A1-A5 of the 5th edition task list.

B-1: Behavior, Response, and Response Class

B-2: Stimulus and Stimulus Class

B-3: Respondent and Operant Conditioning

B-4: Positive and Negative Reinforcement Contingencies

B-5: Schedules of Reinforcement

B-6: Positive and Negative Punishment Contingencies

B-7: Automatic and Socially Mediated Contingencies

B-8: Unconditioned, Conditioned, and Generalized Reinforcers and Punishers

B-9: Operant Extinction

B-10: Stimulus Control

B-11: Discrimination, Generalization, and Maintenance

B-12: Motivating Operations

B-13: Rule-Governed and Contingency-Shaped Behavior

B-14: The Verbal Operants

B-15: Derived Stimulus Relations

C-1: Establish operational definitions of behavior

C-2: Distinguish among direct, indirect, and product measures of behavior

C-3: Measure occurrence (e.g., frequency, rate, percentage)

C-4: Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time)

C-5: Measure the 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 relationships (e.g., equal-interval graphs, bar graphs, cumulative records)

C-11: Interpret graphed data

D-1: Differentiate between dependent and independent variables

D-2: Distinguish between internal and external validity

D-3: Identify 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 design

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

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 to Public Statements

E-7: Responsibility in Research

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

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

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 factors such as client preferences, supporting environments, risks, constraints, and social validity

H-4: When a target behavior is to be decreased, select an acceptable alternative 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

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)