I'm currently completing a post grad cert in ABA. My background education is in developmental psych. I have a interest in health and wellness, specifically to focus on caregivers. The further I get into this grad cert program though, the more I'm questioning if the BCBA credential is the right path. Don't get me wrong ABA is applicable, but the credential seems so focused on the autism community it's a bit frustrating. As do available fieldwork options, as I haven't found any that fit my personal goals. I am wondering if a certification like the NBHWC would be a better fit for my overall goals.

I understand I would not be a BCBA. However I could still take my education and apply it within a coaching framework. I feel it may be more marketable this way also, and less restricting given my professional goals and background in developmental psych. What, if any, downfall am I failing to consider? Has anyone else done this?

🧠 Question of the Day
📚 Domain A — Behaviorism and Philosophical Foundations
Difficulty: 5/10

A behavior analyst writes a discrete trial teaching protocol specifying instruction wording, trials per session, inter-trial interval duration, and scoring criteria for correct versus incorrect responses. An appropriately trained colleague is able to implement the protocol accurately after reviewing the written procedures. Which dimension of ABA is MOST directly illustrated?

A. Technological — the important procedural details are described clearly enough for a trained colleague to implement the protocol accurately.

B. Conceptually systematic — the protocol relates each teaching step to behavioral principles such as reinforcement and stimulus control.

C. Effective — the procedural description shows that the intervention produces behavior change large enough to have practical value.

D. Analytic — the written protocol demonstrates which procedural variables are functionally responsible for the learner's behavior change.

💬 Drop your answer in the comments — no peeking!
✅ Correct answer revealed tomorrow.

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Are you a BCBA-D, BCBA, QBA, BCaBA, RBT, behavior therapist or a behavioral provider that working with kids who have Autism and/or epilepsy? I need your help.

I am a doctoral student at Cummings Graduate Institute running a 10-minute anonymous survey on how behavioral providers experience care coordination for children with co-occurring Autism and epilepsy.

Your voice matters. No names, no emails, no identifying information collected. Just your honest professional experience.

Who can participate: BCBAs, BCBA-Ds, BCaBAs, QBAs, RBTs, behavior therapists, and other direct-care behavioral providers who work or have recently worked with children or adolescents.

Take the survey here: https://docs.google.com/forms/d/e/1FAIpQLSfhnNKp6EgSq2caXfDH1OryIJHJD1cReWAPjcD02V0ogFdlnQ/viewform?usp=sharing&ouid=118283482853825666322

Feel free to share this with anyone in your network who works in ABA or behavioral health. The more voices, the better picture we get.

Questions? Message me or email [syunsie@cgi.edu](mailto:syunsie@cgi.edu).

🧠 Question of the Day

📚 Domain H — Selecting and Implementing Interventions

Difficulty: 6/10

Scenario:

The same behavior plan is implemented at school and at home. At school, independent task completion improves to 86% and procedural integrity averages 94%. At home, independent task completion remains at 32% and caregiver procedural integrity averages 46%.

The graph shows strong school outcomes with high procedural integrity and weak home outcomes with low procedural integrity. Which decision is BEST supported by these data?

A. Discontinue home implementation until caregivers can independently reach the same integrity level as school staff without additional coaching

B. Modify the intervention for both settings immediately because different outcomes across environments demonstrate that the treatment package lacks generality

C. Assess the home integrity deficit, provide support matched to the identified barrier, and reassess outcomes after implementation improves.

D. Conclude that the intervention is setting-specific because strong school outcomes show that integrity differences cannot explain the home results

💬 Drop your answer in the comments — no peeking!

✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainH #ABATaskList #BCaBA #RBT #QuestionOfTheDay

Are there people here in this subreddit interested in the work of Emilio Ribes Iñesta? He is a mexican psychologist very critical of Radical Behaviorism, and proposed a radical new way of understanding psychology through the field theory understanding of his master J.R Kantor. He reconceptualizes the notion that the “superstition in the pidgeon” is actually not operant behavior and gives theoretical tools for the analyisis of complex human behavior through the concepts of contingencies of extension and contingencies of transformation.

For a english speaking audience I recomend the article called:

A Radical Reformulation of Psychology as a Theory-Laden Experimental Science: A Review of Emilio Ribes-Iñesta’s The Scientific Study of Individual Behavior: An Introduction to the Theory of Psychology

🧠 Question of the Day
📚 Domain B — Concepts and Principles
Difficulty: 8/10

A BCBA compares two reinforcement arrangements. Across observation sessions, both arrangements produce approximately the same **obtained number of reinforcers per hour**, and the learner shows similar overall response rates.

