 correct answers).
- Variable Ratio (VR): reinforce after an unpredictable number of responses → produces high responding (e.g., gambling).
- Fixed Interval (FI): reinforce after a set amount of time has passed (e.g., paycheck every 2 weeks).
- Variable Interval (VI): reinforce at unpredictable time intervals, average interval known (e.g., checking phone for texts).
💡 Exam hack: Remember: “Ratio = Response / Interval = Time. Fixed = Same / Variable = Varies.”
C‑4: Discrete Trial Teaching (DTT)
DTT is a highly structured teaching format. Each trial follows the same 3 steps (the A‑B‑C of instruction):
- SD (discriminative stimulus): instruction from the RBT
- Learner response: correct, incorrect, or no response
- Consequence: reinforcement for correct OR correction for incorrect
🔎 Example:
RBT: (shows picture of cat) “What is it?”
Learner: “Cat.”
RBT: “Yes, great job!” (gives token/play).
Trials are repeated rapidly with data collected after each one.
C‑5: Naturalistic Teaching (NET / Incidental Teaching)
Unlike DTT, naturalistic teaching uses the learner’s motivation during everyday activities.
- Occurs in the natural environment (home, playground, classroom).
- Teaching is learner‑led, capitalize on interests.
- Example: If a child wants bubbles but does not request, the RBT prompts a mand (“say bubbles”) before blowing them.
🔑 Exam Tip: DTT = therapist‑led / structured.
NET = learner‑led / natural settings.
C‑6: Task‑Analyzed Chaining
Chaining teaches complex skills by breaking them into smaller “links.”
- Total Task: Teach the whole chain at once, prompting only when needed.
- Forward Chaining: Teach the first step independently, then prompt the rest. Add new steps sequentially.
- Backward Chaining: Prompt through all steps except the last one; learner completes last step independently. New independent steps are added backwards until the learner can complete the full chain.
Example: Brushing teeth. Steps: pick up toothbrush → put toothpaste → brush → rinse mouth.
C‑7: Discrimination Training
Discrimination = the ability to tell the difference between stimuli and respond accordingly.
Example: If shown a dog and a cat picture and asked “point to dog,” the learner correctly selects the dog.
RBT job = only reinforce the correct response to the correct stimulus. Eventually, stimulus control develops (the SD reliably signals reinforcement availability).
C‑8: Stimulus Control Transfer
Goals = fade prompts so that the natural SD (instruction) alone evokes the correct response.
Example: Learner is taught to get their cup when RBT says “Get your cup,” with a point prompt. Slowly remove the point cue until the learner goes independently with just the instruction.
C‑9: Prompting and Prompt Fading
Prompts = extra assistance to ensure the learner responds correctly. Types include:
- Physical prompts (HOH → partial physical)
- Model prompts (demonstrating action)
- Gestural prompts (pointing, nodding)
- Verbal prompts (saying the answer or hinting)
- Positional prompts (placing the correct choice closer)
Prompt fading methods:
- Most‑to‑least: Start with the most intrusive (HOH) → fade to the least intrusive (gestural).
- Least‑to‑most: Start with a minimal prompt → increase if no response.
📌 Exam Pitfall: Prompts must be delivered immediately with the SD, not after the learner responds.
C‑10: Generalization and Maintenance
Teaching skills is only useful if the learner can use them in the real world and keep them over time.
- Stimulus Generalization: Using skill across different people, settings, and materials. Example → child learns “sink” from one picture card, later can identify all different sinks.
- Response Generalization: Using different but equivalent responses. Example → child learns to greet by saying “Hi,” later says, “Hello,” or “Hey.”
- Maintenance: Skill continues after structured teaching ends. Example → child keeps saying “thank you” weeks after token rewards have been faded.
Strategies: vary stimuli, teach in multiple settings, use naturally occurring reinforcement, and gradually fade artificial reinforcement.
C‑11: Shaping
Shaping = reinforce successive approximations of a behavior until the final goal behavior emerges.
Example: Teaching voice volume. RBT first reinforces any vocalization → then louder sounds → then correct words → then full sentences at conversational volume.
