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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 improve supervisee behavior.

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