RBT Task List – Professional Conduct and Scope of Practice (F-01)

Welcome! We’ve successfully navigated through the extensive details of Measurement, Assessment, Skill Acquisition, Behavior Reduction, and Documentation & Reporting on the RBT Task List.

This has been a massive undertaking, and if you’ve been following along, congratulations you’re approaching the final, yet critically important, section.

It’s time to dive deep into Section F: Professional Conduct and Scope of Practice. This final section is arguably one of the most important, as it defines the ethical and professional framework within which all other RBT tasks are performed.

It outlines the expectations for RBTs regarding their behavior, boundaries, responsibilities within the service delivery system, and commitment to ongoing professional development.

Adherence to these standards is fundamental to maintaining the integrity of the profession, protecting clients, and ensuring RBTs practice competently and ethically.

As you delve into this section, remember that these are not just guidelines but core expectations that define you as a professional in the field of Applied Behavior Analysis.

Let’s begin by understanding the framework within which RBTs operate, starting with the first task item:

F-01: Decoding Supervision and Your RBT Role

Clear Explanation

This task item has two crucial, interconnected parts:

• Understanding BACB RBT Supervision Requirements: RBTs must be thoroughly knowledgeable about the specific supervision standards mandated by the Behavior Analyst Certification Board (BACB).
  • This isn’t just about knowing that you need supervision, but also understanding the type, amount, frequency, documentation specifics, and the qualifications of your supervisor.
  • Supervision is a core requirement for maintaining RBT certification and ensuring ethical, competent practice.
  • It’s the primary mechanism through which RBTs receive ongoing training, support, clinical direction, and performance feedback.
• Understanding the Role of RBTs in the Service Delivery System: RBTs need to clearly comprehend their specific responsibilities and limitations within the broader team providing ABA services.
  • This involves knowing what tasks fall within their scope of practice, how they interact with supervisors (BCBAs/BCaBAs), clients, families, and other professionals, and acknowledging the boundaries of their role.

Essentially, F-01 is about knowing “the rules of the road” for being a supervised paraprofessional in ABA.

RBTs work under the close, ongoing supervision of a qualified BACB certificant (a BCBA or BCaBA). The RBT’s role is primarily to implement behavior-analytic services as designed and directed by their supervisor.

Detailed Breakdown of BACB RBT Supervision Requirements

Here are the key elements RBTs must be able to describe:

