Looking to ace your Registered Behavior Technician (RBT) interview?
We’ve compiled the top 50 RBT interview questions along with thoughtful sample answers to help you prepare with confidence.
Basic Knowledge Questions
1. What does RBT stand for and what is the role of an RBT?
RBT stands for Registered Behavior Technician. As an RBT, I implement behavior intervention plans developed by Board Certified Behavior Analysts (BCBAs) to help clients with autism and developmental disabilities. My responsibilities include conducting one-on-one sessions, collecting data, and teaching new skills while following behavior reduction strategies. I act as the direct implementer of ABA therapy under supervision.
2. What motivated you to become an RBT?
During college, I volunteered at a special needs camp where I met a nonverbal child with autism. Over the summer, I saw him learn to use a communication device and express his needs. Witnessing this transformation showed me the power of behavioral intervention. I wanted to be part of that process and help more individuals gain independence and communication skills.
3. How do you explain ABA therapy to someone unfamiliar with it?
Applied Behavior Analysis is a scientific approach that helps change behaviors by understanding what causes and maintains them. We break down skills into small, teachable steps, provide lots of practice opportunities, and use positive reinforcement to encourage learning. It’s evidence-based and highly individualized to each person’s needs and goals.
4. What’s the difference between an RBT and a BCBA?
As an RBT, I directly implement behavior plans with clients under supervision. BCBAs have master’s degrees, certification, and are responsible for conducting assessments, analyzing data, creating treatment plans, and supervising RBTs like me. Think of it as the BCBA being the architect who designs the program, while I’m the builder who implements it day-to-day.
5. Can you explain the importance of data collection in ABA?
Data collection is the backbone of ABA therapy. When I collect accurate data, it helps the BCBA determine if interventions are working or need modification. Data shows us objective progress, guides decision-making, and ensures we’re using evidence-based approaches rather than just intuition. It also helps demonstrate progress to insurance companies and families.
Technical Knowledge Questions
6. What is positive reinforcement? Give an example of how you would use it.
Positive reinforcement involves adding something desirable after a behavior to increase its future occurrence. For example, when working with a child learning to tie shoes, I might provide verbal praise (“Great job!”) and a high-five immediately after they complete a step correctly. Over time, this increases their motivation to keep trying and master the skill.
7. What is negative reinforcement and how does it differ from punishment?
Negative reinforcement removes something unpleasant to increase a behavior. For instance, allowing a child to take a break from demands when they appropriately request one. This differs from punishment, which decreases behavior. Many people confuse negative reinforcement with punishment, but they serve opposite functions—reinforcement increases behavior while punishment decreases it.
8. Explain the ABCs of behavior analysis.
The ABCs stand for Antecedent, Behavior, and Consequence. The antecedent is what happens before the behavior occurs (like a demand or environmental trigger). The behavior is the observable action itself. The consequence is what follows the behavior, which can either strengthen or weaken it. This framework helps us understand why behaviors occur and how to modify them.
9. What is a functional behavior assessment (FBA)?
A functional behavior assessment is a process used to determine why a challenging behavior is occurring. It involves collecting data on antecedents, behaviors, and consequences to identify the function or purpose of the behavior. This might include direct observation, interviews with caregivers, and sometimes structured assessments. The results guide us in developing effective intervention strategies.
10. What are the four functions of behavior?
The four main functions of behavior are: access to attention (social interaction), access to tangibles (preferred items or activities), escape/avoidance (avoiding non-preferred tasks or sensations), and automatic reinforcement (sensory stimulation or internal reinforcement). Understanding which function drives a behavior helps us develop appropriate interventions that address the underlying need.
11. How would you handle a client engaging in self-injurious behavior?
First, I’d ensure immediate safety while following the behavior intervention plan. If there’s no plan, I’d block the behavior safely without providing attention that might reinforce it. I’d look for triggers like demands or sensory overload and document the incident thoroughly. Then, I’d promptly report it to my BCBA supervisor so we could assess the function and develop appropriate strategies.
12. Describe discrete trial training (DTT) and how you would implement it.
DTT is a structured teaching method with clear beginning and ending points. I would implement it by breaking down a skill into small steps, presenting a clear instruction or stimulus, providing prompting if needed, waiting for the client’s response, delivering immediate consequences (reinforcement or correction), and then pausing before starting the next trial. It’s systematic and allows for many learning opportunities in a short period.
