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BCBA Task List A-I
| Question | Answer |
|---|---|
| What does "Applied" mean in ABA? | ABA focuses on socially significant behaviors that improve the lives of individuals. |
| What does "Behavioral" mean in ABA? | ABA focuses on observable and measurable behavior, not internal states. |
| What does "Analytic" mean in ABA? | Demonstrating a functional relation between manipulated events and behavior change. |
| What does "Technological" mean in ABA? | Procedures are written clearly and precisely so they can be replicated by others. |
| What does "Conceptually Systematic" mean in ABA? | Procedures are tied to basic behavioral principles, not just a collection of tricks. |
| What does "Effective" mean in ABA? | Interventions produce practical, socially significant behavior changes. |
| What does "Generality" mean in ABA? | Behavior changes last over time, across settings, and transfer to related behaviors. |
| Define determinism | The assumption that the universe is lawful and orderly; behavior is caused by environmental events. |
| Define empiricism | The practice of objective observation, measurement, and data collection. |
| Define experimentation | The systematic manipulation of variables to establish functional relations. |
| Define replication | Repeating studies or interventions to determine reliability and generality of findings. |
| Define parsimony | Ruling out simpler, logical explanations before considering complex ones. |
| Define philosophic doubt | Remaining open to questioning knowledge and assumptions; being skeptical of “truths.” |
| What is a functional relation? | A reliable change in the dependent variable produced by manipulation of the independent variable, unlikely due to confounds. |
| Dead Man Test | If a dead man can do it, it’s not behavior. |
| Define applied behavior analysis (ABA) | The science in which tactics derived from the principles of behavior are applied to socially significant behaviors to improve them, and experimentation is used to identify variables responsible for change. |
| Define radical behaviorism | A philosophy of the science of behavior that includes private events as behavior (Skinner’s perspective). |
| What is the difference between methodological and radical behaviorism? | Methodological behaviorism excludes private events; radical behaviorism includes them as behavior subject to the same principles. |
| Define environment | All stimuli, internal and external, that affect a living organism. |
| Define stimulus | An energy change in the environment that can affect behavior through receptors. |
| Define response | A specific instance of behavior. |
| Define repertoire | All behaviors an individual can perform, or a subset relevant to a skill or task. |
| Define respondent conditioning | A process in which a neutral stimulus is paired with an unconditioned stimulus until the neutral stimulus elicits a conditioned response. |
| Define operant conditioning | A process in which behavior is influenced by its consequences (reinforcement or punishment). |
| What is reinforcement? | A consequence that increases the future frequency of a behavior. |
| What is punishment? | A consequence that decreases the future frequency of a behavior. |
| What is extinction? | The discontinuing of reinforcement for a previously reinforced behavior, leading to a decrease in that behavior. |
| Positive reinforcement | The addition of a stimulus following a behavior that increases the future likelihood of that behavior. |
| Negative reinforcement | The removal of a stimulus following a behavior that increases the future likelihood of that behavior. |
| Positive punishment | The addition of a stimulus following a behavior that decreases the future likelihood of that behavior. |
| Negative punishment | The removal of a stimulus following a behavior that decreases the future likelihood of that behavior. |
| Unconditioned reinforcer | Stimulus that functions as a reinforcer without prior learning (e.g., food, water). |
| Conditioned reinforcer | Stimulus that functions as a reinforcer due to pairing with other reinforcers (e.g., tokens, praise). |
| Unconditioned punisher | Stimulus that decreases behavior without prior learning (e.g., pain). |
| Conditioned punisher | Stimulus that decreases behavior due to pairing with other punishers (e.g., reprimands). |
| Generalized conditioned reinforcer | A conditioned reinforcer that has been paired with many other reinforcers (e.g., money, tokens, praise). |
| Define motivating operation (MO) | An environmental variable that alters the effectiveness of a reinforcer/punisher and alters the current frequency of behavior. |
| Establishing operation (EO) | Increases the value of a reinforcer and evokes behavior that has produced that reinforcer in the past. |
| Abolishing operation (AO) | Decreases the value of a reinforcer and abates behavior that has produced that reinforcer in the past. |
| Discriminative stimulus (SD) | A stimulus that signals reinforcement is available for a given response. |
