TaskList5 1

TASKLIST WORKSHEET – 5th Edition (TLW-5)
BEHAVIOR ANALYST CERTIFICATION BOARD® FIFTH EDITION TASK LIST

A. Philosophical Underpinnings
TL5 Cooper Task List Item Description Examples
et al.
A-1 Ch. 1 Identify the goals of behavior analysis as a science Description (Cooper et al., p. 3)- consists Description: A friend calls me to tell me about
(i.e., description, prediction, control) of a collection of facts about the observed what happened with their day at work. She give me
events that can be quantified, classified, a description of everything that happened.
and examined for possible relations with
other known facts. Prediction: After repeated observations, I can
predict that my neighbor will always come out with
Prediction (Cooper et al., p.3)- when her talk to get the mail.
systematic covariation between two
events is found, this relationship— termed Control: Every morning I wake up and have a cup
a correlation—can be used to predict the of coffee. I push the brew button on my Keurig.
relative probability that one even will The control of the production of coffee is the “brew”
occur, based on the presence of the other button.
event.
Control (Cooper et al., p. 4) A functional

relation exists when a well-controlled
experiment demonstrates that a specific
change in one event (the dependent
variable) is reliably produced by specific
manipulations of another event (the
independent variable), and that the
change in the dependent variable was
unlikely to be the result of other
extraneous factors (confounding
variables).
A-2 Ch. 1 Explain the philosophical assumptions underlying the Determinism (Cooper et al., p. 4) Determinism: Joe is alone in a room with a pizza.
science of behavior analysis (e.g., determinism, Science is predicated on the assumption A minute later, a slice of pizza is missing. No one
empiricism, experimentation, replication, parsimony, of determinism. All scientists presume else was there. One can deduce Joe ate a slice of
philosophic doubt) that the universe is a lawful and orderly pizza. The pizza did not simply disappear.
place in which all phenomena occur as
the result of other events. In other words, Empiricism: I saw Joe eating a slice of pizza and
events do not just happen willy-nilly; they now there is one less slice.
are related in systematic ways to other
factors, which are themselves physical Experimentation: If Ace pushes the red button, he
phenomena amenable to scientific gets a piece of food. If Ace pushes the green
investigation. button, he gets some water. Ace pushes the red
button three more times than the green button.
Empiricism (Cooper et al., p. 5) the
practice of objective observation and
measurement of the phenomena of Replication: I conduct experiments A, B, C in
interest. alphabetical order. My co-worker conducts the
same experiment in random order and with
Experimentation (Cooper et al., p.5) different participants. We both get the same
When events are observed to covary or results.
occur in close temporal sequence, a
functional relation may exist, but other Parsimony: Ace is tired because he didn’t get
factors may be responsible for the enough sleep and not because he was visiting a
observed values of the dependent different planet.
variable. Acontrolled comparison of some
measure of the phenomenon of interest Philosophical doubt: Joe sees an advertisement
(the dependent variable) under two or for an experimental drug which is claiming to make
more different conditions in which only you lose 50lbs in 2 weeks. Joe is skeptical not only
one factor at a time (the independent because it sounds too good to be true but also
variable) differs from one condition to because little quantifiable data and research is
another. shown to support their claim.
Replication (Cooper et al., p. 6) —

repeating of experiments (as well as
repeat-ing independent variable
conditions within experiments)—
“pervades every nook and cranny of the
experimental method”
Parsimony (Cooper et al., p.6) hat all

simple, logical explanations for the
phenomenon under investigation be ruled
out, experimentally or conceptually,
before more complex or abstract
explanations are considered.
philosophic doubt ( Cooper et al., p. 6)

requires the scientist to continually
question the truthfulness of what is
regarded as fact
A-3 Ch. 1 Describe and explain behavior from the perspective Radical behaviorism (Cooper et al., p Radical behaviorism: A child like his routine.
of radical behaviorism, including pragmatism 11) a form of behaviorism that attempts to When he is out of his routine, he becomes
understand all human behavior, including aggressive. A coworker says that the child is just
private events such as thoughts and frustrated. As a radical behaviorist, I do not
feelings in terms of controlling variables in operate under the assumption that feelings cause
the history of the person (ontogeny) and the behavior. Instead, feelings can make things in
the species (phylogeny). the environment more ore less valuable.
Pragmatism (Cooper et al., p.12) - a

philosophical position asserting the truth
value of a statement is determined by
how well it promotes effective action;
pragmatism is a primary criterion by which
behavior analysts judge the value of their
findings.
A-4 Ch. 1 Distinguish among behaviorism, the experimental Behaviorism (Cooper et al., p13): It Behaviorism: Your friend is uncharacteristically
analysis of behavior, applied behavior analysis, and emphasizes objective methods of “snappy” with you over the phone one night. In
professional practice guided by the science of investigation and is rooted in the deciding how to respond to the situation, you
behavior analysis assumption that behavior results from operate from the assumption that there is a
interactions between the environment and scientific explanation for this behavior. (You do not
individual variables (such as prior learning assume that “She’s just being mean for no
history). reason!”)
Experimental Analysis of Behavior

(EAB) (Cooper et al., p. 7): The scientific Experimental Analysis of Behavior (EAB): A
study of behavior to study behavior for its researcher in a lab is studying the effects of
own sake. various reinforcement schedules using mice as
subjects. The mice complete a maze and receive
Applied behavior analysis (Cooper et food along the way. The researcher finds that mice
al., p 16): The application of behavioral complete the maze faster when they used a
principles to human subjects as it related variable ratio schedule of reinforcement rather than
to areas that matter to people (e.g., a fixed interval schedule of reinforcement.
classroom management, instructional
methods, generalization and maintenance
of learning, health and fitness, Applied behavior analysis: A clinician is studying
communication, etc). the effects of a token economy with a group of
subjects in a clinic who all present with aggressive
Practice Guided by the Science of outbursts. The hypothesis of the study is that the
Behavior Analysis (Cooper et al., p19): implementation of a token economy will decrease
Delivery of interventions to clients that are the amount of verbal aggressive outburst the
guided by the principles of behaviorism subjects.
and the research of experimental analysis
of behavior and applied behavior analysis. Practice Guided by the Science of Behavior
Analysis: A behavioral psychologist is
implementing a chaining procedure to teach a
client how to interact safely with a sibling. The
intervention steps, including when to provide
reinforcement, are guided by the research in
applied behavior analysis.
A-5 Ch. 1 Describe and define the dimensions of applied Generality (Cooper et al., p. 18)- Generality- As a child, you learned how to use the
behavior analysis (Baer, Wolf, & Risley, 1968) Behavior change that lasts over time, microwave (and the toilet, and the sink, and the
appears in environments other than the doorknob, and the remote control…). Throughout
environment which it was taught and/or the years, you have used different microwaves
spreads to other behaviors not targeted (and other items) in various locations without being
by the intervention. taught again. This represents generality, since you
were not explicitly taught how to use every
microwave you have ever encountered.
Effective (Cooper et al., p.17)- Behavior
that changes in a practical manner that Effective- A behavior analyst is researching an
result in clinical or social significance. appropriate intervention designed to target
Technological (Cooper et al., p.17)- tolerance for non-preferred activities for a
when all of its operative procedures are particular learner. Two interventions are trialed
identified and described with sufficient with the learner. Both of them are acceptable to
detail and clarity “such that a reader has a the client and caregivers, and realistic given their
fair chance of replicating the application needs. Intervention A was found to be increase
with the same results” tolerance by 30% over baseline and Intervention B
Applied (Cooper et al., p. 16) The was found to increase tolerance by 45% over
commitment to supporting improvements baseline. The behavior analyst concludes that
in people’s behaviors to enhance their Intervention B should be implemented, and
quality of life. continues to monitor the client’s behavior data
Conceptually Systematic (Cooper et al., related to their tolerance goals.
p. 17)- meaning that the procedures for Technological- You find a recipe for a cake on the
changing behavior and any interpretations internet. The recipe lists the ingredients and how to
of how or why those procedures were use them to make a cake. This recipe is
effective should be described in terms of technological because it includes the information
the relevant principle(s) from which they needed to complete the task.
were derived. Applied- A behavior analyst “inherits” a learning
Analytic(Cooper et al., p. 16)- The plan for a high school student with Autism. The
demonstration of a reliable functional plan involves learning goals such as sorting
relationship between environmental pictures, copying sight words, and labeling colors
changes (assessment/intervention) and and numbers. None of these skills are meaningful
target behavior changes. Most basically, given the client’s characteristics, so you
being analytical means making data- collaborate with others and change the plan to
driven decisions. include skills that will make a difference in the
Behavioral (Cooper et al., p. 16)- person’s life, such as manding for wants and
Observable and measurable behavior needs, self care, community safety, and leisure
should be the focus of our work. skills.
Conceptually Systematic: A behavior analyst is
reviewing their client’s treatment plan with the
parents. When describing how the behavior
analyst will teach replacement behaviors for
escape maintained aggression, the parent
suggests, “Why can’t we redirect them with deep
pressure and using a weighted blanket?” The
behavior analyst kindly explains that this would be
entirely inconsistent with the nature of the problem,
and would therefore be unlikely to help the family
reach their goals. Therefore, the suggested
strategies cannot be written into the plan.
Analytic: A functional analysis is conducted with a

client who engages in hitting others. The results
demonstrate that the behavior of hitting others
occurs almost exclusively when a demand is
placed on the client, and that hitting increased over
time when staff removed demands contingent on
hitting. Results of a subsequent treatment
evaluation indicate a functional relationship
between hitting others and the removal of
demands.
Behavioral: A behavioral consultant takes
frequency data on a client who engages in several
types of appropriate social interactions (greetings,
responding to questions, nodding when others are
speaking, saying goodbye before leaving, etc).
Each type of behavior has an operational
definition. The consultant records the data as they
are observing the client by following the
operational definitions.
B. Concepts and Principles

et al.
B-1 Ch. 2 Define and provide examples of behavior, response, BEHAVIOR (Cooper et al., p. 26) is the BEHAVIOR-any action, such as walking, talking,
and response class "portion of an organism's interaction with moving in any way. Does NOT include “being”
the environment that involves movement something (e.g., being hungry, being anxious).
of some part of the organism.” If a dead
person can do it, it’s not a behavior. RESPONSE-specific behavior, such as typing on
a computer, running away from a fire, answering
RESPONSE (Cooper et al., p. 27) is a the phone, or hitting someone.
specific instance of behavior.
RESPONSE CLASS- would include running away
RESPONSE CLASS (Cooper et al., p. 27) from or throwing water on a fire, calling 911, or
is a group of responses with the same pushing someone out of the way, if these
function. behaviors all served the function or preventing
one's self and others being harmed.
When attempting to analyze behavior, it is often

most valuable to look at the function-the intended
environmental change or outcome, rather than the
topography or physical form of the behavior. All
behavior serves a purpose, each response has its
own function and responses can be classified by
their function rather than form
B-2 Ch. 2 Define and provide examples of stimulus and A STIMULUS (Cooper et. al., p.27) is “an Stimulus- You are usually really loud with your
Ch. 17 stimulus class energy change that affects an organism friends. When you see your grandma approaching
through its receptor cells” (Michael, 2004, you guys, you start to change the tone of your
p. 7). voice and behavior.
STIMULUS CLASS (Cooper et. al, p.28) Stimulus class- You pick up your phone when it
to refer to any group of stimuli sharing a rings.
predetermined set of common elements in
one or more of these dimensions.
B-3 Ch. 2 Define and provide examples of respondent and Respondent conditioning (Cooper et. al, Respondent conditioning- The door bell at work
operant conditioning p.30) A stimulus–stimulus pairing was previously a neutral stimulus. Then, once I
procedure in which a neutral stimulus pressed it, a song that I hated, started playing. The
(NS) is presented with an unconditioned sound was really unpleasant to listen to and I had
stimulus (US) until the neutral stimulus to cringe. Now everything before I touch the door
becomes a conditioned stimulus that bell, I begin to cringe and hold one of my ears
elicits the conditioned response. towards my shoulder.
Operant Conditioning- Every time someone texts

