Selecting and Implementing Interventions

I-1: State the Reasons for Using Behaviour-Analytic Supervision and the Potential Risks of Ineffective Supervision (e.g., poor client outcomes, poor supervisee performance)

I-2: Establish Clear Performance Expectations for the Supervisor and Supervisee

I-3: Select Supervision Goals Based on an Assessment of the Supervisee’s Skills

I-4: Train Personnel to Competently Perform Assessment and Intervention Procedures

I-5: Use Performance Monitoring, Feedback, and Reinforcement Systems

I-6: Use a Functional Assessment Approach (e.g., performance diagnostics) to Identify Variables Affecting Personnel Performance

I-7: Use Function-Based Strategies to Improve Personnel Performance

I-8: Evaluate the Effects of Supervision (e.g., on client outcomes, on supervisee repertoires)

Selecting and Implementing Interventions

H-1: State Intervention Goals in Observable and Measurable Terms

H-2: Identify Potential Interventions Based on Assessment Results and the Best Available Scientific Evidence

H-3: Recommend Intervention Goals and Strategies Based on Such Factors as Client Preferences, Supporting Environments, Risks, Constraints, and Social Validity

H-4: When a Target Behaviour is to be Decreased, Select an Acceptable Alternative Behaviour to be Established or Increased

H-5: Plan for Possible Unwanted Effects When Using Reinforcement, Extinction, and Punishment Procedures

H-6: Monitor Client Progress and Treatment Integrity

H-7: Make Data-Based Decisions about the Effectiveness of the Intervention and the Need for Treatment Revision

H-8: Make Data-Based Decisions About the Need for Ongoing Services

H-9: Collaborate with Others Who Support and/or Provide Services to Clients

Behaviour-Change Procedures- Part 2

G-12: Use Equivalence-Based Instruction

G-13: Use the High-Probability Instructional Sequence

G-14:  Use Reinforcement Procedures to Weaken behaviour (e.g., DRA, FCT, DRO, DRL, NCR)

G-15: Use Extinction

G-16: Use Positive and Negative Punishment (e.g., time-out, response cost, overcorrection)

G-17: Use Token Economies

G-18: Use Group Contingencies

G-19: Use Contingency Contracting

G-20: Use Self-Management Strategies

G-21: Use Procedures to Promote Stimulus and Response Generalization

G-22: Use Procedures to Promote Maintenance

Behaviour-Change Procedures- Part 1

G-1: Use Positive and Negative Reinforcement Procedures to Strengthen Behaviour

G-2: Use Interventions Based on Motivating Operations and Discriminative Stimuli

G-3: Establish and Use Conditioned Reinforcers

G-4: Use Stimulus and Response Prompts and Fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading)

G-5: Use Modeling and Imitation Training

G-6: Use Instructions and Rules

G-7: Use Shaping

G-8: Use Chaining

G-9: Use Discrete-Trial, Free-Operant, and Naturalistic Teaching Arrangements

G-10: Teach Simple and Conditional Discriminations

G-11: Use Skinner’s Analysis to Teach Verbal Behaviour

Behaviour Assessment

F-1: Review Records and Available Data (e.g., educational, medical, historical) at the outset of the case

F-2: Determine the Need for Behaviour-Analytic Services

F-3: Identify and Prioritize Socially Significant Behaviour-Change Goals

F-4: Conduct Assessments of Relevant Skill Strengths and Deficits

F-5: Conduct Preference Assessments

F-6: Describe the Common Functions of Problem Behaviour

F-7: Conduct a Descriptive Assessment of Problem Behaviour

F-8: Conduct a Functional Analysis of Problem Behaviour

F-9: Interpret Functional Assessment Data

Experimental Design

D-1: Distinguish between dependent and independent variables

D-2: Distinguish between internal and external validity

D-3: Identify the defining features of single subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication)

D-4: Describe the advantages of single-subject experimental designs compared to group designs

D-5: Use single-subject experimental designs (e.g., reversal, multiple baseline, multi-element, changing criterion)

D-6: Describe rationales for conducting comparative, component, and parametric analyses

Measurement, Data Display, and Interpretation

C-1: Establish Operational Definitions of Behaviour

C-2: Distinguish Among Direct, Indirect, and Product Measures of Behaviour.

C-3: Measure Occurrence (e.g., count, frequency, rate, percentage)

C-4: Measure Temporal Dimensions of Behaviour (e.g., duration, latency, inter response time)

C-5: Measure Form and Strength of Behaviour (e.g., topography, magnitude)

C-6: Measure Trials to Criterion

C-7: Design and Implement Sampling Procedures (i.e., interval recording, time sampling)

C-8: Evaluate the Validity and Reliability of Measurement Procedures

C-9: Select a Measurement System to Obtain Representative Data Given the Dimensions of behaviour and The Logistics of Observing and Recording

C-10: Graph Data to Communicate Relevant Quantitative Relations (e.g., equal-interval, graphs, bar graphs, cumulative records)

C-11: Interpret Graphed Data

Concepts and Principles

B-1: Define and Provide Examples of Behaviour, Response, and Response Class

B-2: Define and Provide Examples of Stimulus and Stimulus Class

B-3: Define and Provide Examples of Respondent and Operant Conditioning

B-4: Define and Provide Examples of Positive and Negative Reinforcement

B-5: Define and Provide Examples of Schedules of Reinforcement

B-6: Define and Provide Examples of Positive and Negative Punishment Contingencies

B-7: Define and Provide Examples of Automatic and Socially Mediated Contingencies

B-8: Define and Provide Examples of Unconditioned, Conditioned and Generalized Reinforcers and Punisher

B-9: Define and Provide Examples of Operant Extinction

B-10: Define and Provide Examples of Stimulus Control

B-11: Define and Provide Examples of Discrimination, Generalization, and Maintenance

B-12: Define and Provide Examples of Motivating Operations

B-13: Define and Provide Examples of Rule-Governed and Contingency-Shaped Behaviour

B-14: Define and Provide Examples of The Verbal Operants

B-15: Define and Provide Examples of Derived Stimulus Relations