| Stimulus delta (SΔ) | A stimulus in the presence of which a response will not be reinforced. |
| Response class | A group of responses with the same function. |
| Stimulus class | A group of stimuli that share common elements and evoke the same response. |
| Functional stimulus class | Stimuli that share the same effect on behavior (e.g., different keys open the same door). |
| Topographical response class | Responses that share the same form/shape (e.g., ways of writing the letter "A"). |
| Automatic reinforcement | Reinforcement that occurs independent of social mediation (e.g., hand-flapping producing sensory stimulation). |
| Rule-governed behavior | Behavior controlled by verbal descriptions of contingencies rather than direct contact with contingencies. |
| Contingency-shaped behavior | Behavior directly controlled by its consequences (trial-and-error learning). |
| Three-term contingency | SD → Response → Consequence (the basic unit of analysis in ABA). |
| Four-term contingency | MO → SD → Response → Consequence. |
| Define generalization | The occurrence of behavior under conditions different from those during training (stimuli, settings, people). |
| Define response maintenance | The continued occurrence of a behavior after intervention has been faded or removed. |
| Behavioral contrast | A change in one component of a multiple schedule results in a change in behavior in the opposite direction in another component. |
| Define measurement | The process of assigning numbers and units to particular features of objects or events. |
| Why is measurement important in ABA? | It allows us to track progress, make data-based decisions, and demonstrate accountability. |
| Define repeatability | Property of behavior that can be counted (instances of a response). |
| Define temporal extent | Property of behavior that takes up time (duration). |
| Define temporal locus | Property of behavior that occurs at a point in time (latency, IRT). |
| Define frequency | Number of responses per observation period. |
| Define rate | Frequency per unit of time (responses per minute, hour, etc.). |
| Define duration | Total amount of time in which a behavior occurs. |
| Define latency | Time from stimulus onset to initiation of response. |
| Define interresponse time (IRT) | Time between the end of one response and the start of another. |
| Define percentage | Ratio formed by combining the same dimensional quantities (e.g., percent correct). |
| Define trials-to-criterion | Measure of number of response opportunities needed to achieve a performance standard. |
| Define discrete categorization | A checklist of behaviors scored as present/absent. |
| Define continuous measurement | All instances of the target behavior are observed and recorded. |
| Define discontinuous measurement | Some instances of the target behavior are recorded (e.g., partial interval, whole interval, momentary time sampling). |
| Whole-interval recording | Observer records if behavior occurred throughout the entire interval; tends to underestimate behavior. |
| Partial-interval recording | Observer records if behavior occurred at any time during the interval; tends to overestimate behavior. |
| Momentary time sampling (MTS) | Observer records if behavior occurs at the end of an interval; can over- or underestimate depending on behavior. |
| Planned activity check (PLACHECK) | Variation of MTS in which observer records behavior occurrence for a group at the end of an interval. |
| Define permanent product measurement | Measuring behavior by its lasting effect on the environment (e.g., completed worksheets). |
| Define accuracy | The extent to which the observed value matches the true value. |
| Define reliability | The extent to which measurement yields the same values when repeated. |
| Define validity | The extent to which data measure what they are intended to measure. |
| Define observer drift | When the observer’s criteria for scoring behavior change over time. |
| Define reactivity | When the presence of the observer influences behavior. |
| Define interobserver agreement (IOA) | The degree to which two or more observers report the same observed values after measuring the same events. |
| Why is IOA important? | It increases confidence that data are trustworthy, accurate, and not influenced by observer bias. |
| Define line graph | Most common graphic display in ABA; shows changes in level, trend, and variability of behavior over time. |
| Define cumulative record | A graph in which the number of responses is added to the previous total each time; slope |
| Define bar graph (histogram) | Used to display and compare discrete sets of data not related by a continuous dimension of time. |
| Define scatterplot | A graph showing the relative distribution of individual measures in a data set (can reveal patterns related to variables like time of day). |
| Define level | The value on the vertical axis around which data points converge. |
