Registered Behavior Technician (RBT) Study Topics: Assessment

“The Registered Behavior Technician^TM (RBT^®) is a paraprofessional who practices under the close, ongoing supervision of a BCBA, BCaBA, or FL-CBA. The RBT is primarily responsible for the direct implementation of behavior-analytic services. The RBT does not design intervention or assessment plans.” (https://bacb.com/rbt/)

The RBT Task list is a document that describes various concepts that a Registered Behavior Technician must be familiar with in order to perform their services in a quality and effective manner.

There are many topics on the RBT task list including: Measurement, Assessment, Skill Acquisition, Behavior Reduction, Documentation and Reporting, and Professional Conduct and Scope of Practice. (http://ift.tt/2tpXUR6)

The Assessment category of the RBT task list includes the following topics:

• B-01 Describe the behavior and environment in observable and measurable terms.
  • See this video for learning more about defining target behaviors.
    • http://ift.tt/2ujDRAc
• B-02 Conduct preference assessments.
  • Client preferences can be gathered in three different ways: (1) Caregiver Interview, (2) Direct Observation; and (3) Systematic Assessment. The assessment method involves presenting objects and activities systematically to the individual to reveal a hierarchy or ranking of preferences. This method requires the most effort, but it is the most accurate. There are many different preference assessments methods, all of which fall into one of the following formats: single item, paired, and multiple choices (Cooper, Heron, & Heward, 2006). [Reference: OPWDD]
• B-03 Assist with individualized assessment procedures (e.g., curriculum-based, developmental,
  social skills).
  • Sometimes RBT’s are asked to assist with assessment procedures. Although it is the Board Certified Behavior Analyst’s responsibility to implement assessment, RBT’s may assist in some parts of assessment procedures. Additionally, it is often helpful to have RBT’s assistance with assessments as they often times have more rapport and more instructional control with the designated client than the BCBA which can help to get a more accurate picture of the client’s skill level.
• B-04 Assist with functional assessment procedures.
  • Similarly, RBT’s may help with functional assessments. For instance, they may be asked to take ABC data on behavior issues. This includes identifying the antecedents (what comes right before the before), identifying the target behavior, and identifying the consequences (what comes right after the before).

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