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BCBA®
& BCABA® Behavior Analyst Task List
Third Edition - fall 2005
Content
Areas:
Content
Area 1: Ethical Considerations
| TASK
# |
TASK |
1-1 |
Solicit
or otherwise influence clients only through the use of truthful
and accurate representations of intervention efficacy and one’s
professional competence in applied behavior analysis. |
| 1-2 |
Practice
within one’s limits of professional competence in applied
behavior analysis, and obtain consultation, supervision, training,
or make referrals as necessary. |
| 1-3 |
Maintain
competence by engaging in ongoing professional development activities. |
| 1-4 |
Obtain
informed consent within applicable legal and ethical standards. |
| 1-5 |
Assist
the client with identifying life style or systems change goals
and targets for behavior change that are consistent with: |
|
1-5 a |
The
applied dimension of applied behavior analysis (Baer, Wolf, &
Risley 1968). |
| 1-5
b |
Applicable
laws. |
| 1-5
c |
The
ethical and professional standards of the profession of applied
behavior analysis. |
| 1-6 |
Initiate,
continue, modify, or discontinue behavior analysis services only
when the risk-benefit ratio of doing so is lower than the risk-benefit
ratio for taking alternative actions. |
| 1-7 |
Identify
and reconcile contingencies that compromise the practitioner -
client covenant, including relationships among the practitioner,
the client and other parties. |
| 1-8 |
Use
the most effective assessment and behavior change procedures within
applicable ethical standards taking into consideration the guideline
of minimal intrusiveness of the procedure to the client. |
| 1-9 |
Protect
confidentiality. |
| 1-10 |
Truthfully
and accurately represent one’s contributions and those of
others to the practice, discipline and profession of applied behavior
analysis. |
| 1-11 |
Ensure
that the dignity, health and safety of one’s client are
fully protected at all times. |
| 1-12 |
Give
preference to assessment and intervention methods that have been
scientifically validated, and use scientific methods to evaluate
those that have not yet been scientifically validated. |
Content
Area 2: Definition And Characteristics
| TASK
# |
TASK |
2-1 2 |
Explain
and behave in accordance with the philosophical assumptions
of behavior analysis, such as the lawfulness of behavior, empiricism,
experimental analysis, and parsimony. |
2-2 |
Explain
determinism as it relates to behavior analysis. |
2-3 2 |
Distinguish
between mentalistic and environmental explanations of behavior. |
2-4 |
Distinguish
among the experimental analysis of behavior, applied behavior
analysis, and behavioral technologies. |
| 2-5 |
Describe
and explain behavior, including private events, in behavior
analytic (non-mentalistic) terms. |
2-6 2 |
Use
the dimensions of applied behavior analysis (Baer, Wolf, &
Risley 1968) for evaluating interventions to determine if they
are behavior analytic. |
2-7 2 |
Interpret
articles from the behavior analytic literature. |
Content
Area 3: Principles, Processes And Concepts
| TASK
# |
TASK |
| 3-1 |
Define
and provide examples of behavior/response/response class. |
| 3-2 |
Define
and provide examples of stimulus and stimulus class. |
3-3 |
Define
and provide examples of positive and negative reinforcement. |
| 3-4 |
Define
and provide examples of conditioned and unconditioned reinforcement. |
| 3-5 |
Define
and provide examples of positive and negative punishment. |
| 3-6 |
Define
and provide examples of conditioned and unconditioned punishment. |
3-7 |
Define
and provide examples of stimulus control. |
3-8 |
Define
and provide examples of establishing operations. |
3-9 |
Define
and provide examples of behavioral contingencies. |
3-10 |
Define
and provide examples of functional relations. |
3-11 |
Define
and provide examples of extinction. |
3-12 |
Define
and provide examples of generalization and discrimination. |
| 3-13 |
Describe
and provide examples of the respondent conditioning paradigm.
