Standard 2.03: Professionalism and using feedback
RBTs act professionally in all work activities, including delivering services, receiving training and receiving supervision. When supervisors give feedback, RBTs act on it to improve their performance.
What it means in practice
Professional conduct applies throughout the workday, not only with clients: in supervision meetings, team trainings, emails and texts with families, and at the clinic front desk. It includes punctuality, appropriate dress and language, keeping personal phone use out of sessions, and respectful communication.
Feedback is the main tool supervisors use to build your skills. A good response is to listen without interrupting, ask questions until you understand exactly what to change, practice it if possible, use it in your next sessions, and ask your supervisor to check whether the change worked.
You may disagree with feedback. Say so respectfully, share your data or reasoning, and keep following the supervisor's direction while you discuss it, unless it would harm the client.
Scenarios
| Situation | What to do |
|---|---|
| During an observation your supervisor tells you your praise comes several seconds after correct responses. | Thank them, ask them to model the timing they want, practice it, use it in your next sessions, and ask them to watch again at the next observation. |
| During a small-group supervision meeting you are tempted to answer personal texts while other RBTs present. | Put the phone away. Supervision and training count as work activities, and the code expects the same professionalism there as in sessions. |
| Your supervisor gives feedback on your data collection that you think is based on a misunderstanding. | Respectfully explain what happened and ask questions, then follow the direction you agree on. Arguing, ignoring the feedback or complaining to the family are not professional responses. |
Practice questions
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Question 1A caregiver tells the RBT that the RBT's tone of voice when giving instructions sounds harsh. What should the RBT do?
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D: Thank them, work on it and tell the supervisor about the feedback. Concerns that others have about the RBT's own services go to the supervisor (Standard 2.06), who can observe and give feedback. Accepting the feedback without becoming defensive is also part of professional conduct.
- A: The RBT is responsible for passing on concerns about their own services.
- B: Defending the behavior dismisses the concern, and the RBT should not claim the plan requires it without checking.
- C: Even if the RBT adjusts, a concern about their services should still reach the supervisor.
Task E.1 · RBT Ethics Code 2.06 · RBT Ethics Code 2.03
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Question 2After an observation, the supervisor tells an RBT that their prompt fading was too fast. The RBT is not sure how to do it correctly. What should the RBT do?
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D: Ask the supervisor to model it and let them practice. Asking for modeling and rehearsal with feedback is the right way to address a training need. RBTs take action to improve their performance after feedback (Standard 2.03).
- A: An outside method may not match the client's plan.
- B: Stopping fading changes the plan and may build prompt dependence.
- C: Continuing the same way ignores the feedback.
Task E.2 · RBT Ethics Code 2.03
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Question 3An RBT notices that in a fast-paced discrete-trial program they keep forgetting to pause between trials as the plan requires. What is the best step?
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D: Ask the supervisor for more training and feedback on it. Recognizing your own training need and asking for help is part of seeking clinical direction. The supervisor can model the step and give feedback until it is done correctly.
- A: Leaving out a step changes the procedure.
- B: Hiding errors keeps the supervisor from helping and lowers fidelity.
- C: Training is the first step; leaving the case does not fix the skill gap.
Task E.2 · RBT Ethics Code 2.03 · 40-hour curriculum section F
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Question 4In a supervision meeting, the supervisor points out that the RBT has been giving prompts too early. Which response best shows the RBT using the feedback?
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C: Ask a clarifying question, practice the correct timing and use it next session. Standard 2.03 says RBTs take action to improve their performance following feedback. Asking questions, practicing and applying the change are how feedback leads to better performance.
- A: Defending past errors does not improve future performance.
- B: Agreeing without changing behavior does not act on the feedback.
- D: This limits useful two-way feedback and does not address the error.
Task F.4 · RBT Ethics Code 2.03
Answer every question to see your score.
Where it sits in the code
Standard 2.03 is in section 2, Responsibilities in Providing Behavior-Technician Services, of the RBT Ethics Code (2.0). On the exam it relates to task F.9 Interpersonal and professional skills, task F.4 Effective supervision practices. Read the official text for the exact wording.
Related standards: 1.02 Professional conduct and keeping commitments, 2.02 Following direction, accurate implementation and documentation, 2.06 Taking questions and concerns to the supervisor.