A.1–A.5: Behaviorism and Philosophical Foundations

• A.1: Identify the goals of behavior analysis as a science: description, prediction, and control

• A.2: Explain the philosophical assumptions underlying behavior analysis, including selectionism, determinism, empiricism, parsimony, and pragmatism

• A.3: Explain radical behaviorism and how it differs from other perspectives on behavior

• A.4: Distinguish among behaviorism, experimental analysis of behavior (EAB), applied behavior analysis (ABA), and professional practice guided by behavior analysis

• A.5: Identify and explain the dimensions of applied behavior analysis

B.1–B.6: Foundations and Contingencies

• B.1: Distinguish among behavior, response, and response class

• B.2: Distinguish among stimulus and stimulus classes

• B.3: Explain and distinguish respondent and operant conditioning

• B.4: Distinguish between positive and negative reinforcement

• B.5: Distinguish between positive and negative punishment

• B.6: Distinguish between automatic and socially mediated contingencies

B.7–B.12: Reinforcement Systems, Schedules, Extinction, and Stimulus Control

• B.7: Distinguish among different types of reinforcers, including conditioned and unconditioned reinforcers

• B.8: Distinguish among different types of punishers, including conditioned and unconditioned punishers

• B.9: Identify and compare simple schedules of reinforcement, including fixed ratio, variable ratio, fixed interval, and variable interval

• B.10: Distinguish among concurrent, multiple, mixed, and chained schedules

• B.11: Distinguish between respondent extinction and operant extinction

• B.12: Explain and identify stimulus control

B.13–B.18: Discrimination, Generalization, Motivation, and Behavioral Control

• B.13: Explain and identify stimulus discrimination

• B.14: Distinguish between stimulus generalization and response generalization

• B.15: Explain maintenance and how learned behavior continues over time

• B.16: Explain motivating operations (MOs) and distinguish between establishing operations and abolishing operations

• B.17: Distinguish between the effects of motivating operations and stimulus control

• B.18: Distinguish between rule-governed behavior and contingency-shaped behavior

B.19–B.24: Verbal Behavior and Advanced Behavioral Concepts

• B.19: Identify and distinguish among the verbal operants, including mand, tact, echoic, intraverbal, textual, and transcription

• B.20: Explain multiple control of verbal behavior, including convergent and divergent multiple control

• B.21: Explain emergent relations and generative performance

• B.22: Explain behavioral momentum and how reinforcement history can affect persistence of behavior

• B.23: Explain and apply the matching law

• B.24: Distinguish between imitation and observational learning

C.1–C.6: Measurement Foundations

• C.1: Develop and evaluate operational definitions of behavior

• C.2: Distinguish among direct, indirect, and product measures of behavior

• C.3: Measure occurrence, including frequency, count, and rate

• C.4: Measure temporal dimensions of behavior, including duration, latency, and interresponse time

• C.5: Distinguish between continuous and discontinuous measurement procedures

• C.6: Apply interval recording and time-sampling procedures, including whole-interval, partial-interval, and momentary time sampling

C.7–C.12: Measurement Quality, Graphing, and Data Interpretation

• C.7: Measure efficiency, including measures such as trials-to-criterion and cost-related considerations

• C.8: Evaluate the validity and reliability of measurement procedures

• C.9: Select the most appropriate measurement system based on the behavior, setting, available resources, and purpose of data collection

• C.10: Design, construct, and interpret graphs and other visual displays of behavioral data

• C.11: Interpret behavioral data and identify relevant patterns, trends, variability, and level

• C.12: Measure and evaluate procedural integrity/treatment integrity

D.1–D.9: Experimental Design

• D.1: Distinguish between independent and dependent variables

• D.2: Distinguish between internal validity and external validity

• D.3: Identify common threats to internal validity

• D.4: Explain the defining features of single-case experimental designs

• D.5: Distinguish between single-case designs and group designs

D.6-D.9: Experimental Design

• D.6: Interpret data from experimental analyses and determine whether a functional relation is demonstrated

• D.7: Identify and compare reversal/withdrawal, multiple-baseline, multielement, and changing-criterion designs

• D.8: Distinguish among comparative, component, and parametric analyses

• D.9: Select and apply the most appropriate single-case experimental design for a given clinical or research scenario

E.1–E.6: Ethical and Professional Foundations

• E.1: Apply the core ethical principles that guide behavior-analytic practice

• E.2: Identify the potential risks and consequences of unethical behavior

• E.3: Maintain professional competence and recognize when consultation, training, or referral is appropriate