• Supervisor Qualifications:
  • Who Can Supervise an RBT?
    • A Board Certified Behavior Analyst (BCBA)
    • A Board Certified Behavior Analyst-Doctoral (BCBA-D)
    • A Board Certified Assistant Behavior Analyst (BCaBA) (who is themselves supervised by a BCBA)
  • RBT Requirements Coordinator: This is an individual within an organization responsible for ensuring RBTs meet supervision and other BACB requirements.
    This person may or may not be a BACB certificant but works under a qualified BCBA to fulfill this administrative role.
  • RBT Supervisor: This must be a BACB certificant (BCBA or BCaBA) who is responsible for the RBT’s clinical work and provides direct supervision.
  • Important Note on Pre-2026 and Post-2026 Roles: Prior to January 1, 2026, there was a provision for a “BACB-recognized non-certificant RBT Supervisor” under specific conditions.
    However, starting January 1, 2026, this role is eliminated, and all RBT Supervisors must hold active BCaBA or BCBA certification. RBTs need to be aware of this transition.
  • Supervisor Training: Supervisors must have completed an 8-hour post-certification supervision training mandated by the BACB.
  • RBT Responsibility: You must ensure your supervisor meets BACB requirements and is officially listed on your BACB account as your “RBT Requirements Coordinator” (for the initial competency assessment) and “RBT Supervisor.”
• Amount and Frequency of Supervision:
  • Minimum 5% of Hours: RBTs must be supervised for a minimum of 5% of the hours they spend providing behavior-analytic services each month.
    • Example: If an RBT provides 100 hours of direct ABA services in a month, they must receive at least 5 hours of supervision that month.
  • Minimum 2 Face-to-Face Contacts Per Month: At least two of these supervision contacts per month must be “face-to-face” (synchronous).
    • “Face-to-face” can be in-person or via live, real-time videoconferencing (e.g., Zoom, Teams) where the supervisor and RBT can see and hear each other.
    • Crucially, one of these contacts must involve the supervisor directly observing the RBT providing services with a client. This observation can also be via live video or in person. The other contact(s) can involve modeling, feedback, data review, planning, etc.
  • Group vs. Individual Supervision: Supervision can occur individually (1-on-1) or in small groups (typically 2-10 RBTs with one supervisor, meeting specific BACB conditions for group supervision).
    • However, no more than 50% of the total supervised hours per month can be in a group format. At least 50% must be individual supervision.
  • RBT Responsibility: Track your service hours diligently and ensure you are meeting these minimum supervision requirements.
    Communicate proactively with your supervisor if you feel you are not receiving adequate supervision or if the minimums are not being met.
• Nature and Content of Supervision:
  • Supervision is far more than a casual “check-in.” It should be active, focused on improving the RBT’s skills in implementing behavior-analytic procedures, and ensuring client progress and safety.
  • Activities may include (but are not limited to):
    • Direct observation of the RBT providing services, with immediate and constructive feedback.
    • Review of client data sheets and progress graphs.
    • Discussion of client programs, progress, and any challenges encountered.
    • Modeling of procedures by the supervisor.
    • Role-playing of procedures to ensure understanding and fluency.
    • Review of session notes and other documentation for accuracy and completeness.
    • Discussion of ethical dilemmas and reinforcement of professional conduct.
    • Ensuring adherence to ethical guidelines (Section F of the Task List).
    • Addressing questions and providing clear clinical direction (related to Task E-02).
    • Monitoring treatment integrity (i.e., ensuring behavior plans are implemented as written).
    • Assisting with the RBT Competency Assessment (both initial and for annual renewal).
  • RBT Responsibility: Actively participate in every supervision session. Come prepared with questions, data, and observations.
    Be receptive to feedback (both positive and constructive) and diligently implement supervisor directives.
• Documentation of Supervision:
  • Both the RBT and the supervisor are responsible for maintaining accurate and contemporaneous documentation of all supervision activities.
  • This documentation typically includes: date, start/end times, duration of supervision, format (individual/group, face-to-face/remote, observation/other), a summary of activities and topics discussed, and signatures (or electronic verification) of both the RBT and supervisor.
  • The BACB provides a sample supervision tracking form, but many agencies have their own compliant systems.
  • RBT Responsibility: Keep accurate records of your supervision hours and activities. Ensure you review and sign off on documentation provided by your supervisor (if required by agency policy).
    • Retain these records for a specified period (the BACB often recommends at least 7 years), as they are often required for RBT certification renewal or if audited by the BACB.
• Annual Renewal and Competency Assessment (and upcoming changes):
  • Until December 31, 2025: As part of RBT maintenance requirements, RBTs must complete an RBT Renewal Competency Assessment annually with a qualified supervisor. This demonstrates continued competence in the RBT Task List items.
  • Changes from January 1, 2026: The RBT certification cycle will become biennial (every 2 years). New professional development requirements will be introduced, which will likely replace or modify the annual competency assessment process for ongoing competency assurance. Stay updated via the BACB!
  • RBT Responsibility: Ensure any required competency assessments or professional development activities are completed in a timely manner for certification renewal.

Detailed Breakdown of the Role of RBTs in the Service Delivery System

Understanding your specific role and its boundaries is crucial for professionalism, ethical conduct, and effective teamwork.

