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Delaware Behavior Analyst — Requirements & Free Practice

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School Behavior Analyst Standard Certificate

State school-practice credential issued by DDOE under 14 Del. C. section 1220 and Rule 1585. The Standard Certificate is not renewed; validity depends on a current educator licence, and retention requires maintenance of the specified national certification. General Initial, Continuing and Advanced educator licences are applicant credentials, rather than separate behaviour-analyst certificate identities. Rule 2102 separately deems nationally certified BCBA or BCBA-D providers qualified for insurance-covered applied behaviour analysis services; it does not establish an additional state-issued behaviour-analyst certification application.

Licensing authority: Delaware Department of Education and Professional Standards Board · Application information

Issuance by national certification under Rule 1585 subsection 3.1.1

At least one of the following alternatives:

Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Initial licence clinical experience
For a new Initial License, Rule 1510 subsection 4.1.3.4.8 requires the supervised clinical hours needed for the selected national certification. Section 4.1.1 also requires at least a bachelor’s degree from a four-year regionally accredited college or university. The general content-readiness requirement in 14 Del. C. section 1210(a), when applicable, identifies no additional behaviour-analyst examination beyond the certification specified for this credential.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
National certification
Hold and document one of BCBA or QBA as specified in subsection 4.1.1. The frozen current examination of that certification is referenced even if passed before the state application; state certification is not a separate examination.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Issuance by current out of state school credential under subsection 3.1.2
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Issuance and retention
14 Del. C. section 1220(b) authorizes issuance notwithstanding subsection (a); Rule 1585 subsection 3.1.2 requires the out-of-state credential rather than Section 4.0 examination/certification proof. Section 8.0 separately requires national certification maintenance after issuance; this continuing condition is preserved, rather than adding the examination of another jurisdiction.
Out of state credential
Meet Delaware educator-licence requirements and provide an official copy of a valid, current, full or permanent school behaviour analyst licence or certificate from another jurisdiction, in good standing. Temporary, emergency, conditional and expired credentials do not qualify under the Rule’s definition.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.

Official no-examination sources

Effective from 2026-09-22.

Individual issuance by Secretary of Education review under Section 6.0
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Certification exception
Section 6.1 establishes the exceptional grant on documented effectiveness and specifies no examination. Any exception and subsequent certification-retention compliance must be settled in the Secretary’s individual decision; this route does not assert automatic eligibility or exemption from continuing conditions.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Individual review
A local district or charter school must request review in writing and document effectiveness. The Secretary may grant the Standard Certificate to an applicant who otherwise does not meet its requirements; this is discretionary, not an entitlement.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Request approval
A district superintendent approves district requests. A charter board approves requests for the head of school; the charter head approves requests for other applicants.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement of a suspended Standard Certificate under Rule 1514 subsection 5.1.1
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Revocation distinction
This route is the express reinstatement of a suspended certificate under Rule 1514 subsection 5.1.1. It does not promise reinstatement of a certificate revoked under 14 Del. C. section 1222, nor treat reinstatement of an educator licence as automatic reinstatement of a revoked Standard Certificate.
Suspension reinstatement
The Secretary may reinstate a suspended certificate upon written request and verification that the holder has satisfied the educator-licence or permit renewal requirements in effect at the request. Maintain the applicable national certification and a current educator licence under Sections 7.0 and 8.0.

Official no-examination sources

Effective from 2026-09-22.

School Behavior Analyst Assistant Standard Certificate

State school-practice credential issued by DDOE under 14 Del. C. section 1220 and Rule 1586. Assistant practice requires supervision by a School Behavior Analyst Standard Certificate holder. The Standard Certificate is not renewed; validity depends on a current educator licence, and retention requires maintenance of the specified national certification. General Initial, Continuing and Advanced educator licences are applicant credentials, rather than separate behaviour-analyst certificate identities. Rule 2102 separately deems nationally certified BCBA or BCBA-D providers qualified for insurance-covered applied behaviour analysis services; it does not establish an additional state-issued behaviour-analyst certification application.

