Autoplay
Autocomplete
Previous Lesson
Complete and Continue
Total Learning System (5th ed.)
START HERE
START HERE (3:47)
The science of exam preparation (9:01)
Mock Exam A
Mock Exam A
A. Behaviorism and Philosophical Foundations
A-1 Identify the goals of behavior analysis as a science. (3:16)
A-2 Explain the philosophical assumptions underlying the science of behavior analysis. (5:01)
A-3 Describe and explain behavior from the perspective of radical behaviorism. (1:35)
*TAFMEDS Deck 1*
A-4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis. (3:06)
A-5 Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) (5:26)
SECTION PROBE
B. Concepts and Principles
B-1 Define and provide examples of behavior, response, and response class. (1:58)
*TAFMEDS Deck 2*
B-2 Define and provide examples of stimulus and stimulus class. (1:31)
B-3 Define and provide examples of respondent and operant conditioning. (2:45)
*TAFMEDS Deck 3*
B-4 Define and provide examples of positive and negative reinforcement contingencies. (3:32)
B-5 Define and provide examples of schedules of reinforcement. (6:11)
B-6 Define and provide examples of positive and negative punishment contingencies. (2:16)
B-7 Define and provide examples of automatic and socially mediated contingencies. (2:34)
B-8 Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers. (5:08)
*TAFMEDS Deck 4*
B-9 Define and provide examples of operant extinction. (2:20)
B-10 Define and provide examples of stimulus control. (2:23)
B-11 Define and provide examples of discrimination, generalization, and maintenance. (7:13)
*TAFMEDS Deck 5*
B-12 Define and provide examples of motivating operations. (3:07)
B-13 Define and provide examples of rule-governed and contingency-shaped behavior. (2:41)
*TAFMEDS Deck 6*
B-14 Define and provide examples of the verbal operants. (3:48)
B-15 Define and provide examples of derived stimulus relations. (2:56)
*TAFMEDS Deck 7*
SECTION PROBE
C. Measurement, Data Display, and Interpretation
C-1 Establish operational definitions of behavior. (2:19)
C-2 Distinguish among direct, indirect, and product measures of behavior. (2:00)
C-3 Measure occurrence (e.g., count, frequency, rate, percentage). (1:51)
*TAFMEDS Deck 8*
C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). (1:54)
C-5 Measure form and strength of behavior (e.g., topography, magnitude). (1:17)
C-6 Measure trials to criterion. (2:17)
C-7 Design and implement sampling procedures (i.e., interval recording, time sampling). (2:44)
C-8 Evaluate the validity and reliability of measurement procedures. (3:26)
C-9 Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording. (1:02)
C-10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records). (2:12)
C-11 Interpret graphed data. (1:36)
*TAFMEDS Deck 9*
SECTION PROBE
D. Experimental Design
D-1 Distinguish between dependent and independent variables. (1:03)
D-2 Distinguish between internal and external validity. (1:15)
D-3 Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication). (2:52)
*TAFMEDS Deck 10*
D-4 Describe the advantages of single-subject experimental designs compared to group designs. (1:54)
D-5 Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion). (1:28)
D-6 Describe rationales for conducting comparative, component, and parametric analyses. (2:39)
*TAFMEDS Deck 11*
SECTION PROBE
E. Ethical and Professional Issues
E-1 Introduction (2:13)
E-2 Responsibility as a Professional (1:57)
E-3 Responsibility in Practice (2:00)
E-4 Responsibility to Clients and Stakeholders (1:46)
E-5 Responsibility to Supervisees and Trainees (2:01)
E-6 Responsibility in Public Statements (1:51)
E-7 Responsibility in Research (2:09)
*TAFMEDS Deck 12*
SECTION PROBE
F. Behavior Assessment
F-1 Review records and available data (e.g., educational, medical, historical) at the outset of the case. (1:00)
F-2 Determine the need for behavior-analytic services. (1:11)
F-3 Identify and prioritize socially significant behavior-change goals. (0:56)
F-4 Conduct assessments of relevant skill strengths and deficits. (1:05)
F-5 Conduct preference assessments. (1:17)
F-6 Describe the common functions of problem behavior. (2:30)
F-7 Conduct a descriptive assessment of problem behavior. (1:31)
F-8 Conduct a functional analysis of problem behavior. (1:31)
F-9 Interpret functional assessment data. (0:56)
*TAFMEDS Deck 13*
SECTION PROBE
G. Behavior-Change Procedures
G-1 Use positive and negative reinforcement procedures to strengthen behavior. (3:07)
G-2 Use interventions based on motivating operations and discriminative stimuli. (2:29)
G-3 & G-17 Establish and use conditioned reinforcers. & Use token economies. (1:43)
*TAFMEDS Deck 14*
G-4 Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading). (3:03)
G-5 Use modeling and imitation training. (1:52)
G-6 Use instructions and rules. (1:18)
G-7 Use shaping. (1:23)
G-8 Use chaining. (2:35)
G-9 Use discrete-trial, free-operant, and naturalistic teaching arrangements. (1:30)
G-10 Teach simple and conditional discriminations. (1:34)
G-11 Use Skinner’s analysis to teach verbal behavior. (3:48)
G-12 Use equivalence-based instruction. (4:30)
*TAFMEDS Deck 15*
G-13 Use the high-probability instructional sequence. (1:19)
G-14 Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR). (4:31)
G-15 Use extinction. (2:18)
G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection). (5:25)
G-18 Use group contingencies. (1:57)
G-19 Use contingency contracting. (1:51)
G-20 Use self-management strategies. (1:40)
G-21 Use procedures to promote stimulus and response generalization. (1:55)
G-22 Use procedures to promote maintenance. (1:58)
SECTION PROBE
H. Selecting and Implementing Interventions
H-1 State intervention goals in observable and measurable terms. (1:04)
H-2 Identify potential interventions based on assessment results and the best available scientific evidence. (1:08)
H-3 & H-4 Recommend intervention goals and strategies based on such factors as client preferences, supporting environments, risks, constraints, and social validity. (1:02)
H-5 Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures. (1:44)
H-6 Monitor client progress and treatment integrity. (1:02)
H-7 & H-8 Make data-based decisions about the effectiveness of the intervention and the need for treatment revision. (1:24)
H-9 Collaborate with others who support and/or provide services to clients. (1:01)
SECTION PROBE
I. Personnel Supervision and Management
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). (1:21)
I-2 Establish clear performance expectations for the supervisor and supervisee. (2:08)
I-3 Select supervision goals based on an assessment of the supervisee’s skills. (1:01)
I-4 & I-5 Train personnel to competently perform assessment and intervention procedures. (1:50)
I-6 & I-7 Use a functional assessment approach (e.g., performance diagnostics) to identify variables affecting personnel performance. (1:18)
I-8 Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires). (1:18)
*TAFMEDS Deck 16*
SECTION PROBE
Shuffle Mode!
*TAFMEDS Random Shuffle Mode*
Random 10 Question Quiz
Mock Exam B
Mock Exam B
Mock Exam C
Mock Exam C
Closing
Thank you
D-4 Describe the advantages of single-subject experimental designs compared to group designs.
Lesson content locked
If you're already enrolled,
you'll need to login
.
Enroll in Course to Unlock