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What Is the BCBA Certification Exam?
The BCBA certification exam is a standardized assessment designed to measure a candidate's knowledge, competencies, and practical understanding within a defined professional field. It serves as the primary requirement for earning the BACB BCaBA Exams, a credential that represents a recognized level of proficiency in its respective industry. Depending on the field, this may involve theoretical knowledge, applied problem-solving, regulatory understanding, or hands-on procedural competence.
The exam is typically developed and maintained by an accrediting body or professional organization that sets the standards for the BACB BCaBA Exams. This ensures that anyone who earns the credential has met a consistent benchmark, regardless of where they studied or gained their experience. For many professionals, the BCBA Certification Exam represents a formal checkpoint in their career, one that confirms readiness to take on greater responsibility within their chosen field.
Why the BACB BCaBA Exams Certification Matters?
Certifications like the BACB BCaBA Exams exist because industries need a reliable way to verify competence beyond a resume or a job title. Earning this credential signals to employers, clients, and colleagues that a professional has invested time in building a structured foundation of knowledge and has been evaluated against an established standard.
Beyond individual recognition, the BACB BCaBA Exams certification often supports broader professional development. It can influence hiring decisions, contribute to internal advancement, or serve as a prerequisite for more specialized roles within the field. In many industries, certifications also help standardize expectations across organizations, making it easier for professionals to move between employers or sectors while carrying a credential that is widely understood and respected.
Who Should Take the BCBA Exam?
The BCBA exam is generally relevant to individuals who are either entering a field or looking to formalize skills they have already developed through experience. This can include early-career professionals seeking a credential to support their first steps into the industry, as well as experienced practitioners who want official recognition of knowledge gained on the job.
Students preparing to enter the workforce may also pursue the BCBA exam as a way to strengthen their qualifications before graduating or applying for their first roles. In some fields, employers actively encourage or require staff to pursue this certification as part of ongoing professional development, particularly in industries where standards, safety, or compliance play a significant role in daily responsibilities.
Knowledge and Skills Evaluated in the Board Certified Behavior Analyst
The Board Certified Behavior Analyst is built to evaluate both foundational knowledge and the practical judgment needed to apply that knowledge in real situations. Candidates are generally expected to understand core principles and terminology relevant to their field, along with the reasoning behind established procedures, standards, or best practices.
Depending on the industry, this may include understanding regulatory requirements, following established protocols, applying analytical or technical methods, or exercising sound judgment in situations that require careful decision-making. Rather than testing isolated facts in a vacuum, the Board Certified Behavior Analyst tends to reward candidates who can connect concepts to realistic scenarios, reflecting the kind of thinking expected in day-to-day professional practice.
BCBA Exam Preparation Resources
Preparing for the BCBA certification exam becomes more effective when using high-quality and up-to-date study materials. MyCertsHub provides resources designed to help candidates build knowledge, practice consistently, and become familiar with the actual exam format.
Effective preparation for the BCBA certification exam usually begins with a clear understanding of the exam's objectives and structure. Reviewing official guidelines or documentation published by the certifying body provides the most accurate picture of what will be covered and how heavily different areas are weighted.
From there, many candidates benefit from building a structured study plan that breaks preparation into manageable sections over a set period of time. A well-organized BCBA Study Guide can help sequence this material logically, especially for those approaching a topic for the first time. Consistent review, paired with realistic practice, tends to produce better retention than concentrated last-minute studying.
Practical experience, where applicable to the field, also plays an important role in preparation. Working through BCBA Practice Questions and a BCBA practice test can help candidates identify gaps in their understanding and become familiar with the format and pacing of the actual exam. In fields where hands-on skill is assessed, supplementing study with real-world practice or supervised experience often makes the difference between recognizing correct information and genuinely understanding it.
Benefits of Earning the BACB BCaBA Exams Certification
Successfully earning the BACB BCaBA Exams certification offers benefits that extend well beyond passing a single exam. It provides documented proof of competence that can be referenced on a resume, professional profile, or internal performance review, offering a clear, third-party validation of skill and knowledge.
The credential can also strengthen professional credibility when working with clients, patients, stakeholders, or colleagues who may not be positioned to evaluate technical or specialized knowledge directly. Over time, this recognition often contributes to expanded career opportunities, whether through new responsibilities, higher-level roles, or eligibility for additional certifications that build on this foundational credential.