Licensing authority: Delaware Department of Education and Professional Standards Board · Application information

Issuance by national certification under Rule 1586 subsection 3.1.1

At least one of the following alternatives:

Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Initial licence clinical experience
For a new Initial License, Rule 1510 subsection 4.1.3.4.9 requires the supervised clinical hours needed for the selected national certification. Section 4.1.1 also requires at least a bachelor’s degree from a four-year regionally accredited college or university. The general content-readiness requirement in 14 Del. C. section 1210(a), when applicable, identifies no additional behaviour-analyst examination beyond the certification specified for this credential.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
National certification
Hold and document one of BCaBA or QASP-S as specified in subsection 4.1.1. The frozen current examination of that certification is referenced even if passed before the state application; state certification is not a separate examination.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Supervision
Work under an educator who holds a School Behavior Analyst Standard Certificate, as Section 1.0 requires.
Issuance by current out of state school credential under subsection 3.1.2
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Issuance and retention
14 Del. C. section 1220(b) authorizes issuance notwithstanding subsection (a); Rule 1586 subsection 3.1.2 requires the out-of-state credential rather than Section 4.0 examination/certification proof. Section 8.0 separately requires national certification maintenance after issuance; this continuing condition is preserved, rather than adding the examination of another jurisdiction.
Out of state credential
Meet Delaware educator-licence requirements and provide an official copy of a valid, current, full or permanent school behaviour analyst assistant licence or certificate from another jurisdiction, in good standing. Temporary, emergency, conditional and expired credentials do not qualify under the Rule’s definition.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Supervision
Work under an educator who holds a School Behavior Analyst Standard Certificate, as Section 1.0 requires.

Official no-examination sources

Effective from 2026-09-22.

Individual issuance by Secretary of Education review under Section 6.0
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Certification exception
Section 6.1 establishes the exceptional grant on documented effectiveness and specifies no examination. Any exception and subsequent certification-retention compliance must be settled in the Secretary’s individual decision; this route does not assert automatic eligibility or exemption from continuing conditions.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Individual review
A local district or charter school must request review in writing and document effectiveness. The Secretary may grant the Standard Certificate to an applicant who otherwise does not meet its requirements; this is discretionary, not an entitlement.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Request approval
A district superintendent approves district requests. A charter board approves requests for the head of school; the charter head approves requests for other applicants.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Supervision
Work under an educator who holds a School Behavior Analyst Standard Certificate, as Section 1.0 requires.

Official no-examination sources

Effective from 2026-09-22.

Reinstatement of a suspended Standard Certificate under Rule 1514 subsection 5.1.1
No examination is required for this applicant pathway.
Application
Apply through DEEDS; if seeking an Initial License, apply simultaneously for the Standard Certificate and supply all licence documentation (subsection 5.1). Supply additional documentation requested by DDOE.
Contact updates
Under Section 10.0 update DEEDS contact information; report mailing address, email or telephone changes within 14 calendar days, and supply notarized name-change evidence when requesting a certificate name change.
Criminal history
If also applying for issuance or renewal of an educator licence or paraeducator permit, disclose criminal conviction history under subsection 5.2.
Educator licence
Hold a valid Delaware Initial, Continuing or Advanced educator licence, or the Standard or Professional Status credential issued before August 31, 2003 recognized by subsection 3.1.1. Licence qualification and retention are separate applicant conditions.
Investigation
Under subsection 3.2 DDOE does not act while an official licensing investigation remains unresolved; provide evidence of its resolution.
Public school scope
The credential applies to behaviour analytic services in Delaware public schools, including charter schools; educators already licensed and certified in another practice area may provide such services in the course of that work under Section 1.0.
Retention
Sections 7.0 and 8.0 require a current, valid educator licence and maintenance of national certification issued by BACB or QABA; notify DDOE immediately in writing if either requirement is no longer met. The Standard Certificate is not subject to renewal.
Revocation distinction
This route is the express reinstatement of a suspended certificate under Rule 1514 subsection 5.1.1. It does not promise reinstatement of a certificate revoked under 14 Del. C. section 1222, nor treat reinstatement of an educator licence as automatic reinstatement of a revoked Standard Certificate.
Supervision
Work under an educator who holds a School Behavior Analyst Standard Certificate, as Section 1.0 requires.
Suspension reinstatement
The Secretary may reinstate a suspended certificate upon written request and verification that the holder has satisfied the educator-licence or permit renewal requirements in effect at the request. Maintain the applicable national certification and a current educator licence under Sections 7.0 and 8.0.