Operant conditioning (Cooper et. al, me, my phone buzzes and lights up. I respond to
p.34) refers to the process and selective the message and they reply back right away. I am
effects of consequences on behavior. more like to respond to keep receiving texts.
B-4 Ch. 2 Define and provide examples of positive and Positive reinforcement (Cooper et. al, Positive reinforcement- My cat rolls over and she
Ch. 11 negative reinforcement contingencies p.36), a response is followed gets a treat. Every time I ask her if she wants a
Ch. 12 immediately by the presentation of a treat, the cat will roll over for a treat.
stimulus that results in similar responses
occurring more often. Negative reinforcement- Scratching a mosquito
bites.
Negative reinforcement (Cooper et. al, Rubbing your eyes.
p.36) a behavior occurs more often
because past responses
have resulted in the withdrawal or
termination of a stimulus
B-5 Ch. 13 Define and provide examples of schedules of Fixed Interval Schedule of
reinforcement Reinforcement (p.307)- provides
reinforcement for the first response
following a fixed duration of time.
Fixed-Ratio
Fixed Ratio Schedule of Reinforcement o Frequent flyer programs (after a certain
(p.303)- requires the completion of a fixed amount of miles accumulated, you get a
number of responses for a reinforcer. free flight)
Variable-Ratio
Variable Interval of Reinforcement o Slot machine
(p.308)- provides reinforcement for the o Hunting
first correct response following the elapse Fixed-Interval
of variable durations of time. o Checking on the cookies in the oven when
you know how long it takes to bake
Variable Ratio of Reinforcement Verbal-Interval
(p.303)- requires the completion of a o Pop quizzes
variable number of responses to produce o Waiting for a touchdown during a football
a reinforcer. game
o Getting tickets on the highway
Alternative Schedule of Reinforcement
(p.318)- provides an opportunity for Alternative Schedule of reinforcement
reinforcement on two or more
simultaneously available basic schedules
of reinforcement.
Compound Schedule of Reinforcement

(p.315)- combine two or more basic
sched-ules of reinforcement—continuous
reinforcement (CRF), the four intermittent
schedules of reinforcement (FR, VR, FI,
VI), differential reinforcement of various
rates of responding (DRH, DRL), and
extinction (EXT)—to form compound
schedules of reinforcement.
Concurrent Schedule of Reinforcement

(p.315)- occurs when (a) two or more
contingencies of reinforcement (b)
operate independently and
simultaneously (c) for two or more
behaviors. Each schedule is correlated
with a discriminative stimulus.
Extinction Schedule of Reinforcement
Chained Schedule of Reinforcement (p.

317)- is similar to a multiple schedule.
The multiple and chained schedules have
two or more basic schedule requirements
that occur successively, and have a dis-
criminative stimulus correlated with each
independent schedule.
Mixed Schedule of Reinforcement

(p.318)- uses a procedure identical to that
of the multiple schedules, except no
discriminative stimuli signal the presence
of the independent component schedules.
Progressive Schedule of
Reinforcement (p.313)- systematically
thins each successive reinforcement
opportunity within the session
independent of the participant’s behavior.
Tandem Schedule of Reinforcement

(p.318)- operates like the chained
schedule, except that discriminative
stimuli are not used with the elements in
the chain.
Multiple Schedule of Reinforcement

(p.316)- presents two or more basic
schedules of reinforcement in an
alternating, usually random, sequence.
Conjunctive Schedule (p.318)- in effect

whenever reinforcement follows the
completion of response requirements for
two or more schedules of reinforcement.
B-6 Ch. 2 Define and provide examples of positive and Positive punishment (Cooper et. al, p. Positive punishment- In a Level D placement, a
Ch. 14 negative punishment contingencies 37) A response followed immediately by child was aggressive towards staff members. The
Ch. 15 the presentation of a stimulus that staff members physically restrained the child and
decreases the future frequency of the took them to the “recovery room.” The presentation
behavior. of the restraint and seclusion decreased the future
frequency of the child engaging in aggression
Negative punishment (Cooper et. al, during class time.
p.37) A response behavior followed
immediately by the removal of a stimulus Negative punishment- After partying and failing a
(or a decrease in the intensity of the class, my car keys got taken away (removal). I no
stimulus) that results in similar responses longer went out to party (decrease in behavior).
occurring less often.
B-7 Ch. 2 Define and provide examples of automatic and Automatic contingencies (Cooper et. al, Automatic contingencies- scratching an itchy
Ch. 11 socially mediated contingencies p.261) is determined by the absence of bite; I had to rub my sore muscle from the covid
social mediation. Automatic reinforcement vaccination (I got automatic sense of relief from
refers to the behavior-stimulus change pain).
relation that occurs without the
presentation of consequences by other
people. Socially mediated contingencies- Bob always
drives his car really fast when his girlfriend Susan
Socially Mediated Contingencies is in the car. She loves when he speeds.
(Cooper et. al, p.283) A contingency in
which an antecedent stimulus and/or the
consequence for the behavior is
presented by another person.
B-8 Ch. 11 Define and provide examples of unconditioned, Unconditioned reinforcer (Cooper et. al, Unconditioned reinforcers- food, water,
Ch. 14 conditioned, generalized reinforcers and punishers p.263;p.83) is a stimulus change that regulated body temps/env temp., sexual
functions as reinforcement even though stimulation
the learner has no particular learning
history with it. Conditioned reinforcers- access to a car, leisure
My students complete a puzzle during their free
Conditioned reinforcers (Cooper et. al, time.
p.263) Secondary reinforcer, previously
neutral stimulus change that has acquired Generalized conditioned reinforcers- Money,
the capability to function as a reinforcer tokens, good grades, praise
through stimulus-stimulus pairing with one
or more unconditioned reinforcers or Unconditioned punisher- I hate extremely cold
conditioned reinforcers. weather. I want to avoid that stimuli as much as
possible.
Generalized conditioned reinforcer
(Cooper et. al, p.264) is a conditioned Conditioned punisher- Every time Eli sees Ms.
reinforcer that as a result of having paired Debbie, he trys to avoid her. He associates her
with many unconditioned and conditioned with a writing assignment, which he hates.
reinforcers does not depend on a current
EO for any particular form of Generalized punishers- reprimands (saying “no”)
reinforcement for its effectiveness. and disapproving gestures (e.g., scowls, head
shakes, frowns).
Unconditioned punisher (Cooper et. al,
p. 329) is also called primary punisher or
unlearned punisher; a stimulus whose
presentation functions as punishment
without having been paired with any other
punishers.
Conditioned punisher (Cooper et. al., p.

329) secondary punisher or learned
punisher; a stimulus change whose
presentation functions as a punishment
as a result of a person’s conditioning
history.
Generalized punisher (Cooper et. al., p

330) a stimulus change that has been
paired with numerous forms of
unconditioned and conditioned punishers.
B-9 Ch. 24 Define and provide examples of operant extinction Operant extinction (Cooper et. al., p.31) Operant extinction - A students presses the timer
The discontinuing of a reinforcement of a buttons continuously. The teacher turns off the
previously reinforced behavior (i.e., timer switch on the side. The student can still press
responses no longer produce the buttons, but there are no sounds coming out
reinforcement); the primary effect is a from it. Access to the reinforcer (timer
decrease in the frequency of the behavior noise/screen) has been withheld.
until it reaches a prereinforced level or
ultimately ceases to occur.
B-10 Ch. 17 Define and provide examples of stimulus control Stimulus control (Cooper et. al, p.396) a Stimulus control- I stop my car at a red light or
Ch. 18 situation in which the frequency, latency, when someone is crossing the street. My car
Ch. 19 duration, or amplitude of a behavior is breaking behavior is under control of a specific
Ch. 20
altered by the presence or absence of an stimuli.
antecedent stimulus.
B-11 Ch. 17 Define and provide examples of discrimination, Discrimination (Cooper et. al, p.396) A Discrimination- My daughter says “daddy” when
Ch. 30 generalization, and maintenance stimulus in the presence of which a given she sees her dad, but not any other men.
behavior has been reinforced and in the
absence of which that behavior has not Generalization: Greetings- we greet people we
been reinforced; as a result of this history, seeing a variety of settings (i.e., schools, stores,
an SD evokes operant behavior because family members).
its presence signals the availability of
reinforcement. Maintenance: Learning how to drive when I was
16 and I continue to maintain that skill into
Generalization (Cooper et. al, p.396; adulthood. Similarly, riding a bike.
p.715) refers to the extend to which
stimuli other than SD acquire stimulus
control over the behavior. Generalized
behavior change – a behavior change
may be said to have generality if it proves
durable over time, if it appears in a wide
variety of possible environments, or if it
spreads to wide variety of related
behaviors.
Maintenance (Cooper et. al, p.715 ) Two

different meanings in applied behavior
analysis: (a) the extent to which the
learner continues to perform the target
behavior after a portion or all of the
intervention has been terminated (i.e.,
response maintenance), a dependent
variable or characteristic of behavior; and
(b) a condition in which treatment has
been discontinued or partially withdrawn,
an independent variable or experimental
condition.
B-12 Ch. 16 Define and provide examples of motivating Motivating operations (MO) (Cooper et. Establishing Operations (EO) When you are
Ch. 18 operations al, p.38) An environmental variable that thirsty, water is an EO (more effective as a
(a) alters (increases or decreases) the reinforcer). Things in the state of a deprivation are
reinforcing or punishing effectiveness of more like to act as a EO.
some stimulus, object, or event; and (b)
alters (increases or decreases) the cur- Abolishing Operations (AO) A student loves
rent frequency of all behavior that has skittles. The teacher is usually able to get the
been reinforced or punished by that student to listen but during assembly which was at
the end of the day the teacher tried giving skittles
stimulus, object, or event. MO is an to get the student to listen, but it wouldn’t work.
umbrella term that covers EOs and AOs. The student had actually already had 20 pieces of
skittles right before assembly.
Establishing Operations (EO) (Cooper
et al., p. 373) to describe any CMO-R I start to feel a pounding migraine coming
environmental variable that momentarily on. I know that when I feel the pain behind my ears
alters (a) the effectiveness of some it will lead to a migraine. I quickly pop a medicine.
stimulus, object, or event as a reinforcer; The value of my migraine medication goes up.
and (b) the current frequency of all
behavior that has been reinforced by that CMO-T My car is locked and my purse is inside
stim-ulus, object, or event. with my ID/valuables. This establishes the
reinforcing value of unlocking my car to get in and
Abolishing Operations (EO) a decrease get my valuables.
in reinforcing effectiveness, in which case
the MO is an abolishing operation (AO). CMO-S A student has a learning history involved
with writing assignments with Mrs. Debbie. Now
Conditioned Motivating Operation seeing Mrs. Debbie has served as a value of
Reflexive (CMO-R) (Cooper et al., p. escape. The student assumes that Mrs. Debbie will
384) alters a relation to itself (makes its give him a writing assignment.
own removal effective as reinforcement
Conditioned Motivating Operation
Transitive (CMO-T) (Cooper et al., p.
384) makes something else effective as
reinforcement (rather than altering itself).
Conditioned Motivating Operation
Surrogate (CMO- S) (Cooper et al., p.
384) produces the same effect as another
MO because of some type of pairing (i.e.,
a surrogate is a substitute or stand-in)
B-13 Ch. 2 Define and provide examples of rule-governed and Rule-governed behavior- (Cooper et. al, Rule-governed behavior -Look both ways before
Ch. 20 contingency-shaped behavior p.255) behavior controlled by a rule (i.e., crossing the street. Wearing a seat belt because if
a verbal statement of an antecedent- you don’t, you could get injured or die.
behavior-consequence contingency) that
enables human behavior to come under Contingency shaped behavior- Turning on the
the indirect control of temporarily remote faucet/shower
or improbable but potentially significant
consequences.
Contingency Shaped Behavior-