| Define trend | The overall direction of data path (increasing, decreasing, zero). |
| Define variability | The degree to which data points are spread out around the mean or trend. |
| Define visual analysis | The interpretation of graphed data by examining level, trend, and variability within and between phases. |
| Define experimental design | A plan for arranging environmental variables to evaluate effects on behavior. |
| What is the goal of experimental design in ABA? | To demonstrate a functional relation between the independent variable and dependent variable. |
| Define baseline | Condition with no intervention; used to measure the dependent variable under typical conditions. |
| Why is baseline important? | It provides a comparison point to evaluate the effects of the independent variable. |
| What is internal validity? | The degree to which an experiment demonstrates a functional relation without confounding variables. |
| What is external validity? | The extent to which results of a study can be generalized to other settings, behaviors, or people. |
| Define confounding variable | Uncontrolled factor that affects the dependent variable, threatening internal validity. |
| Define single-subject design | Experimental design where each subject serves as their own control; repeated measures of behavior across conditions. |
| Define steady state responding | Stable responding during baseline or intervention phases; necessary before introducing changes. |
| Define prediction | Anticipated outcome of a presently unknown measurement. |
| Define verification | Demonstrating baseline levels would have remained without intervention (return to baseline). |
| Define replication | Repeating conditions to determine reliability of the effect and increase validity. |
| Define reversal design (ABAB) | Experimental design alternating baseline and intervention conditions to demonstrate functional relation. |
| Advantage of reversal design | Clear demonstration of functional relation; strong internal validity. |
| Limitation of reversal design | May be unethical or impractical to withdraw intervention. |
| Define withdrawal design | Another term for reversal design; removing treatment to see if behavior returns to baseline. |
| Define multiple baseline design | Experimental design that introduces intervention at different times across behaviors, settings, or participants. |
| Advantage of multiple baseline | No withdrawal needed; useful for irreversible behaviors. |
| Limitation of multiple baseline | Weaker demonstration of functional relation compared to reversal; requires multiple behaviors/settings/participants. |
| Define multiple probe design | Variation of multiple baseline using intermittent measures instead of continuous baseline data collection. |
| Define changing criterion design | Experimental design with stepwise changes in performance criteria; behavior changes with criterion shifts. |
| Advantage of changing criterion design | Demonstrates experimental control without withdrawing intervention; useful for shaping. |
| Define alternating treatments design (ATD) | Experimental design rapidly alternating two or more conditions to compare effects. |
| Advantage of ATD | Quick comparison of interventions; does not require baseline. |
| Limitation of ATD | Multiple treatment interference possible. |
| Define component analysis | Experimental design that tests which parts of an intervention are responsible for behavior change. |
| Define parametric analysis | Experimental design that evaluates the effect of different levels of an independent variable. |
| Define treatment integrity | The degree to which the independent variable is implemented as planned. |
| Define social validity | The extent to which interventions are acceptable, relevant, and produce meaningful outcomes for clients and stakeholders. |
| Define generality (in design context) | Whether results replicate across subjects, settings, or behaviors. |
| Define continuous reinforcement (CRF) | Reinforcement is delivered for every occurrence of the target behavior; best for teaching new behaviors. |
| Define intermittent reinforcement (INT) | Reinforcement is delivered for some, but not all, occurrences of behavior; increases resistance to extinction. |
| Define fixed ratio (FR) schedule | Reinforcement is delivered after a fixed number of responses (e.g., FR5 |
| Effect of fixed ratio schedule | Produces high rates of responding with a postreinforcement pause. |
| Define variable ratio (VR) schedule | Reinforcement is delivered after a variable number of responses, averaging a specified value (e.g., VR5). |
| Effect of variable ratio schedule | Produces high, steady rates of responding; most resistant to extinction (e.g., gambling). |
| Define fixed interval (FI) schedule | Reinforcement is delivered for the first response after a fixed amount of time has passed. |
| Effect of fixed interval schedule | Produces a “scallop” pattern: postreinforcement pause followed by gradually accelerating responses. |
