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onepage each.  \nWrite yourplan before your assessor watches you work.  \nWHAT ʼ S INSIDE  \nA plain-language reminder of every task on the RBT Initial Competency Assessment, what your assessor is looking for, and room to plan your demonstration and draft your interview answers.  \nCREATED BY  \nMorgan van Diepen, M.Ed., BCBA  \nMaking confident behavior support easy. Train your whole team at [BIPVisualized.com](BIPVisualized.com)  \nOffered independently of the BACB® . Not affiliated with or endorsed by the Behavior Analyst Certification Board.  \nHow to use this planner.  \nThis is practice. It is not the Initial Competency Assessment and nothing you write here counts toward one. Your assessment is conducted by a qualified assessor at your own organization, on the current BACB form.  \nYOUR NAME  \n01  \nWatch the  \ndemonstration  \nEvery task in the module opens with a short reminder and a role-play video. Watch it once through before you plan anything.  \n4 0-HOUR TRAINING FINISHED  \n02  \nPractice out loud  \nPause the video and run the task yourself. On the interview tasks, say your answer out loud rather than thinking it through. Speaking it is the part your assessor is scoring.  \nASSESSMENT DATE , IF BOOKED  \n03  \nWrite your plan  \nFill in the page for that task while it is fresh, then bring this sheet to your assessment. The questions column is there so you walk in with something to ask.  \nBEFORE YOU GO  \nDownload the current assessment form yourself [from bacb.com](from bacb.com), because the BACB updates it and no other version is accepted.  \n[BIPVisualized.com](BIPVisualized.com) · 02 / 25  \nHow the assessment works.  \nYour assessment is overseen by a qualified assessor at your own organization. It happens after your 40-hour training is finished, and it can run across more than one session.  \nTHE THREE WAYS A T ASK CAN BE ASSESSED  \n0 1  \nWith a learner who is receiving services  \n0 2  \nRole-play with someone standing in for the learner  \n0 3  \nInterview where you  \ndescribe the concept out loud  \nWHAT THE FORM ASKS FOR  \nAll nineteen tasks have to be completed.  \n Three of tasks 6 through 14 have to be demonstrated with a learner.  \n It cannot be completed more than 90 days before you submit your certification application.  \n It can happen in person, live online, or through video recorded specifically for the assessment.  \n A task you do not pass the first time can be assessed again on another day, after corrective feedback.  \nCorrective feedback is not given on the final assessment of a task. Treat every attempt as though it is the one that counts.  \n[BIPVisualized.com](BIPVisualized.com) · 03 / 25  \n Continuous measurement.  \nContinuous measurement captures every occurrence of the behavior during the observation period. Your assessor wants to see you choose a measure that fits the behavior and know exactly when recording starts and stops.  \nTHE FOUR YOU MAY BE ASKED TO RUN  \nFREQUENCY  \nCount every occurrence  \nDURATION  \nHow long the behavior lasts  \nLATENCY  \nTime from the cue to the response  \nIRT  \nTime between one response and the next  \nWHAT YOUR ASSESSOR IS WATCHING FOR  \n You read the operational definition before you start.  \n The measure matches the behavior you were asked to track.  Your start point and stop point are stated out loud.  \n You record in real time rather than from memory.  \n You report the total at the end.  \nMY PLAN  \n With a learner  \n Role-play Confirm which one your assessor will use.  \n\n| BEHAVIOR AND ITS OPERATIONAL DEFINITION |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n\n| THE MEASURE I ʼ LL USE , AND WHY |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n\n| MY START AND STOP POINTS |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n\n| WHAT I ʼ LL ASK MY ASSESSOR |  |  |\n| --- | --- | --- |\n|  |  |  |\n|  |  |  |\n\n[BIPVisualized.com](BIPVisualized.com) · 04 / 25  \n04 Preference assessments.  \nA preferen","cbCaikwG9UhN0PDS","https://ap.wps.com/l/cbCaikwG9UhN0PDS","pdf",1190296,"English","# How to use this planner\n## How the assessment works\n## The three ways a task can be assessed\n## What the form asks for\n## Continuous measurement\n## What your assessor is watching for\n# Preference assessments\n## Formats you may be asked to run\n## What your assessor is watching for\n# Professionalism and requirements 21/25","[{\"question\":\"What does the planner prepare behavior staff for?\",\"answer\":\"It prepares behavior staff for the RBT Initial Competency Assessment by listing nineteen tasks and explaining what the assessor is looking for during demonstrations and interviews.\"},{\"question\":\"Does writing in the planner count toward the actual assessment?\",\"answer\":\"No. The planner is practice only and nothing written here counts toward the Initial Competency Assessment.\"},{\"question\":\"What are the ways a task can be assessed?\",\"answer\":\"Tasks can be assessed with a learner receiving services, through role-play with someone standing in for the learner, or via an interview where you describe the concept out loud.\"}]","My Competency Assessment Prep Planner | PDF",1789925098,18]