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The RBT task list is the BACB RBT Test Content Outline (3rd ed.) for 2026 exam study. The outline has 43 tasks across domains A-F, and the BACB RBT Handbook says the exam is currently based on that 3rd-edition outline.
Facts table#
This table separates official exam facts from study-planning labels so the task list does not turn into a guessed scoring chart.
| Fact | Current value | BACB source |
|---|---|---|
| Exam basis | RBT Test Content Outline (3rd ed.) | RBT Handbook, Examination |
| Total exam length | 85 multiple-choice questions in 90 minutes | RBT Handbook, Examination |
| Scored and pilot items | 75 scored questions plus 10 unscored questions | RBT Handbook, Examination |
| Answer format | 4 possible answers and only 1 correct answer | RBT Handbook, Examination |
| Delivery | in person at authorized Pearson VUE testing sites and US military bases | RBT Handbook, Scheduling |
| Scoring | The BACB uses the modified Angoff method to establish the RBT examination's passing score. | RBT Handbook, Scoring Methodology |
| Language | The RBT examination is only offered in English. | RBT Handbook, Examination |
Facts on this page were checked against the RBT Test Content Outline (3rd ed., updated 09/2024), the RBT Handbook (updated 06/2026), and the BACB 2026 transition guidance (updated 08/2025).
Domain weights#
The TCO domain table shows how the scored exam is distributed across the official content areas.
| Domain | Scored questions | Share | What to study first |
|---|---|---|---|
| A. Data Collection and Graphing | 13 | 17% | Measurement, graphing, calculations, and data reliability |
| B. Behavior Assessment | 8 | 11% | Preference assessments and assessment participation |
| C. Behavior Acquisition | 19 | 25% | Reinforcement, teaching procedures, prompts, generalization, shaping, and token systems |
| D. Behavior Reduction | 14 | 19% | Function, antecedents, differential reinforcement, extinction, punishment, and crisis procedures |
| E. Documentation and Reporting | 10 | 13% | Timely supervisor communication and objective documentation |
| F. Ethics | 11 | 15% | Ethics Code 2.0 topics, supervision, confidentiality, public statements, gifts, and cultural humility |
For the broader testing context, use the rbt exam guide before comparing individual task weights. For timed practice after studying the domains, the rbt mock exam keeps the same full-exam structure.
Myths on other sites#
Some study sites mix older task-list language with current TCO numbers, so use the BACB documents as the source of truth.
| Wrong claim | Current fact | Source |
|---|---|---|
| The 3rd-edition blueprint is 12 / 6 / 24 / 12 / 10 / 11. | The TCO domain counts are 13 / 8 / 19 / 14 / 10 / 11. | RBT Test Content Outline (3rd ed.) |
| Skill Acquisition has about 24 scored questions. | The current domain is Behavior Acquisition with 19 scored questions. | RBT Test Content Outline (3rd ed.) |
| The 3rd edition uses Measurement, Assessment, Skill Acquisition, and Professional Conduct as domain names. | The current domains are Data Collection and Graphing through Ethics. | RBT Test Content Outline (3rd ed.) |
| The 3rd edition has 42 tasks. | The TCO has 43 tasks. | RBT Test Content Outline (3rd ed.) |
All task-list study targets#
This table paraphrases each TCO task into a study action. Read the BACB PDF for the formal wording, then use the rbt study guide to drill the weak rows.