• E.4: Protect confidentiality and privacy when handling client information and records

• E.5: Apply ethical standards to public statements, advertising, social media, and professional representation

• E.6: Apply ethical requirements when transitioning, discontinuing, or transferring services or supervision

E.7–E.12: Professional Relationships, Cultural Responsiveness, and Legal Responsibilities

• E.7: Identify and appropriately manage multiple relationships and conflicts of interest

• E.8: Demonstrate effective interpersonal and professional skills when working with clients, caregivers, supervisees, and other professionals

• E.9: Apply cultural humility in behavior-analytic practice

• E.10: Provide culturally responsive and inclusive services

• E.11: Identify how personal biases and contextual variables may affect professional judgment and service delivery

• E.12: Follow applicable laws, regulations, licensure requirements, funding requirements, and certification standards

F.1–F.4: Assessment Foundations

• F.1: Review and interpret relevant records and available client information as part of the assessment process

• F.2: Identify and consider cultural and contextual variables that may affect assessment and interpretation

• F.3: Conduct and interpret assessments of skill strengths and areas of need

• F.4: Conduct and interpret preference assessments to identify potential reinforcers

F.5–F.8: Functional Assessment and Clinical Decision-Making

• F.5: Conduct and interpret descriptive assessments of behavior

• F.6: Conduct and interpret functional analyses to evaluate functional relations between environmental variables and behavior

• F.7: Determine whether behavior-analytic services are appropriate and when referral to another professional may be warranted

• F.8: Use assessment results to select socially significant, client-informed, and culturally responsive goals

G.1–G.6: Reinforcement and Stimulus-Control Procedures

• G.1: Design and implement procedures using positive reinforcement

• G.2: Design and implement procedures using negative reinforcement

• G.3: Design and implement differential reinforcement procedures, such as DRA, DRI, DRO, and DRL

• G.4: Design and implement time-based reinforcement / noncontingent reinforcement

• G.5: Establish and use conditioned reinforcers, including token systems

• G.6: Arrange and manipulate motivating operations and discriminative stimuli to support behavior change

G.7–G.12: Prompting and Skill-Acquisition Procedures

• G.7: Design and implement stimulus-prompting procedures

• G.8: Design and implement response-prompting procedures

• G.9: Design and implement prompt-fading procedures to transfer stimulus control

• G.10: Design and implement modeling procedures

• G.11: Design and implement instructions and rules

• G.12: Design and implement shaping procedures

G.13–G.19: Advanced Behavior-Change Procedures

• G.13: Design and evaluate trial-based and free-operant procedures

• G.14: Design and evaluate group contingencies

• G.15: Design and evaluate procedures to promote stimulus and response generalization

• G.16: Design and evaluate procedures to maintain behavior change, including schedule thinning and transferring control to naturally occurring reinforcers

• G.17: Design and evaluate positive and negative punishment procedures, such as time-out, response cost, and overcorrection

• G.18: Evaluate the emotional and elicited effects of behavior-change procedures

• G.19: Design and evaluate procedures that promote emergent relations and generative performance

H.1–H.4: Intervention Selection and Treatment Planning

• H.1: Develop measurable intervention goals based on assessment results and client needs

• H.2: Select interventions based on assessment data, scientific evidence, client preferences, and contextual fit

• H.3: Select appropriate socially valid replacement behaviors that serve relevant functions and improve meaningful outcomes

• H.4: Plan for and address potential unwanted effects of reinforcement, extinction, and punishment procedures

H.5–H.8: Treatment Monitoring, Integrity, and Collaboration

• H.5: Plan for and address relapse and recurrence of behavior, including renewal, resurgence, and reinstatement

• H.6: Monitor and evaluate procedural integrity/treatment integrity

• H.7: Make data-based decisions about whether to continue, modify, fade, or discontinue an intervention

• H.8: Collaborate effectively with clients, caregivers, other professionals, and relevant stakeholders when planning and implementing treatment

I.1–I.7: Personnel Supervision and Management + Comprehensive Review

• I.1: Explain the benefits of behavior-analytic supervision and effective performance management

• I.2: Establish and maintain an effective supervisory relationship

• I.3: Incorporate equity and culturally responsive practices into supervision

• I.4: Identify and develop appropriate supervision goals

• I.5: Use evidence-based performance-management procedures, including instruction, modeling, rehearsal, feedback, and reinforcement

• I.6: Apply a function-based approach to staff performance problems

• I.7: Use data to evaluate the effectiveness of supervision and performance-management procedures

Final tutoring session intended to review any specific areas of the task list that need further practice.