Prepare for the BCBA Exam with MyCertsHub
Preparing for the BCBA exam is a process that benefits from organized, consistent effort rather than rushed, last-minute review. MyCertsHub is designed to support that process by offering study resources, practice materials, and educational content that help candidates understand what the Board Certified Behavior Analyst covers and how to approach their preparation thoughtfully.
Whether someone is just beginning to explore the BACB BCaBA Exams or is in the final stages of reviewing material before their exam date, MyCertsHub aims to serve as a dependable resource throughout that journey. Every candidate's path to certification looks a little different, and the goal remains the same: to provide clear, genuinely useful information that supports real understanding of the subject matter.
BACB BCBA Sample Question Answers
Question # 1
For which scenario would discrimination training be an appropriate behavior change
strategy?
A. Nathan hits others during math class but not during other classes. B. Peter loves to talk to his peers, which is very disruptive during church. C. Suzi refuses to eat dinner, but she does eat breakfast and lunch. D. Tabitha gloats when she wins a game and pouts when she loses.
Answer: B
Question # 2
One of the MOST important reasons for writing a precise definition of behavior is that a
precise definition:
A. produces greater interobserver agreement and requires less training time for observers. B. allows for easier and more reliable quantification of temporal locus and temporal extent. C. increases the likelihood that the behavior of interest will be reliably detected by observers or measurement equipment. D. makes calibration checks of observers or measurement equipment less necessary.
Answer: C
Question # 3
A parent reports that her 2-year-old daughter uses a number of stalling techniques to avoid
bedtime once she is told to go to bed. What would be a good progress measure for going
to bed when told?
A. frequency B. inter-response time C. latency D. compliance
Answer: C
Question # 4
Tommy is looking at a photo album with his dad. He looks at his dad and then points to a
picture of his mom and says, "Mommy." This is an example oF.
A. a tact. B. transitivity. C. receptive language. D. matching to sample.
Answer: A Explanation: A tact is a verbal operant in which a person labels or
describes an object, event, or property of the environment that
is non-verbally present (i.e., in direct contact with the
senses), and this labeling is reinforced by generalized social
reinforcement (attention, praise, acknowledgment) rather than by
receiving the item itself.In this scenario, Tommy sees a
picture of his mom (a nonverbal, visual stimulus) and says
"Mommy" — he's simply labeling what he sees. He's not
requesting anything (he doesn't want his actual mom to appear), and
there's no indication he wants a specific item or outcome — he's
just commenting on/identifying the picture. This is the textbook
definition of a tact: stimulus (picture) ? response (label) ?
reinforcement (social, e.g., dad's attention/praise).Why the other options are wrong:
B. Transitivity — This
isn't a verbal operant classification at all in the way the question
implies; it's a term more associated with stimulus equivalence
(if A=B and B=C, then A=C). Nothing in this scenario involves
testing derived relations between stimuli — Tommy is simply
labeling a picture, not demonstrating an equivalence relation.
C. Receptive language —
Receptive language involves following instructions or responding
to others' verbal stimuli (e.g., "Point to Mommy" ?
Tommy points). Here, Tommy is the one initiating the verbal label
— he's producing expressive/verbal behavior, not simply responding
to an instruction given by someone else.
D. Matching to sample —
This refers to a conditional discrimination procedure where a
person is given a sample stimulus and must select the matching
comparison stimulus from an array (used often in teaching stimulus
equivalence or receptive identification). There's no array of
choices or matching task here — Tommy is simply pointing to one
picture and vocally labeling it.
Question # 5
A behavior analyst decides to replicate a published research project but finds that the
information provided does not allow them to complete the project without more information
from the author. The article violates which dimension of applied behavior analysis?
A. effective B. ethical C. conceptually systematic D. technological
Answer: D
Question # 6
To address hitting others, two procedures were compareD. differential reinforcement of
incompatible behavior and time-out. The outcomes were examined within and across
subjects. A withdrawal design was employed. The BEST response measure to use in this
study is frequency oF.
A. the incompatible behavior. B. being sent to time-out. C. hitting others. D. reinforcer delivery.
Answer: C
Question # 7
Adherence to "procedural integrity" promotes generalization by facilitatinG.
A. normalization. B. ethical treatment of consumers. C. consistency of instruction. D. spontaneous changes in intervention procedures.
Answer: C
Question # 8
During the hour immediately following meals, Bill asks for more food. Data are collected
only during this hour after each meal. Which method of data collection would be MOST
accurate?