| Code | Study target |
|---|---|
| A.1 | Use continuous measures such as count, duration, latency, and interresponse time. |
| A.2 | Apply interval and momentary sampling rules exactly. |
| A.3 | Measure a lasting product of behavior when the plan calls for that method. |
| A.4 | Enter data and update graphs accurately. |
| A.5 | Describe behavior and setting events in observable, measurable language. |
| A.6 | Calculate rate, mean duration, percentage, and similar summaries. |
| A.7 | Identify direction and pattern in graphed data. |
| A.8 | Explain why unreliable data or poor fidelity can mislead decisions. |
| B.1 | Run preference assessments as assigned. |
| B.2 | Support assessments of skill strengths and deficits. |
| B.3 | Participate in functional assessment components under direction. |
| C.1 | Implement positive and negative reinforcement as scheduled. |
| C.2 | Establish and use conditioned reinforcers. |
| C.3 | Run discrete-trial teaching procedures. |
| C.4 | Use naturalistic teaching procedures in planned contexts. |
| C.5 | Implement forward, backward, or total-task chaining. |
| C.6 | Implement discrimination training. |
| C.7 | Use prompts and fade them to transfer stimulus control. |
| C.8 | Program generalization across people, settings, stimuli, or responses. |
| C.9 | Tell acquisition work from maintenance checks. |
| C.10 | Shape behavior through successive approximations. |
| C.11 | Implement token economies. |
| D.1 | Identify common behavior functions. |
| D.2 | Implement antecedent interventions. |
| D.3 | Implement differential reinforcement procedures. |
| D.4 | Implement extinction procedures as written. |
| D.5 | Implement punishment procedures only as trained and authorized. |
| D.6 | Describe secondary effects of extinction and punishment. |
| D.7 | Follow crisis or emergency procedures. |
| E.1 | Relay team concerns and suggestions to the supervisor promptly. |
| E.2 | Seek and prioritize clinical direction from the supervisor. |
| E.3 | Report variables that might affect client progress. |
| E.4 | Document sessions objectively and within requirements. |
| F.1 | Apply the core principles behind the RBT Ethics Code 2.0. |
| F.2 | Provide technician services only after demonstrating competence. |
| F.3 | Work only under ongoing qualified supervision. |
| F.4 | Recognize effective supervision practices. |
| F.5 | Protect confidential information. |
| F.6 | Make public statements and credential claims accurately. |
| F.7 | Identify and reduce multiple-relationship risks. |
| F.8 | Follow BACB gift guidance. |
| F.9 | Use professional interpersonal skills when representing yourself as an RBT. |
| F.10 | Practice cultural humility and responsiveness within the authorized service plan. |
Edition guide for 2026#
The BACB transition guidance says new requirements took effect on January 1, 2026. A candidate using the companion rbt task list 2nd edition vs 3rd edition comparison should focus on the current TCO for exam study, while using the transition page only to decide which application and training rules apply.
The planned bacb task list comparison is useful when a search result says "Task List" but a BACB source says "Test Content Outline." Those labels can point to different editions, so verify the document title, update date, and effective period before studying from a PDF.
How to study from the list#
Start with the heavy domains, then close gaps task by task. After you can explain a row in one sentence, use an rbt practice exam to test whether that knowledge holds up in mixed scenarios.
- Mark each code confident, shaky, or unfamiliar.
- Give extra time to C and D because those domains carry the most scored questions.
- Turn each row into one original example and one non-example.
- Recheck A.6, A.7, E.4, and F.5 because small wording details can change the answer.
Practice items#
These items are original study checks for the task-list page, not recalled exam content.
1. A technician records how many times Lee requests a break during a 2-hour clinic session. Which task is the closest match?
A Correct. Counting each request across the session is continuous measurement.
B Permanent product recording uses a lasting outcome, not direct response counting.
C A preference assessment identifies potential reinforcers, not response frequency.
D Objective documentation may report the result, but the measurement task is A.1.
2. Maya follows a written plan that teaches handwashing by completing the last step for the learner, then fading help as earlier steps are added. Which TCO area is being practiced?
A Antecedent intervention changes conditions before behavior, which is not the focus here.
B Correct. Teaching a multistep routine by chaining steps matches task analysis and chaining.
C Graph trend identification concerns data displays, not teaching a sequence.
D Multiple relationships involve ethics risks from overlapping roles.
3. During a session note, Nia writes, "Client threw three blocks after the transition timer ended." Why is this better than "Client was angry about cleanup"?
A The note does not prove a function; functional claims require assessment.
B A subjective cause is the weakness in the second note.
C Correct. The first note describes what occurred in observable terms.
D Objective notes support supervision, but they do not replace supervisor review.
4. An RBT wants to post a learner-progress video and claim that their services produce fast results. Which task-list area is the closest match?
A Generalization concerns performance across people, settings, stimuli, or responses.
B Behavior functions concern why behavior occurs, not public claims.
C Skill assessment participation does not govern public posting.
D Correct. F.6 covers public statements and social media activity; Ethics Code 1.05 addresses exaggerated service claims, and Code 2.09 addresses identifying client videos.
FAQ
What is the RBT task list?
The RBT task list is the common search name for the BACB's current RBT Test Content Outline (3rd ed.), which the handbook identifies as the basis for the current RBT examination.
How many areas of competency are on the current list?
The current TCO lists domains A-F: Data Collection and Graphing, Behavior Assessment, Behavior Acquisition, Behavior Reduction, Documentation and Reporting, and Ethics.
Is the RBT Task List 2nd edition still the exam checklist?
No for current 2026 exam study. The BACB transition guidance says the new requirements took effect on January 1, 2026, and the handbook says the exam is currently based on the 3rd-edition TCO.
Does the BACB publish a passing percentage by task area?
No. The handbook says the BACB uses the modified Angoff method to establish the RBT examination's passing score, so domain weights should guide study time rather than create a guessed passing percentage.