Behavior acquired by direct experience
with contingencies.
B-14 Ch. 18 Define and provide examples of the verbal operants Verbal operants include units of verbal Mand- Student is hungry and wants a snack.
behavior which functionally relate Student asks teacher “Can I have a snack?”
responses to the variables that control
them (Cooper, Heron, and Heward, • "disguised" mand. (e.g., Someone
2007). saying, "Wow, that trash is full" is actually
a request for you to empty it in the
Verbal operants include: dumpster outside.)
Mand- A mand is a verbal operant that is • "magical" mand (e.g., "I want to move to
functionally controlled by a motivating Florida," when that is not going to happen.)
operation and specific reinforcement.
Essentially, a mand is a request or Tact- A therapist asks “what’s this” (holding a
statement of a want or need (Cooper, pencil). The child says “pencil.” Therapist says
Heron, and Heward, 2007). “good job, it’s a pencil.”
Tact- A tact is a verbal operant which is Intraverbal- Mary asks Jenny, “What’s your
functionally controlled by a nonverbal favorite scent?” Jenny says “cupcakes.”
discriminative stimulus and is followed by
generalized conditioned reinforcement. Echoic- Bobby hears the teacher say “bubbles.”
Essentially, a tact is a label (Cooper, He says “bubbles.”
Heron, and Heward, 2007).
intraverbal Textual Behavior- Child reading a book and it
says “stop.” The child reads aloud “stop.”
Echoic Transcription-
An echoic is a type of verbal operant that - Taking dictation
involves an individual repeating another - Writing down spelling words the teacher says
individual's verbal behavior. An echoic during a spelling test
has both formal similarity and point-to- - Taking notes during a lecture
point correspondence with the verbal
discriminative stimulus that evokes it
(Cooper, Heron, and Heward, 2007).
Verbal behavior is any behavior that is
reinforced by another individual's behavior
Intraverbal- An intraverbal is a type of

verbal operant that involves a verbal
response that has no point-to-point
correspondence with the verbal
discriminative stimulus that evokes it
Examples of verbal behavior:
- Having vocal conversations with others

- Sign language
- Taking a spelling test
Textual behavior is a type of verbal
operant that involves the act of reading
without necessarily comprehending what
is being read. Textual behavior has point-
to-point correspondence but no formal
similarity with the stimulus that evokes it
Transcription is a type of verbal operant
that involves writing down what is heard.
Transcription has point-to-point
correspondence but no formal similarity
with the stimulus that evokes it (Cooper,
B-15 Ch. 19 Define and provide examples of derived stimulus Derived stimulus relations (Cooper et. Derived stimulus relations a person is taught
Ch. 20 relations al, p.455) responding indicating a relation “cat” (spoken word-stimulus A) corresponds with a
(e.g. same as, opposite, different from, picture of a cat (stimulus B). The person then
better than) between two or more stimuli learns that stimulus B corresponds with the word
that emerges as an indirect function of “mao” in mandarin (stimulus C). The relationship
related instruction or experience. between stimulus a and c were not taught, but it
was derived.
Equivalence involves correctly
responding to stimulus-stimulus relations
that have not been trained or reinforced
but are the result of reinforcing other
stimulus-stimulus relations (Cooper,
Transitivity occurs when a learner is

taught A = B and B = C, and then
proceeds to demonstrate the
understanding that A = C (Cooper, Heron,
and Heward, 2007).
Reflexivity occurs when a learner

engages in a matched sample (A = A) that
has not been previously trained (Cooper,
Symmetry occurs when a learner is

taught A = B and then proceeds to
demonstrate the understanding that B = A
C. Measurement, Data Display, and Interpretation
et al.
C-1 Ch. 3 Establish operational definitions of behavior An operational definition of a behavior A hypothetical scenario should involve the target
involves an objective, precise, and behavior. Examples of behavior include: sleeping,
complete description of a behavior that getting out of seat, talking, and looking away from
allows the reader to understand whether speaker. We
or not the behavior has occurred (Cooper, know these are behaviors because a dead man
Heron, and Heward, 2007). could not do any of these behaviors.
Examples of non-behavior include: being quiet, not
eating candy and not responding.
Ex: Biting- teeth making contact with any part of

the skin, constricting and leaving a mark
Hitting- using a hand or arm with a closed or open
fist to hit (making forceful physical contact) with
another person
C-2 Ch. 4 Distinguish among direct, indirect, and product Direct measurement involves measuring a Frequency and duration are both examples of
measures of behavior behavior itself. The individual measuring direct measurement.
behavior takes data by being physically
present and directly observing the Permanent product- a student taking a test and a
behavior (Cooper, Heron, and Heward, teacher using that test to see how many right
2007). answers the student got.
Indirect measurement involves

measuring a behavior that differs from the
target behavior itself (Cooper, Heron, and
Heward, 2007).
Product measurement involves

measuring behavior based on its effect(s)
on the environment (Cooper, Heron, and
Heward, 2007).
Permanent product measurements

involve measuring the effect(s) a behavior
has on its environment after the behavior
has already happened (Cooper, Heron,
and Heward, 2007).
C-3 Ch. 4 Measure occurrence (e.g., frequency, rate, Frequency is a measure of behavior that Frequency- 4 times in an hour, 30 times in a day
percentage) combines the count of a behavior with the
temporal dimension of a behavior Rate: completing two task during the first hour,
(Cooper, Heron, and Heward, 2007). then 5 task in the second hour, then two during the
3rd hour. The rate is three task per hour.
The rate of a behavior is the average of
how many times in a given time period Count- Jenna posted on Facebook 3 times.
that behavior occurs (Cooper, Heron, and
Heward, 2007).
A percentage uses a ratio of two of the

same type of dimensional quantities. In
other words, it is a proportion. Equation: (
X / X ) x 100 = % (Cooper, Heron, and
Heward, 2007).
A count of a behavior is a tally which

shows the number of times the behavior
occurred (without respect to time)
C-4 Ch. 4 Measure temporal dimensions of behavior (e.g., Duration is the length of time from the Bob watched TikTok videos for a duration of 5
duration, latency, interresponse time) start of a behavior to the end of a minutes and 30 seconds.
behavior (Cooper, Heron, and Heward,
2007). Getting a student to get on task, the teacher tracks
the latency from when the task is given and when
Latency is the length of time between a the student starts.
stimulus and the response to that stimulus
(Cooper, Heron, and Heward, 2007). A patient is engaging in vocal outbursts which the
behavior analyst is tracking.
Interresponse time is the length of time
between a response and a second
response of the same response class
Celeration is the measure of the

acceleration or deceleration of response
rates across time (Cooper, Heron, and
Heward, 2007).
C-5 Ch. 4 Measure form and strength of behavior (e.g., Topography refers to the way a behavior Topography- writing print or cursive
topography, magnitude) looks (Cooper, Heron, and Heward,
2007). Magnitude- intensity
Magnitude refers to the intensity of a

2007).
C-6 Ch. 4 Measure trials to criterion Trials to criterion involves measuring Setting a goal to 30 vocabulary words in 3 minutes.
how many responses it took in order to Keep practicing until you reach criteria.
achieve a specific performance goal
Mastery refers to the achievement of the
specified performance goal. In other
words, mastery is proficiency (Cooper,
C-7 Ch. 4 Design and implement sampling procedures (i.e., An interval is a specified length of time. Interval examples: 30 sec. 15 sec, 1 hour
interval recording, time sampling) Sessions can be broken up into equal
parts to create intervals (Cooper, Heron, Whole interval recordings can be used with
and Heward, 2007). writing, walking, reading, or working on an
assignment.
In whole interval recording, the
observer marks down whether or not a
behavior occurred throughout the entirety A teacher wants to measure how often one of the
of the interval (Cooper, Heron, and student's is falling asleep during class. The teacher
Heward, 2007). decides to use momentary time sampling and will
check if the student's head is down at the end of
In partial interval recording, the 10 minute intervals.
observer marks down whether or not a
behavior occurred at all during the interval
Time sampling involves measuring

behavior in intervals or specified moments
of time (Cooper, Heron, and Heward,
2007).
In momentary time sampling, the

observer marks down whether or not the
behavior was occurring at the moment the
interval ended
C-8 Ch. 5 Evaluate the validity and reliability of measurement Validity is the extent to which a study Reliability- A person throws a dart multiple times.
procedures measured the variable(s) it intended to Each time the person throws the dart, they hit the
measure (Cooper, Heron, and Heward, target board in the same area. (Throw is reliable)
2007).
Validity- valid when it claims to measure what it
Reliability is the extent to which a does.
measurement is consistent/repeatable
(Cooper, Heron, and Heward, 2007). Accuracy- watching heading banging and record 1
in the session, it is recorded and you see one. The
Reliability is the extent to which a data is accurate.
measurement is consistent/repeatable
Accuracy is the extent to which the

observed value of a variable corresponds
to the true value of that variable (Cooper,
C-9 Ch. 4 Select a measurement system to obtain Discontinuous measurement involves Continuous- Pros: captures every instance of
Ch. 5 representative data given the dimensions of behavior measuring some, but not all, instances of behavior, “true” occurrences.
and the logistics of observing and recording the target behavior (Cooper, Heron, and
Heward, 2007). Cons- single behavior at a time
Continuous measurement involves Discontinuous- pro- measure multiple individuals at

measuring every instance of the target once
2007). Cons- overestimate or undestimate behaviors of
interest, threaten validity of a study.
Event recording involves measuring the
number of times a behavior occurs and Event recording pros: easy to do, useful for
can also include discrete trial behaviors behaviors with clear beg. And ending.
(Cooper, Heron, and Heward, 2007). Cons: difficult with high rates (i.e. on task)
C-10 Ch. 6 Graph data to communicate relevant quantitative An equal-interval graph has evenly-
relations (e.g., equal-interval graphs, bar graphs, spaced segments on the vertical axis and
cumulative records) each segment is the same numerical
distance from the one above and below it
A bar graph uses rectangular bars rather

than individual points to represent data
A cumulative record is a type of graph in
which new instances of a behavior or
response are added in addition to all
previous instances of the behavior or
response (Cooper, Heron, and Heward,
2007).
C-11 Ch. 6 Interpret graphed data The x-axis is the horizontal axis of a x-axis of a graph- usually looking at the dates
graph. It is also called the abscissa across which the data were collected. This can
(Cooper, Heron, and Heward, 2007). also indicate the session numbers of a research
study as opposed to the specific date. The x-axis
The y-axis is the vertical axis of a graph. It should have a label indicating whether it is
is also called the ordinate (Cooper, displaying dates or the session numbers.
y-axis of a graph- numerical data that has been
recorded. You can tell what type of data you are
In a line graph, the slope is measured by looking at based on the y-axis label. If the y-axis is
dividing the change in vertical distance by labeled as "Percentage of Correct Spelling Words"
the change in horizontal distance between then you would expect the range of values to be
two points (Cooper, Heron, and Heward, between 0 and 100.
2007).
The level of a graph is the point on the y- Phase change lines are important in helping
axis "around which a set of behavioral determine whether an independent variable had a
measures converge" (Cooper, Heron, and significant effect on the dependent variable in a
Heward, 2007). study.
The trend of a graph demonstrates the

direction in which the data path is going. It
can be increasing, decreasing, or zero
Variability refers to the degree of

difference among repeated measures of a
particular behavior or response (Cooper,
Heron, and Heward, 2007)
A phase change line indicates a change

in the phase (condition) of a study.
Example: A phase change line would
appear on a graph between the baseline
and treatment (intervention) phase(s) of a
study (Cooper, Heron, and Heward,
2007).
A data path is the connection of all of the

successive data points within a particular
phase (Cooper, Heron, and Heward,
2007).
D. Experimental Design
et al.
D-1 Ch. 7 Distinguish between dependent and independent Independent variable The variable that Independent
Ch. 8 variables is systematically manipulated by the In a study, researchers examine the effect of non-
Ch. 9 researcher in an experiment to see contingent reinforcement in the form of
Ch. 10 whether changes in the independent participation grades on the amount of homework
variable produce reliable changes in the completed. The non-contingent reinforcement
dependent variable. In applied behavior (participation grade) is the independent variable.
analysis, it is usually an environmental
event or condition antecedent or Dependent
consequent to the dependent variable. In a study, researchers examine the effect of non-
(Sometimes called the intervention or contingent reinforcement in the form of
treatment variable; compare to dependent participation grades on the amount of homework
variable.) completed. The amount of homework completed is
the dependent variable.
Dependent Variable the measured
behavior in an experiment to determine if
it changes as a result of manipulations of
the independent variable; in applied
behavior analysis, it represents some
measure of a socially significant behavior.
(See also target behavior; compare to
independent variable.)
D-2 Ch. 7 Distinguish between internal and external validity Internal validity is the degree to which Internal validity-
Ch. 10 the changes in the dependent variable • Therefore, the level of experimental control
truly result from the manipulation of the obtained by a researcher refers to the
independent variable and not from other extent to which she controls all relevant
causes (Cooper, Heron, and Heward, variables in a given experiment.
2007).
• An experiment has high internal validity
External validity is the degree to which when changes in the dependent variable
the results yielded by the study can be are demonstrated to be a function only of
generalized to other target behaviors, the independent variable.
populations, etc. (Cooper, Heron, and • Uncontrolled factors known or suspected
Heward, 2007). to have exerted influence on the
dependent variable are called confounding
variables
External Validity- Two major types:
Intersubject- replication with different (but similar)
learners
Intrasubject- replication with the same learners