A. duration recording B. frequency recording C. narrative recording D. partial-interval recording
Answer: B
Question # 9
Data were collected on the percentage of intervals at the end of which Thomas was
present at his workstation. Which is the BEST method for displaying these data?
A. cumulative record B. equal-interval line graph C. scatterplot D. standard behavior (semilogarithmic) chart
Answer: B
Question # 10
A behavioral assessment indicates that the problem behavior of a young woman is
maintained by others bringing things to her or taking things away following occurrence of
the behavior. Since the behavior results in physical injury, the decision to decrease its
occurrence has been made. Which is the BEST general approach?
A. Determine a potential punisher and deliver it following every occurrence of the behavior, but do not provide or remove other things following the occurrence. B. Prevent the behavior by physically blocking each response. C. Stop providing or removing things following the behavior and allow it to undergo extinction. D. Use protective equipment that prevents injury and establish a replacement behavior that results in things being provided to or removed from the woman.
Answer: D Explanation: Two critical details in the stem drive this answer:
The behavior is maintained by
both positive reinforcement (others bringing things) and
negative reinforcement (others taking things away) — a
multiply maintained behavior.
The behavior results in
physical injury — meaning safety is an immediate,
non-negotiable priority.
Because the behavior causes physical
harm, you cannot simply place it on extinction (withholding
the reinforcers) without first addressing the safety risk —
allowing an injurious behavior to continue occurring (even under an
extinction procedure, which often produces an extinction burst
— a temporary increase in frequency/intensity before it
decreases) would put the client at serious, unacceptable risk of
injury during that process.The best general approach
therefore combines two components:
Protective equipment to
immediately reduce the risk of injury while treatment is underway
(addressing safety now, without delay)
A functional replacement
behavior that produces the same outcomes (things being
brought to her or taken away) through an appropriate, safe channel —
this is Functional Communication Training (FCT), ensuring she
can still access the reinforcers maintaining her behavior, just
through a safer alternative response
This approach addresses both
the immediate safety concern and the underlying function of
the behavior — which is the hallmark of a well-rounded,
function-based, ethically sound treatment plan.Why the other options are wrong:
A. Determine a potential
punisher and deliver it following every occurrence, without
providing/removing other things — This relies on punishment as
the primary strategy without first attempting less intrusive,
function-based, reinforcement-based alternatives. Ethical/regulatory
guidelines (and the BACB's ethics code) require that punishment
procedures only be used when less restrictive approaches have failed
or are clearly insufficient — this shouldn't be the first
general approach, especially without pairing it with a replacement
behavior.
B. Prevent the behavior by
physically blocking each response — Response blocking doesn't
address the function of the behavior (why she's engaging in it),
doesn't teach any adaptive alternative, and can itself sometimes
escalate behavior or cause additional injury/struggle during
blocking. It's also not sustainable as a long-term general treatment
strategy.
C. Stop providing or
removing things following the behavior and allow it to undergo
extinction — While extinction is function-based and
appropriate in many cases, doing this alone, without any
safety precautions, is dangerous here specifically because the
behavior causes physical injury and extinction bursts are a
well-documented side effect. Using extinction without protective
measures or a replacement behavior ignores the immediate safety
concern the question emphasizes.
Question # 11
All of the following are appropriate methods for promoting maintenance and generalization
of newly trained behaviors EXCEPT:
A. gradually adding stimuli from the natural environment into the training setting. B. gradually altering the training antecedents to match naturally occurring ones. C. training others to reinforce the behavior in the natural setting. D. varying cues in the natural environment to match those in the training setting.
Answer: D
Question # 12
Having obtained appropriate consent, a behavior analyst wishes to communicate data to
non-behavior analyst colleagues and family of the client. The most appropriate presentation
strategy is:
A. standard celeration charts. B. short video clips of client performance and line graphs. C. bar graphs comparing client performance to performance of peers. D. short video clips with a written anecdotal report.
Answer: B
Question # 13
A child with food refusal behaviors accepts one bite out of the ten bites that her caregiver
offered. What measure should be used to record this behavior?
A. duration B. latency C. percent of occurrence D. trials to criterion
Answer: C
Question # 14
A client with a history of escape maintained problem behavior begins to throw the puzzle
pieces a few minutes after starting to work on the task. What is the BEST programmatic
change for the behavior analyst to make?
