Co-authored with Stephanie Waldon
Alex Turner had recently achieved their RBT certification with a blend of trepidation and exhilaration. The certification felt like a badge of honor—a passport into a world where they could make a tangible difference in the lives of individuals with autism. They imagined transforming challenges into victories, chaos into order. Driven by this vision, Alex signed their contract with an in-home behavioral service provider, heart brimming with optimism.
Their first assignment plunged them into the deep end. The environment was a small, cluttered home where a young autistic learner, Jamie, exhibited significant behavioral challenges. Alex was handed a plan and a brief rundown by their supervising BCBA, Dr. Harris, before being left to implement complex behavioral interventions. The detailed instructions delivered in rapid-fire succession by Dr. Harris faded into a jumble of confusion as soon as the door clicked shut behind him. Alex, with only their 40-hour training as armor, felt like a novice boxer thrown into the ring against a seasoned professional, but without the practical skills to dodge or counter.
In those initial days, Jamie's behaviors escalated. Alex’s attempts to apply theoretical knowledge crumbled under the unpredictability of real-life applications. Each session ended with a heavy heart and a mind buzzing with doubts. The supervision sessions, rather than being a lifeline, felt more like a rapid checklist review. Dr. Harris, always in a hurry, issued commands rather than guidance and often made Alex feel inept for asking questions. The responses, when they came, were curt and seldom helpful.
The disconnect between theory and practice gnawed at Alex. The principles of behavior analysis, so eloquent on paper, seemed a stark contrast to their chaotic application. "How is it," Alex pondered, "that a field so dedicated to understanding human behavior neglects to apply these principles to its own fledgling professionals?" The lack of practical training and supportive mentorship led to a rapid cycle of disillusionment.
Frustration brewed as Alex realized they were not alone. Conversations with peers revealed a disturbing pattern: many RBTs felt underprepared, unsupported, and overwhelmed. The high turnover wasn't just a symptom of individual inadequacy but a systemic issue across many organizations that failed to properly invest in developing their front-line workers.
Within weeks, Alex stumbled upon a job posting from another company offering a signing bonus and promises of better support. Hopeful yet skeptical, they transitioned, only to encounter a similar scenario. This repetitive cycle highlighted a critical flaw in the field: the foundational neglect in nurturing the very individuals tasked with executing behavioral plans.
This narrative isn’t just Alex’s; it’s an echo from across the industry, calling for a profound reevaluation of how behavior analysis organizations onboard and develop their RBTs. The cost—both human and financial—is too great to ignore. The principles of behavior analysis must be mirrored not only in how we treat learners but also in how we nurture our practitioners. Without this foundational change, the promise of behavior analysis remains only partially fulfilled, its potential shackled by the very practices it seeks to improve.
Bridging the Gap
Many can empathize with Alex’s experience. Whether you are a BT, RBT, BCaBA, or BCBA, you have likely one time or another been “thrown in” to sessions with insufficient training. While this might be common to most fields, we know better, so we should be better. Unfortunately, too often we have been left to use our own not-quite-polished clinical judgment that could lead to escalation of challenging behaviors from the learner or poor treatment fidelity. The realization that this has become the norm in a field that boasts expertise in understanding human behavior should be enough to spring us into action.
When we first begin to work with our learners, we do not assume to know current skill levels. Having gone through rigorous (often grueling) training we understand our responsibility to carefully assess and gauge current skills and determine levels of support that will be required. We take baseline data and strategically design individualized interventions that will be effective according to the learner’s needs and learning style. We set learners up for success by patiently guiding them when they struggle and teach to predetermined mastery criteria. Now we want you to go back and read that again. This time, replace “learner” with “RBT.” Do you see the problem? The question remains: how is it that we – experts in the art of teaching and shaping human behaviors – fail to provide our frontline staff with the same support and guidance we give our learners? Marinate on that a bit.
We have observed firsthand that many behavior analysis organizations are lacking strong on-boarding practices that include effective training to shape skills, ongoing supervision, and coaching to maintain critical behaviors. It is assumed that RBTs come fully trained and ready to jump into implementing complex interventions regardless of their time in the field. This is a devastating assumption that can lead to negative outcomes for all involved from the RBT, to the BCBA, and finally, the learners we are determined to help. Additionally, when an RBT struggles with their role this tends to lead to burnout and, in the worst cases, quitting the field altogether. So, what’s the solution?
Before we dig into that, consider this approach that should be taken when training RBTs. Before presenting them with information about programs or complex behavior intervention plans, we might sit down for some one-on-one time and ask them to share their “why.” Why did they decide to join this field? We’ve heard answers ranging from “I needed a job as soon as possible and did a quick google search for a job with no degree,” to “My younger brother was just diagnosed with ASD, and I want to understand how to help.” What does their “why” determine? Their values and potential reinforcers. Work with that. Anyone who is well-versed in Organizational Behavior Management (OBM) will tell you this information is fundamental to success.. Even if you aren’t versed in OBM, isn’t finding out what an individual's reinforcers are fundamental to our work?
Now, let’s address some potential solutions for the issues identified in Alex's scenario as we might approach it. Our objective would be to develop an effective and streamlined onboarding and training plan for RBTs. This plan would be aimed at facilitating their quick transition to working with learners, though the pace may vary—faster for some, slower for others, depending on their needs. We'd set aside the initial day for essential paperwork and to evaluate the RBTs' existing skills. This evaluation would occur before they begin overlap/shadow sessions, where they observe other RBTs interacting with clients. This initial assessment is critical; it should be standard practice, not an afterthought and should incorporate questions and scenarios relevant to the caseloads they will handle that are aligned with the RBT Task list. Such an assessment provides a revealing glimpse into their current knowledge and potential skill gaps. This would give us a clear baseline from which to work. Again, isn’t this fundamental to our work?
