Task List 5th Ed © 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: Mesure the strength of behavior (e.g., topography, magnitude) ©
C-6: Measure trials to criterion ©
C-7: Design and implement sampling procdures (i.e., interal recording, time sampling) ©
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 relationships (e.g., equal-interval graphs, bar graphs, cumulative records) ©
C-11: Interpret graphed data ©
Section D
Experimental Design
D-1: Differentiate 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
E-1: Introduction ©
E-2: Responsibility as a Professional ©
E-3: Responsibility in Practice ©
E-4: Responsibility to Clients and Stakeholders ©
E-5: Responsibity to Supervisees and Trainees ©
E-6: Responsibility to Public Statements ©
E-7: Responsibility in Research ©
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: Establish clear performance expectations for the supervisor and supervisee ©
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 ©
I-8: Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires) ©