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Connecticut Behavior Analyst — Requirements & Free Practice

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Behavior Analyst

Connecticut behavior analyst license under C.G.S. §§20-185k and 20-185l, including the generally applicable licensing and restoration provisions. Section 20-185j(c) exemptions are permissions to act without this license, not separately issued license identities; assistant certification is a BACB credential, not a Connecticut-issued license.

Licensing authority: Connecticut Department of Public Health · Application information

Annual renewal, including renewal during the 90 day grace period
BCBA Certification Examination
Application
C.G.S. §19a-88(g) requires online renewal and online payment, with the statute's extenuating-circumstances paper/check exception.
Current Certification
Furnish evidence of current BACB behavior analyst certification. The BCBA examination dependency is retained even when it was passed earlier; maintaining current certification does not itself require a fresh examination at every license renewal.
Existing License
Hold an existing Connecticut behavior analyst license; renew annually during the birth month. Renewal remains available during the statutory 90-day grace period; after that apply for reinstatement.
Fee
C.G.S. §20-185k(b) sets the annual fee at $180 for licenses expiring on or after October 1, 2021. The pinned DPH profession landing page lists $175; the statute controls the fee.
Military Fee Waiver
An active-duty U.S. Armed Forces licensee who is a legal Connecticut resident may request the renewal-fee exemption on each renewal, supplying the commanding officer's letter and residence evidence.
Training
Complete at least two hours of approved training on screening for post-traumatic stress disorder, suicide risk, depression and grief, and suicide prevention, in the first renewal period and at least once every six years thereafter. The specified evidence-based youth suicide prevention program can satisfy the suicide-prevention component.
Licensure based on BCBA certification
BCBA Certification Examination
Application
Apply online and pay the $350 application fee; arrange for supporting documentation to reach DPH directly from its source.
Bcba Certification
Hold BCBA certification issued by BACB; DPH verifies it online and may request additional information. The examination may have been passed before this application; a currently certified applicant does not need a new sitting merely to apply for the Connecticut license.
Eligibility Review
DPH determines eligibility from governing statutes and regulations; an unresolved professional complaint or pending disciplinary action in another jurisdiction prevents issuance, subject to the statutory exceptions.
Out Of State Verification
If applicable, have every current or expired out-of-state behavior analyst license verified directly by its issuing authority to document disciplinary history.
Reinstatement after suspension or revocation
No examination is required for this applicant pathway.
Corrective Measures
DPH may impose authorized disciplinary or corrective measures, including practice limits, probation, reports and further professional education. These are applicant conditions; §19a-17(e) assigns no identified profession examination to this route.
Hearing And Discretion
After a hearing, DPH must be satisfied that the practitioner can practice with reasonable skill and safety. Reinstatement is discretionary.
Previous Discipline
The license was suspended or revoked; this is the §19a-17(e) restoration process, separate from reinstatement of a license voided by nonrenewal.

Official no-examination sources

Effective from 2026-09-22.

Licensure by endorsement under C.G.S. §20 185l
No examination is required for this applicant pathway.
Application
DPH uses online license applications; arrange source verification of outside credentials and satisfy the generally applicable eligibility review.
Board Checklist
The DPH Licensing Requirements page states: "In order to be eligible for a behavior analyst license, an applicant must be a Board Certified Behavior Analyst (BCBA) certified by the Behavior Analyst Certification Board (BACB)." This general checklist is recorded for the applicant; the separate §20-185l statutory route expressly covers applicants ineligible under §20-185k and defines its criteria through equivalent outside licensure or certification rather than Connecticut examination passage.
Disciplinary Status
No disciplinary actions or unresolved complaints may be pending.
Eligibility Review
DPH determines eligibility from governing statutes and regulations; an unresolved professional complaint or pending disciplinary action in another jurisdiction prevents issuance, subject to the statutory exceptions.
Existing Credential
Hold licensure or certification as a behavior analyst, or authority to perform similar services under another designation, in another state or jurisdiction.
Ineligible For Certification Route
This statutory endorsement route is for an applicant not eligible under §20-185k.
Substantial Equivalence
Show DPH that the other jurisdiction requires qualifications substantially similar to or higher than Connecticut requirements.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement or reactivation after nonrenewal
BCBA Certification Examination
Application
Apply online, pay $350, and arrange submission of supporting documents directly from their source.
Current Certification
Provide verification of current BACB behavior analyst certification. Its examination prerequisite is retained as a currently offered registered examination; a still-certified applicant need not automatically retest.
Department Review
DPH reviews initial credentials, practice length, time out of practice, complaints or discipline, and continuing education to decide whether current licensing requirements are met. Issuance is discretionary and pending complaints must be resolved favorably.
Eligibility Review
DPH determines eligibility from governing statutes and regulations; an unresolved professional complaint or pending disciplinary action in another jurisdiction prevents issuance, subject to the statutory exceptions.
Outside Licenses
Arrange direct verification of every current or expired outside license.
Practice Evaluation
Provide the appropriate authority's verification of the most recent experience, dates and ability to practice with reasonable skill and safety. For private practice, a referral practitioner's letter describing dates and evaluation may suffice.
Previous License
Previously held a Connecticut behavior analyst license that lapsed due to nonrenewal and became void; reactivation uses this reinstatement process.
Professional History
Submit a current CV or synopsis of professional activity since the master's or doctoral degree.
Refresher Training
DPH typically requires refresher training when active clinical practice has ceased for longer than five years; DPH supplies details after receiving documentation.
Renewal of a license voided during qualifying military service
BCBA Certification Examination
Deadline
Apply no later than one year after discharge from the qualifying service.
Disciplinary Status
No pending professional disciplinary action or unresolved complaint.
Documentation
Use the application prescribed by DPH and supply the other documentation DPH requires.
Excluded Training
Regular annual reservist or National Guard training outside mobilization is excluded.
Ordinary Renewal Requirements
Complete the continuing education or refresher training required for a license that has not become void, including §20-185k(b) current BACB certification and profession-specific training. Prior BCBA examination passage counts without an automatic new sitting.
Previous License
The Connecticut behavior analyst license became void while its holder was on active U.S. Armed Forces service or National Guard service ordered by the Governor.

