As a student analyst gaining fieldwork experience, I made it a point to observe the behaviors and practices of the BCBAs around me. This wasn’t about critiquing their methods, but rather about identifying what I wanted my own approach to be once I obtained my credential. However, one thing I couldn’t help but notice was how consistently exhausted the BCBAs appeared. They were often overwhelmed, racing to keep up with their caseloads and supervision responsibilities. Sound familiar? If so, there’s something right in front of you that could help ease your load: your RBTs.
In my previous role as an RBT training manager, I always asked new hires about their prior training experiences and what they hoped to gain from their training. This helped me tailor my training approach to each individual, just as we do for our clients. It also allowed me to align their personal goals with my own training objectives, making the process more efficient.
While some RBTs had positive experiences with mentors who encouraged their professional growth and leveraged their interests and values, others expressed frustration over feeling undervalued and stuck in roles that only involved delivering day-to-day interventions. I often heard comments like, "I wanted to learn more about specific goal-setting approaches, but I was told that was 'BCBA stuff,'" or "I have a background in classroom management, but I was never given the chance to help create social skills activities." Then there were the Student Analysts - those enrolled in graduate school courses who were more than eager to learn and take on more complex responsibilities including creating goals and assisting with client programming. Many were made to feel that these tasks were a privilege to take on. Yes, the initial training and time required to teach a Student Analyst the ins and outs of this process takes added effort from BCBAs. However, once trained many tasks associated with this part of the job could be delegated to students who are more than willing to get in those precious unrestricted hours. A clear win-win in the long run.
The disappointment from these RBTs—who were eager to take on more meaningful roles—was a clear indication of untapped talent and a missed opportunity for growth. To me, it felt like a waste of talent and underutilization of a valuable resource. Unfortunately, many of those who were not given the chance to contribute in more impactful ways eventually left for positions where they could.
Tips for Leveraging RBT Talent
Let’s Talk About Values
So, what exactly are values? According to Dr. Paul Gavoni, "Values are the core beliefs and principles that a person or group (like a culture) holds dear. They act as guiding stars, influencing how people respond and behave in different situations" (Gavoni, 2025, p. 211).
Hone in on values that are important to your RBTs. For example, if they value knowledge and learning, teach beyond the basic requirements of the 40-hour RBT course. This is something
that I believe we should be doing anyway. Take the opportunity to introduce new concepts and encourage RBTs to think critically. Share ideas with them, and encourage them to adjust and innovate based on their understanding of what they’ve learned. While this may feel intimidating to some, others who value learning will jump at the opportunity to collaborate with you. They may provide a perspective you were not initially aware of. The work we do is arduous - why not have that second set of eyes to help us gain some insight on what we may be missing?
As an additional example, we can look at an RBT that values fun interactions and creativity with learners. Invite them to come up with new ways to run program trials and discuss their ideas during one-on-one meetings or during supervision. Ask them to share the best ideas with the team, during meetings or in a group chat. When you allow RBTs to bring their values and strengths into the development of interventions, it not only builds confidence in them but also lightens your load. This approach helps create a more collaborative, efficient work environment, benefiting everyone involved.
Give RBTs a Strong Sense of Purpose
In my role as an RBT trainer, I always made it a priority to explain the rationale behind the intervention techniques I was teaching. I believed it was essential for therapists to understand the deeper purpose behind their work and how their efforts to deliver therapy with fidelity truly make a difference.
As an RBT, you are not simply sitting in front of a learner and saying, "Do this!" without meaning. You are shaping the process of imitation, which eventually leads to spontaneous imitation. This, in turn, opens up a world of learning opportunities for the child—whether it's learning to eat meals, socialize with peers, or recognize the opportunities for reinforcement around them. All of this starts with your patience, intentional guidance, and the simple phrase, "Do this." It’s an incredibly rewarding experience, isn’t it?
I noticed a significant improvement in RBT performance when it became clear that their skills and dedication were truly valued. RBTs are the backbone of ABA, and acknowledging their role in shaping meaningful outcomes not only boosts their confidence but also enhances the quality of therapy they provide.
Do What You Do Best
Operant conditioning, the core of Applied Behavior Analysis, is what we do day in and day out in our roles. By assessing the impact of the support, professional development, and enrichment opportunities we offer to our RBTs, we can adjust our own behaviors to better leverage their strengths and values. This not only boosts performance but also improves morale. When we delegate meaningful tasks to RBTs, we help them feel valued and give them a stronger sense of purpose. Ultimately, by aligning responsibilities with their unique skills and talents, we can share the workload more effectively—and lighten our own. The key resource to achieving this is right in front of you.
Reference:
Gavoni, P. (2024). Professional Authority Ain’t Leadership: Behavioral Science for Navigating Bull$hit, Optimizing Performance, and Avoiding Ass Clownery. Heart and Science Consulting.
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