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BCBA exam Format | BCBA Course Contents | BCBA Course Outline | BCBA exam Syllabus | BCBA exam Objectives

Exam Code: BCBA

Exam Name: BACB BCBA Board Certified Behavior Analyst

Total Questions: 175 scored questions and 10 unscored

Passing Score: 76%



A. Behaviorism and Philosophical Foundations 8 (5%)

B. Concepts and Principles 24 (14%)

C. Measurement- Data Display- and Interpretation 21 (12%)

D. Experimental Design 13 (7%)

E. Ethical and Professional Issues 22 (13%)

F. Behavior Assessment 23 (13%)

G. Behavior-Change Procedures 25 (14%)

H. Selecting and Implementing Interventions 20 (11%)

I. Personnel Supervision and Management 19 (11%)



- Identify the goals of behavior analysis as a science (i.e.- description- prediction- control).

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

- Explain behavior from the perspective of radical behaviorism.



- Distinguish among behaviorism- the experimental analysis of behavior- applied behavior analysis- and professional practice guided by the science of behavior analysis.

- Identify and describe dimensions of applied behavior analysis



- Identify and distinguish among behavior- response- and response class.

- Identify and distinguish between stimulus and stimulus class.

- Identify and distinguish between respondent and operant conditioning.



- Identify and distinguish between positive and negative reinforcement contingencies.

- Identify and distinguish between positive and negative punishment contingencies.

- Identify and distinguish between automatic and socially mediated contingencies.

- Identify and distinguish among unconditioned- conditioned- and generalized reinforcers.



- Identify and distinguish among unconditioned- conditioned- and generalized punishers.

- Identify and distinguish among simple schedules of reinforcement.

- Identify and distinguish among concurrent- multiple- mixed- and chained schedules of reinforcement.



- Identify and distinguish between operant and respondent extinction as operations and processes.

- Identify examples of stimulus control.

- Identify examples of stimulus discrimination.



- Identify and distinguish between stimulus and response generalization.

- Identify examples of response maintenance.

- Identify examples of motivating operations.



- Distinguish between motivating operations and stimulus control.

- Identify and distinguish between rule-governed and contingency-shaped behavior.

- Identify and distinguish among verbal operants.



- Identify the role of multiple control in verbal behavior.

- Identify examples of processes that promote emergent relations and generative performance.

- Identify ways behavioral momentum can be used to understand response persistence.



- Identify ways the matching law can be used to interpret response allocation.

- Identify and distinguish between imitation and observational learning.



- Create operational definitions of behavior.

- Distinguish among direct- indirect- and product measures of behavior.

- Measure occurrence.



- Measure temporal dimensions of behavior (e.g.- duration- latency- interresponse time).

- Distinguish between continuous and discontinuous measurement procedures.

- Design and apply discontinuous measurement procedures (e.g.- interval recording- time sampling).



- Measure efficiency (e.g.- trials to criterion- cost-benefit analysis- training duration).

- Evaluate the validity and reliability of measurement procedures.

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



- Graph data to communicate relevant quantitative relations (e.g.- equal-interval graphs- bar graphs- cumulative records).

- Interpret graphed data.

- Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g.- accuracy- dosage) and environmental constraints.



- Distinguish between dependent and independent variables.

- Distinguish between internal and external validity.

- Identify threats to internal validity (e.g.- history- maturation).



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

- Identify the relative strengths of single-case experimental designs and group designs.

- Critique and interpret data from single-case experimental designs.



- Distinguish among reversal- multiple-baseline- multielement- and changing-criterion designs.

- Identify rationales for conducting comparative- component- and parametric analyses.

- Apply single-case experimental designs.



- 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).

- Identify the risks to oneself- others- and the profession as a result of engaging in unethical behavior.

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



- Identify and comply with requirements for collecting- using- protecting- and disclosing confidential information.

- 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).

- Identify the conditions under which services or supervision should be discontinued and apply steps that should be taken when transitioning clients and supervisees to another professional.



- Identify types of and risks associated with multiple relationships- and how to mitigate those risks when they are unavoidable.

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

- Engage in cultural humility in service delivery and professional relationships.



- Apply culturally responsive and inclusive service and supervision activities.

- Identify personal biases and how they might interfere with professional activity.

- Identify and apply the legal- regulatory- and practice requirements (e.g.- licensure- jurisprudence- funding- certification) relevant to the delivery of behavioranalytic services.



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

- Identify and integrate relevant cultural variables in the exam process.

- Design and evaluate exams of relevant skill strengths and areas of need.



- Design and evaluate preference exams.

- Design and evaluate descriptive exams.

- Design and evaluate functional analyses.



- Interpret exam data to determine the need for behavior-analytic services and/or referral to others.

- Interpret exam data to identify and prioritize socially significant- client-informed- and culturally responsive behavior-change procedures and goals.



- Design and evaluate positive and negative reinforcement procedures.

- Design and evaluate differential reinforcement (e.g.- DRA- DRO- DRL- DRH) procedures with and without extinction.

- Design and evaluate time-based reinforcement (e.g.- fixedtime) schedules.



- Identify procedures to establish and use conditioned reinforcers (e.g.- token economies).

- Incorporate motivating operations and discriminative stimuli into behavior-change procedures.

- Design and evaluate procedures to produce simple and conditional discriminations.



- Select and evaluate stimulus and response prompting procedures (e.g.- errorless- most-to-least- least-to-most).

- Design and implement procedures to fade stimulus and response prompts (e.g.- prompt delay- stimulus fading).

- Design and evaluate modeling procedures.



- Design and evaluate instructions and rules.

- Shape dimensions of behavior.

- Select and implement chaining procedures.



- Design and evaluate trial-based and freeoperant procedures.

- Design and evaluate group contingencies.

- Design and evaluate procedures to promote stimulus and response generalization.



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

- Design and evaluate positive and negative punishment (e.g.- time-out- response cost- overcorrection).

- Evaluate emotional and elicited effects of behaviorchange procedures.

- Design and evaluate procedures to promote emergent relations and generative performance.



- Develop intervention goals in observable and measurable terms.

- Identify and recommend interventions based on exam results- scientific evidence- client preferences- and contextual fit (e.g.- expertise required for implementation- cultural variables- environmental resources).

- Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased.



- Plan for and attempt to mitigate possible unwanted effects when using reinforcement- extinction- and punishment procedures.

- Plan for and attempt to mitigate possible relapse of the target behavior.

- Make data-based decisions about procedural integrity.



- Make data-based decisions about the effectiveness of the intervention and the need for modification.

- Collaborate with others to support and enhance client services.



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

- Identify and apply strategies for establishing effective supervisory relationships (e.g.- executing supervisorsupervisee contracts- establishing clear expectations- giving and accepting feedback).

- Identify and implement methods that promote equity in supervision practices.



- Select supervision goals based on an exam of the supervisees skills- cultural variables- and the environment.

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

- Apply a function-based approach (e.g.- performance diagnostics) to assess and Excellerate supervisee behavior.



- Make data-based decisions about the efficacy of supervisory practices.

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