BCBA Certification Examination

Provider
Behavior Analyst Certification Board (BACB); delivered by Pearson VUE in person at authorized Pearson VUE testing sites
Format
Computer-based multiple-choice examination, continuously available and offered only in English; each question has 4 possible answers and only 1 correct answer; all questions are equally weighted and the result is based on overall performance
Exam questions
185 multiple-choice questions: 175 scored and 10 unscored
Time limit
4 hours
Passing score
Pass/fail; criterion-referenced passing score established by the modified Angoff method
Exam fee
$245 certification application (BACB) plus $125 examination appointment (Pearson VUE); $140 examination retake application
Examination outline
  • A. Behaviorism and Philosophical Foundations (8 of 175 scored questions) (5%)
    • A.1. Identify the goals of behavior analysis as a science (i.e., description, prediction, control).
    • A.2. Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).
    • A.3. Explain behavior from the perspective of radical behaviorism.
    • A.4. Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.
    • A.5. Identify and describe dimensions of applied behavior analysis.
  • B. Concepts and Principles (24 of 175 scored questions) (14%)
    • B.1. Identify and distinguish among behavior, response, and response class.
    • B.2. Identify and distinguish between stimulus and stimulus class.
    • B.3. Identify and distinguish between respondent and operant conditioning.
    • B.4. Identify and distinguish between positive and negative reinforcement contingencies.
    • B.5. Identify and distinguish between positive and negative punishment contingencies.
    • B.6. Identify and distinguish between automatic and socially mediated contingencies.
    • B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers.
    • B.8. Identify and distinguish among unconditioned, conditioned, and generalized punishers.
    • B.9. Identify and distinguish among simple schedules of reinforcement.
    • B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.
    • B.11. Identify and distinguish between operant and respondent extinction as operations and processes.
    • B.12. Identify examples of stimulus control.
    • B.13. Identify examples of stimulus discrimination.
    • B.14. Identify and distinguish between stimulus and response generalization.
    • B.15. Identify examples of response maintenance.
    • B.16. Identify examples of motivating operations.
    • B.17. Distinguish between motivating operations and stimulus control.
    • B.18. Identify and distinguish between rule-governed and contingency-shaped behavior.
    • B.19. Identify and distinguish among verbal operants.
    • B.20. Identify the role of multiple control in verbal behavior.
    • B.21. Identify examples of processes that promote emergent relations and generative performance.
    • B.22. Identify ways behavioral momentum can be used to understand response persistence.
    • B.23. Identify ways the matching law can be used to interpret response allocation.
    • B.24. Identify and distinguish between imitation and observational learning.
  • C. Measurement, Data Display, and Interpretation (21 of 175 scored questions) (12%)
    • C.1. Create operational definitions of behavior.
    • C.2. Distinguish among direct, indirect, and product measures of behavior.
    • C.3. Measure occurrence.
    • C.4. Measure temporal dimensions of behavior (e.g., duration, latency, interresponse time).
    • C.5. Distinguish between continuous and discontinuous measurement procedures.
    • C.6. Design and apply discontinuous measurement procedures (e.g., interval recording, time sampling).
    • C.7. Measure efficiency (e.g., trials to criterion, cost-benefit analysis, training duration).
    • C.8. Evaluate the validity and reliability of measurement procedures.
    • C.9. Select a measurement procedure to obtain representative data that accounts for the critical dimension of the behavior and environmental constraints.
    • C.10. Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
    • C.11. Interpret graphed data.
    • C.12. Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g., accuracy, dosage) and environmental constraints.
  • D. Experimental Design (13 of 175 scored questions) (7%)
    • D.1. Distinguish between dependent and independent variables.
    • D.2. Distinguish between internal and external validity.
    • D.3. Identify threats to internal validity (e.g., history, maturation).
    • D.4. Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).
    • D.5. Identify the relative strengths of single-case experimental designs and group designs.
    • D.6. Critique and interpret data from single-case experimental designs.
    • D.7. Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs.
    • D.8. Identify rationales for conducting comparative, component, and parametric analyses.
    • D.9. Apply single-case experimental designs.
  • E. Ethical and Professional Issues (22 of 175 scored questions) (13%)
    • E.1. 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).