D-3 Ch. 7 Identify the defining features of single-subject In a single-subject experimental A-B design, A-B-A-B design, multiple baseline
Ch. 8 experimental designs (e.g., individuals serve as their design, the baseline data is used to design, alternating treatments design, and
Ch. 9 own controls, repeated measures, prediction, demonstrate changes in a target behavior changing criterion design.
Ch. 10
verification, replication) or dependent variable due to manipulation
of the independent variable (Cooper, Students in a study are working to increase their
Heron, and Heward, 2007). running distance over time. The researchers use a
changing criterion design. They first take baseline
In single-subject designs, each participant data on the participants and then gradually
serves as their own control. This means increase the required distance for runners to
that the effects of each condition are receive reinforcement in stepwise phases over the
compared to the participant's own data course of the study.
Even in the most simple of single-subject research
In single-subject designs, each designs, an A-B design, the dependent variable is
participant's target behavior or dependent still measured twice: Once in the baseline phase,
variable is measured in every condition of once in the intervention phase.
the study which results in repeated
measures (Cooper, Heron, and Heward, Single case design- reversal, multiple baseline, alt.
2007). treatment, change criterion
Prediction is the hypothesis regarding

what the outcome of a measurement will
be in a study (Cooper, Heron, and
Heward, 2007).
Verification involves demonstrating that

baseline data of the dependent variable
would have remained consistent if the
independent variable had not been
manipulated (Cooper, Heron, and
Heward, 2007).
Replication involves demonstrating

similar results in an additional phase (or
phases) when repeating the manipulation
of the independent variable (Cooper,
D-4 Ch. 7 Describe the advantages of single-subject Group design involves randomly Group design advantages- - Averages in data
Ch. 9 experimental designs compared to group designs assigning participants to two (or more) among groups may help account for variability
Ch. 10 groups with at least one treatment group - Usually larger number of participants in the study,
and one control group. Data from each which can improve external validity
group are compared (Cooper, Heron, and
Heward, 2007).
Single-Subject Experimental Design
Advantages
- Better represents individual participants
(Cooper, Heron, and Heward, 2007)
- Reveals individual variability (Cooper,

- Replication of findings in individual

participants (Cooper, Heron, and Heward,
2007)
D-5 Ch. 7 Use single-subject experimental designs (e.g., A reversal design is a type of study in A-B-A design, B-A-B design
Ch. 8 reversal, multiple baseline, multielement, changing which the researcher implements one
Ch. 9 criterion) phase, introduces the second phase
Ch. 10
(reversal), and then reintroduces the
conditions of the first phase. (Cooper,
A multiple baseline design measures

the effect of the independent variable on Figure 1Alternating treatments
two or more dependent variables by
systematically introducing the treatment in
delayed intervals (Cooper, Heron, and
Heward, 2007). There are three types of
multiple baseline design:
- Multiple baseline across behaviors
- Multiple baseline across settings
- Multiple baseline across participants
An alternating treatments design

measures the effectiveness of two or
more independent variables on a
dependent variable by alternating each of
the treatment conditions (Cooper, Heron,
and Heward, 2007). Figure 2ABAB(Withdrawal)
Multielement design is a term that is

sometimes used in literature to describe
an alternating treatments design (Cooper,
A changing criterion design uses
stepwise adjustments in criteria for a
target behavior in order to demonstrate
increasing or decreasing effects due to
the independent variable. (Cooper, Heron,
and Heward, 2007).
Figure 3Changing Criterion
Figure 4Multiple Baseline

Figure 5AB
D-6 Ch. 7 Describe rationales for conducting comparative, A comparative analysis analyzes two Question: Did "Intervention A" or "Intervention B"
Ch. 8 component, and parametric analyses different types of treatments. A work better?
Ch. 10 component analysis analyzes pieces of a
treatment package to determine which Within the intervention package, which part worked
piece is influencing the dependent the most?
variable
A parametric analysis evaluates the Parametric- more or less?

effects of different dosages of a treatment
on the dependent variable
E. Ethics
et al.
E-1 Ch. 31 Responsible conduct of behavior analysts 1.01 Reliance on Scientific Knowledge 1.01 Behavior analysts depend on objective data
1.02 Boundaries of competence that is sufficient to allow a data based decision
1.03 Maintaining Competence through -textbooks, case studies, peer reviewed articles
Professional Development 1.02 Providing services only within their
1.04 Integrity boundaries. For example, if one does not have
1.05 Professional and Scientific training in SIB, they should not take on that case.
Relationships 1.03 Use appropriate literature including peer-
1.06 Multiple Relationships and Conflicts reviewed and evidence-based research, Obtaining
of Interests additional coursework and maintaining
1.07 Exploitative Relationships professional accreditation
(1) do no harm 1.04 o Behavior Analysts are truthful and honest
(2) respect autonomy and arrange the environment to promote honest
(3) benefit others behavior
(4) be just o Do not use contingencies that cause others to
(5) be truthful engage in fraudulent, illegal or unethical conduct
(6) accord excellence o Refrain from making professional commitments
(7) treat others with care and compassion you cannot keep #knowyourlimits
(8) pursue excellence o Conform to the legal and ethical codes of the
(9) accept accountability social and professional community you belong to
o Solve legal or ethical conflicts in a responsible
manner and in accordance to the law
1.05 Behavior analyst provide services in the
context of a defined, professional, or scientific
relationship o Free advice to friends, neighbors, or
relatives is unethical
o Must be at least bilingual to be effective as a
BCBA (technical language and English layman’s-
term)
when dealing with parents and caregivers
o Be aware of cultural and ethnic differences,
when necessary call on someone with the proper
cultural
expertise to expedite his or her services
o Do not engage in discrimination against
individuals or groups based on age, sex, race, etc.
o Engage in self-monitoring and make other
arrangements to have their work covered by other
qualified professionals.
1.06 Avoid multiple relationships due to potentially
harmful effects
o Be sensitive to the potentially harmful effects of
dual relationships, if a multiple relationship has
arisen seek to resolve it immediately. (dual
relationships can create an impression of
favoritism)
o Recognize and inform clients and supervises
about the potential harmful effects of multiple
relationships.
o DO NOT ACCEPT GIFTS
1.07 Do not exploit persons who you supervise,
evaluate, or have other authority over
o Do not have sex with your client, student, or
supervisees #2years
o Bartering must be written down and outlined by
both parties if it is used for service repayment.
E-2 Ch. 31 Behavior analysts’ responsibility to clients 2.01 Accepting Clients A client is anyone who is the recipient of a
2.02 Responsibility behavior analyst’s services, which can include a
2.03 Consultation person with a behavior plan, parents/guardian,
2.04 Third Party Involvement in Services organization, etc. (BACB, 2014)
2.05 Rights and Prerogatives of Clients
2.06 Maintaining Confidentiality When it is the best interest of their consenting
2.07 Maintaining Records client, behavior analysts can bring in other
2.08 Disclosures experts/people for consultation.
2.09 Treatment/Intervention Efficacy
Collaboration can include SLP, OT, PT, Sped
teachers, music therapist, any other professionals
Third parties are involved in client’s cases,

behavior analyst clarify the nature of all
relationships and gain informed consent from the
client and/or guardian. Client’s interest is
prioritized.
Confidentiality involves maintaining privacy of

clients and others in settings and situations.
Do not disclose confidential information unless the
client consents, the law requires disclosures
(mandated reporting)
Efficacy refers to the effectiveness of a treatment

Be ethical, humane, and client-centered
Document data and notes to ensure practice

alignment and legal requirements. Records must
be kept for at least 7 years
E-3 Ch. 31 Assessing behavior Functional assessments for clients must Medical difficulties can include sleep,
be conducted before implementing gastrointestinal problems, seizures, UTI
intervention for behavior-reduction
Medical Consultation- takes place to rule

out any medical or physical causes when
the possibility exists
Before assessing behavior or providing

services, behavior analysts must have
written consent from client after explaining
the procedure in layman’s term.
E-4 Ch. 31 Behavior analysts and the behavior-change program Conceptual consistency- consistent if Ask clients what their goals are
based on principles of behavior analysis Ask what they like/disklike
Ask what their strengths/weaknesses are
Planning and Consent
Must involve client in the planning and Individualization can include: session time, length,
consent of the interventions goals, location, sensory preference, therapy
Individualization Avoid plagiarism: use citations, references, etc.

Must be individualized to each client,
based on their needs/goals- consider
environment and other variables Use Bailey and Burch Risk-Analysis form to weigh
out risk and benefits
Plagiarism- do not plagiarize other
people’s work even when writing Use reinforcement whenever possible
programs Include replacement behaviors
Include oversight and extra training
Objectives Plan to discontinue when safe
Program objectives must be described to
the client and also put in writing before
intervention are started and update as
needed.
Risk-Benefit Analysis- analyzes pros and

cons of procedure that help clients
achieve objectives
Environmental conditions- explain

conditions that will lead to success as well
as address things that may hinder.
Punishment/Aversive consideration
E-5 Ch. 31 Behavior analysts as supervisors Behavior analysts supervise only within Consider cultural differences, experience,
their scope of competence education, workplace, goals/aspirations.
Supervisory volume- only accept a load

where you can still supervise effectively. Only take on what you can handle as a supervisor.
Delegation- only done when the task can Ask questions such as: Does supervisee know
be completed safely, ethical, and how to do this? Prior experience? Will the client be
competent manner and behavior analysts harmed in any way?
help supervisees acquire necessary skills
in case of skill deficits Evaluation questions may include:
A supervisor’s effectiveness, supervisee’s
Effective supervision- supervise people in satisfaction/dissatisfaction, areas for improvement
ways that are ethical, comply with all
regulations and requirements, and are
based on behavior analytic principles
Feedback- Create and document

feedback to help supervisees improve
and utilize reinforcement systems that
benefit performance
E-6 Ch. 31 Behavior analysts’ ethical responsibility to the Profession of Behavior Analysis- maintain Advocate for trauma-informed practices,
profession of behavior analysis and improve all aspects of the profession implement changes to current practice, Educate
of behavior analysis others about disability rights and human rights
Organization and Activities- participate in Analytic activities- conferences, behavior podcasts,

various organizations and activities that PD opportunities
are behavior analytic in nature
Dissemination- creating and promoting Present information or sharing information through

behavior analytic information in public Pinterest and Instagram regarding ABA
ways such as conference presentations,
research, social media, etc.
E-7 Ch. 31 Behavior analysts’ ethical responsibility to colleagues Ethical Culture- foster it at work, research. Actively speak out against racism, sexism, ableism
Ethics is contextual and highly subjective. and other forms of discrimination
Legal Violations- behavior analysts have Report any ethical issues to the appropriate and
to be able to determine what type of determine if there is risk of harm and level of
violation it is and who needs to be violation.
contacted. Behavior analysts are
mandatory reports and need to protect If you know a person well, talk to them privately
clients and their rights. regarding the issue/observation/concerns.
Document this conversation.
Ethical violation- observe if risk of harm is
present and/or rights is being violated.
Informal resolution- if there is an ethical

violation but no risk of harm is present,
attempt to resolve the issue informally
with other person.
Formal Complaint- if informal resolution

fails, report to BACB.
E-8 Ch. 31 Public statements Behavior analysts uphold ethical codes in Public statements can include presentations,
all public statements. conferences, social media, resumes
False or Deceptive Statements- incorrect, Incorporate behavior analytic principles into

exaggerated, misleading, or fraudulent. interventions that are not behavior analytic when
Honesty is the best policy. working with other professionals.
Non-behavior-analytic services- do not Cite peer reviewed articles.