| Define variable interval (VI) schedule | Reinforcement is delivered for the first response after varying time intervals, averaging a specified value. |
| Effect of variable interval schedule | Produces steady, moderate rates of responding. |
| Define progressive ratio schedule | Schedule where response requirements increase systematically within a session until responding ceases (break point). |
| Define compound schedule | A schedule consisting of two or more basic schedules of reinforcement. |
| Define concurrent schedule | Two or more schedules are available simultaneously and independently, each with its own reinforcement. |
| Define multiple schedule | Two or more schedules alternate, each signaled by a discriminative stimulus. |
| Define mixed schedule | Like multiple schedule but without discriminative stimuli. |
| Define chained schedule | Two or more schedules occur in sequence; each component has its own SD; the last produces reinforcement. |
| Define tandem schedule | Like chained but without discriminative stimuli. |
| Define alternative schedule | Reinforcement is provided when requirements of either schedule are met. |
| Define conjunctive schedule | Reinforcement is provided only when requirements of all schedules are met. |
| Define matching law | The allocation of responses matches the proportion of reinforcement available for each choice alternative. |
| Define behavioral momentum | The tendency of behavior to persist following a change in reinforcement conditions. |
| Define ratio strain | A breakdown in responding due to abrupt increases in ratio requirements. |
| Define limited hold | A restriction that reinforcement is only available for a set time after the interval elapses. |
| Define differential reinforcement | Reinforcing one response class while withholding reinforcement for others. |
| DRO (Differential Reinforcement of Other Behavior) | Reinforcement is delivered when the target behavior does not occur during a specified time interval. |
| DRA (Differential Reinforcement of Alternative Behavior) | Reinforcement of a desirable alternative behavior while withholding reinforcement for the problem behavior. |
| DRI (Differential Reinforcement of Incompatible Behavior) | Reinforcement of a behavior that is physically incompatible with the problem behavior. |
| DRL (Differential Reinforcement of Low Rates) | Reinforcement delivered when responding occurs at or below a specified rate. |
| DRH (Differential Reinforcement of High Rates) | Reinforcement delivered when responding occurs at or above a specified rate. |
| Define token economy | A behavior-change system where conditioned reinforcers (tokens) are delivered for target behaviors and later exchanged for backup reinforcers. |
| Define group contingency | A common consequence is contingent on the behavior of one individual, part of the group, or all members of the group. |
| Independent group contingency | Consequence delivered only to group members who meet criterion. |
| Dependent group contingency | Whole group’s reinforcement depends on the performance of one individual or small group (“hero procedure”). |
| Interdependent group contingency | All group members must meet the criterion before any earn reinforcement. |
| Define contingency contract | A written agreement specifying target behavior, criterion, and consequence for behavior. |
| Define behavior contract | Same as contingency contract; outlines rules, reinforcers, and consequences between parties. |
| Define self-management | Personal application of behavior-change tactics to produce desired change in one’s own behavior. |
| Self-monitoring | Person observes and records their own behavior. |
| Self-evaluation | Comparing one’s own performance to a set standard or goal. |
| Define token | Generalized conditioned reinforcer that can be exchanged for backup reinforcers. |
| Define dependent variable (DV) in ABA context | The behavior being measured; target for change. |
| Define independent variable (IV) in ABA context | The intervention, environmental manipulation, or treatment applied. |
| Define Direct Instruction (DI) | Highly structured teaching with scripted lessons, fast-paced presentation, and frequent responding. |
| Define Precision Teaching | A system emphasizing direct measurement of frequency, standard celeration charting, and fluency building. |
| Define Personalized System of Instruction (PSI) | Self-paced, mastery-based learning; students progress after demonstrating mastery. |
| Define incidental teaching | Teaching in the natural environment using child’s interests and motivation; reinforcement contingent on correct response. |
| Define discrete-trial teaching (DTT) | Structured teaching method with clear SD, response, consequence, and intertrial interval. |
| Define task analysis | Breaking a complex skill into smaller, teachable steps. |
| Define chaining | Teaching sequences of behaviors in order; links steps into a complex skill. |
| Forward chaining | Teaching steps in natural order from first to last. |
| Backward chaining | Teaching last step first, then moving backward. |
