The Complete RBT Assessment Study Guide: (2nd Edition)

Welcome to the comprehensive study guide on Assessment for Registered Behavior Technician (RBT) candidates.

As one of the six core content areas in the BACB RBT Task List, understanding assessment procedures is essential for any aspiring RBT.

This guide has been meticulously designed to cover all aspects of assessment that you’ll need to master for your certification exam and apply in your clinical practice.

Assessment is the systematic process of gathering information about behaviors, skills, and environmental factors to inform intervention planning.

As an RBT, you will play a crucial role in this process by assisting BCBAs in collecting data, implementing assessment protocols, and helping to identify factors that influence behavior.

While you won’t be designing assessments independently, your competence in carrying out assessment procedures is vital to the success of behavioral interventions.

This guide will walk you through the fundamental concepts of behavioral assessment, the various types of assessments you’ll encounter, your specific responsibilities as an RBT, and practical strategies for implementation.

By the end of this guide, you will have a thorough understanding of assessment procedures and be well-prepared for both your RBT exam and your role in clinical settings.

Let’s begin our journey into the world of behavioral assessment!

1. The Fundamentals of Behavioral Assessment

1.1 What Is Behavioral Assessment?

Behavioral assessment is a systematic approach to gathering information about an individual’s behaviors, the contexts in which they occur, and the factors that influence them.

Unlike traditional psychological assessment, which often focuses on internal traits or conditions, behavioral assessment concentrates on observable behaviors and the environmental variables that affect them.

The primary goals of behavioral assessment include:

Identifying target behaviors that may require intervention

Determining the function (purpose) of behaviors

Establishing baseline data to measure future progress

Informing intervention planning by providing objective information

Evaluating the effectiveness of interventions over time

As an RBT, you will be directly involved in implementing various assessment procedures under the supervision of a BCBA (Board Certified Behavior Analyst). Your role is to follow assessment protocols accurately, collect reliable data, and communicate observations effectively to your supervisor.

1.2 The RBT’s Role in Assessment

While BCBAs are responsible for designing assessment plans, selecting assessment tools, and interpreting results, RBTs play a crucial supporting role in the assessment process. Your specific responsibilities may include:

Preparing materials needed for assessment sessions

Setting up the environment according to assessment protocols

Implementing assessment procedures as directed by the BCBA

Collecting accurate data during assessment sessions

Assisting with indirect assessments by gathering information from caregivers

Maintaining client dignity and comfort throughout the assessment process

Communicating relevant observations to the supervising BCBA

It’s essential to understand that as an RBT, you will never independently select assessment tools or interpret assessment results. These tasks require advanced training and fall under the BCBA’s scope of practice. Your focus is on implementation and data collection according to established protocols.

1.3 The Assessment Process: A Framework

Most behavioral assessments follow a general framework regardless of the specific type of assessment being conducted:

Preparation: Gathering necessary materials, preparing the environment, and reviewing procedures

Implementation: Following assessment protocols to collect information about behaviors or skills

Data collection: Recording observations accurately according to the specified measurement system

Documentation: Organizing and reporting assessment data for the BCBA to analyze

Communication: Sharing relevant observations with the supervising BCBA

Understanding this framework will help you approach any assessment task systematically and effectively.

2. Types of Behavioral Assessments

As an RBT, you will assist with several types of assessments. Each serves a distinct purpose in the assessment process, and you should be familiar with the procedures and goals of each.

2.1 Functional Behavior Assessment (FBA)

The Functional Behavior Assessment (FBA) is one of the most critical assessments in applied behavior analysis. Its purpose is to identify the function or purpose that a behavior serves for an individual. By understanding why a behavior occurs, the treatment team can develop interventions that address the underlying function.