C‑12: Token Economy
Token systems = learners earn “tokens” for target behaviors. Tokens are generalized conditioned reinforcers (they gain value through exchange for backup reinforcers).
Steps:
- Identify token, behavior, and backup reinforcers (BCBA designed).
- RBT delivers token immediately with praise after correct behaviors.
- Learner exchanges tokens for bigger reinforcers (e.g., 5 tokens = toy, 10 tokens = screen time).
⚡ Important: Token economy usually starts with continuous reinforcement, then fades to intermittent. May include response cost (losing tokens after unwanted behavior), but only if designed by the BCBA.
🧠 Quick Practice Questions
- A learner receives a sticker for every third correct response. Which schedule of reinforcement is this?
- You prompt a child hand‑over‑hand to put on their shoes. The next day, you only guide their wrist. What teaching principle are you using?
- A child learns to identify their mom’s car. Later, they can identify all different cars. This is an example of?
Answers: 1. FR‑3, 2. Prompt fading (most‑to‑least), 3. Stimulus Generalization.
RBT Skill Acquisition Practice Questions
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Question 1 of 24
1. Question
Which of the following is NOT typically included as an essential component of a written skill acquisition plan?
Correct
A skill acquisition plan focuses on teaching procedures, target behaviors, mastery criteria, materials, and data collection. Family history and medical records are not essential components of the instructional plan itself.
Incorrect
A skill acquisition plan focuses on teaching procedures, target behaviors, mastery criteria, materials, and data collection. Family history and medical records are not essential components of the instructional plan itself.
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Question 2 of 24
2. Question
Before beginning a discrete trial teaching session, which preparation step is most critical for effective implementation?
Correct
Proper session preparation requires reviewing the teaching plan and ensuring all materials are ready. This ensures smooth implementation and prevents interruptions during teaching trials.
Incorrect
Proper session preparation requires reviewing the teaching plan and ensuring all materials are ready. This ensures smooth implementation and prevents interruptions during teaching trials.
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Question 3 of 24
3. Question
Amy provides her client with a sticker after every 4 correct responses during math practice. What schedule of reinforcement is she using?
Correct
Fixed ratio 4 (FR4) means reinforcement is delivered after every 4th correct response. The number of responses required remains constant, making it a fixed ratio schedule.
Incorrect
Fixed ratio 4 (FR4) means reinforcement is delivered after every 4th correct response. The number of responses required remains constant, making it a fixed ratio schedule.
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Question 4 of 24
4. Question
During a teaching session, Jake earns computer time (which he finds enjoyable) for completing tasks correctly. Computer time is an example of:
Correct
Computer time is a conditioned reinforcer because it gained its reinforcing value through learning and pairing with other reinforcing experiences, rather than being biologically important like food or water.
Incorrect
Computer time is a conditioned reinforcer because it gained its reinforcing value through learning and pairing with other reinforcing experiences, rather than being biologically important like food or water.
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Question 5 of 24
5. Question
Sarah presents a flashcard of a dog and asks “What is this?” She waits for her client’s response, provides feedback, then pauses before presenting the next card. This structured approach exemplifies:
Correct
Discrete trial teaching involves clear presentation of stimuli, waiting for responses, providing feedback, and structured inter-trial intervals. This creates distinct learning opportunities with clear beginnings and endings.
Incorrect
Discrete trial teaching involves clear presentation of stimuli, waiting for responses, providing feedback, and structured inter-trial intervals. This creates distinct learning opportunities with clear beginnings and endings.
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Question 6 of 24
6. Question
During DTT, Marcus presents the instruction “touch red,” waits 3 seconds for a response, then provides a physical prompt when his client doesn’t respond independently. At what point should Marcus provide the prompt?
Correct
Prompts should be provided after the discriminative stimulus (instruction) but before the client has a chance to make an error. This ensures success while teaching the correct response.
Incorrect
Prompts should be provided after the discriminative stimulus (instruction) but before the client has a chance to make an error. This ensures success while teaching the correct response.