A. Remove the puzzle and implement a time-out procedure. B. Teach the client to request escape using an adaptive behavior. C. Implement an overcorrection procedure to reduce puzzle piece throwing. D. Increase the amount of social praise delivered for successful task completion.
Answer: B Explanation: The problem behavior (throwing puzzle pieces) is explicitly
identified as escape-maintained — meaning the function of
the behavior is to escape or avoid the demand (the puzzle task). Once
you know the function of a behavior, the best and most
function-based intervention is to teach a replacement behavior
that serves the same function but is more adaptive/appropriate.This is the core principle of
Functional Communication Training (FCT): teach the client to
mand for escape (e.g., saying "break please,"
handing over a "break" card, or signing "stop")
instead of throwing pieces. This gives the client an appropriate,
efficient way to access the same reinforcer (escape from the task)
that the problem behavior was producing — which directly addresses
the function of the behavior rather than just suppressing the
topography of it.Why the other options are wrong:
A. Remove the puzzle and
implement a time-out procedure — This is a major error for an
escape-maintained behavior: removing the puzzle (ending the task)
and using time-out directly reinforces the escape function of
the throwing behavior. Time-out from an already-aversive task is not
aversive at all — it's negative reinforcement in disguise,
and would likely strengthen the very behavior you're trying
to reduce.
C. Implement an
overcorrection procedure to reduce puzzle piece throwing —
Overcorrection is a punishment-based procedure that doesn't address
the function of the behavior. Without a replacement behavior
in place, punishing the topography alone often leads to extinction
bursts, resurgence of other problem behaviors, or the client finding
another way to escape the task. It doesn't teach the client an
appropriate way to get their needs met.
D. Increase the amount of
social praise delivered for successful task completion — This
targets the wrong reinforcer entirely. The behavior isn't
attention-maintained — it's escape-maintained. Adding praise for
completion doesn't reduce the motivation to escape the task in the
moment, and may not compete effectively with the escape function
driving the throwing behavior.
Question # 15
What best defines a discriminative stimulus?
A. It always elicits a response. B. It is defined by its effect on behavior. C. It is established using either operant or respondent procedures. D. It is any change in the environment.
Answer: B
Question # 16
An establishing operation is any change in the environment whicH.
A. momentarily alters the effectiveness of the consequence for a behavior that was previously followed by reinforcement. B. alters the timing of a behavior and momentarily alters the frequency of the behavior that was previously followed by reinforcement. C. alters the effectiveness of some object or event as reinforcement thus momentarily changing the likelihood of behavior that was previously followed by that reinforcer. D. alters the effectiveness of some object or event as a contingency-shaped rule and at the same time changes the momentary frequency of the behavior that was previously followed by reinforcement.
Answer: C Explanation: This is essentially the textbook (Michael/Cooper et al.) definition
of an establishing operation (EO). An EO has two defining
effects, and option C captures both correctly:
Value-altering effect:
It changes the reinforcing (or punishing) effectiveness of
some stimulus, object, or event. In other words, it makes something
more or less valuable/potent as a consequence at that moment
(e.g., food deprivation increases the reinforcing value of food).
Behavior-altering effect:
It momentarily changes the frequency/likelihood of behaviors
that have historically produced that consequence (e.g., food
deprivation increases the likelihood of behaviors that have
previously produced food).
Option C captures exactly this: an
EO alters how effective something is as a reinforcer, and as a
direct result, momentarily changes how likely the related behavior is
to occur.Why the other options are wrong:
A. "Momentarily alters
the effectiveness of the consequence for a behavior that was
previously followed by reinforcement" — This is close but
incomplete — it only captures the value-altering effect
and leaves out the behavior-altering effect (the change in
momentary frequency/likelihood of the behavior). A true EO
definition must include both components.
B. "Alters the timing
of a behavior and momentarily alters the frequency..." —
EOs are not about timing of behavior — this introduces an
incorrect/irrelevant concept (timing, which sounds more like it's
describing latency or schedules of reinforcement) rather than the
value-altering effect central to the definition.
D. "Alters the
effectiveness of some object or event as a contingency-shaped
rule..." — This introduces "contingency-shaped
rule," which is not part of the standard EO definition at all.
This phrase seems designed to sound technical/plausible but doesn't
reflect real terminology tied to establishing operations — it's a
distractor mixing unrelated verbal behavior/rule-governed behavior
terminology into the definition.
