BACB Self-Assessment
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BACB Self-Assessment Task List 5 Activity, Part 1 The Self-Assessment BCBA Task List 5 is designed to help you focus on the specific content area objectives associated with the field of behavior analysis - and to take the pulse of student learning in the program. You will continue to self-assess your knowledge and experience with the Task List objectives throughout the program. Upon completion of this survey, you will receive a response summary to use in Part 2, your self- assessment summary (return to your course for further directions).
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Section 1: Foundations
A. Philosophical Underpinnings Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
A-1 Identify the goals of behavior analysis as a science (i.e., description, prediction, control).
Morolake
Badom
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).
B. Concepts and Principles
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B. Concepts and Principles Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
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.
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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.
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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.
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C. Measurement, Data Display, and Interpretation Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
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 form and strength of behavior (e.g., topography, magnitude).
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C-6 Measure trials to criterion.
C-7 Design and implement sampling procedures (i.e., interval 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 relations (e.g., equal-interval graphs, bar graphs, cumulative records).
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C-11 Interpret graphed data.
D. Experimental Design Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
D-1 Distinguish between dependent and independent variables.
D-2 Distinguish between internal and external validity.
D-3 Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).
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D-4 Describe the advantages of single-subject experimental designs compared to group designs.
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 2: Applications
E. Ethics Behave in accordance with the Professional and Ethical Compliance Code for Behavior Analysts. Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
E-1 Responsible conduct of behavior analysts
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E-2 Behavior analysts’ responsibility to clients
E-3 Assessing behavior
E-4 Behavior analysts and the behavior-change program
E-5 Behavior analysts as supervisors
E-6 Behavior analysts’ ethical responsibility to the profession of behavior analysis
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E-7 Behavior analysts’ ethical responsibility to colleagues
E-8 Public statements
E-9 Behavior analysts and research
E-10 Behavior analysts’ ethical responsibility to the BACB
F. Behavior Assessment Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
F-1 Review records and available data (e.g., educational, medical, historical) at the outset of the case.
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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.
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F-7 Conduct a descriptive assessment of problem behavior.
F-8 Conduct a functional analysis of problem behavior.
F-9 Interpret functional assessment data.
G. Behavior-Change Procedures Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
G-1 Use positive and negative reinforcement procedures to strengthen behavior.
G-2 Use interventions based on motivating operations and discriminative stimuli.
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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.
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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.
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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.
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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.
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H. Selecting and Implementing Interventions Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
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 such factors as client preferences, supporting environments, risks, constraints, and social validity.
H-4 When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased.
H-5 Plan for possible unwanted effects when using reinforcement, extinction, and punishment
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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.
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I. Personnel Supervision and Management Please rate yourself with a 0, 1, 2, or 3 on the following objectives.
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.
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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).
2 - can verbally define and give examples of the skill/responsibility/principle
3 - can display skill/responsibility/principle across multiple clients and situations
0 - cannot identify term/skill
1 - has taken course work on this skill/responsibility/principle
2 - can verbally define and give examples of the skill/responsibility/principle
3 - can display skill/responsibility/principle across multiple clients and situations
0 - cannot identify term/skill
1 - has taken course work on this skill/responsibility/principle
2 - can verbally define and give examples of the skill/responsibility/principle
3 - can display skill/responsibility/principle across multiple clients and situations
0 - cannot identify term/skill
1 - has taken course work on this skill/responsibility/principle
2 - can verbally define and give examples of the skill/responsibility/principle
3 - can display skill/responsibility/principle across multiple clients and situations
