ABA Exam CoachVideo lessons
A video lesson for every topic on the outline, each with study notes and a 5-question checkpoint. Pass every topic in a content area to unlock its section exam.
Start here · Welcome to ABA Exam Coach: how the course works and your first weekAnyone can read each topic's key idea. Members get the full video, notes and checkpoint for every lesson. See plans
A. Behaviorism and Philosophical Foundations
- A.1 · Description, prediction, and control
- A.2 · The philosophy behind behavior analysis
- A.3 · Radical behaviorism and private events
- A.4 · The four domains of behavior analysis
- A.5 · The seven dimensions of ABA
B. Concepts and Principles
- B.1 · Behavior, response, and response class
- B.2 · Stimulus and stimulus class
- B.3 · Respondent and operant conditioning
- B.4 · Positive vs. negative reinforcement
- B.5 · Positive vs. negative punishment
- B.6 · Automatic and socially mediated contingencies
- B.7 · Unconditioned, conditioned, and generalized
- B.8 · Unconditioned, conditioned & generalized punishers
- B.9 · Simple schedules of reinforcement
- B.10 · Concurrent, multiple, mixed, and chained
- B.11 · Operant vs. respondent extinction
- B.12 · Spotting stimulus control
- B.13 · Spotting stimulus discrimination
- B.14 · Stimulus vs. response generalization
- B.15 · Spotting response maintenance
- B.16 · Spotting motivating operations
- B.17 · Motivating operations vs. stimulus control
- B.18 · Rule-governed vs. contingency-shaped
- B.19 · Telling the verbal operants apart
- B.20 · Multiple control in verbal behavior
- B.21 · Emergent relations and generative learning
- B.22 · Behavioral momentum and persistence
- B.23 · The matching law and response allocation
- B.24 · Imitation vs. observational learning
C. Measurement, Data Display, and Interpretation
- C.1 · Operational definitions of behavior
- C.2 · Direct, indirect and product measures
- C.3 · Measuring occurrence: count, frequency and rate
- C.4 · Duration, latency and interresponse time
- C.5 · Continuous and discontinuous measurement procedures
- C.6 · Interval recording and time sampling
- C.7 · Measuring efficiency
- C.8 · Validity, accuracy, and reliability
- C.9 · Choosing the right measurement
- C.10 · Choosing the right graph
- C.11 · Reading graphs: level, trend, variability
- C.12 · Measuring procedural integrity
D. Experimental Design
- D.1 · Independent vs. dependent variables
- D.2 · Internal vs. external validity
- D.3 · Threats to internal validity
- D.4 · Baseline logic: predict, verify, replicate
- D.5 · Single-case vs. group designs
- D.6 · Reading single-case graphs critically
- D.7 · Four single-case designs, side by side
- D.8 · Comparative, component, and parametric analyses
- D.9 · Choosing a single-case design
E. Ethical and Professional Issues
- E.1 · Core principles of the BACB ethics codes
- E.2 · Risks of unethical behavior
- E.3 · Maintaining professional competence
- E.4 · Confidential information
- E.5 · Public statements and social media
- E.6 · Discontinuing and transitioning services
- E.7 · Multiple relationships
- E.8 · Interpersonal skills in professional relationships
- E.9 · Cultural humility
- E.10 · Culturally responsive and inclusive services
- E.11 · Personal biases in professional work
- E.12 · Legal, regulatory and practice requirements
F. Behavior Assessment
- F.1 · Reviewing records at the start of a case
- F.2 · Culture in the assessment process
- F.3 · Assessing skill strengths and needs
- F.4 · Choosing the right preference assessment
- F.5 · Descriptive assessments
- F.6 · Designing and reading functional analyses
- F.7 · Assessment data: treat, refer, or both?
- F.8 · Prioritizing behavior-change goals
G. Behavior-Change Procedures
- G.1 · Positive and negative reinforcement procedures
- G.2 · Differential reinforcement
- G.3 · Time-based reinforcement
- G.4 · Conditioned reinforcers and token economies
- G.5 · Motivating operations and discriminative stimuli
- G.6 · Simple and conditional discriminations
- G.7 · Choosing and fading prompts
- G.8 · Fading stimulus and response prompts
- G.9 · Modeling and imitation
- G.10 · Writing rules that actually work
- G.11 · Shaping dimensions of behavior
- G.12 · Forward, backward, and total-task chaining
- G.13 · Trial-based vs. free-operant procedures
- G.14 · Group contingencies: three types
- G.15 · Promoting stimulus and response generalization
- G.16 · Making behavior change last
- G.17 · Positive vs. negative punishment
- G.18 · Side effects of behavior-change procedures
- G.19 · Emergent relations and generative learning
H. Selecting and Implementing Interventions
- H.1 · Writing observable, measurable goals
- H.2 · Choosing the right intervention
- H.3 · Choosing a socially valid replacement behavior
- H.4 · Planning for side effects of consequences
- H.5 · Planning for relapse
- H.6 · Procedural integrity before changing a plan
- H.7 · Is it working? Data-based decisions
- H.8 · Collaborating with other professionals