Question # 17
Unwanted side-effects associated with the use of an extinction procedure are MOST likely
to appear:
A. immediately after the extinction burst. B. after the individual realizes that the procedure will be implemented consistently. C. when ratio schedules are increased too rapidly. D. shortly after the procedure is first implemented.
Answer: D
Question # 18
When Susan attempts to escape from a task, she exhibits several behaviors, including
hitting her head, stomping her feet, and crying. This is an example of
A. A. functional response class. B. respondent class. C. stimulus class. D. topographical response class.
Answer: A
Question # 19
The systematic presentation and examination of information in an ABC format, where A
represents the antecedent stimuli, B represents the behavior, and C represents the
consequences following the behavior, is calleD.
A. a consequence analysis. B. a functional analysis. C. a response analysis. D. a descriptive assessment.
Answer: D
Question # 20
In order to decrease the occurrence of an inappropriate behavior effectively, a behavior
analyst should simultaneously increasE.
A. reinforcement for all other behaviors. B. acceptable alternative behaviors. C. consequences for inappropriate behavior. D. response effort for incompatible behaviors.
Answer: B
Question # 21
Clifford's lawn work is steady and up to standard as long as his work is verbally praised
approximately every twelfth completed mower circuit. However, at times the crew chief is
unable to praise his work at that moment. When praise is not forthcoming, Clifford usually
stops working. The best way to facilitate maintenance and generalization of Clifford's work,
using a self-management technique, would be to:
A. have fellow workers provide praise when Clifford stops working. B. have the crew chief use a variable schedule of reinforcement. C. increase the delay in reinforcement until the afternoon. D. teach Clifford how to request reinforcement for the target behavior.
Answer: D Explanation: The question specifically asks for a self-management technique
— meaning the solution must involve teaching Clifford a skill
that puts him in control of accessing reinforcement, rather than
relying entirely on someone else (the crew chief) to remember,
notice, or deliver it consistently.By teaching Clifford to mand
(request) reinforcement for himself (e.g., approaching the crew
chief and saying "How am I doing?" or "Can you check
my work?"), Clifford becomes an active agent in maintaining his
own behavior. This shifts control from an external,
sometimes-unreliable source (the crew chief's memory/availability) to
Clifford himself, who can now prompt reinforcement when it's
naturally delayed or missed — making his work behavior more
resilient across different supervisors, settings, and situations.
This is the essence of self-management: teaching the individual a
behavior (in this case, a verbal/mand response) that helps them
regulate and maintain their own target behavior independent of
others consistently monitoring them.This also promotes generalization
and maintenance because Clifford's work will no longer be solely
dependent on one specific crew chief remembering to praise him every
12th circuit — he can seek out reinforcement across different
supervisors, workdays, and settings.Why the other options are wrong:
A. Have fellow workers
provide praise when Clifford stops working — This is not
self-management at all — it shifts dependency from one external
source (the crew chief) to another external source (coworkers). It
also risks reinforcing the "stopping" behavior
rather than the target behavior (mowing), since praise would be
delivered contingent on Clifford stopping work, which could
inadvertently strengthen work stoppage.
B. Have the crew chief use a
variable schedule of reinforcement — While a variable-ratio
(VR) schedule could indeed make behavior more resistant to
extinction and less dependent on a fixed count, this is a procedural
change made by the crew chief, not a self-management strategy
implemented by Clifford. The question specifically asks for a
self-management solution, so control still rests externally here.
C. Increase the delay in
reinforcement until the afternoon — This would likely weaken,
not strengthen, the target behavior. Significantly delaying
reinforcement reduces its effectiveness (the reinforcer becomes less
contingent/salient relative to the specific behavior it's meant to
strengthen) and doesn't address the core issue of unpredictable reinforcement — if anything, it makes things worse, not better, and
again isn't a self-management approach.
Question # 22
The matching law states that when responding is reinforced on concurrent VI-20 and VI-50
schedules, the:
A. number of responses will match the number of reinforcers obtained. B. proportion of responses for each alternative will become equal over time. C. organism will respond exclusively to the alternative with the highest rate of reinforcement. D. proportion of responses across the two alternatives will equal the proportion of reinforcers obtained for those alternatives.
Answer: D
Question # 23
A behavior analyst is asked to consult about a 10-year-old child who gets out of his seat
during class at least once every 15 minutes. The behavior analyst wants the teacher to
collect data on the child’s on-task behavior. Given that the teacher works alone in the
classroom with 30 children, the BEST procedure to employ would bE.
