The path to a master’s degree in applied behavior analysis (ABA) prepares you to make a positive difference in the lives of people suffering from behavioral and psychological disorders. Board Certified Behavior Analysts (BCBA) work with people who have disorders or disabilities that make it difficult for them to function in everyday life. ABA professionals investigate the issues that people face and devise strategies to help them improve their quality of life in areas such as communication, reading comprehension, and social skills.
Let us now look at some of the basic details and learning resources to become a Board Certified Behavior Analyst (BCBA)!
Board Certified Behavior Analyst (BCBA)
The Board Certified Behavior Analyst (BCBA) credential is a graduate-level certificate in behaviour analysis. BCBA-certified professionals are independent practitioners who provide behaviour-analytic services. Board Certified Behavior Analysts (BCBAs) may oversee the work of Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), and other professionals who provide behaviour-analytic services.
Exam Pre-requisites
The Board Certified Assistant Behavior Analyst (BCABA) Exam is the prerequisite examination for BCBA. BCABA is a certification in behavior analysis at the undergraduate level. The certification was initially intended for settings where a BCBA or BCaBA already provides behavior analysis services. Professionals certified at the BCaBA level, on the other hand, offer behavior-analytic services under the supervision of a Board Certified Behavior Analyst (BCBA).
Let us move to the meat of the article –
How to become a Board Certified Behavior Analyst (BCBA)?
The candidate’s market value will undoubtedly increase due to this Certification. The examination is based on the content of the BCBA Task List (4th ed.). Although the BACB cannot recommend specific study guides or other preparation materials, we recommend that candidates review the task list, training materials, and the Professional and Ethical Compliance Code for Behavior Analysts, as well as study the content areas.
Step 1 – Know in-depth about the exam syllabus
The exam covers the following topics –
Section 1: Basic Behavior-Analytic Skills
A. Measurement
A-01 Measure frequency (i.e., count).
A-02 Measure rate (i.e., count per unit time).
A-03 also, Measure duration.
A-04 furthermore, Measure latency.
A-05 moreover, Measure inter response time (IRT).
A-06 also, Measures the percent of occurrence.
A-07 moreover, Measure trials to criterion.
A-08 also, Assess and interpret the interobserver agreement.
A-09 moreover, Evaluate the accuracy and reliability of measurement procedures.
A-10 additionally, Design, plot, and interpret data using equal-interval graphs.
A-11 also, Design, plot, and interpret data using a cumulative record to display data.
A-12 moreover, Design and implement continuous measurement procedures (e.g., event recording).
A-13 additionally, Design and implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).
A-14 Design and implement choice measures.
B. Experimental Design
B-01 Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions are behavior analytic.
B-02 Review and interpret articles from the behavior-analytic literature.
B-03 Systematically arrange independent variables to demonstrate their effects on dependent variables.
B-04 Use withdrawal/reversal designs.
B-05 Use alternating treatments (i.e., multielement) designs.
B-06 Use changing criterion designs.
B-07 Use multiple baseline designs.
B-08 Use multiple probe designs.
B-09 Use combinations of design elements.
B-10 Conduct a component analysis to determine the effective components of an intervention package.
B-11 Conduct a parametric analysis to determine the effective values of an independent variable.
C. Behavior-Change Considerations
C-01 State and plan for the possible unwanted effects of reinforcement.
C-02 State and plan for the possible unwanted effects of punishment.
C-03 State and plan for the possible unwanted effects of extinction.
D. Fundamental Elements of Behavior Change
D-01 Use positive and negative reinforcement.
D-02 Use appropriate parameters and schedules of reinforcement.
D-03 Use prompts and prompts fading.
D-04 Use modeling and imitation training.
D-05 Use shaping.
D-06 Use chaining.
D-07 Conduct task analyses.
D-08 Use discrete-trial and free-operant arrangements.
D-09 Use the verbal operants as a basis for language assessment.
D-10 Use echoic training.
D-11 Use mand training.
D-12 Use tact training.
D-13 Use intraverbal training.
D-14 Use listener training.
D-15 Identify punishers.
D-16 Use positive and negative punishment.
D-17 Use appropriate parameters and schedules of punishment.
D-18 Use extinction.
D-19 Use combinations of reinforcement with punishment and extinction.
D-20 Use response-independent (time-based) schedules of reinforcement (i.e., noncontingent reinforcement).
D-21 Use differential reinforcement (e.g., DRO, DRA, DRI, DRL, DRH).
E. Specific Behavior-Change Procedures
E-01 Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli.
E-02 Use discrimination training procedures.
E-03 Use instructions and rules.
E-04 Use contingency contracting (i.e., behavioral contracts).
E-05 Use independent, interdependent, and dependent group contingencies.
E-06 Use stimulus equivalence procedures.
E-07 Plan for behavioral contrast effects.
E-08 Use the matching law and recognize factors influencing choice.
E-09 Arrange high-probability request sequences.