| Total task chaining | Teaching all steps in the sequence during each session. |
| Define functional communication training (FCT) | Teaching alternative communicative responses that serve the same function as problem behavior. |
| Define behavior skills training (BST) | Instruction + modeling + rehearsal + feedback to teach skills. |
| Define equivalence-based instruction | Teaching where responding shows reflexivity, symmetry, and transitivity; demonstrates stimulus equivalence. |
| Define generative learning | Instruction that promotes derived relations and generalization beyond what was directly taught. |
| Define contingency | A relationship between a behavior and its consequence. |
| Define positive reinforcement | Adding a stimulus after behavior that increases future frequency. |
| Define negative reinforcement | Removing a stimulus after behavior that increases future frequency. |
| Define positive punishment | Adding a stimulus after behavior that decreases future frequency. |
| Define negative punishment | Removing a stimulus after behavior that decreases future frequency. |
| Define extinction | Discontinuing reinforcement of a previously reinforced behavior, leading to a decrease in behavior. |
| Extinction burst | A temporary increase in frequency, duration, or intensity of behavior when extinction is first implemented. |
| Spontaneous recovery | The reappearance of a previously extinguished behavior after it has decreased. |
| Define differential reinforcement | Reinforcing one response class while withholding reinforcement for another. |
| DRO (Differential Reinforcement of Other Behavior) | Reinforcement delivered when target behavior does not occur for a specified time. |
| DRA (Differential Reinforcement of Alternative Behavior) | Reinforce an appropriate alternative behavior while withholding reinforcement for problem behavior. |
| DRI (Differential Reinforcement of Incompatible Behavior) | Reinforce behavior that cannot occur at the same time as problem behavior. |
| DRL (Differential Reinforcement of Low Rates) | Reinforce when responding is at or below a specified rate. |
| DRH (Differential Reinforcement of High Rates) | Reinforce when responding is at or above a specified rate. |
| Define shaping | Systematically reinforcing successive approximations toward a terminal behavior. |
| Define task analysis | Breaking down a complex skill into smaller teachable steps. |
| Define chaining | Teaching sequences of behaviors in order, linking steps into a complex skill. |
| Forward chaining | Teaching first step to mastery, then progressing through sequence. |
| Backward chaining | Teaching last step first, moving backward through sequence. |
| Total task chaining | Teaching all steps of the chain each trial. |
| Define prompting | Providing assistance to increase likelihood of correct response. |
| Most-to-least prompting | Starting with most intrusive prompt and fading to less intrusive. |
| Least-to-most prompting | Starting with least intrusive prompt and increasing as needed. |
| Graduated guidance | A form of physical prompting faded immediately as learner demonstrates independence. |
| Define fading | Gradually removing prompts until behavior occurs independently. |
| Define modeling | Demonstrating the desired behavior for the learner to imitate. |
| Define imitation | Engaging in a behavior that matches the model’s behavior. |
| Define stimulus control | When a behavior occurs more often in the presence of an SD than in its absence. |
| Define stimulus fading | Gradual removal of stimulus prompts while maintaining correct responding. |
| Define errorless learning | Instructional strategy that minimizes errors through immediate prompting and prompt fading. |
| Define discrete-trial teaching (DTT) | Instructional format with SD → Response → Consequence + ITI. |
| Define incidental teaching | Embedding learning opportunities in the natural environment, based on learner motivation. |
| Define natural environment teaching (NET) | Using learner’s natural environment and interests to promote skills. |
| Define functional communication training (FCT) | Teaching alternative communication responses that serve the same function as problem behavior. |
| Define behavioral momentum | Using a series of high-probability requests before a low-probability request to increase compliance. |
| Define response interruption and redirection (RIRD) | Interrupting problem behavior and redirecting to alternative behavior. |
| Define overcorrection | Requiring learner to engage in effortful behavior contingent on problem behavior. |
| Restitutional overcorrection | Restoring environment to better condition than before problem behavior. |
| Positive practice overcorrection | Repeatedly practicing correct form of behavior after problem behavior. |
| Define time-out | Removal of access to reinforcement for a period of time contingent on problem behavior. |
| Non-exclusionary time-out | Individual remains in environment but loses access to reinforcement. |
