Home ### **Section 1: Philosophical Underpinnings** **Task List A-2: Distinguish Between Radical and Methodological Behaviorism** **Front:** What is Radical Behaviorism? **Back:** Radical Behaviorism includes all behavior, both observable and private events (like thinking and feeling), in its analysis. **Front:** What is Methodological Behaviorism? **Back:** Methodological Behaviorism focuses only on observable behavior and disregards private events. --- **Task List A-4: Explain the Distinction Between the Conceptual Analysis of Behavior, Applied Behavior Analysis (ABA), Service Delivery, and Behavior-Analytic Research** **Front:** What are the four branches of behavior analysis? **Back:** 1. Conceptual Analysis of Behavior 2. Applied Behavior Analysis (ABA) 3. Service Delivery 4. Experimental Analysis of Behavior (EAB) --- ### **Section 2: Concepts and Principles** **Task List B-3: Describe and Define Response Classes** **Front:** What is a response class? **Back:** A group of responses that produce the same effect on the environment. **Front:** Provide an example of a response class. **Back:** Different ways of opening a door (pushing, pulling, turning the knob) that all achieve the same result—opening the door. --- **Task List B-4: Describe and Define Stimulus Control** **Front:** What is stimulus control? **Back:** A situation where the presence of a stimulus increases the likelihood of a response because that response has been reinforced in the presence of the stimulus in the past. **Front:** Give an example of stimulus control. **Back:** A student raises their hand when the teacher asks a question because in the past, this behavior was reinforced by being called on. --- ### **Section 3: Measurement, Data Display, and Interpretation** **Task List C-2: Define and Provide Examples of Measurement Procedures (e.g., Frequency, Duration, Latency, IRT)** **Front:** What is frequency in measurement? **Back:** The number of times a behavior occurs within a specific period. **Front:** What is latency in measurement? **Back:** The time between the onset of a stimulus and the initiation of a response. --- **Task List C-5: Design and Implement Continuous Measurement Procedures (e.g., Event Recording)** **Front:** What is event recording? **Back:** A continuous measurement procedure that records the number of times a behavior occurs. **Front:** When is event recording most appropriate? **Back:** When the behavior has a clear beginning and end, making it easy to count. --- ### **Section 4: Experimental Design** **Task List D-3: Distinguish Between Dependent and Independent Variables** **Front:** What is a dependent variable in an experiment? **Back:** The behavior that is measured to see if it changes as a result of the independent variable. **Front:** What is an independent variable in an experiment? **Back:** The variable that is manipulated to observe its effect on the dependent variable. --- **Task List D-4: Use Single-Subject Experimental Designs (e.g., Reversal, Multiple Baseline)** **Front:** What is a reversal design in ABA? **Back:** An experimental design that involves repeated measures of behavior in a given setting that requires at least three phases: baseline, treatment, and return to baseline. **Front:** What is a multiple baseline design? **Back:** A single-subject design that starts with a baseline and introduces the intervention at different times across settings, behaviors, or individuals. --- ### **Section 5: Behavior Assessment** **Task List E-5: Conduct Preference Assessments** **Front:** What is a preference assessment? **Back:** A procedure used to identify potential reinforcers by determining which items or activities are preferred by an individual. **Front:** Name three types of preference assessments. **Back:** 1. Single Stimulus 2. Paired Choice 3. Multiple Stimulus Without Replacement (MSWO) --- **Task List E-6: Describe How to Conduct a Functional Analysis of Problem Behavior** **Front:** What is a functional analysis? **Back:** An assessment that involves systematically manipulating environmental variables to determine the function of problem behavior. **Front:** What are the typical conditions in a functional analysis? **Back:** 1. Attention 2. Escape 3. Alone 4. Play (control) --- ### **Section 6: Intervention** **Task List F-1: Use Positive and Negative Reinforcement** **Front:** What is positive reinforcement? **Back:** The presentation of a stimulus following a behavior that increases the future frequency of that behavior. **Front:** What is negative reinforcement? **Back:** The removal of a stimulus following a behavior that increases the future frequency of that behavior. --- **Task List F-4: Use Differential Reinforcement Procedures (e.g., DRA, DRO)** **Front:** What is Differential Reinforcement of Alternative Behavior (DRA)? **Back:** Reinforcing a specific alternative behavior while withholding reinforcement for the problem behavior. **Front:** What is Differential Reinforcement of Other Behavior (DRO)? **Back:** Providing reinforcement when the problem behavior does not occur during a specified period. --- ### **Section 7: Selecting and Implementing Interventions** **Task List G-1: Use Positive and Negative Punishment** **Front:** What is positive punishment? **Back:** The presentation of a stimulus following a behavior that decreases the future frequency of that behavior. **Front:** What is negative punishment? **Back:** The removal of a stimulus following a behavior that decreases the future frequency of that behavior. --- **Task List G-6: Use Self-Management Strategies** **Front:** What is self-monitoring? **Back:** A self-management strategy where an individual observes and records their own behavior. **Front:** How does self-reinforcement work in a self-management plan? **Back:** The individual administers their own reinforcement following the occurrence of the target behavior. --- ### **Section 8: Personnel Supervision and Management** **Task List H-1: Use Competency-Based Training for Persons Who Are Responsible for Carrying Out Behavioral Assessment and Behavior-Change Procedures** **Front:** What is competency-based training? **Back:** A training method that involves teaching skills through demonstration, practice, and feedback until the trainee demonstrates mastery. **Front:** Why is competency-based training important in ABA? **Back:** It ensures that staff members are proficient in the skills necessary to implement behavior-change procedures effectively. --- **Task List H-5: Provide Supervision for Behavior-Change Agents** **Front:** What are some key components of effective supervision in ABA? **Back:** 1. Clear communication of expectations 2. Ongoing monitoring and feedback 3. Professional development opportunities **Front:** Why is supervision critical in the field of behavior analysis? **Back:** It ensures the quality and fidelity of intervention implementation, contributing to better client outcomes.