An FBA typically includes three components:

2.1.1 Indirect Assessment Methods

Indirect assessments involve gathering information about behaviors without directly observing them. As an RBT, you may assist with:

• Structured interviews: Helping to gather information from parents, teachers, or caregivers using standardized interview formats
• Behavior rating scales: Administering questionnaires that quantify behavior characteristics
• Record reviews: Assisting in reviewing existing documentation about the client’s behavior

Common indirect assessment tools include:

• Functional Assessment Screening Tool (FAST)
• Motivation Assessment Scale (MAS)
• Questions About Behavioral Function (QABF)
• Functional Assessment Interview (FAI)

While these tools provide valuable information, they rely on retrospective reports rather than direct observation, which may be subject to bias or recall errors. Therefore, indirect assessments are typically complemented by direct assessment methods.

2.1.2 Descriptive Assessment Methods

Descriptive assessments involve directly observing and recording behaviors in the natural environment without manipulating variables. Your role as an RBT may include:

• ABC data collection: Recording the Antecedents (what happens before the behavior), the Behavior itself, and the Consequences (what happens after the behavior)
• Scatterplot assessment: Tracking when behaviors occur across time periods to identify patterns
• Event-based recording: Documenting specific instances of behavior and the surrounding context

When conducting ABC assessments, be sure to record:

• Antecedents: Environmental conditions, requests made, activities in progress, etc.
• Behavior: Objective description of what the client did (avoid interpretations)
• Consequences: What happened immediately after the behavior (attention provided, task removed, etc.)

Here’s an example of an ABC recording:

Time	Antecedent	Behavior	Consequence
10:15 AM	Teacher presents math worksheet	Client tears worksheet and throws it on floor	Teacher walks away; math activity delayed
11:30 AM	Peer plays with preferred toy	Client screams and attempts to grab toy	Peer surrenders toy; adult provides attention

2.1.3 Functional Analysis

Functional analysis (FA) is the most rigorous form of FBA, involving the systematic manipulation of environmental variables to confirm the function of a behavior. While BCBAs design and oversee functional analyses, as an RBT, you may assist by:

• Setting up environmental conditions according to the FA protocol
• Implementing specific contingencies during test conditions
• Collecting data on target behaviors during sessions
• Maintaining safety throughout the assessment

Common functional analysis conditions include:

• Attention condition: Testing if behavior is maintained by social attention
• Escape condition: Testing if behavior is maintained by escape from demands
• Tangible condition: Testing if behavior is maintained by access to preferred items/activities
• Alone/Ignore condition: Testing if behavior is maintained by automatic reinforcement
• Control condition: Providing optimal conditions for comparison

It’s important to note that functional analyses should only be conducted under close supervision by a qualified BCBA due to the potential for temporarily strengthening challenging behaviors.

2.2 Preference Assessments

Preference assessments help identify items, activities, or stimuli that may function as reinforcers for an individual. Identifying effective reinforcers is crucial for designing successful skill acquisition programs and behavior reduction plans.

As an RBT, you will likely implement various preference assessment procedures, including:

2.2.1 Multiple Stimulus Without Replacement (MSWO)

The MSWO is one of the most commonly used preference assessments due to its efficiency and effectiveness. The procedure includes:

1. Selecting 5-8 potential reinforcers
2. Arranging items in a row in front of the client
3. Instructing the client to “pick one” or allowing them to select an item
4. Removing the selected item after brief access
5. Rearranging remaining items and repeating until all items are selected
6. Repeating the entire process 2-3 times
7. Ranking items based on selection order

When conducting an MSWO, be sure to:

• Place items equidistant from the client
• Rearrange items after each selection to control for position bias
• Allow brief access to selected items (15-30 seconds)
• Record the order of selection carefully

2.2.2 Paired Stimulus Preference Assessment

The paired stimulus assessment involves presenting items two at a time and recording which item is selected from each pair. This method includes:

1. Identifying 5-8 potential reinforcers
2. Creating all possible pairs of items
3. Presenting each pair to the client
4. Instructing the client to “pick one”
5. Allowing brief access to the selected item
6. Recording which item was selected from each pair
7. Calculating the percentage of times each item was selected when presented

While more time-consuming than the MSWO, this assessment may be more appropriate for individuals who have difficulty choosing from larger arrays.

