12 Months Access to:
- Complete Breakdown of Each Test Content Outline section
- Mock Exam Bundle 3 Pack
- TAFMEDS
- Video Lectures
- Exclusive Practice Questions for Each Section
Video Lectures with Andy Adams, BCBA
Andy has recorded a video for every Test Content Outline section to explain each point clearly.
Andy has trained and helped many behavior analysts to becomes BCBAs themselves. He is a fantastic mentor and we are lucky to have him join us!
Preview the Curriculum
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Mock Exam A
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A. Behaviorism and Philosophical Foundations
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- A.1. Identify the goals of behavior analysis as a science (i.e., description, prediction, control). (3:16)
- A.2. Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism). (5:01)
- A.3. 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. Identify and describe dimensions of applied behavior analysis. (5:26)
- SECTION PROBE
B. Concepts and Principles
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- B.1. Identify and distinguish among behavior, response, and response class. (1:58)
- *TAFMEDS Deck 2*
- B.2. Identify and distinguish between stimulus and stimulus class. (1:31)
- B.3. Identify and distinguish between respondent and operant conditioning. (2:45)
- *TAFMEDS Deck 3*
- B.4. Identify and distinguish between positive and negative reinforcement contingencies. (3:32)
- B.5. Identify and distinguish between positive and negative punishment contingencies. (2:16)
- B.6. Identify and distinguish between automatic and socially mediated contingencies. (2:34)
- B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers. (2:31)
- B.8. Identify and distinguish among unconditioned, conditioned, and generalized punishers. (2:37)
- *TAFMEDS Deck 4*
- B.9. Identify and distinguish among simple schedules of reinforcement. (4:07)
- B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement. (2:04)
- B.11. Identify and distinguish between operant and respondent extinction as operations and processes. (2:20)
- B.12. Identify examples of stimulus control. (2:23)
- B.13. Identify examples of stimulus discrimination. (3:02)
- *TAFMEDS Deck 5*
- B.14. Identify and distinguish between stimulus and response generalization. (2:01)
- B.15. Identify examples of response maintenance. (2:10)
- B.16. Identify examples of motivating operations. (1:56)
- B.17. Distinguish between motivating operations and stimulus control. (1:11)
- B.18. Identify and distinguish between rule-governed and contingency-shaped behavior. (2:41)
- *TAFMEDS Deck 6*
- B.19. Identify and distinguish among verbal operants. (3:48)
- B.20. Identify the role of multiple control in verbal behavior. (2:22)
- B.21. Identify examples of processes that promote emergent relations and generative performance. (2:56)
- *TAFMEDS Deck 7*
- B.22. Identify ways behavioral momentum can be used to understand response persistence. (1:19)
- B.23. Identify ways the matching law can be used to interpret response allocation. (1:57)
- B.24. Identify and distinguish between imitation and observational learning. (1:46)
- SECTION PROBE
C. Measurement, Data Display, and Interpretation
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- C.1. Create operational definitions of behavior. (2:19)
- C.2. Distinguish among direct, indirect, and product measures of behavior. (2:00)
- C.3. Measure occurrence. (1:51)
- *TAFMEDS Deck 8*
- C.4. Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time). (1:54)
- C.5. Distinguish between continuous and discontinuous measurement procedures. (0:47)
- C.6. Design and apply discontinuous measurement procedures (e.g., interval recording, time sampling). (2:44)
- C.7. Measure efficiency (e.g., trials to criterion, cost-benefit analysis, training duration). (2:17)
- C.8. Evaluate the validity and reliability of measurement procedures. (3:26)
- C.9. Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints. (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)
- C.12. Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g., accuracy, dosage) and environmental constraints. (1:12)
- *TAFMEDS Deck 9*
- SECTION PROBE
D. Experimental Design
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- D.1. Distinguish between dependent and independent variables. (1:03)
- D.2. Distinguish between internal and external validity. (1:15)
- D.3. Identify threats to internal validity (e.g., history, maturation). (1:46)
- D.4. identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication). (2:52)
- *TAFMEDS Deck 10*
- D.5. Identify the relative strengths of single-case experimental designs and group designs. (1:54)
- D.6. Critique and interpret data from single-case experimental designs. (1:19)
- D.7. Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs. (1:28)
- D.8. Identify rationales for conducting comparative, component, and parametric analyses. (2:39)
- D.9. Apply single-case experimental designs. (1:14)
- *TAFMEDS Deck 11*
- SECTION PROBE
E. Ethical and Professional Issues
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- E.1. Identify and apply core principles underlying the ethics code for BACB certificants (e.g., benefit others; treat others with compassion, dignity, and respect; behavior with integrity). (2:28)
- E.2. Identify the risks to oneself, others, and the profession as a result of engaging in unethical behavior. (1:43)
- E.3. Develop and maintain competence by engaging in professional development activities (e.g., read literature, seek consultation, establish mentors). (0:52)
- E.4. Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information. (1:00)
- E.5. Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misreprepsentation of professional credentials, behavior analysis, and service outcomes).