use interventions that are non-behavior-
analytic in nature during behavior analytic
services and clearly distinguish between If you are attending a professional development an
the two. hear a deceptive statement in a presentation, you
make an attempt to correct that statement.
Intellectual property- Behavior analysts
cite the work of others and provide credit If a behavior analyst tells a client that they have to
when referencing others. give a testimonial or services will be discontinued,
it is not ethical. Client should be made aware of the
Correcting Deceptive statements- if a ethical codes and proceed to report the behavior
deceptive statement is made, behavior analysts.
analysts do their best to correct the
deceptive statement. If a testimonial is solicited, it cannot be from a
current client. Even past clients might become
Media Statements- ensure privacy of all clients again in the future.
clients and service recipients is respected
and ethical codes are upheld.
Testimonials- may not be collected from

current clients. Must indicated if
testimonials were solicited.
In-person solicitation- do not use

undesired in-person solicitation to
influence vulnerable clients (even
potential ones) to begin services.
E-9 Ch. 31 Behavior analysts and research Compliance with the Laws- compliance Researchers might ask: are we working with a
with all laws that apply to research study. vulnerable population? How to gain consent from
all parties involved? What laws apply?
Compliance with Regulations- when
conducting research, demonstrate Questions regarding welfare of clients:
compliance with regulations that apply to - Is this in the best interest of the client?
research study. - What are the benefits for the client?
- How will it impact the client in the long
Mandated Reporting- comply with all run?
mandated reporting laws and regulations.
Misleading results might include- exaggerated
Institutional Review Board (IRB)- Must be results, leaving out results that reject the
approved by IRB or other formal research hypothesis and only using results that support it.
board.
Maximize benefit for supervisee, research
Welfare of Clients- “When research and participants, colleagues, other professionals,
clinical needs conflict, behavior analysts readers.
prioritize the welfare of the client(s)”
(BACB, 2014). Misuse or misrepresentation- if a colleague was
present the work and the information was
Ethical research- conduct individual misrepresented, the behavior analysts has to
research and ensure it is ethical. correct the colleague.
Dignity- research participants and clients Minimizing interference can include: reducing bias,
is always prioritized and considered by double blind experiments, operationally defining
behavior analysts. any behaviors of interest, use of appropriate
setting (i.e. labs/clinical setting)
Misleading Results- avoid creating
misleading information in research Disguising confidential information can be done
studies. through code names, fake names, and removing
identifying information.
Independent research- first conduct
research under supervision. Debriefing requires participants know the purpose
of the study and any relevant information.
Maximize Benefit- behavior analysts do
their best to maximize benefit for every
whom they work with.
Minimize Risk- minimize risk for everyone

whom they work for.
Correct Misuse or Misrepresentation-if

behavior analyst find that their work has
been misused or misrepresented, they do
their best to correct the misuse or
misrepresentation.
Minimize Interference- ensure that

interference is minimized with research
participants and environmental variables.
Informed consent in research means that

participants understand the research itself
and what their rights are to
participate/withdrawal.
Disguise Confidential Information- when

discussing research or presenting
information, behavior analysts must
disguise confidential information about
participants.
Debriefing- when research is completed,

behavior analysts debrief participants.
Acknowledge Contributions-acknowledge
contributions to research through co-
authors and footnotes.
Errors- Correct discovered errors,
retractions, erratum, and other methods.
Reanalysis- provide other professionals

with their research data in ways that
protect confidentiality sot that the
professionals can reanalyze claims.
E-10 Ch. 31 Behavior analysts’ ethical responsibility to the BACB Timely reporting- BACB requires that they A chance of address, name or arrest must be
be notified within 30 days of any relevant reported in 30 days.
changes or incidents listed in the Ethics
Code. Cheating on an exam is considered examination
irregularities.
Reporting- report an ethics violation within
30 days. Seek informal resolution first if it
is deemed safe and feasible.
Updating- behavior analysts must update

required information within 30 days-
address, name change
Examination irregularities- copying,

cheating, false information, or other
actions during BACB test can be
considered examination irregularities
(BACB, 2014)
F. Behavior Assessment
et al.
F-1 Ch. 3 Review records and available data (e.g., educational, Review medical records- past A child with serious, but yet undetected, eye
medical, historical) at the outset of the case diagnoses, allergies, medications, and (amblyopia), ear (otitis media), or prenatal
more. It is important to rule out a medical conditions (fetal alcohol syndrome) may exhibit
cause. behavior problems, which, if treated solely by
behavioral measures, will miss the mark.
Educational records that may need to Pretreating these casual factors medically allows
be reviewed at the outset of a case could for better focus in later educational and/or
include IEPs, 504 plans, grades, report behavioral interventions (Cooper et al., p.49)
cards, evaluations, and more.
Some things to know that might be

important in the educational setting:
- Does the client have a behavior
intervention plan at school?
- What other therapies does the client
receive at school?
- What accommodations does the client
receive at school?
- What modifications are made for the
client at school?
- Does the client use AAC and how can
that be generalized across all settings to
better support the client's communication
needs?
Historical records- notes from past

therapist, sales, behaviors, and info.
Behavior analysts should review all

relevant records involving their client (with
informed consent) that will help them
provide the best possible services (BACB,
2017).
Before conducting an informal or formal

behavioral assessment for pinpointing a
target behavior, the analyst must ask two
questions: 1) Who has the authority,
permission, resources, and skills to
complete an assessment and intervene
with the client. 2) What records,
resources, or data currently exist that
shed light on what has been done in the
past to identify, treat, and evaluate target
behavior. (Cooper et al., p. 49)
Behavior analysts should review all

relevant records involving their client (with
informed consent) that will help them
provide the best possible services (BACB,
2017).
F-2 Ch. 3 Determine the need for behavior-analytic services Possible questions to determine service Client Need
needs: - Does the beneficiary of services -Whether service happens
actually want/need these services -How many hours per week
-what impact will it have on the person -Goals/targeted skills
and those around them? -Session set up
-Have medical issues been ruled out -Ability to withdrawal/assent
-Service fees feasible Scope of practice
- Would the person benefit from other Behavior analyst scope of practice include parent
type of services? training, functional behavior assessment,
Scope of Practice functional analyses, provided behavior analytic
services
Scope of competency
Scope of practice includes the activities Practice only what the person feels comfortable
and duties that a person is legally allowed doing or has been trained/supervised to do. A
to do under their license, certification, etc. behavior analyst who has only ever worked with
Scope of competency includes the children in a clinical setting is not yet competent to
activities and duties within a scope of work with adults in a community setting. A person's
practice that a person feels comfortable scope of competency can expand and increase
doing, has been specifically trained and/or over time with training, supervision, conferences,
supervised to do, etc. webinars, and more.
F-3 Ch. 3 Identify and prioritize socially significant behavior- Behavior analysts use a variety of Teachers requesting help for problem behavior can
change goals assessment methods to identify which answer questions such as:
behavior(s) to target for change. A
comprehensive assessment includes 1) In your own words, can you define the problem
indirect and direct methods. (Cooper et behavior that prompted your request?
al., p. 50) 2) Are there any other teacher-based behaviors
that concern you at this time?
A behavioral interview is often a first and 3) What usually happens immediately before the
important step in identifying potential negative teacher attention occurs?
target behaviors, which can be verified or 4) What usually happens after the negative teacher
rejected, by direct observation or attention occurs?
empirical analysis (Cooper et al., p.50).
Target behaviors should not be selected

solely for the primary benefit of others
(Cooper et al., p. 59)
-To what extend will the proposed
behavior change improve the person’s
life experience?
F-4 Ch. 3 Conduct assessments of relevant skill strengths and Behavior analysts use a variety of Use assessments such as VB-MAPP, ABLLS-R,
Ch. 18 deficits assessment methods to identify which PEAK, or any other materials
behavior(s) to target for change. A
comprehensive assessment includes A client has fine motor skills but does not know
indirect and direct methods. (Cooper et how to tie a shoe. Instead a client can use Velcro
al., p. 50) shoes.
Skill strengths: clients have and have
mastered, feel confident doing. When
choosing a goal, incorporate these skills.
Skill deficit: Client wants to do better and
has not yet accomplished and wants to
feel more confident learning these skills
F-5 Ch. 11 Conduct preference assessments Stimulus Preference Assessments Stimulus preference assessment – asking the
(SPA) (Cooper et. al., p.269) refers to a target person, a straightforward method for
variety of procedures used to determine determining what the person likes. Ask open
(a) the stimuli that the person differentially ended questions.
selects, (b) the relative hierarchical
preference value of those stimuli (high Ranking orders- most to least preferred.
preference to low preference), (c) the
conditions under which those preference Choice format
values change when task demands,
deprivation states, or schedule of Contrived Free Operant observation- place is
reinforcements are modified, and (d) “salted” with a variety of items that may be of the
whether highly preferred items ultimately interest to the learner.
serve as effective reinforcers. Five
methodological variations can be cluster Naturalistic Free Operation Observation- in their
into three categories: (1) ask the person everyday environment (i.e. playground, classroom,
to identify preferred stimuli; (2) employ a home). Observer notes how the learner allocates
free operant procedure by observing the his/her time and records number of minutes the
person approaching, interacting, or learner plays with each activity.
engaging with various stimuli; and (3)
measure responses to trial-based pairs or Trial based- preferred stimuli labeled high-
multiply presented stimuli by replacing the preference (HP) to low preference (LP)
stimulus after preference selection.
(Cooper et. al, p. 270)

Single-stimulus (SS)
Across a series of trials, stimuli are
presented one at a time. Approach
responses (e.g., moving hand or body
toward the item) are recorded. Preference
hierarchies are established by calculating
the percentage of approach responses
per stimulus.
Paired-stimulus (PS) Across a series of

trials, stimuli are presented two at a time;
individuals can approach (i.e., select) only
one item on a trial. Approach responses
are recorded. Preference hierarchies are
established by calculating the percentage
of approach responses per stimulus.
Multiple-stimulus-without-replacement
(MSWO) At the start of each session,
multiple stimuli are placed in front of the
individual, who can select one. Approach
responses are recorded. The selected
item is not replaced, and the positions of
the remaining stimuli are changed. Then,
the individual selects from the remaining
items. Continue in this manner until all
items have been selected or the individual
stops selecting items. Typically, several
sessions are conducted. Preference
hierarchies are established by calculating
the percentage of approach responses
per stimulus across all sessions.
Brief Free Operant (FO)

Multiple stimuli are placed on a tabletop,
and participants are free to engage with
any of the items for 5 min. Duration of
engagement with each object (e.g.,
manipulating objects) is measured.
Preference hierarchies are established by
ranking items according to the duration of
object manipulation for each stimulus.
F-6 Ch. 27 Describe the common functions of problem behavior Sensory/automatic- person engages in Sensory- cracking joints, scratching a mosquito
the behavior regardless if other people bite, stimming
are around or not because it feels good,
helps with regulation Escape- avoiding a highway knowing there is
traffic.
Escape/avoidance-engages in behavior
in order to reduce pain, frustration, Attention- banging on desk to get a person’s
anxiety, or unpleasant stimulation, or attention.
situation
Tangible- Paying for food and getting the things I
Attention/connection- engages in paid for.
behavior in order to interact with another
person in some way.
Tangible/attaining- engages in behavior

in order to access something they want,
need, or interested in.
F-7 Ch. 27 Conduct a descriptive assessment of problem Descriptive assessment- part of FBA that Descriptive assessment- ABC Data
behavior involves directly observing behaviors
during naturally occurring conditions
F-8 Ch. 27 Conduct a functional analysis of problem behavior A functional analysis is a type of analog Alone- n this condition, a person would be left
assessment in which antecedents and alone. If they continue the behavior at high rates or
consequences are systematically increase the behavior during this condition, it is
arranged to help determine the potential likely maintained at least partially by
function(s) of a behavior sensory/automatic reinforcement.
Alone condition- The alone condition is Escape- a stimulus or task is stopped if the person
introduced in a functional analysis to help engages in the behavior. If the behavior increases
determine if a behavior is maintained by or remains high in frequency during this condition,
automatic reinforcement the behavior is likely at least partially maintained
by escape/avoidance.
Escape condition- The escape condition
involves contingent escape/avoidance Attention- A specific form of attention/connection is
and is introduced in a functional analysis provided when the behavior occurs. If the behavior
to help determine if a behavior is occurs at high rates and/or increases in frequency,
maintained by escape/avoidance it is likely that the function of attention/connection
is at least partially responsible for the behavior.
Attention- The attention condition involves
contingent attention and is introduced in a
functional analysis to help determine if a
behavior is maintained by attention
The control condition/ play involves freely

available reinforcement and is introduced
in a functional analysis because low rates
of a behavior are expected (unless a
function is undifferentiated or potentially
automatic)
F-9 Ch. 27 Interpret functional assessment data A functional behavior assessment is a Indirect observation might include things such as
procedure of collecting data and interviews, rating scales, questionnaires, and other
analyzing it to determine the function of a assessments that do not involve directly observing
behavior. a person's behavior.
Antecedent- Antecedents are stimuli Direct observation involves an observer being