2.2.3 Free Operant Preference Assessment

The free operant assessment involves:

1. Arranging all potential reinforcers in an accessible area
2. Allowing the client free access to all items simultaneously
3. Recording the duration of engagement with each item
4. Ranking items based on engagement time

This method is particularly useful for individuals who may become frustrated by having items removed and for assessing preference for activities rather than tangible items.

2.2.4 Single Stimulus Preference Assessment

In this simplest form of preference assessment:

1. Items are presented one at a time
2. The client’s approach or engagement with each item is recorded
3. Items are ranked based on approach or engagement measures

This assessment may be appropriate for individuals with very limited selection skills or profound disabilities.

2.3 Skill Assessments

Skill assessments are used to determine an individual’s current abilities across various domains. Your role as an RBT may include:

2.3.1 Curriculum-Based Assessments

These assessments evaluate skills based on a specific curriculum or developmental sequence. Examples include:

• VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)
• ABLLS-R (Assessment of Basic Language and Learning Skills-Revised)
• AFLS (Assessment of Functional Living Skills)

When assisting with these assessments, you may:

• Present specific tasks or materials as directed
• Record responses according to the assessment protocol
• Set up environmental arrangements needed for specific assessment items

2.3.2 Task Analysis Assessment

This involves assessing an individual’s ability to complete the steps of a complex behavior. As an RBT, you might:

1. Present the task according to the protocol
2. Provide standardized prompts if specified
3. Record which steps the individual completes independently
4. Note the types of prompts needed for steps not completed independently

2.3.3 Probe Assessment

Probe assessments involve testing skills intermittently to determine mastery. Your responsibilities may include:

1. Presenting target stimuli without prompts
2. Recording correct and incorrect responses
3. Avoiding providing feedback during probe trials
4. Following the specific probe schedule established by the BCBA

3. Assessment of Challenging Behaviors

3.1 Identifying Target Behaviors

Before conducting assessments of challenging behaviors, these behaviors must be clearly defined. As an RBT, you should understand:

• Operational definitions: Precise descriptions of behaviors that specify what the behavior looks like and what it doesn’t include
• Topography: The physical form or appearance of the behavior
• Intensity: The force or magnitude of the behavior
• Duration: How long the behavior lasts
• Latency: The time between a stimulus and the behavior’s occurrence
• Cycle: The time from the onset of one instance to the onset of the next

An example of an operational definition:

“Aggression: Any instance of hitting, kicking, biting, scratching, pinching, or pulling hair directed toward another person with sufficient force to cause or potentially cause pain or tissue damage.”

3.2 Common Functions of Behavior

Behavioral assessments aim to identify the function of challenging behaviors. The four main functions are:

3.2.1 Positive Reinforcement: Social Attention

Behaviors maintained by attention include those that result in:

• Verbal attention (reprimands, reasoning, negotiating)
• Physical attention (hugs, restraint)
• Facial expressions or gestures

Signs that a behavior may be attention-maintained:

• Occurs more often when attention is diverted elsewhere
• Increases when attention is provided contingent on the behavior
• Decreases when attention is provided noncontingently

3.2.2 Positive Reinforcement: Access to Tangibles or Activities

Behaviors maintained by access to tangibles or activities result in:

• Obtaining preferred items
• Gaining access to preferred activities
• Getting desired food or drinks

Signs that a behavior may be tangible-maintained:

• Occurs more often when preferred items are visible but not accessible
• Increases when items are provided contingent on the behavior
• Decreases when items are provided noncontingently

3.2.3 Negative Reinforcement: Escape or Avoidance

Behaviors maintained by escape or avoidance result in:

• Termination of demands or requests
• Delay of non-preferred activities
• Reduction in task difficulty

Signs that a behavior may be escape-maintained:

• Occurs more often during demanding or non-preferred activities
• Increases when demands are removed contingent on the behavior
• Decreases when demands are presented gradually or with choice

3.2.4 Automatic Reinforcement

Behaviors maintained by automatic reinforcement:

• Produce their own reinforcement through sensory stimulation
• Occur across different settings and contexts
• Persist even when no social consequences are provided

Signs that a behavior may be automatically maintained:

• Occurs consistently across settings and caregivers
• Persists when the individual is alone
• Is not affected by changes in social consequences

3.3 Assessing Environmental Factors

In addition to identifying behavioral functions, comprehensive assessment includes evaluating environmental factors that may influence behavior.

