6th Edition Test Content Outline

A-1: Identify the goals of behavior analysis as a science (I.e., description, prediction, control) ©

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A-2: Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism) ©

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A-3: Describe and explain behavior from the perspective of radical behaviorism ©

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A-4: Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis ©

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A-5: Identify and describe dimensions of applied behavior analysis ©

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B-1: Identify and distinguish among behavior, response, and response class ©

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B-2: Identify and distinguish between stimulus and stimulus class ©

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B-3: Identify and distinguish between respondent and operant conditioning ©

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B-4: Identify and distinguish between positive and negative reinforcement contingencies ©

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B-5: Identify and distinguish between positive and negative punishment contingencies ©

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B-7: Identify and distinguish among unconditioned, conditioned, and generalized reinforcers ©

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B-8: Identify and distinguish among unconditioned, conditioned, and generalized punishers ©

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B-9: Identify and distinguish among simple schedules of reinforcement ©

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B-10: Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement ©

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B-11: Identify and distinguish between operant and respondent extinction as operations and processes ©

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B-13: Identify examples of stimulus discrimination ©

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B-14: Identify and distinguish between stimulus and response generalization ©

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B-15: Identify examples of response maintenance ©

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B-16: Identify examples of motivating operations ©

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B-17: Distinguish between motivating operations and stimulus control ©

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B-18: Identify and distinguish between rule-governed and contingency-shaped behavior ©

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B-19: Identify and distinguish among verbal operants ©

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B-20: Identify the role of multiple control in verbal behavior ©

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B-21: Identify examples of processes that promote emergent relations and generative performance ©

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B-22: Identify ways behavioral momentum can be used to understand response persistence ©

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B-23: Identify ways the matching law can be used to interpret response allocation ©

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B-24: Identify and distinguish between imitation and observational learning ©

C-1: Create operational definitions of behavior ©

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

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C-3: Measure occurrence ©

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

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C-5: Distinguish between continuous and discontinuous measurement procedures ©

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C-7: Measure efficiency (e.g., trials to criterion, cost-benefit analysis, training duration) ©

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C-8: Evaluate the validity and reliability of measurement procedures ©

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C-9: Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints ©

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C-10: Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records) ©

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C-11: Interpret graphed data ©

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D-1: Distinguish between dependent and independent variables ©

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D-2: Distinguish between internal and external validity ©

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D-3: Identify threats to internal validity (e.g., history, maturation) ©

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D-4: Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication) ©

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D-5: Identify the relative strengths of single-case experimental designs and group designs encies ©

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D-7: Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs ©

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D-8: Identify rationales for conducting comparative, component and parametric analyses ©

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D-9: Apply single-case experimental designs ©

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E-1: Identify and apply core principles underlying the ethics codes
for BACB certificants (e.g., benefit others; treat others with
compassion, dignity, and respect; behave with integrity) ©

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E-2: Identify the risks to oneself, others, and the profession as a
result of engaging in unethical behavior ©

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E-3: Develop and maintain competence by engaging in
professional development activities (e.g., read literature, seek
consultation, establish mentors) ©

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E-4: Identify and comply with requirements for collecting, using,
protecting, and disclosing confidential information ©

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E-5: Identify and comply with requirements for making public
statements about professional activities (e.g., social media
activity; misrepresentation of professional credentials,
behavior analysis, and service outcomes) ©

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E-7: Identify types of and risks associated with multiple
relationships, and how to mitigate those risks when they
are unavoidable ©

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E-8: Identify and apply interpersonal and other skills
(e.g., accepting feedback, listening actively, seeking
input, collaborating) to establish and maintain
professional relationships ©

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E-9: Engage in cultural humility in service delivery and
professional relationships ©

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E-10: Apply culturally responsive and inclusive service and
supervision activities ©

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E-11: Identify personal biases and how they might interfere with
professional activity ©

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Meet the Clients (case examples)

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F-1: Identify relevant sources of information in records (e.g.,
educational, medical, historical) at the outset of the case ©

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F-2: Identify and integrate relevant cultural variables in the
assessment process ©

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F-3: Design and evaluate assessments of relevant skill strengths
and areas of need ©

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F-4: Design and evaluate preference assessments ©

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F-6: Design and evaluate functional analyses ©

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F-7: Interpret assessment data to determine the need for
behavior-analytic services and/or referral to others ©

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F-8: Interpret assessment data to identify and prioritize socially
significant, client-informed, and culturally responsive
behavior-change procedures and goals ©

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G-1: Design and evaluate positive and negative
reinforcement procedures ©

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G-2: Design and evaluate differential reinforcement (e.g., DRA,
DRO, DRL, DRH) procedures with and without extinction ©

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G-3: Design and evaluate time-based reinforcement (e.g., fixed-
time) schedules ©

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G-4: Identify procedures to establish and use conditioned
reinforcers (e.g., token economies) ©

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G-5: Incorporate motivating operations and discriminative stimuli
into behavior-change procedures ©

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G-7: Select and evaluate stimulus and response prompting
procedures (e.g., errorless, most-to-least, least-to-most) ©

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G-8: Design and implement procedures to fade stimulus and
response prompts (e.g., prompt delay, stimulus fading) ©

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G-9: Design and evaluate modeling procedures ©

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G-10: Design and evaluate instructions and rules ©

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G-11: Shape dimensions of behavior ©

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G-13: Design and evaluate trial-based and free-
operant procedures ©

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G-14: Design and evaluate group contingencies ©

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G-15: Design and evaluate procedures to promote stimulus and
response generalization ©

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G-16: Design and evaluate procedures to maintain desired
behavior change following intervention (e.g., schedule
thinning, transferring to naturally occurring reinforcers) ©

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G-17: Design and evaluate positive and negative punishment (e.g.,
time-out, response cost, overcorrection) ©

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G-18: Evaluate emotional and elicited effects of behavior-
change procedures ©

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G-19: Design and evaluate procedures to promote emergent
relations and generative performance ©

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H-1: Develop intervention goals in observable and
measurable terms ©

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H-2: Identify and recommend interventions based on assessment
results, scientific evidence, client preferences, and contextual
fit (e.g., expertise required for implementation, cultural
variables, environmental resources) ©

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H-3: Select socially valid alternative behavior to be established or
increased when a target behavior is to be decreased ©

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H-4: Plan for and attempt to mitigate possible unwanted effects when
using reinforcement, extinction, and punishment procedures ©

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H-5: Plan for and attempt to mitigate possible relapse of the
target behavior ©

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H-7: Make data-based decisions about the effectiveness of the
intervention and the need for modification ©

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H-8: Collaborate with others to support and enhance client services ©

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I-1: Identify the benefits of using behavior-analytic supervision
(e.g., improved client outcomes, improved staff performance
and retention) ©

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I-2: Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback) ©

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I-3: Identify and implement methods that promote equity in
supervision practices ©

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I-4: Select supervision goals based on an assessment of the
supervisee’s skills, cultural variables, and the environment ©

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 I-5: Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort) ©

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I-7: Make data-based decisions about the efficacy of
supervisory practices ©

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