A. interval recording. B. latency recording. C. duration recording. D. time sampling.
Answer: D Explanation: The key constraint in this question is that the teacher works
alone in a classroom with 30 children. This means the teacher
cannot dedicate continuous, undivided attention to observing and
recording one child's behavior throughout the entire class period —
she has to teach, manage, and monitor 29 other students
simultaneously.Time sampling is specifically
designed for exactly this situation: the observer only needs to check
whether the behavior is occurring at specific, predetermined moments
(e.g., every 10 minutes, glance over and record if the child is
on-task at that instant) rather than watching continuously. This
makes it the least labor-intensive and most practical option
for a busy teacher managing a full classroom — she can briefly
glance at the target child at set intervals while continuing to teach
and supervise everyone else.Why the other options are wrong:
A. Interval recording —
This requires the observer to watch the child continuously
throughout each interval (e.g., 10-second or 30-second intervals)
and record whether the behavior occurred during (partial) or
throughout (whole) that interval. This demands sustained, focused
attention on one student — unrealistic for a teacher solely
responsible for 30 children with no additional support.
B. Latency recording —
This measures the time between the onset of a
stimulus/instruction and the initiation of the response (e.g.,
how long after being told to sit down does the child comply). This
doesn't match what's being asked here — the behavior analyst wants
to know about ongoing on-task behavior, not response latency
to a specific instruction.
C. Duration recording —
This measures how long a behavior lasts (total time on-task,
or total time out-of-seat) and also requires continuous
observation from the onset to the offset of the behavior. Like
interval recording, this isn't feasible for someone managing an
entire classroom alone.
Question # 24
Missy is using a multiple probe across participants design to evaluate the effects of peer
tutoring to teach three students to complete division problems. These three students have had no prior instruction in division. Missy MOST LIKELY chose a multiple probe design
rather than a multiple baseline design becausE.
A. the students' baseline scores will be zero. B. the students could not miss class very often. C. other extraneous variables may cause their skills to improve. D. she is interested in comparing the effects of three interventions at once.
Answer: A The key detail in the question stem is that "these three
students have had no prior instruction in division." This
detail is not incidental — it's the reason the question specifies
it.A multiple probe design is a
variation of the multiple baseline design that uses intermittent
(probe) measurement instead of continuous, session-by-session
measurement during the baseline phase. One of the primary
justifications for using probes instead of continuous baseline
measurement is that the behavior is not expected to occur or
change without intervention — meaning the baseline is predicted
to remain stable (often at or near zero) because the skill has never
been taught.Since Missy already knows the
students have had no prior instruction in division, there's
little scientific or practical value in repeatedly measuring a skill
that logically cannot be present yet. Continuous baseline testing
would be redundant, time-consuming, and potentially reactive
(repeated testing/practice on the same untaught skill could itself
produce improvement, muddying the causal demonstration). Instead,
Missy can periodically probe to confirm the skill remains
absent until she introduces the intervention.Why the other options are wrong:
B. The students could not
miss class very often — This is a legitimate general
rationale for multiple probe designs (minimizing lost instructional
time), but it isn't the detail the question emphasizes. The stem is
specifically drawing attention to prior instruction history,
not scheduling/logistics concerns. This is a plausible distractor
but not the most likely reason given the stem's wording.
C. Other extraneous
variables may cause their skills to improve — This describes a
threat to internal validity (history/maturation effects), not
a rationale for choosing probes over continuous baseline. If
anything, concern about extraneous variables would argue for
more frequent/continuous measurement, not less.
D. She is interested in
comparing the effects of three interventions at once —
Incorrect logic entirely. Multiple baseline/probe across
participants designs involve applying the same single
intervention sequentially across different participants — not
comparing multiple different interventions. Comparing interventions
would call for a different design altogether (e.g., alternating
treatments design).
Question # 25
As part of evaluating procedural integrity on a school based program, it is important for the
behavior analyst to assess the quality of data collected by a teacher.
The BEST method is for the behavior analyst to?
A. take data on student performance simultaneously with the teacher. B. compare student's self-graphed data to data collected by the teacher. C. compare data collected at the same time by the teacher and another teacher. D. compare her/his observation of a student's performance with data collected by the teacher from an earlier training session with the student.
Answer: A
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