|
| 3-14 |
Describe
and provide examples of the operant conditioning paradigm. |
3-15 |
Define
and provide examples of echoics and imitation. |
3-16 |
Define
and provide examples of mands. |
| 3-17 |
Define
and provide examples of tacts. |
3-18 |
Define
and provide examples of intraverbals. |
3-19 |
Define
and provide examples of contingency-shaped and rule governed
behavior and distinguish between examples of each. |
Content
Area 4: Behavioral Assessment
| TASK
# |
TASK |
| 4-1 |
State
the primary characteristics of and rationale for conducting
a descriptive assessment. |
| 4-2 |
Gather
descriptive data. |
4-2
a |
Select
various methods. |
4-2
b |
Use
various methods. |
| 4-3 |
Organize
and interpret descriptive data. |
| 4-3
a |
Select
various methods. |
| 4-3
b |
Use
various methods. |
| 4-4 |
State
the primary characteristics of and rationale for conducting a
functional analysis as a form of assessment. |
| 4-5 |
Conduct
functional analyses. |
| 4-5
a |
Select
various methods. |
| 4-5
b |
Use
various methods. |
| 4-6 |
Organize
and interpret functional analysis data. |
| 4-6
a |
Select
various methods. |
| 4-6
b |
Use
various methods. |
Content
Area 5: Experimental Evaluation Of Interventions
| TASK
# |
TASK |
| 5-1 |
Systematically
manipulate independent variables to analyze their effects on
treatment. |
5-1
a |
Use
withdrawal designs. |
5-1
b |
Use
reversal designs. |
5-1
c |
Use
alternating treatments (i.e., multi-element, simultaneous treatment,
multiple or concurrent schedule) designs. |
5-1
d |
Use
changing criterion design. |
5-1
e |
Use
multiple baseline designs. |
5-2 |
Identify
and address practical and ethical considerations in using various
experimental designs. |
5-3 |
Conduct
a component analysis (i.e., determining effective component(s)
of an intervention package). |
| 5-4 |
Conduct
a parametric analysis (i.e., determining effective parametric
values of consequences, such as duration or magnitude). |
Content
Area 6: Measurement Of Behavior
| TASK
# |
TASK |
| 6-1 |
Identify
the measurable dimensions of behavior (e.g., rate, duration,
latency, or inter-response times). |
6-2 |
Define
behavior in observable and measurable terms. |
| 6-3 |
State
the advantages and disadvantages of using continuous measurement
procedures and sampling techniques (e.g., partial- and whole-interval
recording, momentary time sampling). |
| 6-4 |
Select
the appropriate measurement procedure given the dimensions
of the behavior and the logistics of observing and recording. |
| 6-5 |
Select
a schedule of observation and recording periods. |
| 6-6 |
Use
frequency (i.e., count). |
6-7 |
Use
rate (i.e., count per unit time). |
| 6-8 |
Use
duration. |
6-9 |
Use
latency. |
| 6-10 |
Use
inter-response time (IRT). |
6-11 |
Use
percent of occurrence. |
6-12 |
Use
trials to criterion. |
6-13 |
Use
interval recording methods. |
| 6-14 |
Use
various methods of evaluating the outcomes of measurement procedures,
such as inter-observer agreement, accuracy, and reliability. |
Content
Area 7: Displaying And Interpreting Behavioral Data
| TASK
# |
TASK |
| 7-1 |
Select
a data display that effectively communicates quantitative relations. |
7-2 |
Use
equal-interval graphs. |
7-3 |
Use
Standard Celeration Charts (for BCBA only – excluded for
BCABA). |
7-4 |
Use
a cumulative record to display data. |
7-5 |
Use
data displays that highlight patterns of behavior (e.g., scatter
plot). |
| 7-6 |
Interpret
and base decision-making on data displayed in various formats. |
Content
Area 8: Selecting Intervention Outcomes And Strategies
| TASK
# |
TASK |
| 8-1 |
Conduct
a task analysis. |
8-2 |
Make
recommendations to the client regarding target outcomes based
upon such factors as: client preferences, task analysis, current
repertoires, supporting environments, constraints, social validity,
assessment results and best available scientific evidence. |
| 8-3 |
State
target intervention outcomes in observable and measurable terms. |