3.3.1 Setting Events

Setting events are contextual factors that temporarily alter the effectiveness of reinforcers or punishers. Examples include:

• Biological factors: Illness, medication effects, sleep deprivation, hunger
• Social factors: Conflicts with peers, changes in routine, presence of specific individuals
• Environmental factors: Noise levels, temperature, crowding

As an RBT, you may be asked to document potential setting events when recording behavioral data.

3.3.2 Motivating Operations

Motivating operations temporarily alter the effectiveness of reinforcers and the frequency of behaviors associated with those reinforcers.

• Establishing operations (EOs) increase the value of reinforcers and the behaviors that have produced them
• Abolishing operations (AOs) decrease the value of reinforcers and the behaviors that have produced them

Examples:

• Food deprivation (EO for food-related behaviors)
• Satiation after eating (AO for food-related behaviors)
• Being ignored (EO for attention-seeking behaviors)
• Receiving continuous attention (AO for attention-seeking behaviors)

3.3.3 Discriminative Stimuli

Discriminative stimuli (SDs) signal the availability of reinforcement for specific behaviors. Part of assessment involves identifying SDs that trigger challenging behaviors, such as:

• Specific people (teachers, parents, peers)
• Specific settings (classroom, playground, grocery store)
• Specific materials (worksheets, toothbrush, shoes)
• Specific verbal cues (“time to clean up,” “let’s go”)

Your observations of these environmental factors are crucial for developing effective intervention plans.

4. Implementing Assessment Procedures

4.1 Preparing for Assessment Sessions

Proper preparation is essential for successful assessment sessions. As an RBT, you should:

4.1.1 Review Assessment Protocols

Before conducting any assessment:

• Thoroughly review all written procedures
• Clarify any questions with your supervising BCBA
• Practice procedural steps if necessary
• Understand data collection requirements

4.1.2 Prepare Materials

Gather all necessary materials, which may include:

• Data sheets and writing implements
• Timers or stopwatches
• Potential reinforcers
• Task materials
• Safety equipment if applicable

4.1.3 Arrange the Environment

Set up the assessment environment according to protocol requirements:

• Minimize distractions
• Arrange furniture and materials appropriately
• Ensure adequate lighting and comfort
• Position yourself optimally for observation and data collection
• Remove potential safety hazards

4.2 Data Collection During Assessments

Accurate data collection is critical for valid assessment results. Common data collection methods include:

4.2.1 Frequency Recording

Counting the number of times a behavior occurs within a specified time period.

• Use this method for discrete behaviors with clear beginning and end points
• Record each instance with a tally mark or counter
• Calculate rate by dividing frequency by time (e.g., behaviors per minute)

4.2.2 Duration Recording

Measuring how long a behavior lasts.

• Use this method for behaviors where length is significant
• Start timing when the behavior begins
• Stop timing when the behavior ends
• Record total duration in seconds, minutes, or hours

4.2.3 Latency Recording

Measuring the time between a stimulus and the onset of a behavior.

• Use this method to assess compliance or response time
• Start timing when a directive or stimulus is presented
• Stop timing when the behavior begins
• Record the elapsed time

4.2.4 Interval Recording

Dividing an observation period into equal intervals and recording if behavior occurred during each interval.

Whole interval recording: Behavior must occur throughout the entire interval Partial interval recording: Behavior occurs during any part of the interval Momentary time sampling: Recording if behavior occurs at the end of each interval

4.2.5 Permanent Product Recording

Measuring the results or products of behavior rather than the behavior itself.

• Count completed worksheets
• Measure cleaned areas
• Evaluate assembled items

4.3 Common Assessment Errors

Be aware of potential errors that can compromise assessment validity:

4.3.1 Observer Drift

Gradually changing how you define or record behaviors over time.

