Board Certified Behavior Analysis BCBA® Exam Preparation Course

Board Certified Behavior Analysis BCBA® Exam Preparation Course
BCBA® mock exam preparation including glossary, materials and exam questions to help you prepare for the exam.    Each module contains learning materials, glossary and exam questions to help you with your exam preparation for each part of the task list. Access is for life and you can reset your user status and take the exam as many times as you like.  
Module 1 Module 1 Philosophical Underpinnings

A1-A5 of the 5th edition task list.

Unit 1 Section A (A1-A5) Philosophical Underpinnings
Unit 2 A2 Explain the philosophical assumptions underlying the science of behavior analysis
Unit 3 A3 describe & explain behavior from the perspective of radical behaviorism
Unit 4 A4: distinguish among behaviorism, EAB, ABA, and professional practice guided by the science of behavior analysis
Unit 5 A5: Describe and define the dimensions of applied behavior analysis
Module 2 Module 2 Concepts & Principles

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

Unit 1 B1-B15 Concepts & Principles
Unit 2 B-2 Define and provide examples of stimulus and stimulus class
Unit 3 B-3: Define and provide examples of respondent and operant conditioning
Unit 4 B-4: Define and provide examples of positive and negative reinforcement contingencies
Unit 5 B-5: Define and provide examples of schedules of reinforcement
Unit 6 B-6: Define and provide examples of positive and negative punishment contingencies
Unit 7 B-7: Define and provide examples of automatic and socially mediated contingencies
Unit 8 B-8: Define and provide examples of unconditioned, conditioned and generalized reinforcers and punishers
Unit 9 B9-B15 Operant Extinction, Stimulus Control, Discrimination, Generalisation & Maintenance, Motivating Operations, Rule-Governed & Contingency-Shaped Behavior, Verbal Operants,Derived Stimulus Relations
Module 3 Module 3 Measurement, Data Display, and Interpretation

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

Unit 1 C1-C11 measurement, data display & interpretation
Module 4 Module 4 Experimental Design

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

Unit 1 D1-D4 Experimental Design
Module 5 Module 5 Ethics

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

Unit 1 E1-E7 Ethics
Module 6 Behaviour Assessment

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

Unit 1 F1-F9 Behaviour Assessment
Module 7 Behavior Change Procedures

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

Unit 1 G1-G22 Behavior Change Procedures
Unit 2 G18-G22 Behavior Change Procedures
Module 8 Selecting and Implementing Interventions

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

Unit 1 H1-H9 Selecting and Implementing Interventions- Habilitation, Cusps & Pivotal Behaviors
Module 9 Personnel Supervision and Management

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)

Unit 1 I-1-I-8 Personnel Supervision and Management & Behavior Skills Training