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Session notes are one of the most important (and most dreaded) parts of being an RBT. They document what happened and support clinical review. Follow your employer's documentation requirements and your supervisor's directions; a template alone does not establish that a note meets payer requirements. Most new RBTs struggle with them because nobody teaches the skill explicitly.
This guide covers exactly what to include, how to write objectively, common mistakes, and templates you can adapt to your agency's format.
Seven Components to Check Against Your Agency's Requirements
- Session details: Date, start/end time, client name, session type (1:1, group, community), location
- Programs run: Which skill acquisition and behavior reduction programs were implemented
- Data summary: Performance data for each program (percentage correct, number of trials, frequency counts)
- Behavior summary: Observed behaviors, frequency, duration and the response used under the BIP. Include a function only as identified in the current plan; do not infer it from one session.
- Environmental notes: Anything that affected the session (illness, disruption at home, new setting, unusual reinforcer availability)
- Deviations from plan: Any programs you could not run and why, any modifications you made with BCBA approval
- Follow-up items: Questions for the BCBA, concerns to flag, recommendations for the next session
The Golden Rule: Objective Language
The most common mistake in session notes is subjective language. Subjective language describes your interpretation. Objective language describes what you observed. The difference matters for clinical accuracy and for anyone who reviews the record later, including auditors.
Write This (Objective)
- "Client completed 8 of 10 trials for labeling colors independently"
- "Client threw materials off the table 3 times during DTT"
- "Client cried for 4 minutes during transition from preferred activity"
- "Client used the PECS card to request 'break' 2 times"
- "Client needed gestural prompt for 6 of 10 shoe-tying steps"
- "Session ended 15 minutes early due to client illness (reported by parent)"
Not This (Subjective)
- "Client did well with colors today"
- "Client was frustrated during DTT"
- "Client had a meltdown during transitions"
- "Client seemed to want a break"
- "Client struggled with shoe-tying"
- "Client wasn't feeling well so we stopped early"
Template: Skill Acquisition Session
Session Details: [Date] | [Start time] to [End time] | [Session type] | [Location]
Programs Implemented:
1. [Program name]: [X] of [Y] trials correct ([Z]%). Prompt level: [independent/gestural/model/physical]. [Note any changes from last session.]
2. [Program name]: [X] of [Y] trials correct ([Z]%). Prompt level: [level]. [Notes.]
Behavior: [Behavior type] occurred [X] times. Function: [only as identified in the current plan; do not infer it from this note]. Addressed per BIP: [specific strategy used]. Duration of longest episode: [X] minutes.
Environmental Notes: [Any factors affecting the session: illness, schedule change, new environment, reinforcer satiation, etc.]
Follow-Up: [Questions for BCBA, program modifications to discuss, concerns to flag.]
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Example: Good Session Note
This is a fictional teaching example, not a client record. Use only observations and actions that actually occurred in your session.
Session Details: 3/31/2026 | 9:00 AM to 11:00 AM | 1:1 in-home | Client residence
Programs:
1. Labeling animals (DTT): 9/10 correct (90%) at independent level. Consistent across last 3 sessions. Ready for BCBA to review for mastery criteria.
2. Requesting with PECS (NET): 4 spontaneous requests during play. 2 prompted requests during snack. Total: 6 mands. Up from 3 last session.
3. Following 2-step instructions: 5/10 correct (50%) with gestural prompt. Client required physical prompt on instructions involving movement to a different room.
Behavior: Crying and dropping to the floor occurred once, during the first transition from iPad to table work, and lasted 3 minutes. The BIP specified a 2-minute warning with a visual timer before each transition. I used that warning before both transitions and followed the response in the BIP during the episode. No crying or dropping to the floor was observed during the second transition. These observations do not establish the behavior's function or show that the timer caused the difference.
Environmental: Parent reported client slept poorly last night. Response latency was longer than typical during the first 30 minutes. Used bubbles during the first program block as specified in the current plan.
Follow-Up: Request BCBA review labeling animals for mastery. Discuss prompt fading plan for 2-step instructions (physical to gestural). Report the different observations across the two transitions for BCBA review.
Example: Bad Session Note
Had a good session today. Client was in a great mood and did really well with his programs. He struggled a bit with the new ones but I think he'll get it. He had a couple meltdowns but calmed down quickly. Mom said he didn't sleep well. Overall a productive session!
This note is useless. What programs were run? What were the data? What behaviors occurred? How were they addressed? What does "struggled" mean? What does "couple meltdowns" mean? What does "calmed down quickly" mean? Another RBT reading this learns nothing they can act on.
Common Mistakes
- Writing notes hours later. Write notes immediately after (or during) the session while details are fresh. Waiting until the end of the day leads to inaccurate notes and missing details.
- Using subjective language. "Had a bad day," "seemed frustrated," "was happy," "enjoyed the activity." Replace with observable descriptions.
- Omitting data. A session note without data is a story, not documentation. Include trial counts, percentages, frequency, and duration.
- Not documenting behavior per the BIP. When behavior occurs, document what you observed, its frequency and duration, and the response you used under the plan. Record a function only as identified in the current plan. Ask your supervisor about missing or unclear information.
- Copy-pasting from previous notes. If your notes read the same every day, they are not capturing what actually happened. Each session is different. The notes should reflect that.
- Including personal opinions about the family. Session notes may be read by insurance auditors, other providers, and in legal proceedings. Keep opinions out. Stick to observable facts.
- Not flagging follow-up items. If something needs BCBA attention (mastery criteria met, new behavior emerging, parent concern), flag it. Do not assume your BCBA will read between the lines.
Words to Avoid (and What to Use Instead)
- Avoid: "had a meltdown" Use: "cried and dropped to the floor for [X] minutes"
- Avoid: "was aggressive" Use: "engaged in [X] instances of hitting/kicking/biting directed at [person/object]"
- Avoid: "did well" Use: "[X]% correct at [prompt level]"
- Avoid: "struggled" Use: "required [prompt level] for [X] of [Y] trials"
- Avoid: "seemed tired" Use: "response latency was longer than typical; parent reported limited sleep"
- Avoid: "refused" Use: "did not initiate [task] after SD was delivered; engaged in [specific behavior] instead"
- Avoid: "was happy" Use: "smiled, laughed, and engaged with materials throughout [activity]"
Frequently Asked Questions
Use your employer's documentation requirements and your supervisor's directions rather than a universal word count. Include the session-specific observations, data and follow-up information they require. This guide does not establish a billing-compliant length.
Immediately after the session, or during the session if your agency allows it. Do not wait until the end of the day. Memory decays quickly and details get lost or confused across clients.
Yes. Session notes are clinical documentation and can be subpoenaed. This is why objective language matters. "Client was aggressive" is an interpretation. "Client hit the therapist 3 times in the arm during demand presentation" is a factual record.
Document the data. Even a "routine" session has data points: programs run, percentages, prompt levels. A note that says "session went as planned, data recorded" is better than nothing, but including the actual numbers is better still.
Build Your RBT Skills
Related: What Is an RBT? | Test Content Outline Domains | Supervision | Exam Prep | PDU Requirements
Documentation Standard
The BACB's RBT Ethics Code (2.0), standards 2.02 and 2.08, requires accurate documentation under supervision and protection of confidential records. Use your employer-approved record system and ask your supervisor about its requirements. Source checked October 20, 2026.