E-10 Use the Premack principle.
E-11 Use pairing procedures to establish new conditioned reinforcers and punishers.
E-12 Use errorless learning procedures.
E-13 Use matching-to-sample procedures.
F. Behavior-Change Systems
F-01 Use self-management strategies.
F-02 Use token economies and other conditioned reinforcement systems.
F-03 Use Direct Instruction.
F-04 Use precision teaching.
F-05 Use personalized systems of instruction (PSI).
F-06 Use incidental teaching.
F-07 Use functional communication training.
F-08 Use augmentative communication systems.
Section 2: Client-centered Responsibilities
G. Identification of the Problem
G-01 Review records and available data at the outset of the case.
G-02 Consider biological/medical variables that may be affecting the client.
G-03 Conduct a preliminary assessment of the client to identify the referral problem.
G-04 Explain behavioral concepts using nontechnical language.
G-05 Describe and explain behavior, including private events, in behavior-analytic (nonmentalistic) terms.
G-06 Provide behavior-analytic services in collaboration with others who support and/or provide services to one’s clients.
G-07 Practice within one’s limits of professional competence in applied behavior analysis, obtain consultation, supervision, and training, or make referrals as necessary.
G-08 Identify and make environmental changes that reduce the need for behavior analysis services.
H. Measurement
H-01 Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording.
H-02 Select a schedule of observation and recording periods.
H-03 Select a data display that effectively communicates relevant quantitative relations.
H-04 Evaluate changes in level, trend, and variability.
H-05 Evaluate temporal relations between observed variables (within & between sessions, time series).
I. Assessment
I-01 Define behavior in observable and measurable terms.
I-02 furthermore, Define environmental variables in observable and measurable terms.
I-03 moreover, Design and implement individualized behavioral assessment procedures.
I-04 additionally, Design and implement the full range of functional assessment procedures.
I-05 also, Organize, analyze, and interpret observed data.
I-06 furthermore, Make recommendations regarding behaviors that must be established, maintained, increased, or decreased.
I-07 moreover, Design and conduct preference assessments to identify putative reinforcers.
J. Intervention
J-01 State intervention goals in observable and measurable terms.
J-02 also, Identify potential interventions based on assessment results and the best available scientific evidence.
J-03 furthermore, Select intervention strategies based on task analysis.
J-04 moreover, Select intervention strategies based on client preferences.
J-05 also, Select intervention strategies based on the client’s current repertoires.
J-06 furthermore, Select intervention strategies based on supporting environments.
J-07 moreover, Select intervention strategies based on environmental and resource constraints.
J-08 also, Select intervention strategies based on the social validity of the intervention.
J-09 Identify and address practical and ethical considerations when using experimental designs to demonstrate treatment effectiveness.
J-10 When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased.
J-11 also, Program for stimulus and response generalization.
J-12 furthermore, Program for maintenance.
J-13 moreover, Select behavioral cusps as goals for intervention when appropriate.
J-14 additionally, Arrange instructional procedures to promote generative learning (i.e., derived relations).
J-15 also, Base decision-making on data displayed in various formats.
K. Implementation, Management, and Supervision
K-01 Provide ongoing documentation of behavioral services.
K-02 Identify the contingencies governing the behavior of those responsible for carrying out
behavior-change procedures and design interventions accordingly.
K-03 Design and use competency-based training for persons who are responsible for carrying out behavioral assessment and behavior-change procedures.
K-04 Design and use effective performance monitoring and reinforcement systems.
K-05 Design and use systems for monitoring procedural integrity.
K-06 Provide supervision for behavior-change agents.
K-07 Evaluate the effectiveness of the behavioral program.
K-08 Establish support for behavior-analytic services from direct and indirect consumers.
K-09 Secure the support of others to maintain the client’s behavioral repertoires in their
natural environments.
K-10 Arrange for the orderly termination of services when they are no longer required.
Section 3: Foundational Knowledge
Explain and Behave in Accordance with the Philosophical Assumptions of Behavior Analysis
FK-01 Lawfulness of behavior
FK-02 also, Selectionism (phylogenic, ontogenic, cultural)
FK-03 furthermore, Determinism
FK-04 moreover, Empiricism
FK-05 also, Parsimony
FK-06 furthermore, Pragmatism
FK-07 moreover, Environmental (as opposed to mentalistic) explanations of behavior
FK-08 furthermore, Distinguish between radical and methodological behaviorism.
FK-09 moreover, Distinguish between the conceptual analysis of behavior, experimental analysis of behavior, applied behavior analysis, and behavioral service delivery.