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Question 7 of 24
7. Question
While Emma’s client is playing with toy cars, Emma joins the play and asks “What color is this car?” when the client picks up a red car. This represents:
Correct
Incidental teaching uses naturally occurring opportunities within preferred activities to embed learning. Emma capitalized on the client’s natural interest in cars to teach color identification.
Incorrect
Incidental teaching uses naturally occurring opportunities within preferred activities to embed learning. Emma capitalized on the client’s natural interest in cars to teach color identification.
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Question 8 of 24
8. Question
Which scenario best demonstrates naturalistic teaching procedures?
Correct
Naturalistic teaching occurs in natural environments using real-life situations and motivating contexts. Teaching “more” during actual snack time uses the child’s natural motivation for food.
Incorrect
Naturalistic teaching occurs in natural environments using real-life situations and motivating contexts. Teaching “more” during actual snack time uses the child’s natural motivation for food.
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Question 9 of 24
9. Question
Lisa is teaching her client to brush teeth. She breaks it down into: pick up toothbrush, apply toothpaste, brush top teeth, brush bottom teeth, rinse, put toothbrush away. This breakdown represents:
Correct
Task analysis involves breaking complex skills into smaller, sequential steps that can be taught individually. Each step should be observable, measurable, and lead logically to the next step.
Incorrect
Task analysis involves breaking complex skills into smaller, sequential steps that can be taught individually. Each step should be observable, measurable, and lead logically to the next step.
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Question 10 of 24
10. Question
When teaching shoe-tying, David prompts his client through all steps except the final bow-tying, which the client completes independently. As mastery occurs, the client completes more steps independently, working backward through the chain. This is:
Correct
Backward chaining begins with the client completing only the final step independently, then gradually adding earlier steps. This allows immediate access to natural reinforcement (task completion).
Incorrect
Backward chaining begins with the client completing only the final step independently, then gradually adding earlier steps. This allows immediate access to natural reinforcement (task completion).
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Question 11 of 24
11. Question
Rachel teaches her client to make a sandwich by first mastering getting bread, then adding getting bread + spreading peanut butter, then getting bread + spreading peanut butter + adding jelly. This approach represents:
Correct
Forward chaining teaches steps in their natural sequence, with the client mastering each step before adding the next. The chain is built progressively from beginning to end.
Incorrect
Forward chaining teaches steps in their natural sequence, with the client mastering each step before adding the next. The chain is built progressively from beginning to end.
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Question 12 of 24
12. Question
Kevin shows his client a red card and says “red,” providing reinforcement when the client says “red.” When shown a blue card and the client says “red,” no reinforcement is given. This procedure teaches:
Correct
Discrimination training involves differential reinforcement – reinforcing correct responses to specific stimuli while not reinforcing the same response to different stimuli. This teaches when to respond appropriately.
Incorrect
Discrimination training involves differential reinforcement – reinforcing correct responses to specific stimuli while not reinforcing the same response to different stimuli. This teaches when to respond appropriately.
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Question 13 of 24
13. Question
Anna initially uses hand-over-hand prompts to teach clapping, then fades to touching the client’s wrists, then just gesturing, until the client claps to the verbal instruction alone. This demonstrates:
Correct
Stimulus control transfer involves systematically fading prompts so that control moves from artificial prompts to the natural discriminative stimulus (verbal instruction “clap hands”).
Incorrect
Stimulus control transfer involves systematically fading prompts so that control moves from artificial prompts to the natural discriminative stimulus (verbal instruction “clap hands”).
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Question 14 of 24
14. Question
Which represents the correct most-to-least prompting hierarchy for teaching a client to point to pictures?
Correct
Most-to-least prompting begins with the most intrusive prompt (physical) and systematically fades to less intrusive prompts, eventually achieving independence.
Incorrect
Most-to-least prompting begins with the most intrusive prompt (physical) and systematically fades to less intrusive prompts, eventually achieving independence.
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Question 15 of 24
15. Question
When teaching “touch your head,” the RBT points to their own head while giving the instruction. This is an example of:
Correct
Gestural prompts involve movements or pointing that indicate the desired response. Pointing to one’s own head provides a visual cue for the client to touch their head.
Incorrect
Gestural prompts involve movements or pointing that indicate the desired response. Pointing to one’s own head provides a visual cue for the client to touch their head.
