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- Free Task List 5 © Breakdowns
- Section A: Philosophical Underpinnings
- A-1: Identify the goals of behavior analysis as a science (i.e., description, prediction, control) ©
- A-2: Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism) ©
- A-3: Describe and explain behavior from the perspective of radical behaviorism ©
- A-4: Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis ©
- A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) ©
- Section B: Concepts and Principles
- B-1: Define and provide examples of behavior, response, and response class ©
- B-2: Define and provide examples of stimulus and stimulus class ©
- B-3: Define and provide examples of respondent and operant conditioning ©
- B-4: Define and provide examples of positive and negative reinforcement contingencies ©
- B-5: Define and provide examples of schedules of reinforcement ©
- B-6: Define and provide examples of positive and negative punishment contingencies ©
- B-7: Define and provide examples of automatic and socially mediated contingencies ©
- B-8: Define and provide examples of unconditioned, conditioned and generalized reinforcers and punishers ©
- B-9: Define and provide examples of operant extinction ©
- B-10: Define and provide examples of stimulus control ©
- B-11: Define and provide examples of discrimination, generalization and maintenance ©
- B-12: Define and provide examples of motivating operations ©
- B-13: Define and provide examples of rule-governed and contingency shaped behavior ©
- B-14: Define and provide examples of the verbal operants ©
- B-15: Define and provide examples of derived stimulus relations ©
- Section C: Measurement, Data Display, and Interpretation
- C-1: Establish operational definitions of behavior ©
- C-2: Distinguish among direct, indirect, and product measures of behavior ©
- C-3: Measure occurrence (E.g., Frequency, Rate, Percentage) ©
- C-4: Measure temporal dimensions of behavior (e.g., Duration, Latency, Interresponse Time) ©
- C-5: Measure the strength of behavior (E.g., topography, magnitude) ©
- C-6: Measure trials to criterion ©
- C-7: Design and implement sampling procedures (i.e., Interval recording, time sampling) © page under construction
- C-8: Evaluate the validity and reliability of measurement procedures ©
- C-9: Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording ©
- C-10: Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records) ©
- C-11: Interpret graphed data ©
- Section D: Experimental Design
- D-1: Distinguish between dependent and independent variables ©
- D-2: Distinguish between internal and external validity ©
- D-3: Identify defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication)©
- D-4: Describe the advantages of single subject experimental designs compared to group design ©
- D-5: Use single-subject experimental designs (e.g., Reversal, Multiple Baseline, Multielement, Changing Criterion) ©
- D-6: Describe rationales for conducting comparative, component and parametric analyses ©
- Section E: Ethics
- Section F: Behavior Assessment
- Meet the Clients (case examples)
- F-1: Review records and available data (e.g., educational, medical, historical) at the outset of the case ©
- F-2: Determine the need for behavior-analytic services ©
- F-3: Identify and prioritize socially significant behavior-change goals ©
- F-4: Conduct assessments of relevant skill strengths and deficits ©
- F-5: Conduct preference assessments ©
- F-6: Describe the common functions of problem behavior ©
- F-7: Conduct a descriptive assessment of problem behavior ©
- F-8: Conduct a functional analysis of problem behavior ©
- F-9: Interpret functional assessment data ©
- Section G: Behavior Change Procedures
- G-1: Use positive and negative reinforcement procedures to strengthen behavior ©
- G-2: Use interventions based on motivating operations and discriminative stimuli. ©
- G-3: Establish and use conditioned reinforcers ©
- G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading) ©
- G-5: Use modeling and imitation training ©
- G-6: Use instructions and rules ©
- G-7: Use shaping ©
- G-8: Use chaining ©
- G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements ©
- G-10: Teach simple and conditional discriminations ©
- G-11: Use Skinner’s analysis to teach verbal behavior ©
- G-12: Use equivalence-based instruction ©
- G-13: Use the high-probability instructional sequence ©
- G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR) ©
- G-15: Use extinction ©
- G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection) ©
- G-17: Use token economies ©
- G-18: Use group contingencies ©
- G-19: Use contingency contracting ©
- G-20: Use self-management strategies ©
- G-21: Use procedures to promote stimulus and response generalization ©
- G-22: Use procedures to promote maintenance ©
- Section H: Selecting and Implementing Interventions
- H-1: State intervention goals in observable and measurable terms. ©
- H-2: Identify potential interventions based on assessment results and the best available scientific evidence. ©
- H-3: Recommend intervention goals and strategies based on factors such as client preferences, supporting environments, risks, constraints, and social validity. ©
- H-4: When a target behavior is to be decreased, select an acceptable alternative to be established or increased. ©
- H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures. ©
- H-6: Monitor client progress and treatment integrity. ©
- H-7: Make data-based decisions about the effectiveness of the intervention and the need for treatment revision. ©
- H-8: Make data-based decisions about the need for ongoing services. ©
- H-9: Collaborate with others who support and/or provide services to clients. ©
- Section I: Personnel Supervision and Management
- I-1: State the reasons for using behavior-analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance). ©
- I-2: Identify potential interventions based on assessment results and the best available scientific evidence. ©
- I-3: Select supervision goals based on an assessment of the supervisee’s skills. ©
- I-4: Train personnel to competently perform assessment and intervention procedures. ©
- I-5: Use performance monitoring, feedback, and reinforcement systems. ©
- I-6: Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance. ©
- I-7: Use function-based strategies to improve personnel performance. ©
- H-8: Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repetoires). ©
- Other Resources
- ABA Topic Handouts
- Review Session Slides
- Quiz Yourself!
Real-word explanations of BCBA ® Task List 5 © items!
- Layperson’s language used to explain foundational ABA terms and concepts
- Examples from everyday life, clinical practice, and supervision
- Written and reviewed by behavior analysts
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