Define and Provide Examples of:
FK-10 behavior, response, response class
FK-11 environment, stimulus, stimulus class
FK-12 stimulus equivalence
FK-13 reflexive relations (US-UR)
FK-14 respondent conditioning (CS-CR)
FK-15 operant conditioning
FK-16 respondent-operant interactions
FK-17 unconditioned reinforcement
FK-18 conditioned reinforcement
FK-19 unconditioned punishment
FK-20 conditioned punishment
FK-21 schedules of reinforcement and punishment
FK-22 extinction
FK-23 automatic reinforcement and punishment
FK-24 stimulus control
FK-25 multiple functions of a single stimulus
FK-26 unconditioned motivating operations
FK-27 conditioned motivating operations
FK-28 transitive, reflexive, surrogate motivating operations
FK-29 furthermore, distinguish between the discriminative stimulus and the motivating operation
FK-30 moreover, distinguish between motivating operation and reinforcement effects
FK-31 additionally, behavioral contingencies
FK-32 also, contiguity
FK-33 furthermore, functional relations
FK-34 moreover, conditional discriminations
FK-35 also, stimulus discrimination
FK-36 furthermore, response generalization
FK-37 moreover, stimulus generalization
FK-38 also, behavioral contrast
FK-39 furthermore, behavioral momentum
FK-40 moreover, matches law
FK-41 also, contingency-shaped behavior
FK-42 furthermore, rule-governed behavior
Distinguish between the Verbal Operants
FK-43 Echoics
FK-44 Also, Mands
FK-45 Furthermore, Tacts
FK-46 Moreover, Intraverbals
Measurement Concepts
FK-47 Identify the measurable dimensions of behavior (e.g., rate, duration, latency, inter response time).
FK-48 State the advantages and disadvantages of using continuous measurement procedures and discontinuous measurement procedures (e.g., partial- and whole-interval recording, momentary time sampling).
Step 2 – Know about the Exam Format
Before embarking on your exam journey, you should have a basic understanding of the exam requirements. These are some of the important details –
| Exam Name | Board Certified Behaviour Analyst |
| Exam Code | BCBA |
| Exam Partner | Pearson VUE |
| Exam Format | Multiple Choice Questions |
| Mode of Exam | Computer-based |
| Exam Duration | 4 hours |
| Total Number of Questions | 160 |
| Languages | English Spanish Chinese Simplified Chinese Traditional Hebrew Italian Polish Portuguese-Brazilian Korean Russian |
Step 3 – Know about – What’s in the Future?
There are some important points to be aware of when taking this exam, including the scope and future of the exam. It is critical to understand whether the exam objectives align with your goals or the specific purpose you wish to achieve. There are numerous applied behavior analysis career options, as well as numerous work settings in which to work. Some BCBA jobs may require counseling. Counseling can take place in a variety of settings, such as schools, private or public residential programs, hospitals, and clinics. Counselors can also work with people of all ages and demographics.
Step 4 – Refer to the best Resources
The levels of knowledge and comprehension of various resources differ. However, in academic life, revision should be done on a case-by-case basis. As a result, matching the type of revision you do on your source material is critical. Here are some resources to help you with your planning:
Behavior-analytic Coursework
You may obtain your behavior-analytic coursework through one of two sources:
• ABAI-Accredited Graduate Program: Accredited behavior-analytic graduate programs have met ABAI’s accreditation standards, which include standards for the curriculum, faculty, and resources, among other things. Accredited programs can be found on the Accredited Programs page of the ABAI.
• Verified Course Sequence: A Verified Course Sequence is another option for completing behavior-analytic coursework. A Verified Course Sequence is a collection of courses that have been approved by ABAI as meeting the BACB’s behavior-analytic coursework requirements.
Engage with the Community
Participate in and engage with your behavior-analytics community! Joining or volunteering with local, regional, or national professional associations and groups focused on your area(s) of interest is one example. You will also most likely learn a lot and have the opportunity to contribute to behavior analysis and its consumers. Therefore having professional support is helpful at every stage of your career, so create opportunities to identify trusted colleague(s), mentors, and/or groups now.
Practice Tests
Practice tests are designed to keep track of how far the preparation has progressed. Not only that, but it is also important to familiarise students with the exam in a real-world setting. Preparation, as well as taking practice tests, is a critical step on your path to passing the exam. Attempting practice questions also boosts your confidence and allows you to perform better. TestPrepTraining offers FREE practice tests to help you assess your knowledge and keep track of your progress.
Step 5 – Take the exam in accordance with the Expert’s Advice
As of May 2019, the median salary for counsellors in the United States was $42,930, according to the U.S. Bureau of Labor Statistics, with salaries ranging from $27,030 to more than $77,590. Experts say California, Texas, Florida, Louisiana, and Illinois have the highest demand. ABA is one of the few evidence-based therapy treatments available to assist people on the autism spectrum. As a result, there will most likely be greater demand for professional service providers who can assist clients and their families.
While the Bureau of Labor Statistics does not have a specific category for Behavior Analysts, the job description appears to be similar to that of occupational therapists. According to the BLS, occupational therapists earn a median annual salary of $84,950. Furthermore, employment is expected to grow by 16% from 2019 to 2029, which is much faster than the national average for all occupations.