• Prevention: Regularly review operational definitions
• Solution: Periodic retraining on data collection procedures

4.3.2 Observer Expectancy

Seeing what you expect to see rather than what actually occurs.

• Prevention: Remain objective and focus on operational definitions
• Solution: Implement reliability checks with another observer

4.3.3 Reactivity

Changes in behavior due to awareness of being observed.

• Prevention: Minimize your presence or make it routine
• Solution: Use unobtrusive observation methods when possible

4.3.4 Recording Errors

Simple mistakes in tallying, timing, or documentation.

• Prevention: Use clear, organized data sheets
• Solution: Double-check calculations and entries

5. Ethical Considerations in Assessment

5.1 Client Dignity and Respect

Throughout the assessment process, maintain the dignity and respect of the client by:

• Using person-first language when appropriate
• Respecting privacy and confidentiality
• Explaining procedures in an age-appropriate manner
• Obtaining assent when possible, even when consent has been provided by guardians
• Being sensitive to cultural differences and preferences

5.2 Confidentiality

Protecting client information is a critical ethical responsibility:

• Store assessment materials securely
• Avoid discussing client information in public spaces
• Share information only with authorized team members
• Use initials or codes rather than full names on data sheets when possible
• Follow your organization’s privacy policies

5.3 Boundaries of Competence

Recognize the limits of your role as an RBT:

• Implement assessment procedures only as directed by your supervising BCBA
• Do not modify assessment protocols without authorization
• Do not interpret assessment results independently
• Communicate any difficulties or concerns to your supervisor
• Seek additional training when needed

5.4 Accurate Reporting

Honest and accurate reporting is fundamental to ethical practice:

• Record data truthfully, even when progress is slow
• Avoid “helping” the client during assessments unless specified in the protocol
• Report procedural errors or deviations to your supervisor
• Document unusual circumstances that may affect assessment results
• Never fabricate or manipulate data

6. Practical Strategies for Successful Assessments

6.1 Building Rapport

Before conducting assessments, establish positive relationships with clients:

• Pair yourself with reinforcement
• Engage in preferred activities
• Use a pleasant, calm tone of voice
• Honor preferences when possible
• Respect personal space
• Provide choices when appropriate

6.2 Managing Challenging Behaviors During Assessment

If challenging behaviors occur during assessment:

• Follow crisis or behavior management plans if in place
• Maintain neutral affect
• Continue data collection if safe to do so
• Know when to pause or terminate a session
• Document any safety concerns
• Debrief with your supervisor

6.3 Maximizing Efficiency

To conduct assessments efficiently:

• Organize materials in advance
• Use data sheets designed for quick recording
• Practice procedures until fluent
• Minimize transitions between activities
• Schedule assessments during optimal times
• Consider client fatigue and attention span

6.4 Communicating with the Team

Effective communication enhances assessment quality:

• Share observations promptly with your supervisor
• Ask questions when procedures are unclear
• Document contextual factors that may affect results
• Participate actively in team meetings
• Provide input based on your direct observations

7. Case Examples and Practical Applications

7.1 Case Study: Functional Behavior Assessment

Client: 8-year-old with autism who engages in head-hitting when asked to complete academic tasks

Assessment Process:

1. Indirect Assessment: Teachers and parents completed the QABF, suggesting an escape function
2. Descriptive Assessment: ABC data collected across three days showed:
   • Antecedent: Presentation of worksheet or demand
   • Behavior: Head-hitting with open palm
   • Consequence: Task removal and redirection

RBT Role:

• Collected ABC data during regular sessions
• Recorded frequency, intensity, and duration
• Noted specific demands that precipitated behavior
• Documented level of task difficulty

Assessment Results:

• Data suggested an escape function
• Behavior occurred most frequently during writing tasks
• Higher rates during tasks slightly above current skill level
• Lower rates when choices were provided

Intervention Planning:

• Functional communication training for requesting breaks
• Task modification to match current skills
• Visual schedule to increase predictability
• Gradual increase in task demands