| Exclusionary time-out | Individual is removed from environment for a period of time. |
| Define response cost | Loss of a specific amount of reinforcement contingent on problem behavior. |
| Define contingency contract | A written agreement that outlines behavior, criteria, and consequences. |
| Define token economy | System where conditioned reinforcers (tokens) are earned for behavior and exchanged for backup reinforcers. |
| Define self-management | Personal application of behavior-change tactics to one’s own behavior. |
| Define generalization | Occurrence of behavior under conditions different from those in training. |
| Define maintenance | Long-term continuation of a behavior after intervention has been reduced or withdrawn. |
| Programming common stimuli | Including relevant stimuli from training in generalization settings. |
| Training loosely | Varying noncritical aspects of instruction to promote generalization. |
| Multiple exemplar training | Teaching with a variety of examples to promote generalization. |
| Mediation | Using other people to facilitate generalization (e.g., teachers, peers). |
| Indiscriminable contingencies | Arranging reinforcement so learner cannot discriminate when it will be delivered. |
| Behavioral trapping | When naturally existing contingencies maintain a newly taught behavior. |
| Define contingency-shaped behavior | Behavior selected by direct contact with contingencies. |
| Define rule-governed behavior | Behavior controlled by verbal statements of contingencies. |
| Define function-based intervention | An intervention designed based on the identified function of problem behavior. |
| Why use function-based interventions? | They directly address the maintaining variable, making behavior change more effective and durable. |
| Define topography-based intervention | Intervention selected based on the form of the behavior rather than its function. |
| Define least restrictive procedures | Interventions that promote behavior change with minimal restriction on rights and dignity. |
| Define evidence-based practice | Interventions that have been validated through scientific research and peer-reviewed studies. |
| Define treatment integrity | The degree to which an intervention is implemented as planned. |
| Why is treatment integrity important? | Ensures validity of results; without it, we cannot know if changes are due to the intervention. |
| Define social validity | The acceptability and relevance of intervention goals, procedures, and outcomes to clients and stakeholders. |
| How is social validity assessed? | Through questionnaires, interviews, rating scales, and normative comparisons. |
| Define client preference assessment | Identifying which stimuli or activities are preferred by a client to guide reinforcement choices. |
| Indirect preference assessment | Asking caregivers/clients about preferences (e.g., interviews, surveys). |
| Direct preference assessment | Observing client’s choices in structured trials (e.g., paired-choice, multiple-stimulus). |
| Free-operant preference assessment | Observing duration of engagement with freely available items. |
| Define reinforcer assessment | Systematic evaluation of whether a stimulus increases behavior when delivered contingent on responding. |
| Single-operant reinforcer assessment | One response available; measure effect of stimulus as reinforcer. |
| Concurrent-operant reinforcer assessment | Two or more responses available; measure relative reinforcement effects. |
| Define functional analysis (FA) | Systematic manipulation of antecedents and consequences to identify the function of behavior. |
| Analog functional analysis | Experimental FA conducted in controlled conditions with test and control conditions. |
| Brief functional analysis | Abbreviated FA with shorter sessions or fewer conditions. |
| Latency-based FA | Measurement of time to first response in each condition instead of rate or frequency. |
| Trial-based FA | Embedding FA trials into ongoing activities in natural contexts. |
| Define descriptive assessment | Observation of antecedents and consequences in the natural environment without manipulation. |
| Scatterplot assessment | Recording the occurrence of behavior across time periods to identify temporal patterns. |
| ABC recording | Documenting antecedents, behavior, and consequences to identify potential functional relations. |
| Define ecological assessment | A comprehensive evaluation of client in all contexts (environmental variables, history, physiology). |
| Define habilitation | Maximizing short- and long-term reinforcers for client while minimizing punishers. |
| Define behavioral cusp | A behavior that provides access to new environments, reinforcers, contingencies, or skills. |
| Define pivotal behavior | A behavior that, once learned, produces widespread changes in other untrained behaviors. |
| Define generative learning | Instruction that promotes derived relations and generalization beyond direct teaching. |