Official no-examination sources

Effective from 2026-09-22.

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

QBA examination

Provider
Qualified Applied Behavior Analysis Credentialing Board (QABA); online examination live-proctored by Premier Proctoring
Format
Online live-proctored examination
Exam questions
125 questions: 100 live scored and 25 unscored pretest questions
Time limit
3 hours
Exam fee
$350 non-refundable application and exam fee; $225 retake fee
Examination outline
  • A. Autism Core Knowledge (listed in the QBA Job Analysis Test Specifications as 'A. Autism Spectrum Disorder Basics') (5 scored items, +/-2) (5%)
    • 1. ASD and common characteristics and deficits
    • 2. Autism as a spectrum disorder and the core deficits outlined in the DSM-V.
    • 3. Symptoms & characteristics of ASD used in early diagnosis
    • 4. Risk factors associated with the development of autism spectrum disorders
    • 5. Terminology associated with diagnosis, such as pragmatic language, receptive and expressive language, sensory-motor, social skills, joint attention, stereotypy
    • 6. How and when disorders are commonly associated in differential diagnosis, such as learning disabilities, processing disorders, etc.
    • 7. Identify co-morbid disorders commonly associated with ASD
    • 8. Identify how ASD is diagnosed and how results may be utilized in goal development. Review the categories in the Diagnostic and Statistical Manual of Mental Disorders associated with ASD, such as social communication disorder, etc. review assessments utilized in diagnosis of ASD.
  • B. Legal, Ethical, and Professional Considerations (10 scored items, +/-2) (10%)
    • 1. Review and understand QABA Code of Ethics (e.g., applied behavior)
    • 2. Review and understand HIPAA regulations (e.g., confidentiality including limitations, mandated reporting, reportable documents, duty to warn vs. duty to protect and/or local/federal laws and regulations.
    • 3. Collaborations with professionals and family members (e.g., behavior contracts, breaking policies, cancellations, referral methods, communication skills, active listening)
    • 4. Describe the importance of Educational laws (e.g., IDEA, LRE, IEP, ADA, Rehabilitation Act, 504 Plan)
    • 5. Positive behavior supports
    • 6. Person-centered planning
    • 7. Socially significant behaviors
    • 8. Treatment planning (e.g., drafting, development, goal writing, implementation)
    • 9. Transitioning services (e.g., thinning of reinforcement, prompt hierarchies, mastery criteria, generalization, maintenance, stakeholder training)
    • 10. Responsibilities to clients (e.g., referrals)
    • 11. Professional competency (e.g., supervision from competent sources)
    • 12. Describe the importance of Informed consent
    • 13. Identify and explain the use of Risk benefit assessments
  • C. Core Principles of ABA (10 scored items, +/-2) (10%)
    • 1. Correctly identify a Four-term contingency
    • 2. Describe and discriminate between Respondent and Operant conditioning
    • 3. Explain and describe Classical conditioning
    • 4. Identify and explain stimulus functions (e.g., stimulus control, discriminative stimulus, stimulus delta, SD-p, generalization, discrimination, response)
    • 5. Describe and discriminate between Motivational operations (e.g., abolishing operation, establishing operation, abative, evocative, conditioned motivating operation, unconditioned motivating operation)
    • 6. Identify the differences between reinforcement and punishment (e.g., positive and negative)
    • 7. Describe and interpret Matching law
    • 8. Identify and provide examples of various Reinforcers and punishers (e.g., primary, secondary, conditioned, unconditioned)
    • 9. Apply and explain Measurement (e.g., dimensional quantities, derivative measures, and definition measures)