and/or events that occur immediately present with a person and recording data and
before a behavior. information about the person's behavior, such as
frequency, duration, etc.
Behavior - Behaviors are actions, Interview can be used as an indirect part of an

thoughts, and/or feelings that change the FBA. Behavior analysts can ask questions about a
environment (internal or external) in some behavior's location, antecedents, consequences,
way. time of day, and much more
Consequence- stimuli and/or events that Interpreting functional assessment data

occur immediately after a behavior. involves gathering and analyzing all sources of
information to formulate a hypothesis about the
function of a behavior.
The hypothesized function of a behavior will be

based on assessment results and will include or
more of the following: sensory/automatic,
escape/avoidance, attention/connection, and/or
tangibles/attaining.
G. Behavior-Change Procedures
et al.
G-1 Ch. 11 Use positive and negative reinforcement procedures Positive reinforcement (Cooper et. al., Positive reinforcement- Child missed lunch at
Ch. 12 to strengthen behavior p.253) occurs when a response is school (EO) à Older sibling present when child
Ch. 13 followed immediately by the presentation gets home (SD)à ask sibling to make sandwich ®-
of a stimulus change that increases the -> sibling makes sandwich, child eats it. The child
future occurrence of similar responses. is more likely to ask their sibling to make
sandwiches in the future.
Negative reinforcement (Cooper et. al., Negative reinforcement- Loud noise from
p. 287) negative reinforcement construction outside (EO) à roommate nearby
contingency is one in which the (SD)à ask roommate to close window (R) à noise
occurrence of a response produces the subsides (SR-)
termination, reduction, postponement, or
avoidance of a stimulus, which leads to
an increase in the future occurrence of
that response.
G-2 Ch. 16 Use interventions based on motivating operations Interventions based on MOs could A person is trying to be healthier and eat less junk
Ch. 18 and discriminative stimuli include any intervention which alters the food. One way that they could manipulate their
Ch. 26 effectiveness of a reinforcer or punisher. own motivating operations involving food would be
to ensure that they eat consistent meals and
Interventions based on discriminative snacks. They could ensure that they never feel
stimuli will alter the rate, latency, hungry throughout the day. This way, junk food
duration, or magnitude of a behavior decreases in effectiveness as a reinforcer. The
based on the presence or absence of the person may still eat junk food, but they are less
discriminative stimulus likely to consume it in large quantities.
G-3 Ch. 11 Establish and use conditioned reinforcers unconditioned reinforcer (Cooper et. al, Conditioned reinforcer- a student of mine
p.263) is a stimulus change that functions currently knows that he has to follow directions,
as reinforcement even though the learner have a calm body, and use kind words to gain a
has had no particular learning history with token (conditioned reinforcer).
it.
conditioned reinforcer (sometimes

called a secondary reinforcer or learned
reinforcer) (Cooper et. al, p. 263) is a
previously neutral stimulus change that
has acquired the capability to function as
a rein-forcer through stimulus–stimulus
pairing with one or more unconditioned
reinforcers or conditioned reinforcers.
G-4 Ch. 17 Use stimulus and response prompts and fading (e.g., Stimulus prompts (Cooper et. al., p. Most-to-least- This is intrusive but it can be used
errorless, most-to-least, least-to-most, prompt delay, 403)- operate directly on the antecedent to teach a child how to wash hands and then fade
stimulus fading) task stimuli to cue a correct response in from there to least to most.
conjunction with the critical SD.
Least-to-most- If a teacher wants the child to
Response prompts (Cooper et. al., p. wash their hand, the teacher would begin with
403)- operates directly on the response to prompting “wash your hands” before physically
cue a correct answer. Three major forms prompting the child to wash their hands.
of response prompts are verbal
instruction, modeling, and physical Stimulus fading- I use a highlighter to write what
guidance. the student said and then the student traces it.
This builds less frustration and more likely hood of
Most-to-least (Cooper et. al. p. 406), the the student writing and getting it correct.
analyst physically guides the participant
through the entire performance sequence Errorless learning- we have errorless learning
and then gradually reduces the amount of task folders. Students are able to complete this
physical assistance provided as training folder independently without room for error.
progresses from trial to trial and session
to session. Default prompting technique Time delay- A teacher presents the student with
when a child’s learning history is three cards. Each card has a different letter on it.
unknown. She gives the instruction, “Point to the letter
B(target stimulus)” and simultaneously (0 time
Least-to-most (Cooper et. al., p. 406) delay) points to the letter “b” card (prompt). After a
gives the participant an opportunity to few trials, she presents the card and tells the
perform the response with the least student to point to the letter B, followed by a 5
amount of assistance in each trial. second delay to allow the student to respond
Time delay (Cooper et. al., p. 406) before prompting the student to point to the letter B
procedure begins with simultaneous again, by pointing to the card.
presentation of the target stimulus (e.g.,
picture of a dog) and a response prompt
(teacher says, “dog”) After the student
has responded correctly for several trials,
the teacher inserts a delay between the
instructional stimulus and the response
prompt until the student emits the
unprompted correct response. Time delay
is considered an “errorless learning”
technique because students often make
few or no errors as control of responding
shifts from the contrived prompt to the
instructional stimulus.
Stimulus fading (Cooper et. al., p. 407)
involves highlighting a physical dimension
(e.g., color, size, position) of a stimulus to
increase the likelihood of a correct
response.
G-5 Ch. 21 Use modeling and imitation training
G-6 Ch. 20 Use instructions and rules Instructions can be vocal, written, etc. When you walk into a restaurant, you may see a
and are a type of response prompt that sign that says, "Please wait to be seated". The sign
tells a person what to do is giving you an instruction.
A rule is a "verbal statement of an If a light turns red, you must stop, and if you
antecedent-behavior-consequence continue on you may receive a ticket. Many people
contingency" learn about these specific rules during their driver's
education course.
G-7 Ch. 22 Use shaping Shaping involves using differential Step 1: Sit in a bathtub full of water.
reinforcement to increase a behavior that
gets closer and closer to an end goal Step 2: Go to a place with a swimming pool.
behavior
Step 3: Stand far away from the swimming pool.
Step 4: Sit near the edge of the swimming pool.
Step 5: Sit on the edge of the swimming pool and

dangle your feet in the water.
Step 6: Get into the swimming pool waist-deep.
Step 7: At the beach, stand in the water waist-

deep.
Step 8: At the beach, submerge yourself entirely
underwater for 10 seconds.
G-8 Ch. 23 Use chaining Forward Chaining-, the first step in a In forward chaining, the behavior is taught in the
behavior chain is taught to mastery first, steps as they naturally occur. In the example of
then the first and second, and so on. tooth-brushing, the first step might be to take the
toothbrush from its holder. The next step would be
backward chaining, the first steps are to take the toothpaste from the cabinet. Altogether,
prompted and the last step in a behavior there might be fifteen or more simple steps to
chain is taught to mastery first, then the complete a task.
last two steps, and so on.
total task presentation, all of the steps

of a behavior chain are prompted at once
and prompts are faded until the entire
behavior chain is performed
independently.
G-9 Ch. 18 Use discrete-trial, free-operant, and naturalistic Discrete trial training (DTT) involves a DTT- a teacher teaching a child to choose the
teaching arrangements response occurring "when an opportunity color red. Everytime the child is asked which one is
to respond exists". In essence, a red and the child points to red, the child get an
response occurs when a discriminative m&m.
stimulus is presented (Cooper, Heron,
and Heward, 2007). Free-operant teaching- teacher may set aside 15
free-operant teaching arrangement, a minutes to unobtrusively observe a new student in
discriminative stimulus does not the free play area.
necessarily have to be presented for the NET -using a remote to teach numbers while the
response to occur and the response can child is watching tv
repeat multiple times (Cooper, Heron, and
Heward, 2007).
natural environment training (NET), an

instructor uses the natural environment
around them to target different skills.
G-10 Ch. 18 Teach simple and conditional discriminations Simple discrimination (Cooper et. al., p. Simple discrimination- Teacher says “touch the
Ch. 19 397) only one antecedent stimulus circle.”
Ch. 20 controls the response.
Conditional discrimination- A child’s correct
Conditional discrimination (Cooper et. response to the request “point to the circle that is
al. p. 398) the response that will produce the same color as your shirt.” The color of the
reinforcement in the presence of a child’s shirt is the conditional stimulus that makes
particular stimulus depends on (is the same-colored circle the discriminative stimulus.
conditional on) the presence or absence
of other stimuli.
(Cooper et. al., p.458) selecting the
appropriate comparison on each trial- is
known as conditional discrimination
G-11 Ch. 18 Use Skinner’s analysis to teach verbal behavior Skinner's analysis concludes that verbal A client who is non-vocal can still very much
behavior is a "behavior that is reinforced engage in verbal behavior by using AAC or other
through the mediation of another person's forms of communication! "verbal" behavior =
behavior" and that it is defined "by the "socially mediated"
function of the response, rather than by its
form" (Cooper, Heron, and Heward, Mand for an item, information, help
2007).
Echoics can be done through books, singing,
Mand training- prompting, fading, and animal sounds
differential reinforcement to transfer
stimulus variables to motivative variables Tact objects, body parts, feelings, emotions
Echoic Training- prompting, fading, Intraverbal- having a conversation with someone

shaping and reinforcement techniques to
teach a learner to repeat words and
phrases
Tact- Mos, prompting, reinforcement to

transfer control of a verbal response to a
nonverbal stimulus
Intraverbal- transferring control of verbal

response from Mos/nonverbal stimuli to
verbal stimuli
G-12 Ch. 19 Use equivalence-based instruction Equivalence-based instruction (Cooper EBI- used to teach a concept such as color,
Ch. 20 et. al., p.453) explores how a person’s numbers, name of animals. (match-to-sample,
experience with the environment one-to-many, many-to-one,
establishes or changes the function of
symbols—that is, their ability to impact Equivalence-based instruction can be used to
our behavior, or their meaning. one of the teach a variety of skills and concepts. (Ex:
most significant characteristics of numbers, geography, statistics)
equivalence-based instruction (or EBI) is
its generativity. When designed properly,
a small amount of explicit instruction can
yield an extensive and predictable net-
work of new relations that were not
directly targeted by the teaching, which is
certainly a win-win scenario for student
and teacher alike.
Reflexivity is tested by probes for
generalized identity matching between
each of the experimental stimuli. A=A
symmetry holds that if A = B, then B = A
or if A = C, then C = A.
transitivity holds that if A = B, and if B = C,
then A = C, and when both symmetry and
transitivity, C = A. This latter
arrangement is often described as a
combined test for equivalence, or even
more simply, an equivalence test,
because both properties are evaluated
simultaneously.
G-13 Ch. 26 Use the high-probability instructional sequence High-probability instructional Typical Instructional Sequence Teacher:
sequence (Cooper et al., p. 619) A “Please put on your shirt.” (low-p request) Student:
procedure for improving compliance and Throws a tantrum to avoid or escape the hard task
diminishing escape-maintained problem request.
behaviors. The practitioner presents two
to five easy-to-follow (high-p) instructions Improved Instructional Sequence with
for which the participant has a history of Embedded High-p Instructional Sequence:
compliance. Teacher: “Give me five!” (high-p request)
Student: Slaps teacher’s outstretched hand
appropriately.
Teacher: “All right, nice job! Now, take this ball and
put it in your pocket (high-p request).
G-14 Ch. 13 Use reinforcement procedures to weaken behavior differential reinforcement of other
Ch. 25 (e.g., DRA, FCT, DRO, DRL, NCR) behavior (DRO) – p. 600 delivers
Ch. 26 reinforcement contingent on the problem
behavior not occurring throughout
intervals of time (interval DRO) or at
specific moments of time (momentary
DRO).
fixed-interval DRO (FI-DRO) schedule,
(a) establishes a standard interval of time; Cooper et al., p. 615)
(b) delivers reinforcement at the end of In contrast to NCR and the high-p instructional
that interval if the problem did not occur sequence that alter current MOs, FCT develops
during the interval; and (c) upon any communicative behaviors that are sensitive to
occurrence of the problem behavior, existing MOs. The practitioner uses differential
reinforcement of alternative behavior (DRA).
immediately resets the timer to begin a
new interval.
differential reinforcement of low rates
Researchers have demonstrated the effectiveness
(DRL) delivers reinforcement (a) following
of DRO in reducing a wide range of problem
each occurrence of the target behavior
that is separated from the previous behaviors in a variety of subject populations,
response by a minimum amount of time or including disruptive classroom behavior by typically
(b) contingent on the num-ber of developing students.
responses within a period not exceeding a
predetermined criterion.
differential reinforcement of alternative
behavior (DRA)- p. 596 reinforces
occurrences of a desirable alternative to
the problem behavior and withholds
reinforcement for the problem behavior.
Functional communication training

