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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 Boost supervisee behavior.

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