Continue your Registered Behavior Technician exam preparation with this expertly designed study guide covering all tasks from the Assessment section. This guide provides clear explanations and real-world examples to help you understand key concepts with ease.
This guide covers the following tasks related to assessment:
- Conduct preference assessments
- Assist with individualized assessment procedures
- Assist with functional assessment procedures
Significance of assessments in ABA: It play a crucial role in Applied Behavior Analysis (ABA) by helping BCBAs create individualized programs and Behavior Intervention Plans (BIPs). Since every client has unique needs, assessments ensure that interventions are personalized and effective.
As an RBT, you actively support assessments by collecting data, conducting preference assessments, and assisting with functional behavior assessments (FBAs). Your accurate data collection helps the BCBA analyze behavior patterns and adjust treatment plans as needed.
RBT Task B-1: Conduct preference assessments
A preference assessment is used to identify the items and activities that a learner enjoys. As an RBT, you will conduct preference assessments to identify items, activities, or stimuli that a client prefers. These preferences help reinforce positive behaviors and motivate learning. Since reinforcement drives behavior change in ABA, understanding what a client enjoys is essential for effective intervention.
Types of preference assessments an RBT should conduct:
1. Indirect assessments
It help gather information about a client’s behavior without direct observation. Instead of watching the behavior in real-time, RBTs and BCBAs collect data by interviewing caregivers, teachers, or the client and reviewing records.
Example: A child’s school records show a pattern of aggression during group activities but not during independent work.
2. Free operant observation
It is a type of preference assessment that helps identify a client’s preferred items or activities without direct prompting. Instead of asking the client to choose, RBTs observe what the client interacts with freely in a natural or structured setting.
Example: Your client is a 5-year-old child receiving in-home ABA therapy. To conduct a Free Operant Preference Assessment, you set up a play area with various toys, books, and sensory items. You sit nearby and observe without interfering, taking notes on which items the child chooses and for how long.
| Time | Activity |
|---|---|
| 2:00–2:03 | Looks at picture books |
| 2:03–2:10 | Plays with a toy train |
| 2:10–2:15 | Jumps on a small trampoline |
| 2:15–2:18 | Spins a fidget spinner |
| 2:18–2:30 | Continues playing with the toy train |
3. Single stimulus preference assessment
This method is used to identify a client’s preferences by presenting one item at a time and recording their reaction. This type of assessment is useful for clients who struggle with making choices or who have limited communication skills.
Example: You are working with a 6-year-old client who has limited verbal communication. To identify their preferred items, you conduct a Single Stimulus Preference Assessment by presenting one item at a time and recording their response.
Assessment Process:
- First item: You present a squishy ball. The client pushes it away, so you record this response and remove the ball.
- Second item: You present a toy car. The client grabs it, makes “vroom vroom” sounds, and plays for 4 minutes. You record the duration and level of engagement.
- Third item: You present a stuffed animal. The client briefly holds it but quickly drops it after 5 seconds.
- Fourth item: You present a light-up spinning top. The client laughs, spins it repeatedly, and watches it for 5 minutes.
Sample Data Collection:
| Item | Response | Duration of Engagement |
|---|---|---|
| Squishy ball | Pushed away | 0 seconds |
| Toy car | Played, made “vroom” sounds | 4 minutes |
| Stuffed animal | Held briefly, dropped it | 5 seconds |
| Light-up spinning top | Spun repeatedly, smiled | 5 minutes |
After finishing the assessment, you rank the items based on engagement time and interest:
- Most Preferred: Light-up spinning top (5 minutes)
- Preferred: Toy car (4 minutes)
- Less Preferred: Stuffed animal (5 seconds)
- Not Preferred: Squishy ball (pushed away)
4. Paired stimulus Ppreference assessment
A Paired Stimulus Preference Assessment (also called a Paired-Choice Preference Assessment) helps us determine a client’s preferences by presenting two items at a time and recording their choice. This method allows us to rank items from most to least preferred by comparing them multiple times.
How to conduct a paired stimulus preference assessment:
- Gather potential reinforcers – Choose multiple items or activities the client may enjoy.
- Present two items at a time – Ask the client to choose one of the two.
- Record their choice – Note which item they pick and how they interact with it.
- Rotate and repeat – Pair each item with every other item in different combinations.
- Analyze results – Rank items based on how often the client chooses them.
