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A-1

Identify the goals of behavior analysis as a science (i.e., description, predict

BCBA Task List 5th Edition
A. Philosophical Underpinnings A-1 Identify the goals of behavior analysis as a science (i.e., description, prediction, control).
A. Philosophical Underpinnings A-2 Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).
A. Philosophical Underpinnings A-3 Describe and explain behavior from the perspective of radical behaviorism.
A. Philosophical Underpinnings A-4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.
A. Philosophical Underpinnings A-5 Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
B. Concepts and Principles B-1 Define and provide examples of behavior, response, and response class.
B. Concepts and Principles B-2 Define and provide examples of stimulus and stimulus class.
B. Concepts and Principles B-3 Define and provide examples of respondent and operant conditioning.
B. Concepts and Principles B-4 Define and provide examples of positive and negative reinforcement contingencies.
B. Concepts and Principles B-5 Define and provide examples of schedules of reinforcement.
B. Concepts and Principles B-6 Define and provide examples of positive and negative punishment contingencies.
B. Concepts and Principles B-7 Define and provide examples of automatic and socially mediated contingencies.
B. Concepts and Principles B-8 Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers.
B. Concepts and Principles B-9 Define and provide examples of operant extinction.
B. Concepts and Principles B-10 Define and provide examples of stimulus control
B. Concepts and Principles B-11 Define and provide examples of discrimination, generalization, and maintenance.
B. Concepts and Principles B-12 Define and provide examples of motivating operations.
B. Concepts and Principles B-13 Define and provide examples of rule-governed and contingency-shaped behavior.
B. Concepts and Principles B-14 Define and provide examples of the verbal operants.
B. Concepts and Principles B-15 Define and provide examples of derived stimulus relations.
C. Measurement, Data Display, and Interpretation C-1 Establish operational definitions of behavior.
C. Measurement, Data Display, and Interpretation C-2 Distinguish among direct, indirect, and product measures of behavior.
C. Measurement, Data Display, and Interpretation C-3 Measure occurrence (e.g., count, frequency, rate, percentage).
C. Measurement, Data Display, and Interpretation C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).
C. Measurement, Data Display, and Interpretation C-5 Measure form and strength of behavior (e.g., topography, magnitude).
C. Measurement, Data Display, and Interpretation C-6 Measure trials to criterion.
C. Measurement, Data Display, and Interpretation C-7 Design and implement sampling procedures (i.e., interval recording, time sampling).
C. Measurement, Data Display, and Interpretation C-8 Evaluate the validity and reliability of measurement procedures.
C. Measurement, Data Display, and Interpretation C-9 Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.
C. Measurement, Data Display, and Interpretation C-10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
C. Measurement, Data Display, and Interpretation C-11 Interpret graphed data.
D. Experimental Design D-1 Distinguish between dependent and independent variables.
D. Experimental Design D-2 Distinguish between internal and external validity.
D. Experimental Design 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. Experimental Design D-4 Describe the advantages of single-subject experimental designs compared to group designs.
D. Experimental Design D-5 Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
D. Experimental Design D-6 Describe rationales for conducting comparative, component, and parametric analyses.
E. Ethics E-1 Introduction
E. Ethics E-2 Responsibility as a Professional
E. Ethics E-3 Responsibility in Practice
E. Ethics E-4 Responsibility to Clients and Stakeholders
E. Ethics E-5 Responsibility to Supervisees and Trainees
E. Ethics E-6 Responsibility in Public Statements
E. Ethics E-7 Responsibility in Research
F. Behavior Assessment F-1 Review records and available data (e.g., educational, medical, historical) at the outset of the case.
F. Behavior Assessment F-2 Determine the need for behavior-analytic services.
F. Behavior Assessment F-3 Identify and prioritize socially significant behavior-change goals.
F. Behavior Assessment F-4 Conduct assessments of relevant skill strengths and deficits.
F. Behavior Assessment F-5 Conduct preference assessments.
F. Behavior Assessment F-6 Describe the common functions of problem behavior.
F. Behavior Assessment F-7 Conduct a descriptive assessment of problem behavior.
F. Behavior Assessment F-8 Conduct a functional analysis of problem behavior.
F. Behavior Assessment F-9 Interpret functional assessment data.
Created by: Tramismile12
 

 



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