Section B: Assessment – Overview
Assessment is a core part of the RBT role — and a major part of the exam. You’ll be tested on whether you can recognise different types of assessment tools, assist in conducting them appropriately, and accurately describe behaviour in observable and measurable ways.
This section will help you learn:
- How to identify and assist with preference assessments
- The difference between direct, indirect, and experimental functional assessments
- What individualised skills assessments look like and how to assist
- How to describe behaviour in observable, measurable, and objective terms
If you’re feeling confident, go straight to the timed Assessment Practice Quiz to check your knowledge under exam-like conditions.
If you’re unsure about any of the concepts:
- Use the collapsible sections below to review each Task List item
- Check the Glossary for quick definitions
- Explore Additional Resources for videos and explanations
- Ask Fred (our AI assistant) if anything’s unclear — click the icon in the bottom-right corner
Assessment questions can be subtle. They may test your understanding of what distinguishes a preference assessment from a reinforcer assessment, or your ability to spot poor behavioural definitions. Stay sharp, and focus on observable data, not assumptions or internal states.
B-01: Conduct Preference Assessments
Preference assessments identify potential reinforcers by determining which items or activities a learner prefers. However, an item only becomes a reinforcer if it increases behaviour when delivered after that behaviour.
Types of preference assessments include:
- Free Operant Observation – The learner has free access to multiple items. Measure how long they engage with each to establish preference rankings.
- Paired Stimulus (Forced Choice) – Two items are presented at a time. The learner picks one. Repeat across pairs to rank items.
- Multiple Stimulus Without Replacement (MSWO) – Present several items. The learner picks one. Remove that item and repeat.
- Multiple Stimulus With Replacement (MSW) – Similar to MSWO, but the chosen item stays in the array for the next trial.
B-02: Assist with Individualised Assessment Procedures
ABA skills assessments evaluate a learner’s current strengths and areas for development. Common assessments include:
- VB-MAPP – Focuses on verbal behaviour and developmental milestones.
- ABLLS-R – Measures language, learning, and academic skills.
- AFLS – Evaluates everyday living skills like hygiene and community participation.
RBTs assist by:
- Conducting behavioural observations (recording what the learner does naturally)
- Running baseline probes to see if a skill is already in the learner’s repertoire before teaching begins
B-03: Assist with Functional Assessment Procedures
Functional assessments identify the purpose or function of a behaviour — why it continues to happen.
Types of functional assessments include:
- Indirect Assessments – Interviews, rating scales, and checklists completed by caregivers or staff. These are easy to use but rely on memory and opinions.
- Direct Assessments – Observation of behaviour as it naturally occurs. Common tools include:
- ABC Data – Record the Antecedent (what happened before), Behaviour, and Consequence (what happened after).
- Scatterplots – Track when and where behaviours occur over time.
- Functional Analysis (FA) – Antecedents and consequences are deliberately manipulated in a safe, controlled setting to confirm the function of a behaviour. This method provides the strongest evidence, but requires supervision and careful planning.
Glossary of Key Terms
- Preference Assessment – Identifies items or activities that a learner prefers. May or may not be reinforcers.
- Free Operant – Learner engages freely with items; measure duration.
- Paired Stimulus – Learner chooses between two items per trial.
- MSWO – Multiple items presented; selected item removed after each trial.
- MSW – Multiple items presented; selected item stays in the array.
- Baseline Probe – Present a target without prompts or reinforcement to see if it’s already in the learner’s repertoire.
- Indirect Assessment – Information gathered from others via interviews or checklists.
- Direct Assessment – Direct observation of behaviour in the natural setting.
- Functional Analysis – Experimental method to determine behaviour function.
- ABC Data – Antecedent, Behaviour, Consequence recording.
- Scatterplot – Tracks frequency and time of behaviours across days or settings.