13. What is naturalistic teaching and when would you use it?
Naturalistic teaching incorporates learning opportunities into everyday activities and follows the child’s interests. For example, if a child reaches for a toy car, I might hold it up and say “car” before giving it to them, creating a learning moment for labeling. I’d use this approach when teaching skills that need to generalize to daily life or when building upon a child’s natural motivation.
14. How do you fade prompts?
Prompt fading involves systematically reducing assistance to promote independence. I start with the least intrusive prompt that ensures success, then gradually reduce support. For example, when teaching handwashing, I might start with hand-over-hand guidance, then move to gestures, then just verbal cues. The key is to fade prompts systematically while maintaining a high success rate.
15. What is differential reinforcement?
Differential reinforcement involves reinforcing appropriate behaviors while withholding reinforcement for inappropriate ones. Types include DRO (reinforcing the absence of challenging behavior), DRA (reinforcing an alternative behavior), DRI (reinforcing incompatible behavior), and DRL (reinforcing lower rates of behavior). It’s effective because it focuses on building positive behaviors rather than just eliminating negative ones.
Scenario-Based Questions
16. How would you handle a tantrum during a session?
I’d first ensure everyone’s safety and minimize attention to the tantrum behavior. I’d wait for a moment of calm, then redirect and reinforce appropriate behavior. Last month, a client had a tantrum when I presented a writing task. Instead of negotiating during the tantrum, I waited for calm, offered choices about which worksheet to try first, and heavily reinforced his engagement. This approach teaches better ways to communicate needs.
17. What would you do if a client refuses to work with you?
I’d assess why they’re refusing—perhaps the task is too difficult or the reinforcers aren’t motivating enough. I’d try offering choices, starting with an easy task they can succeed at, or incorporating their interests. Once, I had a reluctant client who loved dinosaurs, so I incorporated dinosaur counters into math activities, which dramatically increased his willingness to work with me.
18. How would you build rapport with a new client?
I’d spend time pairing myself with things the client enjoys without placing demands. I’d observe their interests, join in their play, and make myself a source of fun and reinforcement. For younger clients, I might get on the floor and play their preferred games. For older clients, I’d engage in conversations about their interests and show genuine curiosity about what matters to them.
19. How would you handle a parent who disagrees with your intervention approach?
I’d listen to their concerns respectfully and acknowledge their perspective as the expert on their child. Then I’d explain the rationale behind our approach using clear, non-technical language and specific examples of how it could benefit their child. I’d collaborate with my BCBA to address their concerns and possibly adjust our approach while maintaining ethical guidelines.
20. A client is engaging in attention-seeking behavior. How would you respond?
I’d implement planned ignoring for the attention-seeking behavior while providing abundant positive attention when the client engages in appropriate behaviors. I’d also teach and reinforce appropriate ways to request attention. Consistency is crucial—all team members need to respond the same way to prevent intermittent reinforcement, which can strengthen the unwanted behavior.
21. How would you handle a situation where a client becomes aggressive?
First, I’d ensure everyone’s safety by creating distance or using approved blocking techniques. I’d remain calm and neutral to avoid reinforcing the aggression with an emotional response. Once the situation de-escalates, I’d redirect to an appropriate activity and reinforce calm behavior. Afterward, I’d document the incident thoroughly and discuss antecedents with my supervisor to identify triggers and prevention strategies.
22. What would you do if a client has a meltdown in a public setting?
I’d prioritize safety and minimize sensory input by finding a quieter area if possible. I’d use minimal language and avoid placing demands until the client calms down. In public, I’d position myself to provide some privacy and use a calm, reassuring tone. After the meltdown subsides, I’d provide reinforcement for calming and assist the client in reintegrating to the activity as appropriate.
23. How would you handle a client who is non-compliant with instructions?
I’d first assess if the instructions are clear and if the task matches their skill level. I might break the demand into smaller steps, offer choices within the activity, or use a first-then board showing a preferred activity following completion. I’d heavily reinforce any approximations toward compliance and gradually shape the behavior toward full compliance over time.
24. What strategies would you use with a non-verbal client?
I’d implement alternative communication systems based on the client’s assessment results, such as PECS, sign language, or AAC devices. I’d create many opportunities throughout the session for communication and reinforce any attempts. I’d also use visual supports like picture schedules and first-then boards to increase understanding and reduce frustration from communication barriers.
25. How would you incorporate a client’s interests into your therapy sessions?
I’d observe what motivates them and use those interests as natural reinforcers. For instance, with a client who loves space, I might use planet stickers as reinforcers, incorporate space books into reading activities, or practice counting with toy rockets. This approach increases motivation and makes learning more meaningful and enjoyable for the client.
