Performance feedback
Specific information given to a person about how they performed a skill, including praise for what was done correctly and guidance on what to change.
Performance feedback is the information supervisors give RBTs (and that RBTs may give caregivers or clients) after observing them work. Effective feedback is specific, refers to observable behavior, and is given soon after the performance. It usually includes praise for steps done correctly ("You delivered the token within a second of the response") and corrective information for steps to change ("Next time, wait the full 3 seconds before prompting"), often with a chance to practice again right away. It may be spoken, written, or shown with graphs of procedural fidelity data.
Feedback is the final component of behavioral skills training and a core part of effective supervision. Task F.4 includes receiving feedback and observation of RBT service delivery as effective supervision practices, and F.9 lists accepting feedback as an interpersonal and professional skill.
The RBT Ethics Code (2.0) says RBTs take action to improve their performance following feedback from supervisors. In practice, that means listening without arguing, asking clarifying questions, repeating back what will change, using the feedback in the next session, and asking for more feedback when unsure. Seeking ongoing feedback, rather than waiting for problems to be pointed out, is part of professional behavior.
Vague comments such as "good job" or "be more careful" are not effective feedback because they do not tell the person what to keep doing or change.
Example and non-example
| Example | After observing a session, a supervisor tells the RBT, "You followed the least-to-most steps correctly on 9 of 10 trials. On the last trial you gave a verbal prompt before the 5-second wait ended." The RBT thanks them, asks a question, and practices the wait during the next trial. |
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| Non-example | At the end of the month, an RBT is told only, "Things are fine, keep it up." No specific information about performance was given. |
Don't confuse it with
| Behavioral skills training (BST) | BST is a complete training method; performance feedback is one of its four components. |
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| Error correction | Error correction is a procedure used with clients after an incorrect response during teaching, while performance feedback is information given to a person about how they carried out a skill. |
Test yourself
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Question 1Which is a common way a supervisor measures an RBT's procedural fidelity?
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D: Observing the RBT and scoring each step of the procedure on a checklist. Fidelity is usually measured by observing the implementer and scoring whether each component was done as written, often reported as the percentage of steps done correctly.
- A: Client outcome data show progress but not whether the plan was carried out as written.
- B: That is an interobserver agreement check on measurement, not on implementation.
- C: A rating of friendliness does not measure whether the procedure was implemented correctly.
Task A.8 · 40-hour curriculum section E
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Question 2A 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 3After 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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On the RBT exam
This term belongs to task F.4 Effective supervision practices in content area F, Ethics, which is 11 of the 75 scored questions.