RBT Exam Revision Course: Assessment

Understanding Behavioural Assessments

All assessments in this section are behavioral assessments, meaning they focus on observable and measurable behaviors rather than internal states. The Dead Man’s Test is used to distinguish behaviour from non-behavior—if a deceased person can do it (e.g., not hitting), it is not a behavior. (Behavior involves the movement of an organism through space and time as governmed by the central nervous system).

Operational definitions are used to ensure clear, objective descriptions of behaviors, avoiding ambiguous language and interpretations of internal states (e.g., recording smiling and laughing instead of assuming someone is “happy”).

B-01: Conduct Preference Assessments

Preference assessments identify potential reinforcers by determining which items/activities a learner prefers. However, an item only becomes a reinforcer if it increases behaviour when used as a consequence.

Types of Preference Assessments:

1. Free Operant Observation – The learner has free access to multiple items/activities, and engagement time is measured to rank preferences.
2. Paired Stimulus (Forced Choice) – The learner is presented with two items at a time and chooses one. Each selection is recorded, allowing for a ranked preference hierarchy.
3. MSWO (Multiple Stimulus Without Replacement) – The learner selects from an array of several items. The chosen item is removed, and the process repeats until all are selected or the learner stops. Items are ranked in order of selection.
4. MSW (Multiple Stimulus With Replacement) – Similar to MSWO, but selected items remain in the array while unselected items are swapped out. This identifies relative preference, as the learner may select the same item multiple times.

---

B-02: Assist with Individualized Assessment Procedures

ABA skills assessments evaluate a learner’s current abilities to identify strengths, deficits, and learning targets. Common assessments include:

• VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program) – Focuses on language and social skills.
• ABLLS-R (Assessment of Basic Language and Learning Skills – Revised) – Measures language, social, and academic skills.
• AFLS (Assessment of Functional Living Skills) – Assesses daily living skills like hygiene, cooking, and community participation.

RBT’s Role in Assessments:

• Behavioural Observations – Collecting objective data on how the learner naturally engages in skills.
• Baseline Probes – Presenting a target skill without prompting or reinforcement to determine if it is already in the learner’s repertoire. Some assessments allow prompting and record the level needed (e.g., full physical, partial verbal).

---

B-03: Assist with Functional Assessment Procedures

Functional assessments identify the reason a behaviour occurs to guide intervention strategies.

Types of Functional Assessments:

1. Indirect Functional Assessments – No direct observation; instead, information is gathered via interviews, checklists, and questionnaires from caregivers or staff. These provide insight but are subjective.
2. Direct Functional Assessments – The learner is observed in their natural setting, and objective data is recorded, often using:
   • ABC Data Collection – Recording the Antecedent (A), Behaviour (B), and Consequence (C) to find patterns.
   • Scatterplots – Tracking when and where behaviour occurs over time.
3. Functional Analysis (FA) – Antecedents and consequences are systematically manipulated in a controlled setting to experimentally confirm the function of a behaviour. This method provides the strongest evidence but requires strict safety protocols.

---

Key Terms (Expanded & Clarified)

Preference Assessments

• Preference Assessment – Identifies highly preferred items that may function as reinforcers.
• Free Operant Preference Assessment – Measures duration of engagement with items in a free-choice setting.
• Single Stimulus (Successive Choice) – Learner is presented one item at a time, and engagement time is recorded.
• Paired Stimulus (Forced Choice) – Learner selects between two items at a time, providing a ranked preference hierarchy.
• MSWO (Multiple Stimulus Without Replacement) – Learner selects from an array, and chosen items are removed to rank preferences.
• MSW (Multiple Stimulus With Replacement) – Learner selects from an array, but chosen items remain available to identify relative preference.

Functional Assessments

• Functional Behaviour Assessment (FBA) – A broad term for methods used to identify the function of behaviour, including direct and indirect assessments.
• Indirect Functional Assessment – Uses interviews and rating scales to gather behavioural data.
• Direct Functional Assessment – Objective observations of behaviour in natural settings, often using ABC data collection or scatterplots.
• Functional Analysis (FA) – An experimental procedure where antecedents/consequences are manipulated to confirm function.
• ABC Data Collection – Recording the antecedent, behaviour, and consequence to find patterns.

Skills Assessments & Data Collection

Behavioural Observation – Recording natural occurrences of behaviour over a set period without intervention.While some behavioural assessment procedures will require you to give specific instruction or make certain environmental observations, others may require that you simply observe the client in their typical circumstances. For example, you might be asked to observe someone for 30 minutes and record the number of mands (requests) they made during that period.

Individualized Assessment Procedures – Assessments targeting language, academics, self-help, and social skills.

Baseline Probing – Testing a skill without reinforcement or prompting to measure current ability.