| Task | Description |
|---|---|
| A-1 | Identify the goals of behavior analysis as a science (i.e., description, prediction, control) |
| A-2 | Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism) |
| A-3 | Describe and explain behavior from the perspective of radical behaviorism |
| A-4 | Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis |
| A-5 | Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) |
| Task | Description |
|---|---|
| B-1 | Define and provide examples of behavior, response, and response class |
| B-2 | Define and provide examples of stimulus and stimulus class |
| B-3 | Define and provide examples of respondent and operant conditioning |
| B-4 | Define and provide examples of positive and negative reinforcement contingencies |
| B-5 | Define and provide examples of schedules of reinforcement |
| B-6 | Define and provide examples of positive and negative punishment contingencies |
| B-7 | Define and provide examples of automatic and socially mediated contingencies |
| B-8 | Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers |
| B-9 | Define and provide examples of operant extinction |
| B-10 | Define and provide examples of stimulus control |
| B-11 | Define and provide examples of discrimination, generalization, and maintenance |
| B-12 | Define and provide examples of motivating operations |
| B-13 | Define and provide examples of rule-governed and contingency-shaped behavior |
| B-14 | Define and provide examples of the verbal operants |
| B-15 | Define and provide examples of derived stimulus relations |
| Task | Description |
|---|---|
| C-1 | Establish operational definitions of behavior |
| C-2 | Distinguish among direct, indirect, and product measures of behavior |
| C-3 | Measure occurrence (e.g., count, frequency, rate, percentage) |
| C-4 | Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time) |
| C-5 | Measure form and strength of behavior (e.g., topography, magnitude) |
| C-6 | Measure trials to criterion |
| C-7 | Design and implement sampling procedures (i.e., interval recording, time sampling) |
| C-8 | Evaluate the validity and reliability of measurement procedures |
| C-9 | Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording |
| C-10 | Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records) |
| C-11 | Interpret graphed data |
| Task | Description |
|---|---|
| D-1 | Distinguish between dependent and independent variables |
| D-2 | Distinguish between internal and external validity |
| D-3 | Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication) |
| D-4 | Describe the advantages of single-subject experimental designs compared to group designs |
| D-5 | Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion) |
| D-6 | Describe rationales for conducting comparative, component, and parametric analyses |
| Task | Description |
|---|---|
| E-1 | Introduction |
| E-2 | Responsibility as a Professional |
| E-3 | Responsibility in Practice |
| E-4 | Responsibility to Clients and Stakeholders |
| E-5 | Responsibility to Supervisees and Trainees |
| E-6 | Responsibility in Public Statements |
| E-7 | Responsibility in Research |
| Task | Description |
|---|---|
| F-1 | Review records and available data (e.g., educational, medical, historical) at the outset of the case |
| F-2 | Determine the need for behavior-analytic services |
| F-3 | Identify and prioritize socially significant behavior-change goals |
| F-4 | Conduct assessments of relevant skill strengths and deficits |
| F-5 | Conduct preference assessments |
| F-6 | Describe the common functions of problem behavior |
| F-7 | Conduct a descriptive assessment of problem behavior |
| F-8 | Conduct a functional analysis of problem behavior |
| F-9 | Interpret functional assessment data |
| Task | Description |
|---|---|
| G-1 | Use positive and negative reinforcement procedures to strengthen behavior |
| G-2 | Use interventions based on motivating operations and discriminative stimuli |
| G-3 | Establish and use conditioned reinforcers |
| G-4 | Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading) |
| G-5 | Use modeling and imitation training |
| G-6 | Use instructions and rules |
| G-7 | Use shaping |
| G-8 | Use chaining |
| G-9 | Use discrete-trial, free-operant, and naturalistic teaching arrangements |
| G-10 | Teach simple and conditional discriminations |
| G-11 | Use Skinner’s analysis to teach verbal behavior |
| G-12 | Use equivalence-based instruction |
| G-13 | Use the high-probability instructional sequence |
| G-14 | Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR) |
| G-15 | Use extinction |
| G-16 | Use positive and negative punishment (e.g., time-out, response cost, overcorrection) |
| G-17 | Use token economies |
| G-18 | Use group contingencies |
| G-19 | Use contingency contracting |
| G-20 | Use self-management strategies |
| G-21 | Use procedures to promote stimulus and response generalization |
| G-22 | Use procedures to promote maintenance |
| Task | Description |
|---|---|
| H-1 | State intervention goals in observable and measurable terms |
| H-2 | Identify potential interventions based on assessment results and the best available scientific evidence |
| H-3 | Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity |
| H-4 | When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased |
| H-5 | Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures |
| H-6 | Monitor client progress and treatment integrity |
| H-7 | Make data-based decisions about the effectiveness of the intervention and the need for treatment revision |
| H-8 | Make data-based decisions about the need for ongoing services |
| H-9 | Collaborate with others who support and/or provide services to clients |
| Task | Description |
|---|---|
| I-1 | State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance) |
| I-2 | Establish clear performance expectations for the supervisor and supervisee |
| I-3 | Select supervision goals based on an assessment of the supervisee’s skills |
| I-4 | Train personnel to competently perform assessment and intervention procedures |
| I-5 | Use performance monitoring, feedback, and reinforcement systems |
| I-6 | Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance |
| I-7 | Use function-based strategies to improve personnel performance |
| I-8 | Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires) |