Example: You work with a 5-year-old client in a clinic setting. To identify their preferred reinforcers, you conduct a Paired Stimulus Preference Assessment using the following items:
- Toy Car
- Squishy Ball
- Bubbles
- Stuffed Animal
You present two items at a time and ask, “Which one do you want?” The client makes a choice, and you record the results.
| Pair Presented | Client’s Choice |
|---|---|
| Toy Car vs. Squishy Ball | Squishy Ball |
| Toy Car vs. Bubbles | Bubbles |
| Toy Car vs. Stuffed Animal | Toy Car |
| Squishy Ball vs. Bubbles | Bubbles |
| Squishy Ball vs. Stuffed Animal | Squishy Ball |
| Bubbles vs. Stuffed Animal | Bubbles |
Results & Preference Ranking
- Most Preferred: Bubbles (chosen 3 times)
- Preferred: Squishy Ball (chosen 2 times)
- Moderately Preferred: Toy Car (chosen 1 time)
- Least Preferred: Stuffed Animal (never chosen)
5. Multiple stimulus with replacement preference assessment (MSW)
A Multiple Stimulus With Replacement (MSWR) Preference Assessment helps us identify a client’s preferred items by presenting multiple choices at once and allowing them to pick one. After they choose an item, we replace it in the array and repeat the process. This method helps in determining client’s consistent preferences.
How to conduct a multiple stimulus with replacement assessment:
- Gather potential reinforcers – Select several items or activities the client may enjoy.
- Present all items at once – Lay them out in front of the client.
- Ask the client to choose one – Allow them to pick an item and interact with it briefly.
- Record their selection – Note which item they picked and how long they engaged with it.
- Replace the chosen item and rearrange – Keep all items in the array, replacing the chosen one and shuffling their positions.
- Repeat the process multiple times – Continue until the client has had multiple opportunities to select from the same set.
- Analyze results – Rank items based on how often they were chosen.
Example: You work with a 6-year-old client who enjoys playing with toys. You conduct a Multiple Stimulus With Replacement Preference Assessment using the following items:
- Toy Car
- Squishy Ball
- Bubbles
- Stuffed Animal
You present all four items and ask, “Which one do you want?” The client picks an item, interacts with it, and then you replace it in the array before repeating the process.
Sample Data Collection:
| Trial | Choices Presented | Client’s Choice |
|---|---|---|
| 1 | Toy Car, Squishy Ball, Bubbles, Stuffed Animal | Bubbles |
| 2 | Toy Car, Squishy Ball, Bubbles, Stuffed Animal | Bubbles |
| 3 | Toy Car, Squishy Ball, Bubbles, Stuffed Animal | Squishy Ball |
| 4 | Toy Car, Squishy Ball, Bubbles, Stuffed Animal | Bubbles |
| 5 | Toy Car, Squishy Ball, Bubbles, Stuffed Animal | Toy Car |
Results & Preference Ranking
- Most Preferred: Bubbles (chosen 3 times)
- Preferred: Squishy Ball (chosen 1 time)
- Moderately Preferred: Toy Car (chosen 1 time)
- Least Preferred: Stuffed Animal (never chosen)
6. Multiple stimulus without replacement (MSWO)
In an multiple stimulus without replacement assessment, we show the learner several items at once and ask them to pick one. They play with it for a short time, then we remove that item and rearrange the remaining choices. We repeat this process until no items are left. The order in which the learner picks the items helps us rank their preferences from most to least preferred.
How to Do an MSWO Assessment
- Pick several items the learner might like.
- Lay out all the items in front of them.
- Ask them to choose one (e.g., “Pick one to play with.”).
- Let them play for a short time, then remove the item.
- Shuffle the remaining items and ask them to pick again.
- Repeat until no items are left.
- Rank the items based on the order they were chosen.
Example: You work with a 6-year-old child in a clinic. You use an MSWO assessment with these items:
- Toy Car
- Bubbles
- Stuffed Animal
- Light-Up Ball
- Puzzle
Step-by-Step Process
- The child picks Bubbles first → Remove Bubbles
- The child picks Light-Up Ball next → Remove Light-Up Ball
- The child picks Toy Car next → Remove Toy Car
- The child picks Puzzle next → Remove Puzzle
- The child picks Stuffed Animal last → Remove Stuffed Animal
Results & Preference Ranking
- Most Preferred: Bubbles
- Highly Preferred: Light-Up Ball
- Moderately Preferred: Toy Car
- Less Preferred: Puzzle
- Least Preferred: Stuffed Animal
RBT Task B-2: Assist with individualized assessment procedures
RBTs play a key role in helping their supervisor assess a client’s abilities in various skill areas, including social skills, language development, academics, self-help skills, daily living tasks, job skills, and coping strategies.
Since ABA therapy focuses on building these essential skills, accurate assessments help create effective treatment plans. By collecting data and assisting with skill-based evaluations, RBTs support their clients in developing the abilities needed for greater independence and success in daily life.
Baseline: It is the process of determining a client’s current skill level or behavior before starting therapy. Conducting a baseline probe helps identify whether the learner already has a skill or needs intervention. To collect baseline data, an RBT presents a task or prompt and records the learner’s response without providing reinforcement or correction.
