The RBT Exam Study Guide Unit B focuses on assessments, a key part of Applied Behavior Analysis (ABA) practice. Our goal is to help you understand how to conduct preference assessments, assist with skill evaluations, and accurately record data.
These skills are essential because they support creating effective and personalized treatment plans for clients.
Assessment is more than just collecting data—it’s about identifying what motivates a client and measuring their skills and behaviors in a clear and objective way. This unit covers tasks that prepare us to work closely with supervising behavior analysts and contribute to meaningful treatment outcomes.
By mastering Unit B, we can confidently assist with different types of assessments, from preference checks to functional evaluations. This knowledge not only helps us pass the RBT exam but also enables us to provide better support in real-world settings.
RBT Task B-1: Conduct preference assessments
Preference assessments help us find out what items or activities a learner likes. This information guides us in choosing reinforcers to encourage positive behavior. We use different methods to gather clear data about preferences and make decisions based on the learner’s responses during assessments.
Indirect assessments:
Indirect assessments rely on interviews and questionnaires. We ask caregivers, teachers, or the client about preferred items or activities. These methods are fast and easy but may not fully show what the learner actually prefers.
We gather past information about preferences and motivation. This helps us plan more direct assessments later. Indirect assessments do not involve direct observation but give us useful starting points.
Free operant preference assessment:
In free operant preference assessments, the learner gets free access to multiple items or activities. We watch which ones they choose and how long they engage with each.
This method helps us see natural preferences without restrictions. We record interaction times and frequencies. Items used longer or more often are likely preferred.
Free operant assessments work well when we want to learn about choices in a relaxed, natural setting. We use this when we want to minimize instructions or demands during the assessment.
Paired stimulus/Paired choice preference assessment:
This method presents two items at a time, and the learner picks one. We repeat this several times, comparing each item against others.
This helps us rank preferences by how often items are chosen. It gives clear data on which items the learner prefers most and least.
The paired approach requires the learner to make active choices. It is especially useful when we must find the strongest reinforcers among multiple options.
Single stimulus preference assessment:
Here, we show one item or activity at a time and watch the learner’s reaction. The learner can accept or reject the item.
This method works for learners who cannot choose between items easily. It shows if a learner reacts positively to a specific item without needing to choose.
We often use this with clients who have limited communication or decision-making skills. It is simple but may take more time to compare several items.
Multiple stimulus with replacement preference assessment (MSW):
In MSW assessments, we present multiple items at once. The learner picks one, and the chosen item is returned to the set for the next trial.
This allows repeated options, helping us see consistent preferences over several trials. The method shows us how often the learner picks each item when all are available.
MSW helps maintain variety and lets us observe stable choices. It is useful in settings where repeated access to items is possible without restrictions.
Multiple stimulus without replacement (MSWO):
MSWO is similar to MSW but the chosen item is removed from the following presentation. This reduces the number of items step by step.
This method helps us rank items in order of preference clearly. By removing items after selection, we can see which items are favored when fewer choices remain.
MSWO is efficient for quickly identifying the most preferred items in a list. We often use it to find the single strongest reinforcer for teaching or therapy sessions.
RBT Task B-2: Assist with individualized assessment procedures
We help the supervising analyst by supporting different assessments that measure a client’s skills and needs. These assessments focus on language, learning, and daily living skills. Our role is to assist in gathering accurate data and following protocols during these evaluations.
Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP):
The VB-MAPP assesses language and social skills for children with autism. It breaks down skills into milestones across areas like manding (requesting), tacting (labeling), and intraverbals (conversation skills).
We help by running tasks that show what the child can say and understand. The results help guide therapy goals. This tool tracks progress in 170 milestones, making it easier to see what skills need more support.
The VB-MAPP also includes barriers assessments and transition plans, which tells us where the child struggles and helps plan next steps. Our accurate data collection is key to the process.
Assessment of Basic Language and Learning Skills-Revised (ABLLS-R):
The ABLLS-R measures many skill areas like communication, self-help, and academics. It breaks skills into small, manageable steps to assess what the learner can do.
We assist by delivering tasks in different skill areas and recording responses carefully. It covers areas like receptive and expressive language, social interaction, and motor skills.
This tool is often used to design individualized teaching plans. Our role is to keep the testing consistent and accurate, so the supervising analyst can set goals based on real abilities.
Assessment of Functional Living Skills (AFLS):
The AFLS focuses on practical daily living skills. It looks at areas such as home skills, community functioning, and health and safety.
We assist by working through tasks that show how well the client manages daily routines or community activities. This helps pinpoint areas needing support for independence.
The AFLS has different modules, so it fits many ages and skill levels. Our careful assistance in this assessment helps create plans that promote life skills that matter most to the client and family.