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Question 16 of 24
16. Question
To promote generalization of greeting skills, the RBT should:
Correct
Generalization is promoted by teaching across multiple exemplars including different people, settings, times, and response variations. This helps skills transfer to natural environments.
Incorrect
Generalization is promoted by teaching across multiple exemplars including different people, settings, times, and response variations. This helps skills transfer to natural environments.
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Question 17 of 24
17. Question
Three months after mastering the skill of requesting help, Tom’s client can still ask for help appropriately without any intervention. This demonstrates:
Correct
Maintenance refers to the continued demonstration of learned skills after formal teaching has ended. Good maintenance indicates durable learning that persists over time.
Incorrect
Maintenance refers to the continued demonstration of learned skills after formal teaching has ended. Good maintenance indicates durable learning that persists over time.
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Question 18 of 24
18. Question
To teach “mama,” the RBT first reinforces any vocalization, then only “m” sounds, then “ma,” then “mama.” This systematic reinforcement of closer approximations represents:
Correct
Shaping involves reinforcing successive approximations toward a target behavior. Each step gets progressively closer to the final goal, with reinforcement criteria becoming more stringent.
Incorrect
Shaping involves reinforcing successive approximations toward a target behavior. Each step gets progressively closer to the final goal, with reinforcement criteria becoming more stringent.
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Question 19 of 24
19. Question
The key difference between shaping and chaining is that shaping:
Correct
Shaping creates new behaviors by reinforcing gradual improvements toward a goal, while chaining links existing behaviors in sequence. Shaping changes response form; chaining organizes existing responses.
Incorrect
Shaping creates new behaviors by reinforcing gradual improvements toward a goal, while chaining links existing behaviors in sequence. Shaping changes response form; chaining organizes existing responses.
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Question 20 of 24
20. Question
In Marcus’s token economy, clients earn tokens for completed tasks and exchange 5 tokens for computer time. The tokens function as:
Correct
Tokens are generalized conditioned reinforcers because they can be exchanged for multiple backup reinforcers and gain value through pairing with various rewards.
Incorrect
Tokens are generalized conditioned reinforcers because they can be exchanged for multiple backup reinforcers and gain value through pairing with various rewards.
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Question 21 of 24
21. Question
Which component is NOT essential for an effective token economy system?
Correct
Effective token economies require clear target behaviors, exchange ratios, backup reinforcers, and exchange schedules. Automatic daily resets would undermine the system’s effectiveness and motivation.
Incorrect
Effective token economies require clear target behaviors, exchange ratios, backup reinforcers, and exchange schedules. Automatic daily resets would undermine the system’s effectiveness and motivation.
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Question 22 of 24
22. Question
Jenny’s client initially needed a picture card to request water but now requests water when thirsty without any visual cues. This change demonstrates:
Correct
Stimulus control has transferred from the external picture prompt to internal motivating operations (thirst). The client now responds to natural antecedent conditions rather than artificial prompts.
Incorrect
Stimulus control has transferred from the external picture prompt to internal motivating operations (thirst). The client now responds to natural antecedent conditions rather than artificial prompts.
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Question 23 of 24
23. Question
Teaching a client to say “big” when shown large objects and “small” when shown small objects, while not responding to medium-sized objects, involves:
Correct
Complex discrimination involves teaching responses to multiple stimulus conditions with specific criteria. The client must learn when to respond “big,” when “small,” and when not to respond at all.
Incorrect
Complex discrimination involves teaching responses to multiple stimulus conditions with specific criteria. The client must learn when to respond “big,” when “small,” and when not to respond at all.
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Question 24 of 24
24. Question
The primary advantage of naturalistic teaching over structured discrete trials is that naturalistic teaching:
Correct
Naturalistic teaching capitalizes on the learner’s natural motivation and occurs in natural contexts, which typically leads to better generalization and more meaningful learning, though initial acquisition may be slower.
Incorrect
Naturalistic teaching capitalizes on the learner’s natural motivation and occurs in natural contexts, which typically leads to better generalization and more meaningful learning, though initial acquisition may be slower.
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