Regrettably, during the training component of the onboarding process, we often encounter a troubling revelation: many RBTs are unfamiliar with Behavioral Skills Training (BST). This evidence-based teaching method, which involves verbal and written instructions, modeling, rehearsal, and immediate feedback to ensure proper intervention techniques, should be a cornerstone of their training—not a novelty. Surprisingly, many RBTs report that their previous training consisted merely of being handed a tablet and told to read instructions, without any follow-up or guidance. This approach is inadequate. BST should be a standard expectation in their training. We would advise RBTs to advocate for BST throughout their tenure and to maintain this expectation if they transition to other ABA organizations.
After we were confident that our trainee had demonstrated mastery and fluency in specific areas, we would focus on coaching (supporting the generalization of learned skills into the natural environment), and managing to ensure the maintenance of these skills (Gavoni, 2024). Ultimately we understand that “time is money” and companies are struggling with putting (and keeping) RBTs on the floor with clients who are desperately in need of services. But that is exactly what will be lost if they don’t invest in building connections with their RBTs and providing effective training and ongoing support – time and money. The turnover rate for RBTs is currently at levels that can only be described as unacceptable. If you explore any of the numerous Facebook groups catered to RBTs, you will find that many are frustrated with their experience due to a lack of training and ongoing support from their supervisors.
Let’s Revisit Alex with these Strategies in Place
Upon joining the in-home behavioral service provider, Alex was introduced to a carefully designed onboarding process grounded in the principles of ABA. This process was characterized by thorough assessments of skills, structured overlap/shadow sessions with seasoned RBTs, and rigorous training in Behavioral Skills Training (BST). From day one, Alex received consistent guidance and feedback, significantly easing the transition from theoretical learning to practical application.
Impact on Alex and Beyond
The structured approach to training and development that Alex experienced was not unique but standard across the organization. This model of training, centered on BST, included repeated modeling, rehearsal, and immediate feedback, which ensured that all RBTs, like Alex, not only understood their roles but excelled in them. Dr. Harris and other BCBAs in the organization dedicated time and resources to mentor and coach their RBTs, fostering a learning environment that was both supportive and challenging. They found their initial upfront efforts to have a number of important pay offs for the consumers, the organizations, and themselves.
For example:
High Success Rates for Learners: The learners, like Jamie, who were supported by well-trained RBTs showed significant improvements in achieving their behavioral goals. The personalized and effective interventions, implemented by RBTs who understood the nuances of their training, led to better learner outcomes.
High Retention Rates Among Staff: Unlike the industry norm of high turnover rates among RBTs, this organization experienced unusually high retention rates. The investment in their RBTs’ professional development and the supportive work environment led to increased job satisfaction and loyalty.
Improved Business Outcomes:
Consumer Satisfaction: The high caliber of training and the effectiveness of the interventions not only enhanced learner outcomes but also significantly boosted satisfaction among clients and their families. This increase in satisfaction often translated into positive word-of-mouth and increased referrals.
Growth: The organization saw growth not just in terms of the number of clients served but also in expanding into new regions, driven by their reputation for quality and effectiveness.
Retention: Client retention rates improved as families and clients experienced consistent, positive interactions and visible progress.
Profit: The combined effect of high client satisfaction, growth, and retention led to improved financial stability and increased profits. This, in turn, allowed the organization to reinvest in their staff and resources, further perpetuating the cycle of improvement and expansion.
Ease of Work for BCBAs: Contrary to what might be expected, the jobs of Dr. Harris and other BCBAs became easier as the RBTs' performance improved. With RBTs effectively managing their roles and responsibilities, the BCBAs found that much of their time previously spent addressing challenges and correcting errors could now be devoted to systematically shaping and enhancing training programs. This shift not only increased the BCBAs' job satisfaction but also allowed them to focus on strategic initiatives and advanced mentoring, further enriching the quality of service and staff development.
Alex Turner's experience alongside the organization illuminates a fundamental truth: applying the science we champion for learner support to enhance RBT training is not just a smart move—it's a moral imperative for all behavior analytic professionals and their organizations. This commitment, grounded in the principles of ABA, extends beyond improving business metrics; it reflects our deep dedication to the ethical treatment and development of both our clients and our staff.
As behavior analysts, we are equipped with a powerful toolset for catalyzing positive change. If you're committed to this science, it's essential to keep your behavioral lens sharp, regardless of your role—whether you're a CEO, a Director, a BCBA, BCaBA, or an RBT. Remember, to truly elevate our learners, we must also elevate those who educate and support them. This includes everyone in leadership, management, or supervisory roles who must continually examine and refine their own behaviors.
By diligently applying our behavioral expertise, we uphold the highest standards in both personal career growth and organizational excellence. This is vital not only for the well-being of our operations but also for ensuring substantial, enduring benefits for a greater number of learners.
Co-author Stephanie Waldon
Stephanie Waldon is a Board Certified Behavior Analyst with a profound commitment to advancing the science of behavior. With four years of experience in Applied Behavior Analysis (ABA), she holds a master's degree from the Florida Institute of Technology and an undergraduate degree from Purdue University. Stephanie has dedicated her career to enhancing behavioral science through innovative training programs within her organization, where she has adeptly designed and implemented a robust RBT training framework that merges Behavioral Skills Training (BST) with a Pyramidal Model.
RBT training is not just her profession but her forte, reflecting her ongoing commitment to learning, teaching, and elevating the efficacy and ethical standards of behavior analytic practice. Outside her professional endeavors, she is a devoted parent to four children and champions kind, open-minded interactions.
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