All episodes
(E-7) Responsibility in research.
(E-6) Responsibility in public statements.
(E-5) Responsbility to supervises and trainees.
(E-4) Responsibility to clients and stakeholders.
(E-3) Responsibility in practice.
(E-2) Responsibility as a professional.
(E-1) Introduction (Ethics)
(I-8) Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires), in ABA.
(I-7) Use function based strategies to improve personnel performance.
(I-6) Use functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance.
(I-5) Use performance monitoring, feedback, and reinforcement systems.
(I-4) Train personnel to competently perform assessment and intervention procedures.
(I-3) Select supervision goals based on an assessesment of the supervisee’s skills.
(I-2) Establish clear performance expectations for the supervisor and supervisee.
(I-1) State the reasons for using behavior analytic supervision and the potential risks of ineffective supervision (e.g., poor client outcomes, poor supervisee performance.
(H-9) Collaborate with others who support and or provide services to clients.
(H-8) Make data based decisions about the need for ongoing services.
(H-7) Make data based decisions about the effefctivneness of the intervention and the need for the treatment revision.
(H-6) Monitor client progress and treatment integrity.
(H-5) Plan for possible unwanted effects when using reinforcement, extinction & punishment procedures.
(H-4) When a target behavior is to be decreased, select an acceptable alternative behavior to be established or increased.
(H-3) Recommend intervention, goals and strategies based on such factors as client preference, supporting environments, risks, constraints, and social validity.
(H-2) Identify potential interventions based on assessment results and best available scientific evidence.
(H-1) State goals in observable and measurable terms.
E(G-22) Use procedures to promote maintenance.
(G-21) Use procedures to promote stimulus and response generalization.
(G-20) Use self management strategies.
(G-19) Use contingency contracting.
E(G-18) Use group contingencies (e.g., independent, dependent, interdependent).
E(G-17) Use token economies.
E(G-16) Use positive and negative punishment (e.g., time out, response cost, overcorrection).
E(G-15) Use extinction.
E(G-14) Use reinforcement procedures to weaken behavior (e.g. DRA, FCT, DRO, DRL, NCR).
E(G-13) Use high probability instructional sequence.
E(G-12) Use equivalence based instruction.
E(G-11) Use skinner's analysis to teach behavior.
E(G-10) Teach simple & conditional discriminations.
E(G-9) Use discrete trial, free operant and naturalistic teaching arrangements.
E(G-8) Use chaining.
E(G-7) Use shaping.
E(G-6) Use instructions and rules.
E(G-5) Use modeling and imitation training.
E(G-4) Use stimulus and response prompts and fading (e.g. errorless, most to least, least to most, prompt delay, stimulus fading.
E(G-3) Establish and use conditioned reinforcers.
E(G-2) Use interventions based on motivating operations and discriminative stimuli.
E(G-1) Use positive and negative reinforcement procedures to strengthen behavior.
E(F-9) Interpret functional assessment data.
E(F-8) Conduct a functional analysis of problem behavior.
E(F-7) Conduct a descriptive assessment of problem behavior.
E(F-6) Describe the common functions of problem behavior.
E(F-5) Conduct preference assessments.
E(F-4) Conduct assessments of relevant skill strengths and deficits.
E(F-3) Identify and prioritize socially significant behavior-change goals.
E(F-2) Determine the need for behavior analytic services.
E(F-1) Review records and data (e.g. educational, medical, historical) at the outset of the case.
E(D-6) Describe rationales for conducting comparative, component, and parametric analyses.
E(D-5) Use single subject experimental designs (e.g. reversal, multiple baseline, multi element & changing criterion).
E(D-4) Describe the advantages of single subject experimental designs compared to group designs.
E(D-3) Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).
E(D-2) Distinguish between internal and external validity.
(D-1) Distinguish between dependent and independent variables.
(C-11) Interpret graphed data.
(C-10) Graph data to communicate relative quantitive relations, parentheses (i.e., equal interval, graphs, bar graphs, cumulative records).
(C-9) Select a measurement system to obtain representative data, given the dimensions of behavior and the logistics of observing and recording.
(C-8) Evaluate the validity and reliability of measurement procedures.
(C-7) Design and implement sampling procedures (i.e., interval recording, time sampling).
(C-6) Measure trials to criterion.
(C-5) Measure form and strength of behavior (e.g., topography, magnitude).
(C-4) Measure Temporal Dimensions of Behavior (e.g., duration, latency, interresponse time).
(C-3) Measure Occurrence (e.g., count, frequency, rate, percentage).
(C-2) Distinguish among direct, indirect, and product measures of behavior.
E(C-1) Establish operational definitions of behavior.
E(B-15) Define and provide examples of derived stimulus relations.
(B-14) Define and provide examples of the verbal operants.
(B-13) Define and provide examples of rule governed & contingency shaped behavior.
E(B-12) Define & provide examples of motivating operations.
(B-11) Define and provide examples of discrimination, generalization, and maintenance.
E(B-10) Define and provide examples of stimulus control.
(B-9) Define and provide examples of operant extinction.
E(B-8) Define and provide examples of unconditioned, conditioned, and generalized reinforcers and …
(B-7) Define and provide examples of automatic & socially mediated contingencies.
(B-6) Define and provide examples of positive and negative reinforcement.
(B-5) Define and provide examples of schedules of reinforcement.
(B-4) Define and provide examples of positive and negative reinforcement contingencies.
(B-3) Define and provide examples of respondent and operant conditioning.
(B-2) Define and provide examples of stimulus and stimulus class.
(B-1) Define & provide examples of behavior, response & response class.
(A-5) Describe and define the dimensions of applied behavior analysis.
(A-4) Distinguish among behaviorism, the experimental analysis of behavior, applied behavior …
(A-3) Describe & explain behavior from the perspective of radical behaviorism.
(A-2) Explain the philosophical assumptions underlying the science of behavior analysis.
(A-1) - Identify the goals of behavior analysis as a science.