Curriculum-Based Assessment (CBA): It is a way to check how well a learner is doing in subjects like reading, writing, math, and spelling. Instead of just testing once, CBA measures progress over time by checking skills repeatedly.
For example, if we want to see how well a learner can read, we might give them a short passage and ask them to read out loud for one minute, then, count how many words they read correctly. This helps us understand their reading level and track improvement.
CBA is useful because it gives real-time information about a learner’s skills, helping the BCBA and RBT adjust teaching methods to better support their progress.
Social Skills: As an RBT, you may assist in assessing a client’s social skills by observing their interactions, recording their responses, and helping with structured assessments. For example, a BCBA might ask you to track whether a learner greets others, maintains conversations, or takes turns during play. This data helps the BCBA design effective interventions that support the learner in developing meaningful social connections.
Daily Living Skills: As an RBT, you may assist in assessing a learner’s daily living skills by observing their abilities, collecting data, and following assessment procedures set by the BCBA. For example, you might record whether a learner can brush their teeth independently, tie their shoes, or follow a simple recipe. This information helps the BCBA create individualized programs that support the learner in developing practical life skills for greater independence.
Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): The VB-MAPP is a widely used assessment in ABA that evaluates a learner’s language and communication skills based on verbal behavior principles. It helps determine where a learner’s skills are and guides intervention planning. The assessment focuses on milestones in language development, barriers to learning, and necessary supports for progress.
Assessment of Basic Language and Learning Skills-Revised (ABLLS-R): The ABLLS-R is a comprehensive assessment tool used in ABA to evaluate a learner’s language, social, academic, and self-help skills. It helps identify skill strengths and deficits, guiding intervention planning to improve communication and daily living abilities.
Assessment of Functional Living Skills (AFLS): The AFLS is an assessment tool used in ABA to evaluate a learner’s independent living skills across various settings. It covers essential life skills in areas such as self-care, home living, community participation, school, and vocational skills. This assessment helps determine a learner’s strengths and areas for improvement to support greater independence.
RBT Task B-3: Assist with functional assessment procedures
Functional assessment procedures help identify the reason behind a learner’s challenging behavior. Understanding why a behavior occurs allows the BCBA to develop effective interventions to reduce problem behaviors and teach appropriate alternatives.
As an RBT, you assist with functional assessments by collecting data, observing behavior, and following BCBA instructions.
There are three main types of functional assessment procedures:
Indirect assessments: Indirect assessments involve gathering background information about a learner’s behavior by interviewing people who regularly interact with them. This includes parents, caregivers, teachers, therapists, and other professionals. The goal is to identify patterns, triggers, and possible reasons for the behavior without directly observing it.
- Functional Analysis Screening Tool (FAST) – A checklist that helps identify possible functions of behavior.
- Motivation Assessment Scale (MAS) – A questionnaire that evaluates what motivates the behavior.
- Questions About Behavioral Function (QABF) – A structured questionnaire that helps determine whether a behavior is attention-seeking, escape-motivated, sensory-driven, or related to tangible items.
Direct observations: Descriptive or direct assessments involve observing the learner in their natural environment to collect real-time data on their behavior. Unlike indirect assessments, which rely on caregiver reports, direct assessments provide objective, first-hand data about when, where, and why a behavior occurs.
As an RBT, your role in direct assessments includes observing, recording, and accurately documenting behavior. This often involves:
- ABC Data Collection – Recording what happens before (Antecedent), during (Behavior), and after (Consequence) a behavior to identify patterns.
- Scatterplot Recording – Tracking when and where a behavior occurs throughout the day to detect trends.
- Narrative Recording – Writing a detailed description of the behavior as it happens.
Functional Analysis (FA): Functional Analysis (FA) is the most precise method for identifying the function of a behavior. It involves systematically manipulating environmental conditions to determine what triggers and maintains the behavior. This allows the BCBA to develop an effective behavior intervention plan (BIP).
As an RBT, you may assist with FA under the supervision of a BCBA by implementing specific conditions, collecting data, and ensuring safety. The BCBA typically tests four conditions plus a control condition:
- Attention Condition – The learner is ignored until the target behavior occurs, then they receive attention. If the behavior increases, it may be attention-seeking.
- Escape Condition – The learner is given a difficult task, and if they engage in the behavior, the task is removed. If behavior increases, it suggests an escape function.
- Tangible Condition – A preferred item is removed, and if the learner engages in the behavior, the item is given back. If behavior increases, it indicates a tangible function.
- Automatic (Sensory) Condition – The learner is left alone with no demands or attention. If the behavior continues, it may be self-stimulatory (sensory-driven).
- Control (Play) Condition – The learner has free access to attention, tangibles, and no demands. If the behavior does not occur, it confirms the behavior is not automatic.
FA is a powerful tool for identifying behavior functions, but it should only be conducted by a BCBA or under close supervision, as it involves intentionally triggering problem behaviors in a controlled setting.