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Board Certified Behavior Analyst Practice Test

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Exam Code: BCBA
Exam Name: BACB BCBA Board Certified Behavior Analyst
Total Questions: 175 scored questions and 10 unscored
Passing Score: 76%

A. Behaviorism and Philosophical Foundations 8 (5%)
B. Concepts and Principles 24 (14%)
C. Measurement- Data Display- and Interpretation 21 (12%)
D. Experimental Design 13 (7%)
E. Ethical and Professional Issues 22 (13%)
F. Behavior Assessment 23 (13%)
G. Behavior-Change Procedures 25 (14%)
H. Selecting and Implementing Interventions 20 (11%)
I. Personnel Supervision and Management 19 (11%)

- Identify the goals of behavior analysis as a science (i.e.- description- prediction- control).
- Explain the philosophical assumptions underlying the science of behavior analysis (e.g.- selectionism- determinism- empiricism- parsimony- pragmatism).
- Explain behavior from the perspective of radical behaviorism.

- Distinguish among behaviorism- the experimental analysis of behavior- applied behavior analysis- and professional practice guided by the science of behavior analysis.
- Identify and describe dimensions of applied behavior analysis

- Identify and distinguish among behavior- response- and response class.
- Identify and distinguish between stimulus and stimulus class.
- Identify and distinguish between respondent and operant conditioning.

- Identify and distinguish between positive and negative reinforcement contingencies.
- Identify and distinguish between positive and negative punishment contingencies.
- Identify and distinguish between automatic and socially mediated contingencies.
- Identify and distinguish among unconditioned- conditioned- and generalized reinforcers.

- Identify and distinguish among unconditioned- conditioned- and generalized punishers.
- Identify and distinguish among simple schedules of reinforcement.
- Identify and distinguish among concurrent- multiple- mixed- and chained schedules of reinforcement.

- Identify and distinguish between operant and respondent extinction as operations and processes.
- Identify examples of stimulus control.
- Identify examples of stimulus discrimination.

- Identify and distinguish between stimulus and response generalization.
- Identify examples of response maintenance.
- Identify examples of motivating operations.

- Distinguish between motivating operations and stimulus control.
- Identify and distinguish between rule-governed and contingency-shaped behavior.
- Identify and distinguish among verbal operants.

- Identify the role of multiple control in verbal behavior.
- Identify examples of processes that promote emergent relations and generative performance.
- Identify ways behavioral momentum can be used to understand response persistence.

- Identify ways the matching law can be used to interpret response allocation.
- Identify and distinguish between imitation and observational learning.

- Create operational definitions of behavior.
- Distinguish among direct- indirect- and product measures of behavior.
- Measure occurrence.

- Measure temporal dimensions of behavior (e.g.- duration- latency- interresponse time).
- Distinguish between continuous and discontinuous measurement procedures.
- Design and apply discontinuous measurement procedures (e.g.- interval recording- time sampling).

- Measure efficiency (e.g.- trials to criterion- cost-benefit analysis- training duration).
- Evaluate the validity and reliability of measurement procedures.
- Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints.

- Graph data to communicate relevant quantitative relations (e.g.- equal-interval graphs- bar graphs- cumulative records).
- Interpret graphed data.
- Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g.- accuracy- dosage) and environmental constraints.

- Distinguish between dependent and independent variables.
- Distinguish between internal and external validity.
- Identify threats to internal validity (e.g.- history- maturation).

- Identify the defining features of single-case experimental designs (e.g.- individuals serve as their own controls- repeated measures- prediction- verification- replication).
- Identify the relative strengths of single-case experimental designs and group designs.
- Critique and interpret data from single-case experimental designs.

- Distinguish among reversal- multiple-baseline- multielement- and changing-criterion designs.
- Identify rationales for conducting comparative- component- and parametric analyses.
- Apply single-case experimental designs.

- Identify and apply core principles underlying the ethics codes for BACB certificants (e.g.- benefit others; treat others with compassion- dignity- and respect; behave with integrity).
- Identify the risks to oneself- others- and the profession as a result of engaging in unethical behavior.
- Develop and maintain competence by engaging in professional development activities (e.g.- read literature- seek consultation- establish mentors).