7.2 Case Study: Preference Assessment

Client: 4-year-old with language delay currently receiving ABA therapy

Assessment Process:

1. Indirect Information Gathering: Parents identified potential reinforcers
2. MSWO Assessment: Conducted daily for one week
3. Free Operant Assessment: Conducted to validate MSWO results

RBT Role:

• Prepared array of items identified by parents
• Conducted MSWO according to protocol
• Recorded selection order
• Observed engagement during free play
• Documented changes in preferences across sessions

Assessment Results:

• High-preference items: bubbles, iPad, car toys
• Moderate-preference items: stickers, crayons
• Low-preference items: blocks, books
• Preferences remained relatively stable across sessions

Application:

• High-preference items reserved for acquisition of challenging skills
• Moderate-preference items used for maintenance tasks
• Rotating reinforcers to prevent satiation
• Weekly reassessment to monitor preference stability

7.3 Case Study: Skill Assessment

Client: 6-year-old with developmental delay beginning ABA services

Assessment Process:

1. VB-MAPP Assessment: To evaluate verbal behavior milestones
2. Task Analysis: For self-help skills (hand washing, dressing)

RBT Role:

• Presented assessment items as directed
• Recorded responses according to scoring criteria
• Implemented task analysis for self-help skills
• Maintained neutral affect during incorrect responses
• Provided reinforcement only when specified

Assessment Results:

• Strengths in mand and tact repertoires
• Deficits in intraverbal and listener responding
• Independent with initial steps of hand washing
• Required physical prompts for fasteners in dressing

Intervention Planning:

• Targeted programs for intraverbal and listener skills
• Prompt fading procedure for self-help routines
• Visual supports for task sequences
• Peer modeling opportunities

8. Preparing for the RBT Exam: Assessment Section

8.1 Key Terms and Concepts

Be familiar with these essential terms:

• Functional Behavior Assessment (FBA): Process for determining the function of behavior
• Function: The purpose a behavior serves for an individual
• Preference Assessment: Procedures to identify potential reinforcers
• ABC Data: Recording of Antecedents, Behaviors, and Consequences
• Descriptive Assessment: Observation of behavior in the natural environment
• Functional Analysis: Experimental manipulation of variables to confirm behavioral function
• Setting Events: Contextual factors that influence behavior
• Motivating Operations: Factors that temporarily alter the value of reinforcers
• Discriminative Stimulus (SD): Signal that reinforcement is available for a behavior

8.2 Common Exam Questions

Prepare for questions like:

1. An RBT is assisting with a preference assessment. What is the appropriate next step if the client selects an item and then immediately drops it?
2. During an FBA, what type of data would best capture the length of tantrum behaviors?
3. Which assessment would be most appropriate to determine if attention is maintaining a client’s behavior?
4. What is the primary difference between an MSWO preference assessment and a paired stimulus preference assessment?
5. What should an RBT do if they are unsure about how to implement an assessment procedure?

8.3 Practice Scenario

Scenario: You are assisting with an assessment for a 10-year-old client who engages in loud vocalizations during classroom activities. The BCBA has asked you to collect ABC data for three days.

Questions:

1. What specific information should you record in your ABC data collection?
2. How would you operationally define “loud vocalizations”?
3. What patterns might suggest an attention function for this behavior?
4. What patterns might suggest an escape function for this behavior?
5. What additional information might be helpful to collect beyond ABC data?