    • E.2. Identify the risks to oneself, others, and the profession as a result of engaging in unethical behavior.
    • E.3. Develop and maintain competence by engaging in professional development activities (e.g., read literature, seek consultation, establish mentors).
    • E.4. Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information.
    • E.5. 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).
    • E.6. 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.
    • E.7. Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable.
    • E.8. Identify and apply interpersonal and other skills (e.g., accepting feedback, listening actively, seeking input, collaborating) to establish and maintain professional relationships.
    • E.9. Engage in cultural humility in service delivery and professional relationships.
    • E.10. Apply culturally responsive and inclusive service and supervision activities.
    • E.11. Identify personal biases and how they might interfere with professional activity.
    • E.12. Identify and apply the legal, regulatory, and practice requirements (e.g., licensure, jurisprudence, funding, certification) relevant to the delivery of behavior-analytic services.
  • F. Behavior Assessment (23 of 175 scored questions) (13%)
    • F.1. Identify relevant sources of information in records (e.g., educational, medical, historical) at the outset of the case.
    • F.2. Identify and integrate relevant cultural variables in the assessment process.
    • F.3. Design and evaluate assessments of relevant skill strengths and areas of need.
    • F.4. Design and evaluate preference assessments.
    • F.5. Design and evaluate descriptive assessments.
    • F.6. Design and evaluate functional analyses.
    • F.7. Interpret assessment data to determine the need for behavior-analytic services and/or referral to others.
    • F.8. Interpret assessment data to identify and prioritize socially significant, client-informed, and culturally responsive behavior-change procedures and goals.
  • G. Behavior-Change Procedures (25 of 175 scored questions) (14%)
    • G.1. Design and evaluate positive and negative reinforcement procedures.
    • G.2. Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction.
    • G.3. Design and evaluate time-based reinforcement (e.g., fixed-time) schedules.
    • G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token economies).
    • G.5. Incorporate motivating operations and discriminative stimuli into behavior-change procedures.
    • G.6. Design and evaluate procedures to produce simple and conditional discriminations.
    • G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most).
    • G.8. Design and implement procedures to fade stimulus and response prompts (e.g., prompt delay, stimulus fading).
    • G.9. Design and evaluate modeling procedures.
    • G.10. Design and evaluate instructions and rules.
    • G.11. Shape dimensions of behavior.
    • G.12. Select and implement chaining procedures.
    • G.13. Design and evaluate trial-based and free-operant procedures.
    • G.14. Design and evaluate group contingencies.
    • G.15. Design and evaluate procedures to promote stimulus and response generalization.
    • G.16. Design and evaluate procedures to maintain desired behavior change following intervention (e.g., schedule thinning, transferring to naturally occurring reinforcers).
    • G.17. Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection).
    • G.18. Evaluate emotional and elicited effects of behavior-change procedures.
    • G.19. Design and evaluate procedures to promote emergent relations and generative performance.
  • H. Selecting and Implementing Interventions (20 of 175 scored questions) (11%)
    • H.1. Develop intervention goals in observable and measurable terms.
    • H.2. 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).
    • H.3. Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased.
    • H.4. Plan for and attempt to mitigate possible unwanted effects when using reinforcement, extinction, and punishment procedures.
    • H.5. Plan for and attempt to mitigate possible relapse of the target behavior.
    • H.6. Make data-based decisions about procedural integrity.
    • H.7. Make data-based decisions about the effectiveness of the intervention and the need for modification.
    • H.8. Collaborate with others to support and enhance client services.
  • I. Personnel Supervision and Management (19 of 175 scored questions) (11%)
    • I.1. Identify the benefits of using behavior-analytic supervision (e.g., improved client outcomes, improved staff performance and retention).
    • I.2. Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback).
    • I.3. Identify and implement methods that promote equity in supervision practices.
    • I.4. Select supervision goals based on an assessment of the supervisee’s skills, cultural variables, and the environment.
    • I.5. Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort).
    • I.6. Apply a function-based approach (e.g., performance diagnostics) to assess and improve supervisee behavior.
    • I.7. Make data-based decisions about the efficacy of supervisory practices.
Examination sources