- Identify and comply with requirements for collecting- using- protecting- and disclosing confidential information.
- Identify and comply with requirements for making public statements about professional activities (e.g.- social media activity; misrepresentation of professional credentials- behavior analysis- and service outcomes).
- 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.

- Identify types of and risks associated with multiple relationships- and how to mitigate those risks when they are unavoidable.
- Identify and apply interpersonal and other skills (e.g.- accepting feedback- listening actively- seeking input- collaborating) to establish and maintain professional relationships.
- Engage in cultural humility in service delivery and professional relationships.

- Apply culturally responsive and inclusive service and supervision activities.
- Identify personal biases and how they might interfere with professional activity.
- Identify and apply the legal- regulatory- and practice requirements (e.g.- licensure- jurisprudence- funding- certification) relevant to the delivery of behavioranalytic services.

- Identify relevant sources of information in records (e.g.- educational- medical- historical) at the outset of the case.
- Identify and integrate relevant cultural variables in the assessment process.
- Design and evaluate assessments of relevant skill strengths and areas of need.

- Design and evaluate preference assessments.
- Design and evaluate descriptive assessments.
- Design and evaluate functional analyses.

- Interpret assessment data to determine the need for behavior-analytic services and/or referral to others.
- Interpret assessment data to identify and prioritize socially significant- client-informed- and culturally responsive behavior-change procedures and goals.

- Design and evaluate positive and negative reinforcement procedures.
- Design and evaluate differential reinforcement (e.g.- DRA- DRO- DRL- DRH) procedures with and without extinction.
- Design and evaluate time-based reinforcement (e.g.- fixedtime) schedules.

- Identify procedures to establish and use conditioned reinforcers (e.g.- token economies).
- Incorporate motivating operations and discriminative stimuli into behavior-change procedures.
- Design and evaluate procedures to produce simple and conditional discriminations.

- Select and evaluate stimulus and response prompting procedures (e.g.- errorless- most-to-least- least-to-most).
- Design and implement procedures to fade stimulus and response prompts (e.g.- prompt delay- stimulus fading).
- Design and evaluate modeling procedures.

- Design and evaluate instructions and rules.
- Shape dimensions of behavior.
- Select and implement chaining procedures.

- Design and evaluate trial-based and freeoperant procedures.
- Design and evaluate group contingencies.
- Design and evaluate procedures to promote stimulus and response generalization.

- Design and evaluate procedures to maintain desired behavior change following intervention (e.g.- schedule thinning- transferring to naturally occurring reinforcers).
- Design and evaluate positive and negative punishment (e.g.- time-out- response cost- overcorrection).
- Evaluate emotional and elicited effects of behaviorchange procedures.
- Design and evaluate procedures to promote emergent relations and generative performance.

- Develop intervention goals in observable and measurable terms.
- 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).
- Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased.

- Plan for and attempt to mitigate possible unwanted effects when using reinforcement- extinction- and punishment procedures.
- Plan for and attempt to mitigate possible relapse of the target behavior.
- Make data-based decisions about procedural integrity.

- Make data-based decisions about the effectiveness of the intervention and the need for modification.
- Collaborate with others to support and enhance client services.

- Identify the benefits of using behavior-analytic supervision (e.g.- improved client outcomes- improved staff performance and retention).
- Identify and apply strategies for establishing effective supervisory relationships (e.g.- executing supervisorsupervisee contracts- establishing clear expectations- giving and accepting feedback).
- Identify and implement methods that promote equity in supervision practices.

- Select supervision goals based on an assessment of the supervisee’s skills- cultural variables- and the environment.
- Identify and apply empirically validated and culturally responsive performance management procedures (e.g.- modeling- practice- feedback- reinforcement- task clarification- manipulation of response effort).
- Apply a function-based approach (e.g.- performance diagnostics) to assess and Improve supervisee behavior.

- Make data-based decisions about the efficacy of supervisory practices.