- E.6. Identify the conditions under which services or supervision should be discontinued and apply steps that should be taken when transitioning clients and supervisees to another professional. (1:35)
- E.7. Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable. (1:23)
- E.8. Identify and apply interpersonal and other skills (e.g., accepting feedback, listening actively, seeking input, collaborating) to establish and maintain professional relationships. (1:34)
- E.9. Engage in cultural humility in service delivery and professional relationships. (1:05)
- E.10. Apply culturally responsive and inclusive service and supervision activities. (0:48)
- E.11. Identify personal biases and how they might interfere with professional activity. (0:43)
- E.12. Identify and apply the legal, regulatory, and practice requirements (e.g., licensure, jurisprudence, funding, certification) relevant to the delivery of behavior-analytic services. (0:54)
- *TAFMEDS Deck 12*
- SECTION PROBE
F. Behavior Assessment
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- F.1. Identify relevant sources of information in records (e.g., educational, medical, historical) at the outset of the case. (1:00)
- F.2. Identify and integrate relevant cultural variables in the assessment process. (1:30)
- F.3. Design and evaluate assessments of relevant skill strengths and areas of need. (1:05)
- F.4. Design and evaluate preference assessments. (1:17)
- F.5. Design and evaluate descriptive assessments. (1:31)
- F.6. Design and evaluate functional analyses. (1:31)
- F.7. Interpret assessment data to determine the need for behavior-analytic services and/or referral to others. (1:11)
- F.8. Interpret assessment data to identify and prioritize socially significant, client-informed, and culturally responsive behavior-change procedures and goals. (0:56)
- *TAFMEDS Deck 13*
- SECTION PROBE
G. Behavior-Change Procedures
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- G.1. Design and evaluate positive and negative reinforcement procedures. (3:07)
- G.2. Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction. (2:45)
- G.3. Design and evaluate time-based reinforcement (e.g., fixed-time) schedules. (1:46)
- G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token economies). (1:43)
- G.5. Incorporate motivating operations and discriminative stimuli into behavior-change procedures. (2:29)
- G.6. Design and evaluate procedures to produce simple and conditional discriminations. (1:34)
- *TAFMEDS Deck 14*
- G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most). (2:04)
- G.8. Design and implement procedures to fade stimulus and response prompts (e.g., prompt delay, stimulus fading). (0:59)
- G.9. Design and evaluate modeling procedures. (1:52)
- G.10. Design and evaluate instructions and rules. (1:18)
- G.11. Shape dimensions of behavior. (1:23)
- G.12. Select and implement chaining procedures. (2:35)
- *TAFMEDS Deck 15*
- G.13. Design and evaluate trial-based and free-operant procedures. (1:30)
- G.14. Design and evaluate group contingencies. (1:57)
- G.15. Design and evaluate procedures to promote stimulus and response generalization. (1:55)
- G.16. Design and evaluate procedures to maintain desired behavior change following intervention (e.g., schedule thinning, transferring to naturally occurring reinforcers). (1:58)
- G.17. Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection). (5:25)
- G.18. Evaluate emotional and elicited effects of behavior-change procedures. (2:39)
- G.19. Design and evaluate procedures to promote emergent relations and generative performance. (4:30)
- SECTION PROBE
H. Selecting and Implementing Interventions
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- H.1. Develop intervention goals in observable and measurable terms. (1:04)
- H.2. Identify and recommend interventions based on assessment results, scientific evidence, client preferences, and contextual fit (e.g., expertise required for implementation, cultural variables, environmental resources). (1:08)
- H.3. Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased. (1:02)
- H.4. Plan for and attempt to mitigate possible unwanted effects when using reinforcement, extinction, and punishment procedures. (1:44)
- H.5. Plan for and attempt to mitigate possible relapse of the target behavior. (1:44)
- H.6. Make data-based decisions about procedural integrity. (1:02)
- H.7. Make data-based decisions about the effectiveness of the intervention and the need for modification. (1:24)
- H.8. Collaborate with others to support and enhance client services. (1:01)
- SECTION PROBE
I. Personnel Supervision and Management
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- I.1. Identify the benefits of using behavior-analytic supervision (e.g., improved client outcomes, improved staff performance and retention). (1:21)
- I.2. Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback). (2:08)
- I.3. Identify and implement methods that promote equity in supervision practices. (1:30)
- I.4. Select supervision goals based on an assessment of the supervisee's skills, cultural variables, and the environment. (1:01)
- I.5. Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort). (1:50)
- I.6. Apply a function-based approach (e.g., performance diagnostics) to assess and improve supervisee behavior. (1:18)
- I.7. Make data-based decisions about the efficacy of supervisory practices. (1:18)
- *TAFMEDS Deck 16*
- SECTION PROBE
Shuffle Mode!
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Mock Exam B
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Mock Exam C
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Closing
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