    • 10. Recognize Schedules of reinforcement and describe their appropriate use
    • 11. Identify and define Extinction and possible effects (e.g., spontaneous recovery, resurgence, extinction burst, renewal)
    • 12. Identify and apply the six (6) Verbal operants
    • 13. Identify, describe, and apply Conditioned motivating operations (i.e., CMO-R, CMO-T, CMOS)
  • D. Antecedent Interventions (12 scored items, +/-2) (12%)
    • 1. Identify and explain the use of Antecedent strategies (e.g., types, advantages and disadvantages)
    • 2. Summarize Non-contingent reinforcement (e.g., implementation methods, advantages and disadvantages)
    • 3. Describe the effects on motivating operations (e.g., evocative and abative)
    • 4. Describe Functional communication training
    • 5. Adaptive Augmentative Communication (e.g., PECS, communication devices)
    • 6. Identify and describe Setting events and how they can contribute to or influence responses
  • E. Skill Acquisition Programming (10 scored items, +/-2) (10%)
    • 1. Treatment plan protocol (e.g., goal writing, mastery criteria measures, targets, maintenance, generalization, skill acquisition domains)
    • 2. Discriminate between Topography vs. function
    • 3. Understand Prompting as it relates to use within ABA (e.g., hierarchy, procedures, fading, types, prompt dependency)
    • 4. Stimuli usage (e.g., control, transfer, and threats)
    • 5. Error correction procedures
    • 6. Characterize Skill implementation strategies
    • 7. Identify and explain Imitation training
    • 8. Behavior chain procedures
    • 9. Self-management procedures
    • 11. Describe ABA -based instructional methodologies (e.g., PRT, NET, DTT, incidental teaching)
    • 12. Stimulus equivalence
  • F. Behavior Reduction Interventions (14 scored items, +/-2) (14%)
    • 1. Understand the importance and use of Assessment tools token economy (e.g., back up reinforcers, generalized reinforcers, response-cost, ratio strain)
    • 2. Identify Punishment procedures and risks associated with said procedures
    • 3. Identify and describe Differential reinforcement procedures (eg. DRA, DRO, DRI, DRL, DRH)
    • 4. Define Behavioral contrast
    • 5. Understand risks and benefits associated with Group contingencies
    • 6. Explain Contingency contracts
    • 7. Understand the use of Extinction procedures
    • 8. Limitations of behavior reduction strategies
  • G. Data Collection and Analysis (15 scored items, +/-2) (15%)
    • 1. Describe Measurable dimensions of behavior (eg. Latency, duration, duration, etc)
    • 2. Explain the importance of Operational definitions
    • 3. Identify Graphic displays commonly used in ABA
    • 4. Visual analysis
    • 5. Describe and provide examples of Measurement procedures (e.g., continuous and discontinuous)
    • 6. Identify Validation of measurement
    • 7. Understand the types of Interobserver agreement (IOA) and identify least to most stringent
  • H. Assessment (14 scored items, +/-2) (14%)
    • 1. Understand and identify key components of Assessments (e.g., FBA, FA, preference, reinforcer, indirect, direct/descriptive, conditional probability, environmental analysis)
    • 2. Describe and visually interpret Experimental designs
  • I. Training and Supervision (10 scored items, +/-2) (10%)
    • 1. Define and explain Fidelity (i.e., treatment and procedural)
    • 2. Documentation and best practices (e.g., report writing, training, supervision)
    • 3. Identify the purpose of Mediator analysis (e.g., environmental assessment, sociocultural background, religious affiliations)
    • 4. Training procedures (e.g., behavior skills training, parent training)
    • 5. Characterize Sociocultural values (eg. Ethics, diversity)
    • 6. Describe important characteristics and/or practices related to Supervision strategies
Examination sources