Professional Practice Questions
26. How do you maintain client confidentiality?
I maintain confidentiality by never discussing client information in public places or with unauthorized individuals. I keep session notes and data sheets secure and avoid using client names in texts or emails. If I need to consult about a case, I do so only with supervisors or team members in private settings. I’m careful about social media and never post anything that could identify clients.
27. How do you collaborate with a BCBA?
I maintain open communication through regular supervision meetings, prompt reporting of behavioral incidents, and sharing detailed session notes. I implement intervention plans exactly as designed, collect accurate data, and ask questions when I’m unsure. I also provide feedback on what’s working or not working while respecting the BCBA’s expertise and accepting constructive feedback to improve my practice.
28. What would you do if you disagreed with a behavior intervention plan?
I’d first implement the plan as written to give it a fair chance. If concerns persist, I’d request a private meeting with my BCBA to discuss my observations and questions from a learning perspective, not a challenging one. I’d ask about the reasoning behind specific strategies and share any data that supports my concerns. The ultimate goal is understanding and providing the best care for the client.
29. How do you handle burnout in this field?
I practice self-care by maintaining boundaries between work and personal life. I use my supervision time effectively to process challenges, and I remind myself of the meaningful progress our clients make. When I notice early signs of burnout, like decreased patience or enthusiasm, I might adjust my self-care routine by increasing exercise or mindfulness practices, or seek additional support from colleagues or supervisors.
30. How do you ensure treatment integrity?
I follow intervention protocols exactly as written and regularly review plans to ensure I understand all components. I welcome feedback from supervisors and video reviews of my sessions. I use treatment integrity checklists to self-monitor my implementation and ask for clarification immediately if something is unclear. Consistent implementation is crucial for valid data and client progress.
31. How do you handle transitions between activities during sessions?
I use visual schedules, timers, and transition warnings to prepare clients for changes. For example, “Two more minutes with the trains, then we’ll do math.” I make transitions predictable by using consistent language and routines. For clients who struggle with transitions, I might use transition objects (carrying a favorite item between activities) or transition songs to make the process more structured and predictable.
32. How do you collect and analyze data during sessions?
I use the data collection methods specified in the client’s program, whether it’s frequency counts, duration recording, or interval data. I typically have data sheets ready and record immediately after trials to ensure accuracy. Throughout the session, I look for patterns and adjust my teaching approach if needed. After sessions, I review data to identify trends and prepare questions for my supervisor.
33. How do you incorporate family training into your sessions?
I model techniques and provide opportunities for parents to practice with feedback. I explain the reasoning behind strategies in accessible language and celebrate their successes. Recently, I worked with parents on implementing a token system at home by having them observe, then practice during our session. I gave specific positive feedback and troubleshooting tips they could apply outside therapy hours.
34. How do you stay updated on current ABA practices?
I regularly read research articles from journals like the Journal of Applied Behavior Analysis, attend webinars and continuing education events, and participate in company training. I also use supervision time to discuss new research or techniques with my BCBA. Recently, I joined an online community of RBTs where we share resources and discuss best practices in the field.
35. How do you handle ethical dilemmas in your practice?
I consult the BACB’s ethical code as a guide and discuss concerns with my supervisor promptly. If asked to do something I’m uncomfortable with, I would respectfully ask for clarification about the rationale and express my concerns. If necessary, I would follow my company’s ethics reporting procedures. My primary commitment is always to client welfare and professional integrity.
Experience and Skills Questions
36. Describe your experience working with individuals with autism.
I’ve worked with clients across the autism spectrum for three years, ranging from preschoolers to teenagers. I’ve implemented programs addressing communication deficits, social skills, academic goals, and behavioral challenges. I’ve worked with both verbal and non-verbal clients, and in various settings including homes, clinics, and schools. Each client has taught me the importance of individualized approaches.
37. What age groups have you worked with, and do you have a preference?
I’ve worked with toddlers, school-age children, and teenagers. Each age brings unique rewards and challenges. I enjoy early intervention with toddlers because of the rapid progress, but I also find helping teenagers develop independence and social skills extremely rewarding. I’m comfortable with all age groups and adapt my interaction style accordingly.
