3 Assessment Support

The RBT’s role in assessment

Assessment helps a behavior-analytic team make informed decisions about an individual’s skills, preferences, and behavior. An RBT may conduct preference assessments and assist with other procedures when assigned, but works under the direction and supervision of a qualified supervisor.

The supervisor selects and interprets assessment procedures. The RBT follows instructions, collects accurate data, and reports observations without making unsupported conclusions. RBTs support assessment; they do not independently change protocols or present interpretations as clinical conclusions.

Preference assessments

A Preference assessment systematically identifies stimuli an individual appears to select or engage with. Results can help the team choose items or activities to evaluate as possible reinforcers. Preference is not proof that a stimulus will reinforce a particular behavior; that effect must be evaluated separately.

Preferences can change with time, setting, access, and the person’s current motivation. Assessment results are therefore a snapshot, not a permanent ranking.

Common procedures include:

• Single-stimulus: Present one item at a time and record the person’s approach, selection, or engagement according to the protocol.

• Paired-stimulus: Present two items at a time, record the selection, and repeat with different pairs. This can help create a relative preference ranking.

• Multiple stimulus without replacement (MSWO): Present an array of items. After a selection, provide access as specified and remove the selected item from the next array. Record each selection and the order of selection.

• Multiple stimulus with replacement: Present an array, provide access to the selected item as specified, and include it again in the next array.

• Free-operant: Make several items available at once for a defined period and record engagement with each, often by duration.

Use the exact procedure in the supervisor’s instructions; do not substitute a different format. For example, reintroducing a selected item during an MSWO would change the procedure.

Conducting an assessment as instructed

Before the assessment

Review the written instructions, gather and check the stimuli and data sheet, arrange the setting, and clarify uncertainties with the supervisor. Follow instructions about item access, trial order, timing, prompting, and safety. Do not introduce an unapproved item or assessment condition.

During the assessment

Present stimuli as specified, allow the planned opportunity to respond, and promptly record the defined response. Avoid unintentionally cueing a choice, blocking access, or changing how long items are available. If the person does not choose, turns away, or appears distressed, follow the protocol’s directions and communicate the observation; do not pressure the person to participate.

After the assessment

Check that the data sheet is complete and that calculations match the recorded observations. Summarize results in the requested format and share them with the supervisor. Keep items and data secure, and follow instructions about ending or transitioning from the assessment.

Assisting with other assessment procedures

RBTs may assist with Skill-based assessments, including curriculum-based, developmental, or social-skills assessments. Depending on the supervisor’s plan, assistance may include preparing materials, presenting specified tasks, recording responses and prompts, participating in role-play, or helping summarize data. Record what occurred rather than diagnosing, independently assigning a skill level, or changing the assessment because an item seems too difficult.

RBTs may also assist with Functional assessment procedures. A supervisor may ask the RBT to record Antecedent–behavior–consequence (ABC) observations: what happened immediately before a defined behavior, the observable behavior itself, and what happened immediately afterward. Include relevant contextual details requested by the supervisor, such as changes in routine or setting.

Descriptive observations can help a supervisor investigate patterns, but a single observation—or an apparent pattern—is not proof of why behavior occurs. More intensive procedures, such as a functional analysis, must be conducted only as directed and with appropriate oversight, training, and safety procedures.

Communicating results accurately

Use clear, observable language and distinguish what was recorded from what someone might infer. Report incomplete trials, departures from the protocol, environmental changes, and other factors that could affect interpretation. Do not omit unexpected results or alter data to make a pattern look clearer.

For example, an accurate summary is: “In the MSWO session, the person selected the light-up spinner first in 4 of 5 arrays. The book was selected first once. One trial ended without a selection.” This describes the procedure and observations. Saying “The spinner is definitely the best reinforcer” goes beyond the data: selection indicates preference under those conditions, not that the item will reinforce a specific response.

If results are unclear, data are missing, a procedure was implemented incorrectly, or the person’s response raises a safety or welfare concern, notify the supervisor promptly and follow their direction.