BCaBA 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
175 multiple-choice questions: 150 scored and 25 unscored
Time limit
4 hours
Passing score
Pass/fail; criterion-referenced passing score established by the modified Angoff method
Exam fee
$175 certification application (BACB) plus $125 examination appointment (Pearson VUE)
Examination outline
  • A. Behaviorism and Philosophical Foundations (10 of 150 scored questions) (7%)
    • A.1. Explain the goals of behavior analysis as a natural 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. Describe and 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 (Baer, Wolf, & Risley, 1968).
  • B. Concepts and Principles (18 of 150 scored questions) (12%)
    • 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 and punishers.
    • B.8. Identify and distinguish among simple schedules of reinforcement.
    • B.9. Identify examples of operant extinction.
    • B.10. Identify and distinguish between types of stimulus control.
    • B.11. Identify and distinguish between discrimination and generalization.
    • B.12. Define and identify examples of unconditioned motivating operations.
    • B.13. Identify and distinguish between rule-governed and contingency-shaped behavior.
    • B.14. Identify and distinguish among elementary verbal operants.
    • B.15. Define and identify examples of processes that promote emergent relations and generative performance.
  • C. Measurement, Data Display, and Interpretation (20 of 150 scored questions) (13%)
    • C.1. Define and identify dimensions of behavior (e.g., count, duration, magnitude).
    • C.2. Describe the form (i.e., topography) and develop operational definitions of behavior.
    • C.3. Distinguish among direct, indirect, and product measures of behavior.
    • C.4. Develop and implement continuous measurement procedures (e.g., duration recording, event recording).
    • C.5. Develop and implement discontinuous measurement procedures (e.g., interval recording, time sampling).
    • C.6. Evaluate the validity and reliability of measurement procedures.
    • C.7. Select a measurement system to obtain representative data given the dimensions of behavior and the logistics of observing and recording.
    • C.8. Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).
    • C.9. Interpret graphed data.
    • C.10. Develop and evaluate mastery criteria.
  • D. Experimental Design (10 of 150 scored questions) (7%)
    • D.1. Distinguish between dependent and independent variables.
    • D.2. Distinguish between internal and external validity.
    • D.3. Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).
    • D.4. Identify strengths of single-case experimental design.
    • D.5. Distinguish among and implement single-case experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
    • D.6. Distinguish among and implement comparative, component, and parametric analyses.
  • E. Ethical and Professional Issues (18 of 150 scored questions) (12%)
    • 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 associated with engaging in unethical behavior (e.g., misuse of social media, misrepresentation of one’s credential, making confidential information public).
    • E.3. Identify one’s area(s) of competence and when to seek a supervisor’s guidance.
    • E.4. Identify professional development activities that strengthen and expand areas of competence (e.g., attend conferences, read literature, seek consultation, establish mentors).
    • E.5. Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information.
    • E.6. Identify steps that should be taken when transitioning clients or supervisees to another professional or when a BCaBA transitions to a different supervisor.
    • 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 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 (17 of 150 scored questions) (11%)
    • F.1. Review relevant information in available records and data (e.g., educational, medical, historical) at the outset of a case.
    • F.2. Identify conditions that warrant behavior-analytic services.
    • F.3. Identify and prioritize socially significant, client-informed, and culturally responsive behavior-change goals.
    • F.4. Implement assessments of relevant skill strengths and deficits, and contextual fit (e.g., client values, cultural variables, social validity, environmental resources).
    • F.5. Implement preference and reinforcer assessments.
    • F.6. Implement functional assessments of behavior, including indirect, descriptive, and experimental analyses.
  • G. Behavior-Change Procedures (22 of 150 scored questions) (15%)
