F.9 Interpersonal and professional skills

What the outline says

Task F.9 in content area F, Ethics (11 of the 75 scored questions): "Identify and apply interpersonal and professional skills (e.g., accepting feedback, listening actively, seeking input, collaborating) when representing oneself as an RBT."

Accepting feedback

Feedback from your supervisor is how you get better at implementing plans accurately. Standard 2.03 says RBTs conduct themselves professionally during all work activities, including receiving training and supervision, and take action to improve their performance after feedback from supervisors.

A professional response to feedback looks like this:

• Listen without interrupting or defending.
• Ask questions to make sure you understand exactly what to change.
• Practice the change, ideally while the supervisor watches, and ask for more feedback.
• Use the change consistently, not just when you are observed.

Rehearsal with feedback is a core part of behavioral skills training, so take part even when role-play feels awkward. Reading the plan or saying "I understand" is not the same as being able to perform the skill accurately.

If part of the feedback is inaccurate, say so calmly and honestly, with any facts you have, while still taking responsibility for what you control. Standard 3.02 requires honest and accurate communication with your supervisor, so do not simply agree with something you know is wrong to avoid conflict. Do not argue, ask for a new supervisor, or complain to coworkers instead.

Listening actively

Active listening means giving full attention to the speaker and checking that you understood. It includes:

• giving the speaker your full attention, without checking your phone;
• letting the person finish rather than finishing their sentences or planning your reply;
• reflecting or summarizing what you heard ("It sounds like you're worried about his progress"); and
• asking open questions ("What have you noticed at home?").

Active listening matters most when a caregiver is frustrated or upset. Jumping to reassurance ("His data look great"), advice ("Be patient") or a referral that brushes them off ("Talk to the BCBA, I just run sessions") leaves the person feeling unheard. Listen first, then pass the concern to your supervisor promptly.

Seeking input and direction

The 40-hour curriculum asks RBTs to seek and prioritize direction from a supervisor in a timely manner, and to communicate concerns and suggestions from the intervention team (caregivers, teachers, other providers) to the supervisor. Standard 2.06 says RBTs direct questions and concerns that they or others have about services to their supervisor.

Contact your supervisor promptly when:

• a new behavior appears that the plan does not cover;
• a caregiver asks you to change a procedure or a reinforcer;
• two caregivers give you conflicting instructions;
• you think a target is too hard or a procedure is not working;
• you notice a pattern, such as behavior being worse on certain days;
• a caregiver mentions something that could affect progress, such as an illness or a medication change; or
• you are unsure whether you are running a procedure correctly.

Until the supervisor responds, keep the client safe and keep following the current plan. Record what happened objectively. Do not change targets, procedures or schedules yourself, and do not answer questions outside your role, such as medication questions, which belong with the client's doctor.

Collaborating with the team

RBTs work alongside caregivers, teachers, speech and occupational therapists, and other technicians. Good collaboration means sharing what you see, respecting others' expertise, and routing decisions to the right person. If a speech therapist uses different wording for the same target, tell your supervisor so the team can agree on consistent wording, rather than changing the plan yourself or telling the therapist to change.

With coworkers, raise everyday problems, such as a messy shared room, privately and respectfully with the person first, and involve the supervisor if that does not work. Public complaints in a group chat, retaliation, or reporting workplace issues to the BACB are not professional responses. Never criticize a colleague or your supervisor in front of a family.

Communicating objectively and respectfully

When you talk with caregivers, describe what happened in observable terms ("He hit three times and asked for a break twice"), not labels ("naughty") or guesses about intent ("manipulative"). Use plain language instead of jargon. For example, explain a plan term in everyday words and offer to involve the supervisor for more detail.

Respect client dignity in every conversation. Do not discuss a client in front of them or others as if they were not there; move private matters to a private place.

Following through and representing yourself

Standard 1.02 says RBTs are accountable for their actions and make an effort to follow through on commitments. When a commitment cannot be met, they work with their supervisor in the client's best interest. That means letting the family and supervisor know as early as possible if you will be late, giving the supervisor early notice if you are leaving a job so the client's transition can be planned, and reporting your own implementation errors honestly instead of hiding them.

When you introduce yourself to a new family, give your name and role and explain that you work under the direction of a supervisor. That sets accurate expectations from the first session (see F.6).

Common mistakes

• Treating caregiver requests as instructions. Listen and take them seriously, but pass them to the supervisor; only the supervisor changes the plan.
• Agreeing with feedback and then not changing. Accepting feedback means acting on it consistently.
• Waiting for the next scheduled meeting to raise a concern. The curriculum stresses timely communication with the supervisor.
• Hiding or editing data after an implementation error. Report it honestly so the supervisor can interpret the data.
• Using labels and jargon with families instead of objective, plain-language descriptions.

How it's tested

Expect everyday scenarios: feedback during an observation, an upset caregiver, a request to change a procedure, a disagreement between caregivers, a coworker conflict, or a question outside the RBT role. The best answer usually combines a respectful interpersonal response (listen, acknowledge, stay calm) with the correct professional route (follow the current plan and tell the supervisor promptly). Eliminate options where the RBT changes the plan alone, argues, avoids the issue, or criticizes others.

Related ethics code standards

• 1.02 Professional conduct and keeping commitments: RBTs behave professionally, take responsibility for what they do, and make a real effort to keep the promises they make at work, including those in their employment agreements. When a commitment can't be kept, they work it out with their supervisor in the way that best serves the client.
• 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.
• 2.06 Taking questions and concerns to the supervisor: When RBTs, or people around them such as caregivers and coworkers, have questions or concerns about the RBT's services, the RBT brings them to the supervisor. The supervisor designs and is responsible for the services, so the supervisor is the one who answers clinical questions and decides on changes.