9. Final Thoughts and Tips for Success

9.1 Integrating Assessment into Daily Practice

Assessment is not just a one-time event but an ongoing process that informs intervention. As you grow in your RBT role:

• Develop fluency with common assessment procedures
• Practice active observation throughout all client interactions
• Connect assessment results to intervention strategies
• Recognize how data patterns inform decision-making
• Appreciate the scientific foundation of behavioral assessment

9.2 Developing Professional Judgment

While following protocols precisely is essential, also develop your clinical observation skills:

• Notice subtle behavior patterns
• Recognize potential setting events
• Identify environmental factors affecting performance
• Develop hypotheses (to share with your supervisor)
• Connect theoretical concepts to real-world observations

9.3 Continuous Learning

Assessment methods in ABA continue to evolve:

• Stay current with best practices
• Seek feedback on your assessment implementation
• Participate in training opportunities
• Review journal articles on assessment topics
• Connect with other professionals to share experiences

9.4 Final Tips for RBTs

To excel in behavioral assessment:

• Always review protocols before implementation
• Prepare all materials in advance
• Focus on objective observation rather than interpretation
• Document contextual factors that may influence results
• Communicate regularly with your supervising BCBA
• Practice precise data collection
• Maintain client dignity throughout the assessment process
• Remember that the ultimate goal is to improve quality of life

10. Self-Assessment Quiz

Test your knowledge with these practice questions:

1. Which of the following is NOT typically an RBT responsibility during assessment?
   a) Collecting data according to a protocol
   b) Interpreting assessment results
   c) Setting up the assessment environment
   d) Implementing preference assessment procedures
2. During an MSWO preference assessment, what should happen after the client selects an item? a) Remove the item without allowing access b) Allow brief access, then remove the item c) Replace the item in the array d) End the assessment session
3. Which type of FBA involves the systematic manipulation of environmental variables? a) Indirect assessment b) Descriptive assessment c) Functional analysis d) Record review
4. What is the primary purpose of a preference assessment? a) To identify challenging behaviors b) To determine skill deficits c) To identify potential reinforcers d) To establish behavioral baselines
5. If a behavior increases when attention is provided following its occurrence, this suggests which function? a) Escape b) Access to tangibles c) Automatic reinforcement d) Attention
6. Which data collection method would be most appropriate for measuring how long a tantrum lasts? a) Frequency b) Duration c) Latency d) Interval recording
7. When assisting with a skill assessment, the RBT should: a) Modify instructions to help the client succeed b) Provide extra prompts not specified in the protocol c) Follow the assessment protocol exactly d) Skip items that appear too difficult
8. What is an operational definition? a) The theoretical explanation for a behavior b) The procedure for measuring behavior c) The clear, objective description of observable behavior d) The intervention plan for a behavior
9. Which of the following is an example of a setting event? a) A demand to complete homework b) Praise following compliance c) Poor sleep the previous night d) A timer signaling the end of an activity
10. What should an RBT do if they notice a possible pattern in behavior that the BCBA hasn’t mentioned? a) Immediately change the intervention approach b) Document observations and share with the supervising BCBA c) Ignore it since it wasn’t part of the assessment plan d) Conduct additional assessments to confirm the pattern

Answer Key:

1. b) Interpreting assessment results
2. b) Allow brief access, then remove the item
3. c) Functional analysis
4. c) To identify potential reinforcers
5. d) Attention
6. b) Duration
7. c) Follow the assessment protocol exactly
8. c) The clear, objective description of observable behavior
9. c) Poor sleep the previous night
10. b) Document observations and share with the supervising BCBA

References and Additional Resources

Professional Resources

• Behavior Analyst Certification Board. (2024). RBT Task List (3rd ed.). https://www.bacb.com/rbt/
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2020). Applied behavior analysis (3rd ed.). Pearson.
• Iwata, B. A., & Dozier, C. L. (2008). Clinical application of functional analysis methodology. Behavior Analysis in Practice, 1(1), 3-9.

Online Resources

• BACB Ethics Resources: www.bacb.com/ethics/
• Behavior Development Solutions: www.behaviordevelopmentsolutions.com
• ABA Visualization: www.abavisualized.com

Mobile Applications

• Data Pro ABA
• Catalyst (Clinical tools for BCBAs)
• ABA Data Collection

Remember that assessment is the foundation upon which effective behavioral interventions are built. Your skill in implementing assessment procedures with fidelity directly contributes to positive outcomes for your clients. By mastering the concepts and techniques in this guide, you are well on your way to becoming a highly effective Registered Behavior Technician.

Good luck with your RBT exam and your career in applied behavior analysis!