• Primary Role: Implementation of ABA Procedures:
  • The RBT’s main responsibility is the direct implementation of skill acquisition and behavior reduction plans that have been developed and designed by their supervising BCBA or BCaBA.
  • This includes tasks such as:
    • Conducting Discrete Trial Training (DTT), Natural Environment Teaching (NET), chaining, shaping, token economies, etc. (Section C).
    • Implementing antecedent interventions, differential reinforcement procedures, extinction protocols, etc. (Section D).
    • Following crisis/emergency protocols as outlined in the behavior plan (Task D-06).
• Data Collection and Documentation:
  • Accurately and consistently collecting data on client behavior and skill progress during sessions (Section A).
  • Generating objective, descriptive session notes and other required documentation (Section E).
• Working Under Close, Ongoing Supervision:
  • This is a defining feature of the RBT role. RBTs do not practice independently.
  • They must practice under the direction and ongoing supervision of a qualified BCBA or BCaBA (or a designated RBT Requirements Coordinator who is overseen by a BCBA for administrative tasks).
  • The supervisor is ultimately responsible for the client’s case, overall treatment planning, and outcomes. RBTs must adhere to supervisor directives and seek clinical direction whenever needed (Task E-02).
• Communication:
  • Effectively communicating with their supervisor about client progress, observed challenges, and any other relevant variables (Tasks E-01, E-03).
  • Communicating appropriately and professionally with clients, parents/caregivers, and other team members, always staying within the limits of their role and confidentiality guidelines (Task F-03). RBTs typically share factual information about session activities and refer programmatic or sensitive questions to the supervisor.
• Assisting with Assessment Procedures (Under Supervisor Direction):
  • RBTs may assist with specific assessment procedures as directed by their supervisor. This can include:
    • Conducting preference assessments (Task B-01).
    • Assisting with components of individualized assessments (e.g., collecting baseline data for specific skills) (Task B-02).
    • Assisting with descriptive Functional Behavior Assessment (FBA) data collection (e.g., taking ABC data) (Task B-03).
  • It’s critical to note that RBTs do not select assessment tools, conduct assessments independently from start to finish, or interpret assessment results.
• Adherence to Ethical and Professional Standards:
  • Strictly following the BACB RBT Ethics Code and all applicable legal and workplace requirements (Task E-05, and all of Section F).
  • Maintaining professional boundaries in all interactions (Task F-02).
• Scope of Practice What RBTs DO NOT DO (Independently):
  • DO NOT design or develop new skill acquisition or behavior reduction plans. (This is the BCBA/BCaBA’s responsibility). RBTs can provide valuable input and observations, but the supervisor makes the design decisions.
  • DO NOT conduct assessments independently (e.g., functional behavior assessments, comprehensive skill assessments like the VB-MAPP or ABLLS-R from start to finish, or diagnostic assessments). They assist with parts of these under supervision.
  • DO NOT make significant modifications to existing plans without supervisor approval. Minor in-the-moment adjustments based on client responsivity might be permissible if clearly within the parameters previously set by the supervisor, but substantial changes require consultation and approval.
  • DO NOT interpret data or make clinical judgments about program effectiveness or necessary changes. (RBTs collect and graph data; supervisors analyze and interpret it for clinical decision-making).
  • DO NOT provide training or supervision to other RBTs unless specifically designated and trained to do so under a BCBA’s direct oversight (this typically applies to more senior RBTs or lead RBT roles, and is still under the BCBA’s responsibility).
  • DO NOT represent themselves as behavior analysts or provide services outside of their defined RBT role and scope of practice.
  • DO NOT answer caregiver questions that require clinical expertise or involve program changes. They should politely refer these questions to the supervisor (Task F-03).
  • DO NOT provide services outside their area of competence.
  • DO NOT discuss confidential client information with unauthorized individuals.
• The RBT within the Tiered Service Delivery Model:
  ABA services are often delivered using a tiered model:
  • BCBA/BCBA-D: Designs assessments and treatment plans, analyzes data, trains staff and parents, provides supervision to BCaBAs and RBTs, and makes overall clinical decisions.
  • BCaBA: May assist the BCBA with assessments, plan development, and staff training. Can supervise RBTs under the oversight of a BCBA.
  • RBT: Provides direct implementation of the treatment plan and collects data under the close, ongoing supervision of the BCBA or BCaBA.
  • Client & Caregivers: Integral members of the team, involved in goal setting and often trained to implement strategies to support generalization and maintenance.
    The RBT is a crucial implementer in this model, ensuring that evidence-based procedures are delivered with fidelity.

