12 Months Access to:
- Complete Breakdown of Each Task List Item
- Mock Exam Bundle 3-Pack
- TAFMEDS
- Bonus Quizzes
- Video Lectures
- Exclusive Practice Questions for Each Section
Video Lectures with Andy Adams, BCBA
Andy has trained many people in the field of ABA and guided them through their own BCBA certification journey. He recorded a video for every section to explain each point of the Task List.
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. (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
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- 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
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- 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
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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 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
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- 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
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- 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
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- 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
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- 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
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- 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!
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Mock Exam B
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Mock Exam C
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Closing
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