| Define risk-benefit analysis | Evaluating potential risks and benefits of an intervention for ethical decision-making. |
| Define stakeholder input | Gathering perspectives of caregivers, teachers, or others involved in client’s life when selecting interventions. |
| Define cultural responsiveness | Considering client’s cultural background and values when designing and implementing interventions. |
| Define programming for generalization | Designing interventions so that skills transfer across people, settings, and stimuli. |
| Strategies for programming generalization | Train loosely, use multiple exemplars, mediate with others, program common stimuli, reinforce generalization. |
| Define maintenance planning | Arranging schedules of reinforcement, thinning procedures, and natural contingencies to ensure long-term behavior change. |
| Define treatment fading | Systematic reduction of intervention components while maintaining behavior change. |
| Ethics Code Section 1 | Responsibility as a Professional: Be truthful, accurate, and maintain high standards. |
| Ethics Code Section 2 | Responsibility in Practice: Protect client rights, confidentiality, and welfare. |
| Ethics Code Section 3 | Responsibility to Clients: Obtain informed consent, prioritize client values, maintain records. |
| Ethics Code Section 4 | Responsibility to Supervisees and Trainees: Provide effective supervision, training, and feedback. |
| Ethics Code Section 5 | Responsibility in Public Statements: Avoid false/misleading claims; use evidence-based practice. |
| Ethics Code Section 6 | Responsibility in Research: Ensure ethical treatment of research participants; obtain IRB approval. |
| Ethics Code Section 7 | Responsibility in Business Practices: Ensure transparency in billing, contracts, and documentation. |
| Ethics Code Section 8 | Responsibility to the Profession: Uphold the integrity of ABA and promote evidence-based practice. |
| What is informed consent? | Permission given with full understanding of risks, benefits, and alternatives, obtained voluntarily and documented. |
| What is assent? | Agreement from the client (especially minors or those with limited capacity) to participate, in addition to consent from guardian. |
| Define dual relationship | A situation where multiple roles between behavior analyst and client exist, potentially impairing objectivity or competence. |
| What should a BCBA do if a conflict of interest arises? | Disclose, avoid, and resolve the conflict in the client’s best interest per BACB Ethics Code. |
| What should you do if asked to use an intervention with no evidence base? | Explain risks, review available evidence, seek alternatives, and adhere to evidence-based practice. |
| What is the primary responsibility of a BCBA? | To the client’s welfare and to provide effective, evidence-based services. |
| Difference between confidentiality and anonymity | Confidentiality |
| What is treatment integrity? | Degree to which an intervention is implemented as intended; critical for valid data and client progress. |
| What should you do if treatment integrity is low? | Retrain staff, simplify procedures, increase monitoring, and provide feedback. |
| What is social validity? | Acceptability, importance, and relevance of intervention goals, procedures, and outcomes to clients and stakeholders. |
| How can social validity be measured? | Surveys, questionnaires, interviews, or normative comparisons. |
| What is the risk of using punishment alone? | Does not teach alternative behavior, can result in side effects like aggression or avoidance. |
| Common side effects of punishment | Emotional responding, aggression, escape/avoidance, and suppression of all behavior. |
| Why is reinforcement preferred over punishment? | Reinforcement strengthens adaptive behavior and produces fewer negative side effects. |
| What is treatment drift? | When intervention procedures change over time without supervision, reducing fidelity. |
| What is treatment generalization? | Transfer of behavior change across people, settings, and stimuli. |
| What is the matching law? | Response allocation matches the proportion of reinforcement available across alternatives. |
| What is the Premack Principle? | Making a high-probability behavior contingent on a low-probability behavior to increase the latter. |
| What is behavioral contrast? | Change in behavior in one component of a multiple schedule due to a change in another component. |
| What is rule-governed behavior? | Behavior controlled by verbal descriptions of contingencies rather than direct contact. |
| What is contingency-shaped behavior? | Behavior controlled by direct contact with consequences (trial-and-error learning). |
| What is the difference between DRO and DRL? | DRO reinforces absence of behavior; DRL reinforces behavior occurring at a lower rate. |
| Why is NCR not extinction? | Because reinforcement is still delivered, just on a time-based schedule independent of behavior. |
| What is a behavioral cusp? | A behavior that opens access to new environments, contingencies, and reinforcers. |