(FCT) – p. 621 establishes an appropriate
communicative behavior to compete with
problem behaviors evoked by a
motivating operation (MO).
Noncontingent reinforcement (NCR)-
((Cooper et al. p. 615) is an antecedent
intervention in which stimuli with known
reinforcing properties are delivered on a
fixed-time (FT) or variable-time (VT)
schedule independent of the learner’s
behavior. Noncontingent reinforcement
may effectively diminish difficult-to-
manage behaviors because the
reinforcers that maintain the behavior are
available freely and frequently, thereby
functioning as an abolishing operation
(AO) that reduces the motivation to
engage in the behavior.
G-15 Ch. 24 Use extinction Extinction as a behavior change tactic When the third-grade teacher instructed the class
occurs when reinforcement of a to begin a written exercise, Moira frequently
previously reinforced behavior is shouted, jumped out of her seat, and knocked her
discontinued; as a result, the occurrence materials to the floor. Moira’s teacher would ask
of that behavior decreases in the future. her to calm down, tell her to return to her seat,
explain patiently why her outbursts distracted her
classmates, describe how she should behave, and
offer to let Moira do another task. Moira would
smile and agree to behave appropriately, but her
annoying disruptions persisted. Suspecting that
Moira disrupted the class to get his attention, the
teacher decided he would offer Moira an
alternative activity, but he would no longer ask her
to calm down, tell her to return to her seat, explain
matters, or describe better behavior. After 4 days,
during which her disruptions produced no teacher
attention, or attention
G-16 Ch. 14 Use positive and negative punishment (e.g., time- Positive punishment (Cooper et. al. p. Positive punishment - Stubbing one’s toe on a
Ch. 15 out, response cost, overcorrection) 328)-occurs when the presentation of a chair leg. —because the painful stimulation is best
stimulus (or an increase in the intensity of described as the presentation of a stimulus.
an already present stimulus) immediately Negative punishment- Losing access to a toy
following a behavior results in a decrease (removal) and the whining stops (behavior
in the frequency of the behavior. decreases). A high school senior has a curfew at
Negative punishment (Cooper et. al. p. 10 p.m. She misses her curfew by 10 minutes and
328)-- occurred when the removal of an her parents take away her car keys for 3 days.
already present stimulus (or a decrease in Response cost- Taking a wait a point for not
the intensity of an already present listening in class.
stimulus) immediately following a Overcorrection- I used this during my intensive
behavior results in a decrease in the potty training week, following Foxx and Azrin
future frequency of the behavior. (1972, 1973) potty training method, with minor
Response cost (Cooper et. al., p361) is adjustments. It required the student who had an
the response-contingent loss of a specific accident to undress, change into new clothes and
number of positive reinforcers that has the clean up a portion of the lavatory.
effect of decreasing the future occurrence Response cost- A teacher implements response
of similar responses. cost by removing a specific number of positive
Overcorrection- is a behavior reduction reinforcers already held by a student contingent on
tactic in which, contingent on each the occurrence of a targeted inappropriate
occurrence of the problem behavior, the behavior.
learner is required to engage in effortful
behavior that is directly or logically related Overcorrection- A parent applying restitutional
to the problem behavior. overcorrection with a child who repeatedly tracks
• restitutional overcorrection, mud onto the kitchen floor might require the child
contingent on the problem to first wipe the mud and clean the shoes and then
behavior, the learner is required to over correct the effects of his misbehavior by
to repair the damage caused by mopping and waxing a portion of the floor and
the problem behavior by returning polishing his shoes. The parent whose son tracks
the environment to its original mud into the house could add a positive practice
state and then to engage in component by requiring him to practice wiping his
additional behavior that brings the feet on the outside door mat and then to enter the
environment to a condition better house for 2 minutes or 5 consecutive times. O
than it was prior to the
misbehavior.
• positive practice
overcorrection, contingent on an
occurrence of the problem
behavior, the learner is required
to repeatedly perform a correct
form of the behavior, or a
behavior incompatible with the
problem behavior, for a specified
duration of time or number of
responses.
G-17 Ch. 28 Use token economies Token economies (Cooper et. al., Token economies- I currently use a token board
p.656)- consists of three major where the student earns a token contingent on his
components: (a) a list of target behaviors; behavior. Starbucks, Dunkin Donuts, and Dutch
(b) tokens, points, or marks participants Bros use token economies to keep us coming back
earn for emitting the target behaviors; and for more!
(c) a menu of backup reinforcers—
preferred items, activities, or privileges—
that participants obtain by exchanging
earned tokens.
G-18 Ch. 28 Use group contingencies Group Contingencies (Cooper et. al., Group Contingencies- example, a teacher
p.664) - a common consequence (usually, attempting to reduce disruptive behaviors of
but not necessarily, a reward intended to several students might have difficulty administering
function as reinforcement) is contingent an individual program for each pupil in the
on the behavior of one member of the classroom. A substitute teacher, in particular,
group, the behavior of part of the group, might find the use of a group contingency a
or the behavior of everyone in the group. practical alternative because her knowledge of the
students’ previous histories of reinforcement would
independent group contingency be limited and the group contingency could be
(Cooper et. al., p. 665) is an arrangement applied across a variety of behaviors, settings, or
in which a contingency is presented to all students.
members of a group, but reinforcement is
delivered only to those group members Independent group contingency- An
who meet the criterion outlined in the independent group contingency was established
contingency. whereby each student could earn a checkmark
next to his or her name on a list that was posted
dependent group contingency (Cooper publicly in the room during any of the intervals that
et al., p. 665), the reward for the whole marked the observation periods during the day.
group is dependent on the performance of When a stu-dent emitted an appropriate or
an individual student or small group. prosocial behavior, a checkmark was registered.
The criterion for earning a reward was increased
interdependent group contingency from four to six checkmarks over 4 out of 5 days
(Cooper et. al., p. 666)is one in which all per week.
members of a group must meet the
criterion of the contingency (individually Dependent group contingency- In this study, an
and as a group) before any member 8-year-old boy who was highly destructive at home
earns the reward. (e.g., set fires, destroyed furniture) earned good
notes for nondestructive behavior at home. Billy
received a good note—a daily report card—each
day that no destructive acts took place. Each note
was exchangeable for juice, recess, and five
tokens at school the next day. After Billy received
five good notes, the whole class received a party,
and Billy served as the host.
G-19 Ch. 28 Use contingency contracting contingency contract (also called a contingency contract- a parent and child enter
behavioral contract) (Cooper et. al., p. into a contingency contract to get the child to finish
671) is a document that specifies a his homework before dinner time, after which, he
contingent relationship between the earns some TV time. Every time he satisfactorily
completion of a target behavior and finishes his homework before dinner time, he gets
access to, or delivery of, a specified to watch an hour of TV after dinner.
reward.
G-20 Ch. 29 Use self-management strategies Self-management involves a person Owen Kelly describes the different parts of habit
applying behavior change tactics to their reversal in an article on Very Well Mind:
own behavior to produce a desired
change (Cooper, Heron, and Heward, 1. Awareness training
2007).
2. Development of a competing response
Antecedent-Based Tactics
Some antecedent-based self- 3. Building motivation
management strategies include
manipulating MOs, providing response 4. Generalization of new skills
prompts, initiating a behavior chain,
environmental planning, and situational “In classroom settings, self-monitoring offers
inducement (Cooper, Heron, and Heward, several advantages. Self-monitoring requires that
2007). the student be an active participant in the
intervention, with responsibility for measuring and
Self-monitoring involves a person evaluating his or her behaviors.” Ex: Students can
observing their own behavior and use a checklist to check off how they felt the work
recording their own target behavior's was and on they did.
occurrence or non-occurrence (Cooper,
Self-evaluation involves a person

comparing their own performance to a
"predetermined goal or standard"
Self-instruction involves a person using
their own "self-generated verbal
responses, covert or overt" to provide
themself with a response prompt for a
desired behavior. In essence, a person
tells themself what to do (Cooper, Heron,
and Heward, 2007).
Habit reversal involves "a multi-

component treatment package" that
involves a person becoming aware of
their habit, interrupting their habit, using a
competing behavior, and rewarding
themself while also accessing social
support systems (Cooper, Heron, and
Heward, 2007).
Systematic desensitization involves a
self-directed substitution of one behavior
for an unwanted behavior (usually
replacing fear and anxiety with muscle
relaxation) (Cooper, Heron, and Heward,
2007).
Massed practice involves a person

having themself perform an undesired
behavior repeatedly to eventually reduce
the behavior (Cooper, Heron, and
Heward, 2007).
G-21 Ch. 18 Use procedures to promote stimulus and response stimulus generalization (Cooper et. al., Stimulus generalization can be observed when a
Ch. 19 generalization p. 396) refers to the extent to which young child who has been reinforced for saying
Ch. 30 stimuli other than the SD acquire stimulus “daddy” in the presence of her father says “daddy”
control over the behavior. in the presence of her father’s two brothers.
response generalization (Cooper et. al., Response generalization - Traci wanted to earn
p. 718) The extent to which a learner some extra money by helping her older brother
emits untrained responses that are with his lawn mowing business. Her brother taught
functionally equivalent to the trained Traci to walk the mower up and down parallel rows
target behavior. that progressed from one side of a lawn to the
other
G-22 Ch. 13 Use procedures to promote maintenance, including schedule thinning (Cooper et. al., p. Schedule thinning- reinforcement schedule
Ch. 30 thinning schedules of reinforcement 309)- First, they thin an existing schedule thinning can be effective in decreasing the rate of
by gradually increasing the response ratio the communication response while maintaining low
or the duration of the time interval. levels of problem behavior.
Applied behavior analysts should use Some examples of withdrawing antecedents
small increments of schedule changes might include:
during thinning and ongoing evaluation of - Fading the use of a visual schedule / task
the learner’s performance to adjust the analysis
thinning process and avoid the loss of - Fading prompts
previous improvements. Second, teachers - Fading written instructions
often use instructions to clearly
communicate the schedule of
reinforcement, facilitating a smooth Questions to ask when considering
transition during the thinning process. maintenance could include:
Instructions include rules, directions, and
signs. Participants do not require an - Is the skill maintained over time?
awareness of environmental - Is the skill maintained without intervention?
contingencies for effective intermittent - Is the skill maintained without contrived
reinforcement, but instructions may reinforcement?
enhance the effectiveness of interventions Three ways to promote maintenance include:
1. Withdraw antecedents
when participants are told what 2. Withdraw task requirements
performances pro-duce reinforcement. 3. Withdraw consequences/reinforcement
Thinning of reinforcement involves a

gradual increase in the amount of
appropriate responses required for
reinforcement. Reinforcement should
move from a thick reinforcement schedule
(continuous) to a thinner reinforcement
schedule (variable), and should be
completed in a systematic manner to
avoid ratio strain.
Ratio strain (Cooper et. al., p. 309) can

result from abrupt increases in ratio
requirements when moving from denser
to thinner reinforcement schedules.
Withdraw Task Requirements