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Question: 1441
A parent praises a child each time the child ties their shoes independently, and the child increases shoe-
tying behavior. What type of conditioning explains this behavior change?
A. Respondent conditioning
B. Respondent extinction
C. Operant conditioning
D. Stimulus control
Answer: C
Explanation: Operant conditioning involves increasing a behavior using reinforcement, such as praise,
contingent on the behavior occurring.
Question: 1442
During a supervision session with a diverse group of trainees, a Behavior Analyst notices that the training
materials on functional assessment primarily feature case examples from urban, middle-class
demographics. To apply culturally responsive activities, what adjustment should the Behavior Analyst
implement?
A. Supplement the materials with case studies from varied ethnic and socioeconomic backgrounds,
followed by group discussions on adapting procedures to cultural contexts.
B. Require trainees to memorize the standard examples as they represent core competencies.
C. Assign additional reading on cultural competence without modifying the primary examples.
D. Conduct the session as planned, assuming trainees will generalize the principles independently.
Answer: A
Explanation: Culturally responsive supervision involves tailoring activities to reflect diversity, promoting
inclusive learning. Supplementing with diverse examples and facilitating discussions enhances trainees'
ability to apply behavior analysis inclusively, addressing equity in professional development.
Question: 1443
During a parametric analysis of prompting levels, a Behavior Analyst gradually shifts from full physical
to gestural prompts. The goal is to identify the minimal effective prompt level. What feature of
parametric analysis is most relevant here?
A. Staggering prompt introduction across participants
B. Comparing effects of prompts versus reinforcement
C. Rapid alternation of prompting conditions within sessions
D. Systematic manipulation of treatment intensity to find optimal level
Answer: D
Explanation: Parametric analysis involves systematic changes to treatment parameters�in this case
prompt levels�to find the lowest intensity that still produces desired behavior.
Question: 1444
A Behavior Analyst evaluates the cultural competence of their practice. Which is the MOST
comprehensive indicator of culturally responsive service delivery?
A. Use of cultural demographics in client records
B. Client satisfaction and outcomes incorporating cultural context and individualized practices
C. Staff training certificates on cultural competence
D. Availability of multilingual brochures at the clinic
Answer: B
Explanation: Positive client outcomes and satisfaction that acknowledge cultural context demonstrate true
cultural competence beyond surface-level indicators.
Question: 1445
Post-9-month probe for habit reversal training on nail-biting in a 15-year-old with OCD, competing
response (fist clench) occurs at 7.2/min during exams (stress HR 95 bpm), biting at 0.4/min. No cues.
This is?
A. Conditioned MO for self-control
B. Stimulus generalization to test anxiety
C. Response generalization in clench duration
D. Response maintenance under academic stress
Answer: D
Explanation: Response maintenance is competing response persistence replacing target after treatment
withdrawal over time, even under stressors.
Question: 1446
A Behavior Analyst promotes stimulus generalization for a 10-year-old client, Liam, who manding
"water" only in therapy room with blue cup. Procedure: Train with 5 cup colors/types across 3 rooms,
using multiple exemplar training (MET) with varying prompts. Response generalization targeted via
synonyms ("thirsty," "drink"). After 15 sessions, Liam requests water with novel cups in hallway
(stimulus gen: 70%) but uses only "water" (response: 20% novel mands). Probes show 90% in trained
settings. To enhance both, what procedure is designed?
A. Indiscriminable contingency with delayed reinforcement and common stimuli across settings
B. Programming common stimuli like room echoes and reinforce response variability on VR-4
C. Loose training with varying S-deltas and self-monitoring of novel responses
D. General case programming with matrix training for cup variations and mand topographies
Answer: D
Explanation: General case programming teaches a representative demo of stimuli (cup variations across
settings) to promote broad stimulus generalization, while matrix training systematically recombines
elements (e.g., cup types x locations x mand forms) to foster emergent relations, addressing low response
generalization by generating novel mands through untrained combinations.