| What is a pivotal behavior? | A behavior that, once changed, produces widespread changes in untrained behaviors. |
| What is experimental control? | Demonstrating a functional relation between IV and DV by showing behavior changes with intervention and not without. |
| What are threats to internal validity? | History, maturation, testing, instrumentation, regression to the mean, selection bias, attrition. |
| What is Type I error in ABA? | Concluding an intervention works when it does not (false positive). |
| What is Type II error in ABA? | Concluding an intervention does not work when it actually does (false negative). |
| Define parsimony in clinical decision making | Rule out simpler explanations before assuming complex or untested ones. |
| What is philosophic doubt in practice? | Remaining skeptical, open to questioning, and relying on data over assumptions. |
| Mock exam tip | Always identify the function of behavior first before selecting an intervention. |
| Define supervision | The process of providing oversight, guidance, and feedback to staff implementing ABA services. |
| Why is supervision important? | It ensures client safety, treatment fidelity, staff skill development, and compliance with ethical standards. |
| Define performance management | Applying ABA principles to staff performance (measurement, feedback, reinforcement). |
| Define competency-based training | Training that includes instruction, modeling, rehearsal, and feedback until mastery is demonstrated. |
| Define behavioral skills training (BST) | Training package including instruction, modeling, rehearsal, and feedback. |
| Define feedback | Information given to staff about performance to improve future behavior. |
| Effective feedback characteristics | Immediate, specific, objective, balanced (positive + corrective). |
| Define treatment fidelity | Extent to which staff implement procedures as planned. |
| How is treatment fidelity measured? | Direct observation, checklists, permanent products, or data collection. |
| Define staff performance data | Objective measures of staff behavior used to guide supervision and feedback. |
| Define organizational behavior management (OBM) | The application of ABA principles to improve organizational outcomes and employee performance. |
| Define systems analysis | Examining variables that affect performance across levels of an organization (individual, group, system). |
| Define performance monitoring | Ongoing measurement of staff performance to ensure interventions are implemented with fidelity. |
| Define staff reinforcement systems | Use of reinforcement to increase desired staff performance. |
| Define staff accountability | Ensuring staff understand expectations and consequences related to performance. |
| Define delegation in supervision | Assigning tasks to staff based on their competence and scope of practice. |
| Define modeling (in supervision) | Supervisor demonstrates the skill to be performed by staff. |
| Define role-playing | Staff rehearse skills in a simulated context for practice before implementation. |
| Define goal setting (with staff) | Supervisor and staff set clear, measurable performance goals. |
| Define data-based decision making (in supervision) | Using objective staff performance data to guide supervision decisions. |
| Define professional development | Ongoing learning opportunities to expand staff’s ABA skills and knowledge. |
| Define ethical responsibilities of supervisors | To provide effective, evidence-based supervision that protects clients and supports staff development. |
| BACB requirements for supervision | Supervisors must be qualified, provide appropriate hours, and follow BACB ethics and guidelines for supervision. |
| Define mentorship | Guidance and support provided by an experienced professional to help develop supervisee’s skills and career. |
| Define evaluation (staff) | Systematic assessment of staff skills and performance relative to objectives or standards. |
| Define task clarification | Specifying job duties and expectations clearly for staff to increase performance accuracy. |
| Define environmental arrangement (OBM) | Structuring workplace environment to promote desired staff behavior (e.g., checklists, prompts). |
| Define job aids | Tools such as checklists, flowcharts, or visual reminders that support accurate staff performance. |
| Define self-monitoring (staff) | Staff track their own performance to increase awareness and accuracy. |
| Define staff motivation strategies | Use reinforcement, recognition, goal setting, and involvement to increase performance. |
| Define corrective feedback | Feedback aimed at reducing errors and improving staff performance while maintaining rapport. |
| Define shaping (staff performance) | Reinforcing successive approximations toward desired staff performance. |
| Define fading (staff prompts) | Gradually reducing supervisor prompts to increase staff independence. |
Created by:
MelissaHanley
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