Withdrawing task requirements involves
removing requirements and criteria
related to the target behavior until it is as
similar as possible to the post-intervention
setting (Cooper, Heron, and Heward,
2007).
H. Selecting and Implementing Interventions

et al.
H-1 Ch. 3 State intervention goals in observable and Intervention goals are the goals a client Observable- can you see it, taste it, hear it, feel it.
measurable terms wants to work on that are written into a
behavior intervention plan. Measurable- clear beginning and end
Measured directly
Stating goals in observable terms means Time based
that the instructor will be able to observe Intensity
progress towards and achievement of the What properties does it have ?
specific goal using one or more of their
senses.
Stating goals in measurable terms

means that the instructor will be able to
measure progress towards the specific
goal using a measurement system of
some form.
H-2 Ch. 3 Identify potential interventions based on assessment Behavior analysts can identify If an assessment reveals that a behavior serves
results and the best available scientific evidence interventions based on results from the function of access to tangibles, then a behavior
behavior assessments, scientific analyst can select interventions that will address
evidence, client preferences. that function, such as functional communication
training (FCT). Function-based interventions are a
When identifying potential interventions, great way to select interventions.
behavior analysts can look at assessment
results such as data from a functional What other pieces of information can behavior
behavior assessment and more. assessments give us that will help select
interventions for clients?
Best available scientific evidence can Use scientific journals - If an intervention is not
typically be gathered from scientific evidence-based, then a behavior analyst should try
journals. to find an intervention that is supported by the
literature.
H-3 Ch. 3 Recommend intervention goals and strategies based Social validity- Is the person’s life going Everyone around the child determines social
Ch. 31 on such factors as client preferences, supporting to be changed in a positive and validity and significance. Ask parent how they feel
environments, risks, constraints, and social validity meaningful way? after each session.
H-4 Ch. 3 When a target behavior is to be decreased, select an When a behavior is to be decreased, differential reinforcement of other behaviors (DRO;
Ch. 14 acceptable alternative behavior to be established or select and acceptable alternative behavior e.g., reinforcing singing to
Ch. 15 increased to be established or increased. replace screaming);
Decreasing an unwanted behavior or differential reinforcement of alternative behaviors
increasing a wanted behavior can be (DRA; e.g., reinforcing
done with a differential reinforcement shaking hands to replace slapping);
procedure, such as DRA, DRI, DRO. differential reinforcement of incompatible behaviors
Differential reinforcement of alternative (DRI; e.g., reinforcing
behaviors (DRA) is defined as; a appropriate language to replace swearing); and
reinforcement procedure usually designed differential reinforcement of low rates of behavior
to reduce a given behavior while (DRL; e.g., reinforcing
withholding reinforcement for the hand raising which rarely happens).
unwanted response. 1. When deciding which procedure to use,
teachers/practitioners:
a. identify functionally similar behaviors (behaviors
that serve the same
functions--such as saying, “Help please” instead of
grunting) that learners
already have in their repertoire;
b. determine the type and amount of functional

skills (skills the learner currently
has that are functional alternatives to the
interfering behavior—e.g., he can
tap teacher on the arm to secure her attention
instead of screaming);
c. determine how frequently these desired
behaviors occur;
H-5 Ch. 14 Plan for possible unwanted effects when using Possible unwanted effects of punishment Possible unwanted side effects of extinction:
Ch. 15 reinforcement, extinction, and punishment procedures- A variety of side effects are
procedures often correlated with punishment, Increased behavior (extinction burst)
including the elicitation of undesirable Spontaneous recovery – the behavior comes back
emotional responses and aggression, for a brief time for no apparent reason
escape and avoidance, and an increased Some desirable behaviors are sometimes
rate of the problem behavior under non- accidentally “ignored” and may cease
punishment conditions (Azrin & Holz,
1966; Hutchinson, 1977; Linscheid &
Meinhold, 1990). Other problems noted
include modeling undesirable behavior
and overusing punishment because
reductions in problem behavior can
function as negative reinforcement for
caregivers.
Ethical concerns about the use of positive

and negative reinforcement arise primarily
from the severity of the antecedent event
(EO) that occasions the target behavior.
Many EOs for behavior maintained by
positive reinforcement can be
characterized as deprivation states,
which, if severe, can constitute undue
restriction of rights. By contrast, EOs for
behavior maintained by negative
reinforcement are, by definition, aversive
events.
Reinforcement in one setting could lead to

a decrease in the target behavior in
another setting (behavioral contrast).
Resistance to existence- refers to an

individual continuing to respond even
after reinforcement has been removed
from the equation. Some things that can
cause resistance to extinction include:
thinner reinforcement schedules,
intermittent schedules of reinforcement,
and variable schedules of reinforcement.
All these things cause behavior to persist.
H-6 Ch. 10 Monitor client progress and treatment integrity Monitoring client progress can be use data to evaluate client progress and make
achieved by recording and analyzing data decisions regarding whether to retain, reject, or
such as duration, frequency, trials to adapt various goals and interventions
criterion, and more.
Monitoring treatment integrity can be
achieved by an observer watching and
recording data about how closely an
instructor adheres to the steps of an
intervention (Cooper, Heron, and Heward,
2007).
H-7 Ch. 10 Make data-based decisions about the effectiveness A behavior analyst can analyze the After identifying effectiveness, behavior analyst
of the intervention and the need for treatment effectiveness of an intervention by can use 1. Retain the intervention 2. Adapt the
revision asking questions about if the effects are intervention 3. Reject the intervention
worse, better, or as expected.
retain an intervention if:
Retaining an intervention means that it - The client wants to keep it
will continue to be implemented as it was - The intervention is working well for the client
previously. - Progress is being made with the intervention
- Not enough time has passed to determine the
Adapting an intervention means that it effects
will be changed in some way (intensity, adapt an intervention if:
components, etc.) - The client wants to keep the intervention, but
wants to change it in some way
Rejecting an intervention means that it - The intervention seems to be working, but isn't
will no longer be used working to the extent desired
- The intervention is not working, but the client
wants to keep it and change it in some way
- The intervention was intended to be adapted after
a certain period of time (such as with a changing
criterion design)
reject an intervention if:
- The client does not want to continue with the
intervention
- The intervention is not working
- The intervention is causing harm in any way
- The intervention is not feasible with the available
resources (time, money, effort, etc.)
- There is a better alternative available
H-8 Ch. 10 Make data-based decisions about the need for Behavior analysts can make decisions - Are services beneficial to all clients and
ongoing services about the need for ongoing services by stakeholders?
looking at data regarding progress, - Are services feasible for all clients and
acceptability. stakeholders given their current resources?
- Are services aligning with the values of the
client?
- Does the client want to continue services?
- Are the data showing that services are helping
the client make progress?
- Have all short-term/long-term goals been
achieved?
H-9 Ch. 30 Collaborate with others who support and/or provide collaborations among interdisciplinary Behavior analysts coordinate with medical
Ch. 31 services to clients team members can result in a variety of professionals, particularly when client is receiving
positive educational and behavioral psychotropic medication to address problem
outcomes for individuals with disabilities behavior.
and promote treatment fidelity as well
(Cooper et al., p. 775).
I. Personnel Supervision and Management
et al.
I-1 Ch. 31 State the reasons for using behavior-analytic Behavior analytic practitioners abide by Behavior analyst state why they are using
supervision and the potential risks of ineffective ethical principles to (a) produce socially behavior-analytic supervision and determine the
supervision significant behavior change that produces risks from ineffective supervision. For example,
(e.g., poor client outcomes, poor supervisee contextually relevant and meaningful harm could be brought to client if the supervisee is
performance) outcomes for the persons entrusted to incompetent.
their care (Hawkins, 1984), (b) reduce or
eliminate specious or questionable
interventions and the potential for harm
(e.g., poor treatments, injuries to self or
others), and (c) conform to the ethical
standards of learned societies and
professional organizations (Cooper et al.,
p. 763)
I-2 Ch. 31 Establish clear performance expectations for the Prior to supervision, the supervisor must A supervisor should have it in writing, the
supervisor and supervisee outline clear and concise expectations of conditions and expectations for both herself and
the supervisor and supervisee. the supervisee at the outset of their supervisory
relationship.
I-3 Ch. 31 Select supervision goals based on an assessment of Only assign task which the supervisee is Giving task that the supervisee is unable to
the supervisee’s skills adequately trained and able to perform complete would be providing inadequate
(Cooper et al., p.768). supervision. To correct this, the supervisee would
most likely need hands-on supervision as required
by the BACB guidelines.
I-4 Ch. 31 Train personnel to competently perform assessment Direct repeated measurement of behavior She should continue to advocate for the best inter-
and intervention procedures provides empirical data to inform our bests of the student, but also should consult with
assessments and evaluations of the her supervisor to assist with her advocacy, and
effectiveness of our work. The suggest a systematic assessment of the suggested
cornerstone of ethical practice is providing treatments to identify the most effective approach.
effective services based on solid,
replicated research evidence (Cooper et
al., p.778).
I-5 Ch. 31 Use performance monitoring, feedback, and To foster a culture of ethical practice, use basic instructions, modeling, rehearsal and
reinforcement systems organizations can commit to providing feedback to explicitly address his specific
ethics-related trainings, support systems, problematic repertoires. If she has already
and differential reinforcement of ethical provided training and feedback, and his behavior
behaviors. did not change, she may conclude that a more
pervasive deficit in time management skills may be
having an adverse impact on several of Barry's
repertoires.
I-6 Ch. 31 Use a functional assessment approach (e.g., Conduct a functional analysis to If the function is identified as escape (negative
performance diagnostics) to identify variables determine the function of the behavior. reinforcement function), the BCBA must now
affecting personnel performance develop a plan to reduce the problem behavior and
read a number of articles from the literature that
discovered evidence based interventions are
function based treatments for escape maintained
problem behavior.
I-7 Ch. 31 Use function-based strategies to improve personnel Select function-based treatments for Marco's BCBA identified a published clinical
performance problem behavior, taking into account decision-making model for selecting function-
consideration of implication for safety, the based treatments for escape-maintained problem
resources of the environment, and behavior (Geiger, Carr & LeBlanc, 201 O). This
prioritization of improved quality of life and model suggests that five core considerations
skills for the client (Cooper et al., p. 780). should guide the determination
of which intervention is best suited for a specific
situation: Quality of life of the client, safety of
everyone involved, resource constraints of the
environment, existing skill sets of the client, and
remaining skill needs of the client (Cooper et al., p.
780)
I-8 Ch. 31 Evaluate the effects of supervision (e.g., on client The recipient of behavior analysis Behavior analyst should help client express their
outcomes, on supervisee repertoires) services (or the recipient's guardian) preferences and life goals, identify what behaviors
should identify the ultimate goal(s) of the they would need/ not need and how to help
service, termed "outcomes." Outcomes accomplish those goals.
must be meaningful to the individual,
contextually appropriate, and achievable.
The goals should focus on a quality of life
issue for the individual (e.g., obtaining
employment, establishing Jong-term
relationships, accessing community and
educational settings) – Cooper et al., p.
777

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TASKLIST WORKSHEET – 5th Edition (TLW-5)

BEHAVIOR ANALYST CERTIFICATION BOARD® FIFTH EDITION TASK LIST

Control (Cooper et al., p. 4) A functional

Replication (Cooper et al., p. 6) —

Parsimony (Cooper et al., p.6) hat all

philosophic doubt ( Cooper et al., p. 6)

Pragmatism (Cooper et al., p.12) - a

Experimental Analysis of Behavior

Analytic: A functional analysis is conducted with a

B. Concepts and Principles

When attempting to analyze behavior, it is often

Operant Conditioning- Every time someone texts

Compound Schedule of Reinforcement

Concurrent Schedule of Reinforcement

Chained Schedule of Reinforcement (p.

Mixed Schedule of Reinforcement

Tandem Schedule of Reinforcement

Multiple Schedule of Reinforcement

Conjunctive Schedule (p.318)- in effect

Conditioned punisher (Cooper et. al., p.

Generalized punisher (Cooper et. al., p

Maintenance (Cooper et. al, p.715 ) Two

Contingency Shaped Behavior-

Intraverbal- An intraverbal is a type of

- Having vocal conversations with others

Transitivity occurs when a learner is

Reflexivity occurs when a learner

Symmetry occurs when a learner is

Ex: Biting- teeth making contact with any part of

Indirect measurement involves

Product measurement involves

Permanent product measurements

A percentage uses a ratio of two of the

A count of a behavior is a tally which

Celeration is the measure of the

Magnitude refers to the intensity of a

Time sampling involves measuring

In momentary time sampling, the

Accuracy is the extent to which the

Continuous measurement involves Discontinuous- pro- measure multiple individuals at

A bar graph uses rectangular bars rather

The trend of a graph demonstrates the

Variability refers to the degree of

A phase change line indicates a change

A data path is the connection of all of the

Intrasubject- replication with the same learners

Prediction is the hypothesis regarding

Verification involves demonstrating that

Replication involves demonstrating

- Reveals individual variability (Cooper,

- Replication of findings in individual

A multiple baseline design measures

- Multiple baseline across behaviors

- Multiple baseline across settings

- Multiple baseline across participants

An alternating treatments design

Multielement design is a term that is