Describe and explain behavior from the perspective of radical behaviorism.

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BACB Self-Assessment Task List 5 Activity, Part 1 The Self-Assessment BCBA Task List 5 is designed to help you focus on the specific content area objectives associated with the field of behavior analysis – and to take the pulse of student learning in the program. You will continue to self-assess your knowledge and experience with the Task List objectives throughout the program. Upon completion of this survey, you will receive a response summary to use in Part 2, your self- assessment summary (return to your course for further directions).

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Section 1: Foundations

A. Philosophical Underpinnings Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

A-1 Identify the goals of behavior analysis as a science (i.e., description, prediction, control).

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A-2 Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).

A-3 Describe and explain behavior from the perspective of radical behaviorism.

A-4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.

A-5 Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).

B. Concepts and Principles

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B. Concepts and Principles Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

B-1 Define and provide examples of behavior, 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 contingencies.

B-5 Define and provide examples of schedules of reinforcement.

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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 punishers.

B-9 Define and provide examples of operant extinction.

B-10 Define and provide examples of stimulus control.

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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 behavior.

B-14 Define and provide examples of the verbal operants.

B-15 Define and provide examples of derived stimulus relations.

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C. Measurement, Data Display, and Interpretation Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

C-1 Establish operational definitions of behavior.

C-2 Distinguish among direct, indirect, and product measures of behavior.

C-3 Measure occurrence (e.g., frequency, rate, percentage).

C-4 Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).

C-5 Measure form and strength of behavior (e.g., topography, magnitude).

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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 behavior 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).

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C-11 Interpret graphed data.

D. Experimental Design Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

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).

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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, multielement, changing criterion).

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

Section 2: Applications

E. Ethics Behave in accordance with the Professional and Ethical Compliance Code for Behavior Analysts. Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

E-1 Responsible conduct of behavior analysts

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E-2 Behavior analysts’ responsibility to clients

E-3 Assessing behavior

E-4 Behavior analysts and the behavior-change program

E-5 Behavior analysts as supervisors

E-6 Behavior analysts’ ethical responsibility to the profession of behavior analysis

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E-7 Behavior analysts’ ethical responsibility to colleagues

E-8 Public statements

E-9 Behavior analysts and research

E-10 Behavior analysts’ ethical responsibility to the BACB

F. Behavior Assessment Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

F-1 Review records and available data (e.g., educational, medical, historical) at the outset of the case.

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F-2 Determine the need for behavior-analytic services.

F-3 Identify and prioritize socially significant behavior-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 behavior.

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F-7 Conduct a descriptive assessment of problem behavior.

F-8 Conduct a functional analysis of problem behavior.

F-9 Interpret functional assessment data.

G. Behavior-Change Procedures Please rate yourself with a 0, 1, 2, or 3 on the following objectives.

G-1 Use positive and negative reinforcement procedures to strengthen behavior.

G-2 Use interventions based on motivating operations and discriminative stimuli.

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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.

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