Question: 1447
A Behavior Analyst conducts a brief functional analysis to test hypotheses about aggression maintaining
variables by alternating conditions every 5 minutes in a double alternating design. What key limitation of
this design must the analyst consider?
A. Requires large demo size for validity
B. Difficulty in baseline data collection
C. Risk of carryover effects between conditions
D. Unable to detect idiosyncratic functions
Answer: C
Explanation: Rapid alternation in brief functional analysis designs can produce carryover effects where
prior conditions influence subsequent behavior, complicating interpretation.
Question: 1448
During the interpretation of assessment data, the Behavior Analyst identifies that challenging behavior is
negatively reinforced by escape. What behavior-change strategy is most aligned with this function?
A. Delivering attention contingent on behavior
B. Increasing access to preferred tangibles noncontingently
C. Implementing time-out procedures immediately after behavior
D. Providing escape extinction combined with teaching manding skills
Answer: D
Explanation: Escape extinction prevents behavior from producing escape, while teaching appropriate
manding offers functional communication as an alternative behavior.
Question: 1449
In a task analysis, a Behavior Analyst measures the latency between steps. The data shows latency
decreasing logarithmically across trials. How should the Behavior Analyst interpret these results?
A. Data is unreliable due to variability
B. Client is not responding
C. Client is becoming faster through practice
D. Interresponse times are increasing
Answer: C
Explanation: A decreasing latency pattern suggests learning and improved efficiency as the client
progresses through the task steps.
Question: 1450
In designing modeling for social skills, the Behavior Analyst selects a peer model for a group of 5
adolescents with ASD to demonstrate turn-taking in board games. Procedure: 3 demonstrations per game
type, with verbal rules ("Wait for your turn") and immediate SR+ (group praise). Evaluation: Pre/post
imitation probes show 60% increase, but only 40% in novel games. To enhance, add fading of model
prompts. What aspect of modeling is key?
A. Live modeling with rule integration for observational learning
B. Video self-modeling for repeated exposure and self-efficacy
C. Peer modeling with group contingencies for social reinforcement
D. Scripted modeling with generalization probes across games
Answer: D
Explanation: Scripted modeling provides structured demonstrations with embedded rules, facilitating
imitation and rule-governed behavior. Generalization probes across novel games evaluate if the skill
emerges in untrained contexts, allowing the Behavior Analyst to refine fading for sustained performance.
Question: 1451
During a functional analysis of problem behavior for a 15-year-old adolescent with intellectual disability,
the analyst implements concurrent differential reinforcement schedules: DRA for attention (VR 6 social
interactions) competes with problem behavior maintained by escape (FR 3 task removal). Response
allocation data over 10 sessions yield R_problem / R_DRA = 0.4, with r_escape = 20/min and
r_attention = 10/min. Fitting the matching law with a = -0.7 (negative sensitivity from nonlinear
regression), compute bias b from log(R_problem / R_DRA) = a * log(r_escape / r_attention) + b. If b = -
0.2, how can the matching law interpret the persistent problem behavior allocation despite lower rates?
A. Bias against DRA due to historical contingency pairings, promoting escape as default in multi-operant
classes
B. Undermatching across operants, indicating averaging errors in functional analysis data pooling
C. Overmatching to escape, driven by immediacy in FR schedules overriding rate disparities
D. Matching to rates, with negative a reflecting reduced sensitivity in escape-maintained behaviors
Answer: B
Explanation: log(r_escape / r_attention) = log(2) � 0.3010, a = -0.7 yields a * 0.3010 � -0.2107; observed
log(0.4) � -0.3980, so b � -0.3980 - (-0.2107) = -0.1873 � -0.2. Negative b indicates bias against problem
behavior (favoring DRA), but persistent allocation suggests undermatching (less extreme than predicted
R_problem / R_DRA = 2^{-0.7} � 0.615), attributable to session-by-session averaging artifacts in
functional analyses, where transient states cause deviations, per recent BACB guidelines on interpreting
multi-element designs via matching law.
Question: 1452
A child receives continuous verbal praise when spontaneously labeling colors. To transfer stimulus
control to the verbal stimulus �What color is this?� the Behavior Analyst introduces:
