Registered Behavior Technician Certificate Overview
A Registered Behavior Technician (RBT) is a paraprofessional certified in behavior analysis. RBTs assist in delivering behavior analysis services and practice under the direction and close supervision of an RBT. Supervisor and/or an RBT Requirements Coordinator, who are responsible for all work RBTs perform. Registered Behavior Technician certification was originally designed for settings in which a BCBA or BCaBA is already providing behavior analysis services. Thus, applying to become an RBT is most likely to occur after the applicant has been employed by the organization in which they will continue their work assisting qualified BCBAs and/or BCaBAs in their service-delivery activities.
There are many benefits to obtaining RBT certification:
- It shows that you have met certain requirements that are critical in delivering behavior analysis services
- It provides increased consumer protection since you must meet certain eligibility such as passing a background check and meeting certain knowledge requirements as well as maintenance requirements such as receiving ongoing supervision and adhering to an ethics code
- It makes it easier for employers, funders and consumers to verify that you have certain knowledge, skills, and abilities, have the appropriate oversight and are not under disciplinary sanctions
- It is a widely recognized and respected credential since it is offered by the BACB, the nation’s first organization to certify behavior analysis professionals
Topics Covered/Learning Objectives
Upon successful completion of this RBT course, students will have increased knowledge of:
Measurement
- Prepare for data collection
- Implement continuous measurement procedures such as frequency or duration
- Implement discontinuous measurement procedures such as partial and whole interval or momentary time sampling
- Implement permanent-product recording procedures, enter data and update graphs
- Describe behavior and environment in observable and measurable terms.
Assessment
- Conduct preference assessments
- Assist with individualized assessment procedures such as curriculum-based, developmental and social skills
- Assist with functional assessment procedures
Skill Acquisition
- Identify the essential components of a written skill acquisition plan
- Prepare for the session as required by the skill acquisition plan
- Use contingencies of reinforcement such as conditioned or unconditioned reinforcement and continuous or intermittent schedules
- Implement discrete-trial teaching procedures
- Implement naturalistic teaching procedures such as incidental teaching
- Implement task analyzed chaining procedures, discrimination training, stimulus control transfer procedures, prompt and prompt fading procedures, generalization and maintenance procedures, shaping procedures, and token economy procedures
Behavior Reduction
- Identify the essential components of a written behavior reduction plan
- Describe common functions of behavior
- Implement interventions based on the modification of January 2021 antecedents such as motivating operations and discriminative stimuli
- Implement differential reinforcement procedures such as DRA or DRO
- Implement extinction procedures and crisis or emergency procedures according to protocol
Documentation and Reporting
- Effectively communicate with a supervisor in an ongoing manner
- Actively seek clinical direction from a supervisor in a timely manner
- Report other variables that might affect the client in a timely manner
- Generate objective session notes for service verification by describing what occurred during the sessions, in accordance with applicable legal, regulatory, and workplace requirements
- Comply with applicable legal, regulatory, and workplace data collection, storage, transportation, and documentation requirements
Ethics, Professional Conduct and Scope of Practice
- Describe the BACB’s RBT supervision requirements and the role of RBTs in the service-delivery system
- Respond appropriately to feedback and maintain or improve performance accordingly
- Communicate with stakeholders such as family, caregivers or other professionals as authorized
- Maintain professional boundaries by avoiding dual relationships, conflicts of interest or social media contact
- Maintain client dignity
- Review the RBT Ethics Code
Admission Requirements
None
Instructors
Subject to change without notice
Paige Leung
Paige Leung began her career in applied behaviour analysis as a home-based behaviour interventionist, where she found her passion working with children and their families. She now has a Bachelor of Arts in Child and Youth Care and a Master of Arts in Special Education with a concentration in Applied Behavior Analysis. Since completing her education, Paige has become a Board Supervised Behavior Analyst (BCBA) where she continues to work in both clinical and private settings. She works with a variety of children and their families across British Columbia. One of her favourite parts of her practice is to train and support other behaviour interventionists. She hopes they find the same passion and inspiration that she has discovered.
Kelly Nightingale
Kelly Nightingale, M.P.Ed., BCBA has worked in the field of applied behaviour analysis since 2012. She holds a BA in Psychology and Linguistics, a graduate certificate in Autism and Behavioural Sciences and a Masters of Professional Education in Applied Behaviour Analysis. She was certified by the BACB as a Board Certified Behavior Analyst (BCBA) in 2019. She is also currently working on a graduate certificate in Addictions and Mental Health.
Kelly has worked primarily in early intervention but has also worked with teens and is currently also working with adults in residential group homes. She has experience working with all ages and a variety of diagnoses and functioning levels. She is passionate about ABA and hopes to inspire others to continue to pursue careers in the field.
Monica Millar
Monica Millar is a Board Certified Behaviour Analyst (BCBA) with a Master of Arts with a concentration in Behaviour Disorders from the University of British Columbia. Monica has worked in the field of Applied Behaviour Analysis over the last eight years, implementing behaviour analytic programs for individuals between the ages of 3 to 36 years old. Monica’s research area of interest includes the use of positive behaviour support and clinical psychology in the treatment of anxiety in individuals with Autism Spectrum Disorder (ASD). Monica is currently attending Queen’s University Belfast while she completes her PhD in Education with a focus on Applied Behaviour Analysis.
Dates
Online
Part-Time:
- February 28, 2023 – April 20, 2023
- Students must devote at least 3 hours per week to attend live webinars
- Webinars are held Tuesdays and Thursdays from 5:00 to 7:30 pm PST
- Outside of live instructional periods, students will be expected to take part in various independent and/or group activities
Required Materials
- Principles of Applied Behavior Analysis for Behavior Technicians and Other Practitioners, 3rd Edition. Michelle D.Wallace and G.Roy Mayer
Fees
The registration fee for this course is $595.
Technical Requirements
Live Online Students
Ashton College uses web conferencing tools for conducting online classes and online learning management systems for managing resources, assignments, and grades. These tools help instructors and students connect live online as well as asynchronously. The basic requirements for online learning include a computer, webcam, speakers, and a microphone or a headset and headphones, along with a reliable internet connection. Though online learning can be pursued using smartphones and tablets, the use of laptops or desktop computers is encouraged for an enhanced learning experience.
This course does not require approval by the Private Training Institutions Branch of the Ministry of Advanced Education and Skills Training. As such, it was not reviewed.
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