Real-World Implications of Understanding Supervision and Role

• Supervision Example: RBT Maria knows she needs 5 hours of supervision this month based on her 100 hours of service.
  She tracks her service hours and proactively schedules observation times with her BCBA supervisor, Jane, ensuring one includes direct observation of her working with a client.
  Maria comes to her supervision meetings prepared with specific questions about a new shaping plan Jane designed.
• Role Clarity Example: During a session, a parent asks RBT David, “I don’t think this token economy is working for my son.
  Can we try taking away his iPad instead when he doesn’t do his work?” David, understanding his role, would respond: “That’s a really good question about the plan.
  I can’t make changes to the program myself, but I’ll be sure to pass your thoughts along to [Supervisor’s Name] so they can discuss it with you.
  For today, I need to continue with the current token plan as written.” He then makes a note to inform his supervisor.
• Scope of Practice Example: RBT Chen notices that a client is struggling significantly with a new math concept during direct instruction. Instead of trying to independently design a new way to teach it, he collects detailed data on the types of errors the client is making.
  During his next supervision meeting, he tells his BCBA, “Sam is consistently making this type of error on the long division problems. Here’s the data I’ve collected.
  Do you have suggestions for how I should adjust my prompting, or do we need to modify the teaching steps in the plan?”

Key Terms/Vocabulary (Related to Supervision & RBT Role)

• Registered Behavior Technician (RBT): A paraprofessional who practices under the close, ongoing supervision of a qualified BACB certificant.
• BACB (Behavior Analyst Certification Board): The credentialing body for RBTs, BCaBAs, and BCBAs.
• RBT Supervisor: The BCBA or BCaBA responsible for overseeing the RBT’s work, providing clinical direction, and ensuring adherence to BACB standards.
• RBT Requirements Coordinator: An agency role, often administrative, supporting RBT compliance with BACB requirements, working under a BCBA.
• Supervision: Ongoing professional guidance, oversight, training, and performance feedback provided to the RBT.
• Direct Observation: A required component of supervision where the supervisor watches the RBT implement procedures with a client.
• Performance Feedback: Information (both corrective and reinforcing) given to the RBT about their skills and adherence to plans.
• Scope of Practice: The defined range of responsibilities, activities, and tasks an RBT is qualified and authorized to perform.
• Treatment Fidelity/Procedural Integrity: Implementing behavior plans and teaching procedures exactly as they are written. Supervision helps maintain this.
• Service Delivery System: The overall structure and process through which ABA services are provided, often involving a tiered model of professionals.
• Paraprofessional: RBTs are considered paraprofessionals who assist and work under the direction of a certified professional (BCBA/BCaBA).
• RBT Ethics Code: The specific set of ethical guidelines RBTs must follow.

Common Mistakes/Misunderstandings (Related to Supervision & RBT Role)

• Not Tracking Supervision Hours: Failing to ensure the 5% minimum (and other requirements like 2 face-to-face contacts) is met, which can jeopardize RBT certification.
• Passive Participation in Supervision: Not asking questions, not bringing data or concerns to meetings, or not engaging actively in the supervision process.
• Practicing Outside of Scope: Attempting to make independent changes to behavior programs, design interventions from scratch, or provide clinical advice that requires BCBA-level expertise. This is a serious ethical violation.
• Misunderstanding Who Can Supervise: Thinking any BCBA can supervise any RBT without a formal supervisory relationship established, or not ensuring the supervisor meets all current BACB qualifications (like the 8-hour training).
• Confusing “Years of Experience” with Scope: An experienced RBT still has the same defined scope of practice as a new RBT; experience does not authorize them to perform BCBA duties without BCBA certification.
• Not Reporting Issues to the Correct Person: Going to another RBT with a clinical question or concern about a plan instead of the designated supervisor for that case.
• Hesitancy to Inform Supervisor if Supervision Requirements Aren’t Being Met: RBTs have a professional responsibility to advocate for their own required supervision.
• Believing RBT Certification Allows for Independent Practice: It absolutely does not. RBTs must practice under supervision.
• Not Seeking Supervision When Needed: Trying to “handle” a difficult clinical situation or ethical uncertainty alone instead of immediately consulting the supervisor.

A clear and thorough understanding of the BACB’s RBT supervision requirements and the specific role of the RBT within the service delivery system is absolutely foundational to ethical and competent practice.

RBTs must embrace their role as skilled implementers working under close professional guidance, ensuring they always operate within their defined scope.

This provides a very comprehensive look at F-01. We’ve detailed the BACB supervision requirements and clearly defined the RBT’s role and scope of practice within the service delivery system.

Next in Section F is typically F-02: Respond appropriately to feedback and maintain or improve performance accordingly. This focuses on professionalism and your commitment to continuous growth.