38. What challenging behaviors have you addressed, and what strategies did you use?
I’ve worked with aggression, self-injury, elopement, and severe tantrums. For a client with aggression, we implemented a function-based intervention after determining it was escape-maintained. We taught appropriate break requests, modified task difficulty, and used differential reinforcement. Over six months, aggressive incidents decreased by 80% while his communication skills and task completion improved substantially.
39. How do you build independence in your clients?
I systematically fade prompts, increase response requirements gradually, and use natural reinforcers whenever possible. I implement delayed reinforcement schedules as appropriate and teach self-monitoring skills. For one client who was prompt-dependent, we created a visual task analysis for morning routines that allowed him to check off steps himself, gradually transferring control from my prompts to the visual support.
40. How do you address communication goals with non-verbal clients?
I implement alternative communication systems based on assessment results, which might include picture exchange, sign language, or AAC devices. I create frequent communication opportunities throughout sessions and reinforce any attempt to communicate appropriately. For one non-verbal client, we started with basic picture exchange for preferred items, then expanded to a tablet-based system that dramatically improved his ability to express needs and wants.
41. How do you teach social skills to clients with autism?
I use direct instruction, role-playing, video modeling, and social stories depending on the client’s learning style. I create structured opportunities to practice skills like turn-taking or conversation starters, then gradually introduce more natural settings. I also facilitate peer interactions when appropriate. For a teenage client, we practiced conversational skills in therapy, then gradually applied them during community outings with peers.
42. How do you handle working with a team of professionals around a client?
I value collaboration and clear communication across disciplines. I share relevant data and observations with OTs, SLPs, and teachers while respecting confidentiality. I’m open to incorporating their insights into my sessions and ensuring consistency across environments. This team approach creates a comprehensive support system that addresses all aspects of a client’s development.
43. How do you adapt your approach for clients with different learning styles?
I observe how each client responds to different teaching methods and adjust accordingly. For visual learners, I incorporate more visuals and demonstrations. For kinesthetic learners, I include more hands-on activities. Some clients respond better to discrete trial training while others thrive with naturalistic approaches. The key is remaining flexible and responsive to what works best for each individual.
44. How do you incorporate play skills into your sessions?
I assess the client’s current play skills and target developmentally appropriate next steps. I might model new play actions, use hand-over-hand guidance for appropriate toy use, or facilitate parallel play before moving to interactive play. Play goals are embedded naturally throughout sessions, making learning fun while developing crucial developmental skills like turn-taking, imagination, and social interaction.
45. How do you address challenging behaviors in public settings?
I prepare by bringing necessary materials (visual supports, reinforcers) and selecting appropriate community settings based on the client’s current skills. I review expectations beforehand using social stories or visual schedules. If challenging behaviors occur, I implement the behavior plan consistently while being mindful of others’ privacy. These outings are valuable for generalizing skills to natural environments.
Soft Skills and Closing Questions
46. How do you manage your time effectively during sessions?
I prepare materials in advance and create a flexible session plan that balances the client’s needs with scheduled goals. I use timers to keep activities on track and data sheets that are quick to fill out. I’ve developed systems like color-coded bins for different activities to minimize transition time. Being organized allows me to focus on the client rather than scrambling for materials.
47. How do you handle stress and maintain professionalism?
I practice mindfulness and recognize my stress signals early. During challenging sessions, I use positive self-talk and focus on maintaining a calm demeanor since clients often reflect our energy. Between sessions, I use brief reset techniques like deep breathing or stretching. I also maintain work-life boundaries and engage in regular physical activity to manage overall stress levels.
48. What do you find most rewarding about being an RBT?
The most rewarding aspect is witnessing breakthroughs—like when a nonverbal child uses a communication device to express a need independently for the first time, or when a client masters a self-help skill they’ve been working on for months. These moments remind me that our consistent, daily work creates meaningful changes that expand clients’ independence and quality of life.
49. What are your long-term career goals in the field of ABA?
I’m committed to growing in the ABA field. Currently, I’m focused on expanding my skills as an RBT by gaining experience with diverse clients and behavior challenges. Within the next few years, I plan to pursue my bachelor’s degree in psychology, followed by a master’s in ABA to become a BCBA. I’m passionate about this work and see it as a lifelong career path.
50. Why should we hire you as an RBT for our organization?
You should hire me because I combine solid technical knowledge with genuine compassion for clients. I’m reliable, with a 99% attendance record at my previous position, and I’m committed to implementing programs with high fidelity. I’m a team player who communicates effectively with families and colleagues. Most importantly, I bring enthusiasm and creativity to my sessions while maintaining professionalism and evidence-based practice.