BACB Exam Prep

This post is for behavior analysts, clinicians, and educators applying ABA to verbal behavior. It explains convergent and divergent multiple control and shows how to test MO, SD, and prompts to distinguish true control from prompting, improving assessment validity and generalization. It guides turning ABA data into clear, ethical decisions about prompting, fading, and expanding a flexible, communicative repertoire that respects the learner’s intent.

This post is for practicing BCBAs, clinic leaders, senior therapists, and caregivers who want to translate ABA data into real-world, ethical decisions about stimulus control. It explains what stimulus discrimination is, how to identify SD versus SΔ in your data, and when to pursue discrimination versus generalization in teaching. It emphasizes ethical consideration and offers practical steps to design interventions that transfer control to natural cues while avoiding overly narrow stimulus control.

Designed for BCBAs, RBTs, clinic leaders, and caregivers, this post clarifies positive versus negative punishment and why correct labeling matters for ethical, effective ABA. It shows how to translate practice data into clear, defensible decisions—centered on function, consent, monitoring, and fading. It also emphasizes using less restrictive alternatives and pairing any punishment with teaching and data-driven review.

This post is for BCBAs, clinic directors, supervisors, and caregivers who want to reduce measurement errors and ineffective interventions by clearly distinguishing behavior, response, and response class. It explains each unit, why the distinction matters for assessment and data interpretation, and how to design function-based, ethically sound interventions. By focusing on function over form, you’ll translate ABA data into clear, least-intrusive decisions that address the learner’s underlying needs.

Designed for BCBAs, clinic leaders, and caregivers, this post explains response maintenance—the durability of a skill after intervention ends and supports are faded. It shows how to measure maintenance over time in real-life contexts and use those data to guide fading, boosters, and ethical discharge decisions. With practical probe schedules and concrete examples, it helps you translate ABA data into clear, durable, real-world outcomes.

This post is for behavior analysts, BCBA/BCaBA students, and clinicians seeking practical guidance. It clarifies how to distinguish respondent (classical) conditioning from operant conditioning to identify what maintains a behavior. Using FBA and ABC data, it helps you make clear, ethical, evidence-based intervention decisions that target the true controlling relation.

Designed for practicing BCBAs, clinic leaders, supervisors, and others who design or monitor ABA interventions, this post clarifies how to identify and distinguish positive and negative reinforcement contingencies. It shows you how to use ABC data and functional assessment to determine what changed after a behavior—what is added or removed—and whether that change increases the behavior. The guidance emphasizes function over labels and ethical, least-restrictive decision-making to turn data into clear, effective intervention plans that protect learner dignity and outcomes.

Designed for BCBAs, clinic directors, and senior therapists, this post clarifies the difference between imitation and observational learning and why it matters for treatment planning. It shows how to identify immediate, topography-matched copying versus learning from observed consequences, and how to measure each in your data. The focus is on turning ABA data into clear, ethical decisions about modeling, reinforcement, and generalization while safeguarding learner dignity and consent.

This post is for BCBAs, RBTs, supervisors, and clinically informed caregivers seeking practical guidance on rule-governed versus contingency-shaped behavior. It shows how to turn ABA data into clear, ethical decisions about when to teach by instruction and when to shape by consequences, including strategies to blend the two. The focus is on safety, generalization, and durable learning, with concrete ethical considerations to guide everyday practice.

This post is written for practicing ABA clinicians, BCBA/BCaBA, and students conducting functional assessments. It guides you in identifying stimulus control, distinguishing it from mere correlation, and using data to inform intervention decisions. With practical, ethics-forward guidance, it helps you turn ABA data into clear, defensible choices that promote generalization and independence.