A. A discriminative stimulus preceding the opportunity to respond
B. An S-delta to reduce errors
C. A motivating operation manipulation
D. A fixed interval reinforcement schedule
Answer: A
Explanation: The verbal instruction �What color is this?� functions as an S^D signaling reinforcement
availability contingent on a correct response, thus transferring stimulus control. Motivating operations
modulate reinforcer effectiveness but do not establish discrimination directly. S-deltas reduce responding;
fixed interval schedules control reinforcement timing.
Question: 1453
A learner receives reinforcement only when a spoken command is presented at 75 decibels but not at 50
decibels. This difference results in:
A. Generalization across stimulus dimensions
B. Respondent extinction
C. Stimulus discrimination
D. Extinction burst
Answer: C
Explanation: Differential reinforcement based on stimulus intensity leads to stimulus discrimination along
the intensity dimension.
Question: 1454
In a reversal design distinguishing from changing criterion, phases alternate baseline (10 steps/week), full
chaining (30 steps), reversal (12), reintroduction (32), vs. criterion shifts (10 to 20 to 30). The reversal's
application shows:
A. Staggered chains across environments.
B. Gradual increases without withdrawal for ethical chaining.
C. Alternations within sessions for rapid feedback.
D. Return to baseline upon withdrawal, confirming contingency over progressive shaping.
Answer: D
Explanation: Reversal demonstrates control via phase-specific changes (12 steps on withdrawal vs. 32 on
reintroduction), unlike changing criterion's unidirectional shifts (10-30) for shaping, critical when
withdrawal is feasible and informative.
Question: 1455
In a study, behavior resistance to extinction is demonstrated when responding after a series of high
reinforcement rates. This increased persistence is predicted by:
A. Matching law considerations in concurrent schedules
B. Delay discounting in operant conditioning paradigms
C. Differential reinforcement of alternative behavior
D. Behavioral momentum theory with reinforcer rate as a parameter
Answer: D
Explanation: Behavioral momentum theory predicts that response persistence during extinction is
positively related to prior reinforcement rates, showing the analogy with physical momentum.
Question: 1456
For aggression (positive punishment: verbal reprimand + brief restraint), client, Logan, shows SIB
increase (elicited effect). Emotional: Fear avoidance of therapist (measured via proximity latency).
Adjust: Fade restraint, add DRI. Why evaluate?
A. Prevents counter-control; ensures no new problem behaviors emerge
B. Monitors side effects; reprimand may evoke anxiety, requiring balance
C. Assesses functional equivalence; restraint as negative punishment alternative
D. Tracks emotional responding; fear as elicited respondent conditioning
Answer: B
Explanation: Punishment can elicit fear or aggression; evaluating via latency/proximity ensures ethical
use, fading aversives while adding DRI mitigates side effects, maintaining behavior reduction without
emotional harm.
Question: 1457
A new stimulus resembling a conditioned stimulus is presented, but the conditioned response does not
occur. What is this phenomenon?
A. Stimulus generalization
B. Extinction
C. Stimulus discrimination
D. Operant extinction
Answer: C
Explanation: Stimulus discrimination occurs when a conditioned response does not generalize to stimuli
that resemble the conditioned stimulus.
Question: 1458
During a DRO intervention to reduce vocal stereotypy, which concurrent procedure improves
effectiveness?
A. Reinforcement for vocal stereotypy
B. Extinction for vocal stereotypy
C. Ignoring alternative appropriate vocalizations
D. Delivering attention on fixed-time schedules independent of behavior
Answer: B
Explanation: Extinction for the targeted behavior alongside DRO increases effectiveness by withholding
reinforcement for the problem behavior while reinforcing absence.
Question: 1459
A Behavior Analyst implements a multiple probe design for teaching language skills and notices delays
between criterion changes and behavior improvement. What is the best course of action to maintain
experimental rigor?
A. Add continuous baseline measurement instead of probes
B. Shorten criterion levels during intervention phases
C. Increase frequency of probing during baseline phases
D. Extend maintenance phases without changes in criterion
Answer: C
Explanation: Increasing probe frequency can help detect when behavior changes relative to criterion
adjustments, ensuring accurate verification of intervention effects despite delays.
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