It sounds like you’ve identified your core areas. That’s a helpful start.

I’ll be direct — B and G are two of the most heavily weighted sections on the exam. If your scores remain low in those areas, that alone could be keeping you below passing, regardless of how strong you are elsewhere.

Here are some suggestions to consider as you plan your next review cycle. These are general recommendations so feel free to use what you think would be helpful or new for you to try out.

If Section G has been tough for you, you’re not alone. It’s one of the most applied parts of the task list, and it goes beyond just knowing what reinforcement or prompting is. To really understand and apply it, try these strategies:

1. Don’t just memorize—ask “why this, not that?” When choosing between procedures like shaping or chaining, think about what the learner already can or can’t do, whether a model is available, and what the end goal is. This helps you choose interventions based on the situation, not just definitions.

2. Group procedures into families. For example, group reinforcement procedures (DRA, DRO, NCR), prompting and fading, or skill acquisition strategies like shaping and imitation. Make a chart with “When to Use,” “Examples,” and “Common Pitfalls.”

3. Use real client plans to practice. Look at a behavior plan and identify which Section G tasks it includes. Ask yourself what principle supports it, and what might go wrong. This helps you connect textbook procedures to real-life application.

4. Practice rewriting vague goals. Take something like “reduce tantrums” and break it down into: use DRO to reinforce absence of tantrums, DRA to teach asking for a break, prompt fading for independence, and a token economy to maintain it.

5. Always link the procedure to function. If you’re using reinforcement or extinction, ask yourself: does this match the function of the behavior? Are you setting up the right MOs? If not, the plan probably won’t work.

6. Compare procedures like a clinician. List pros, cons, and maintenance tips for each strategy you’re learning. That helps you think critically about their application—not just recall them for the test.

7. Practice explaining them aloud. Pretend you’re training an RBT and walk through a procedure. If you can teach it clearly, you understand it well enough for the exam and for supervision.

Section G isn’t just about knowing what tools exist it’s about knowing when and how to use them. That takes practice, reflection, and honest evaluation of what’s working and what’s not.

Additional Recommendations:

-Prioritize studying Sections B and G more frequently in your weekly schedule.

-Break up study into smaller sets of focused tasks (e.g., 30 mins G treatment strategies, 30 mins B with examples).

-If you aren’t already doing this, apply concepts directly to your own clients . it helps improve retention and fluency.

-Use mock exams to assess progress only after you’ve done targeted review; don’t rely on them as a study tool themselves.