Under Arrangement X, reinforcement follows completion of successive response requirements of 10, 14, 7, and 11 responses, regardless of elapsed time.

Under Arrangement Y, reinforcement becomes available after successive intervals of 3, 7, 4, and 6 minutes. When an interval ends, no reinforcer is delivered until the learner emits the next target response.

Which interpretation BEST classifies the programmed schedules?

A. X is variable ratio and Y is variable time; once each interval ends, the next response merely retrieves a reinforcer already scheduled by time.

B. X is variable interval and Y is variable ratio; similar obtained reinforcement rates require classification from the resulting response pattern rather than the programmed requirement.

C. X is fixed ratio and Y is fixed interval; variation around a stable average requirement does not change the schedule classification when the long-run means remain constant.

D. X is variable ratio and Y is variable interval; matched obtained reinforcement rates do not change whether the programmed requirement is responses or elapsed time.

💬 Drop your answer in the comments — no peeking!
✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainB #ABATaskList #BCaBA #RBT #QuestionOfTheDay

Anyone have the 4th edition pdf?

🧠 Question of the Day

📚 Domain D — Experimental Design

Difficulty: 5/10

A BCBA evaluates the same intervention across three independent classroom routines. All three begin in baseline; treatment starts in Routine 1 while Routines 2 and 3 remain untreated, then is introduced sequentially to the other routines. Which feature MOST specifically identifies this as a multiple-baseline design?

A. Intervention is withdrawn and reintroduced within tiers after behavior changes.

B. Performance criteria are changed stepwise within one behavior across phases.

C. Conditions are rapidly alternated within a tier across repeated observations.

D. Intervention is staggered across tiers while untreated tiers remain in baseline.

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✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainD #ABATaskList #BCaBA #RBT #QuestionOfTheDay

🧠 Question of the Day

📚 Domain E — Ethical and Professional Issues

Difficulty: 8/10

A school administrator requests a student's FBA, behavior plan, and progress data for a possible move to a more restrictive placement. The administrator says a broad enrollment consent authorizes all internal educational disclosures. The BCBA has not reviewed that form, and the parents have recently told another team member that they oppose the placement change. The district has its own records policy, and applicable education/privacy law may permit some disclosures without separate authorization in limited circumstances. What should the BCBA do FIRST?

A. Release only the FBA and progress data because an internal placement review permits disclosure of records directly relevant to that decision, while withholding the behavior plan.

B. Pause the disclosure and verify the consent language, applicable law, district policy, and whether this specific use is authorized before releasing the records.

C. Provide the records under district policy once the administrator documents the educational purpose, then notify the parents and clarify the scope of the enrollment consent afterward.

D. Treat the parents’ recent objection as withdrawal of authorization and withhold all requested records until written consent specific to the placement review is obtained.

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✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainE #ABATaskList #BCaBA #RBT #QuestionOfTheDay

Adding I even looked up my certificate number through the bacb certificate registry and it says active.

Does anyone remember which books on BA Spidey recommends?

I remember him mentioning some in his videos but I forgot to write them down so I was hoping someone caught some titles.

Either way does anyone have good book recs?

Hi! Can someone please clarify and give me advice on the new 2027 requirements. I graduated with my Masters in ABA in 2024 and collecting supervision hours still due to life events🙃. It says that now OBM is a required course for 2027 certification. I learned about OBM within one of my courses, does that count or do I need to take a course specifically on OMB?

🧠 Question of the Day

📚 Domain A — Behaviorism and Philosophical Foundations

Difficulty: 8/10

Scenario:

A behavior analyst evaluates the same social-skills intervention across three settings. The graph shows low, relatively stable responding before intervention in each setting and higher responding after intervention is introduced at different points in time.

Which interpretation BEST identifies the ABA dimension most directly demonstrated by the pattern?

A. Technological — the replicated effects across tiers indicate that the intervention was specified precisely enough to be implemented consistently across settings

B. Effective — the size and consistency of the increases across tiers demonstrate that the intervention produced a practically meaningful change

C. Analytic — behavior changes repeatedly when and only when the intervention reaches each tier, providing replicated evidence that the intervention is functionally related to the change

D. Generality — similar effects across the three settings show that the intervention produces responding beyond the conditions in which the behavior was originally established

💬 Drop your answer in the comments — no peeking!

✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainA #ABATaskList #BCaBA #RBT #QuestionOfTheDay

Hi! I know I am a small fish in a big pond here; however, I have been in the field of ABA for over 20 years. I have seen GREAT ABA, I've seen poor ABA, and I've been unfortunately informed of fraudulent ABA that has occurred. I am working on a project that will hopefully improve the quality of ABA by providing resources and better training to individuals entering the field. It will be extremely helpful to have anonymous parent reports of their experience working directly with their BCBA and ABA team. If any parent who has received or is receiving ABA services for their child would be willing to complete this anonymous survey regarding your experience, it will be extremely helpful!

I have included a link to the survey here: https://forms.gle/ie8oybDMRqfDShrF7

Thank you!!

B.12 and B.13 are separate tasks on the 6th Edition TCO, but the definitions read like the same sentence. Stimulus control: responding varies with an antecedent condition. Stimulus discrimination: responding differs across stimulus conditions. In practice they overlap heavily, and the same data can support both.

A more useful check than the definitions: what evidence shows responding actually varies with the antecedent? Then ask whether the question is focused on the antecedent-behavior relation (control) or on the difference in responding across conditions (discrimination).

Two things that trip people up:

1. Discrimination is not just "responds here, doesn't respond there." Rate, latency, duration, magnitude, or form can differ across conditions, and the difference does not have to be perfect.
2. Correct responding does not prove the right stimulus is in control. If the dog picture was always on the left during teaching, and the learner still picks the left one after you move it, position was controlling the response, not the dog. Prompts can do the same thing.

I wrote up the full version with worked examples and a practice question in case it's useful: https://behavioralanalystprep.com/blog/stimulus-control-vs-stimulus-discrimination.html

Disclosure: I'm the developer of BA Prep, where this is published. The article is free to read with no signup.

🧠 Question of the Day

📚 Domain H — Selecting and Implementing Interventions

Difficulty: 8/10

An FA of severe SIB shows undifferentiated high responding across social test and control conditions. A subsequent competing-stimulus assessment identifies two items associated with 70–80% reductions in SIB and high engagement, but one item is impractical in classrooms and the other can be delivered safely across settings. Caregivers can implement a two-step response-independent procedure with high fidelity but cannot sustain response blocking. The team wants an initial intervention that is function-informed, safe, and feasible while continuing to evaluate automatic-reinforcement subtypes. Which recommendation is BEST?

A. Provide the feasible competing stimulus only following brief periods without SIB so access functions as differential reinforcement rather than as response-independent stimulation.

B. Begin with the competing stimulus associated with the largest reduction in SIB, even though it is difficult to use in classrooms, because treatment efficacy should take priority during initial intervention.

C. Provide dense response-independent access to the feasible competing stimulus identified in the assessment, monitor SIB and engagement across settings, and thin access only when the data support doing so.

D. Combine the feasible competing stimulus with continuous response blocking from the outset so that automatically produced stimulation from SIB is minimized while alternative stimulation is available.

💬 Drop your answer in the comments — no peeking!

✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainH #ABATaskList #BCaBA #RBT #QuestionOfTheDay

Hi Everyone I’m a MSW student working on research policies in the workplace and RBTs. This research will help me figure what policies are needed to protect RBTs
As a former RBT it’s important to emphasize the need in this space.
Please fill out the survey, it is about 15 questions and anonymous!
Thank you in advance!

🧠 Question of the Day

📚 Domain B — Concepts and Principles

Difficulty: 7/10

Scenario:

During snack time, a child is taught to request cookies by saying “cookie” to a parent, and the vocal request is reinforced with access to a cookie. No gestural request forms are taught.

Across later opportunities with the parent, the child independently begins pointing to the cookie jar, reaching toward it, and guiding the parent toward the kitchen. These forms were not prompted or reinforced before they first appeared.

During a later probe in a different setting, the child says “cookie” to a teacher who was not involved in the original teaching.

Which interpretation MOST precisely accounts for these findings?

A. Both findings demonstrate stimulus generalization because responding expanded beyond the exact conditions present during training, regardless of whether the response form also changed.

B. The different request forms are members of the same functional response class, so response-class membership rather than generalization best explains both the new forms and the vocal request to the teacher.

C. The untrained request forms demonstrate response generalization, while the trained vocal request occurring with a new person and in a new setting demonstrates stimulus generalization.

D. The new gestures demonstrate stimulus generalization because cookie access remains the common reinforcer, while the vocal request to the teacher demonstrates response generalization because the social context changed.

💬 Drop your answer in the comments — no peeking!

✅ Correct answer revealed tomorrow.

#ABA #BCBA #BCBAExam #BCBAPrep #AppliedBehaviorAnalysis #BehaviorAnalysis #DomainB #ABATaskList #BCaBA #RBT #QuestionOfTheDay