8-4 |
Make
recommendations to the client regarding intervention strategies
based on such factors as: client preferences, task analysis, current
repertoires, supporting environments, constraints, social validity,
assessment results and best available scientific evidence. |
| 8-5 |
Make
recommendations to the client regarding behaviors that must
be established, strengthened, and/or weakened to attain the
stated intervention outcomes. |
8-6 |
When
a behavior is to be weakened, select an acceptable alternative
behavior to be established or strengthened. |
8-7 |
Determine
and make environmental changes that reduce the need for behavior
analysis services. |
| 8-8 |
Identify
the contingencies governing the behavior of those responsible
for carrying out behavior change procedures and design interventions
accordingly. |
Content
Area 9: Behavior Change Procedures
| TASK
# |
TASK |
| 9-1 |
Use
antecedent-based interventions, such as: contextual or ecological
variables, establishing operations, and discriminative stimuli. |
9-2 |
Use
positive and negative reinforcement: |
9-2
a |
Identify
and use reinforcers. |
9-2
b |
Use
appropriate parameters and schedules of reinforcement. |
9-2
c |
Use
response-deprivation procedures (e.g., Premack principle). |
9-2
d |
State
and plan for the possible unwanted effects of the use of reinforcement. |
9-3 |
Use
positive and negative punishment: |
9-3
a |
Identify
and use punishers. |
9-3
b |
Use
appropriate parameters and schedules of punishment. |
9-3
c |
State
and plan for the possible unwanted effects of the use of punishment. |
| 9-4 |
Use
extinction. |
9-4
a |
Identify
possible reinforcers maintaining behavior and use extinction. |
9-4
b |
State
and plan for the possible unwanted effects of the use of extinction. |
| 9-5 |
Use
response-independent (time-based) schedules of reinforcement. |
| 9-6 |
Use
differential reinforcement. |
9-7 |
Use
discrimination training procedures. |
9-8 |
Use
prompt and prompt fading. |
| 9-9 |
Use
instructions and rules. |
9-10 |
Use
modeling and imitation. |
| 9-11 |
Use
shaping. |
| 9-12 |
Use
chaining. |
9-13 |
Use
incidental teaching techniques. |
| 9-14 |
Use
Direct Instruction. |
| 9-15 |
Use
precision teaching. |
9-16 |
Use
personalized system of instruction (PSI). |
| 9-17 |
Use
discrete trials. |
| 9-18 |
Use
contingency contracting (e.g., behavioral contracts). |
| 9-19 |
Use
token economy procedures, including levels systems. |
| 9-20 |
Use
independent, interdependent and dependent group contingencies. |
9-21 |
Use
stimulus equivalence procedures. |
9-22 |
Plan
for behavioral contrast effects. |
9-23 |
Use
behavioral momentum. |
| 9-24 |
Use
the matching law and recognize factors influencing choice. |
9-25 |
Use
language acquisition programs that employ Skinner’s analysis
of verbal behavior (i.e., echoics, mands, tacts, intraverbals). |
| 9-26 |
Use
language acquisition/communication training procedures. |
9-27 |
Use
self-management strategies. |
| 9-28 |
Use
behavior change procedures to promote stimulus and response generalization. |
9-29 |
Use
behavior change procedures to promote maintenance. |
Content
Area 10: Systems Support
| TASK
# |
TASK |
| 10-1 |
Use
competency-based training for persons who are responsible for
carrying out behavioral assessment and behavior change procedures. |
| 10-2 |
Use
effective performance monitoring and reinforcement systems. |
| 10-3 |
Design
and use systems for monitoring procedural integrity. |
10-4 |
Establish
support for behavior analysis services from persons directly
and indirectly involved with these services. |
| 10-5 |
Secure
the support of others to maintain the clients’ behavioral
repertoires in their natural settings. |
10-6 |
Provide
behavior analysis services in collaboration with others who
support and/or provide services to one’s clients. |
©
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RIGHTS RESERVED.
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