B.2 · Behavior Assessment

Skill assessments

Work through examples of scoring skill assessments using the assigned response window, prompting rules and criteria. Review how the RBT reports demonstrated performance and refers broader interpretation to the supervisor.

Task B.2: Participate in assessments of relevant skill strengths and deficits

Useful foundations: A.5: Observable and measurable behavior

The rule

Run the assigned skill assessment as written, score against its criteria, and report what the learner demonstrated in that context.

An assessment samples current performance under specified conditions. Follow its prompting rules and report the particular items and skills the learner demonstrated.

Key terms
Criterion
The stated performance rule used to score a response or decide whether a threshold is met.

What to look for

DistinctionLook forHow to decide
Scoring criterionDefinition of independent, prompted or incorrectApply the stated response window and prompt rules.
ContextMaterials, people and tasks actually sampledLimit conclusions to the observed conditions.
Role and fidelityAssigned assessment procedureCollect and report assessment data within the assigned procedure. Refer assessment design and diagnostic decisions to the supervisor.

Worked examples

Prompted versus independent

A correct response after help

An assessment asks whether a learner names pictured objects independently within five seconds. For a pictured kettle, the learner is silent for five seconds. The RBT then says “It starts with k,” and the learner says “kettle.” The protocol records independent and prompted responses separately.

Relevant facts

  • The independent response window elapsed.
  • A verbal hint preceded the correct word.

Record the response in the prompted-response category.

No independent response → verbal hint → correct label

The learner gave the correct answer after a hint, so score it as prompted. Document any departure from the assessment’s permitted prompting sequence.

Context and scope

Report the skill that was sampled

A learner independently matches all four identical picture pairs presented at a table. No nonidentical pictures, objects or other settings are assessed. A caregiver asks whether this means the learner can now sort anything.

Relevant facts

  • Four identical-picture pairs were sampled.
  • Other materials and forms of sorting were not tested.

Describe the four demonstrated matches and refer broader interpretation to the supervisor.

Four sampled picture pairs → four independent successful matches

Report the successful matching with these four picture pairs and identify the materials and setting used. Share the observations through the agreed communication process.

What changes the answer?

Use the kettle item again; change what happened before the response.

  • The correct word is “kettle.”

The learner says it within five seconds without help.

Independent correct.

The timing and independence criteria are met.

The learner says it only after the hint.

Prompted correct under the stated categories.

The help changes the classification.

Accuracy and independence are separate parts of the scoring rule.

Remember

  • Read the scoring rule before administering the item.
  • Report demonstrated performance, including prompts and context.
Sources for this topic

Reviewed 2026-09-30 · B.2 version 3.