    • G.1. Develop and implement positive and negative reinforcement procedures, including contingent and noncontingent applications.
    • G.2. Develop and implement procedures to establish and use conditioned reinforcers.
    • G.3. Develop and implement procedures that incorporate motivating operations and discriminative stimuli.
    • G.4. Develop and implement procedures to teach simple and conditional discriminations.
    • G.5. Develop and implement procedures using stimulus and response prompts that include appropriate fading procedures (e.g., errorless, least-to-most, stimulus fading).
    • G.6. Develop and implement modeling procedures.
    • G.7. Develop and implement procedures that use instructions and rules.
    • G.8. Develop and implement shaping procedures.
    • G.9. Develop and implement chaining procedures.
    • G.10. Develop and implement procedures to teach elementary verbal operants.
    • G.11. Develop and implement procedures to promote emergent relations and generative performance.
    • G.12. Develop and implement procedures that promote behavioral persistence.
    • G.13. Develop and implement acquisition procedures that are appropriate to the client’s skills and intervention goals (e.g., discrete-trial, free-operant, and naturalistic teaching arrangements).
    • G.14. Develop and implement group contingency procedures.
    • G.15. Develop and implement contingency contracting procedures.
    • G.16. Develop and implement self-management procedures.
    • G.17. Develop and implement procedures to promote stimulus and response generalization.
    • G.18. Develop and implement differential reinforcement procedures with and without extinction.
    • G.19. Define and implement positive and negative punishment procedures (e.g., time-out, response cost, overcorrection).
    • G.20. Develop and implement procedures to promote maintenance of behavior change.
  • H. Intervention Development and Monitoring (20 of 150 scored questions) (13%)
    • H.1. State intervention goals in observable and measurable terms.
    • H.2. Identify potential interventions based on assessment results and scientific evidence.
    • H.3. Develop intervention goals and procedures based on risks and contextual fit (e.g., client preferences and values, cultural variables, social validity, environmental resources).
    • H.4. Identify alternative behaviors to be established or increased when a target behavior is to be decreased.
    • H.5. Identify possible unwanted effects when using reinforcement, extinction, and punishment procedures.
    • H.6. Evaluate client progress and procedural integrity.
    • H.7. Make data-based decisions about the effectiveness of procedures and the need for modification.
    • H.8. Collaborate with and include others who support and/or provide services to clients.
  • I. Supervisory Relationships (15 of 150 scored questions) (10%)
    • I.1. Use behavior-analytic supervision practices and state the potential risks of ineffective supervision (e.g., poor client outcomes, impaired job satisfaction, employee turnover).
    • I.2. Identify and apply strategies for establishing and maintaining effective supervisory relationships (e.g., active listening, providing reinforcement, reciprocal feedback).
    • I.3. Identify and implement methods that promote equity in supervision practices.
    • I.4. Establish clear performance expectations for the supervisor and supervisee.
    • I.5. Select supervision goals based on an assessment of the supervisee’s skills.
    • I.6. Apply empirically validated and competency-based approaches to train supervisees to perform assessment and intervention procedures.
    • I.7. Identify and apply empirically validated and culturally responsive performance management procedures (e.g., modeling, practice, feedback, reinforcement, task clarification, manipulation of response effort).
    • I.8. Apply a function-based approach (e.g., performance diagnostics) to assess and improve supervisee behavior.
    • I.9. Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires).
Examination sources

QASP-S examination

Provider
Qualified Applied Behavior Analysis Credentialing Board (QABA); online examination live-proctored by Premier Proctoring
Format
Online live-proctored examination
Exam questions
125 questions: 100 live scored and 25 unscored pre-test questions
Time limit
3 hours
Passing score
Cut score (pass point) of 72%
Exam fee
$300 certification cost; $175 exam retake
Examination outline
  • A. Autism Spectrum Disorder Basics (5 scored items, +/-2) (5%)
    • 1. DSM-IV and DSM-V (or current DSM) related to autism spectrum disorders
    • 2. CDC risk factors and comorbidities related to autism spectrum disorders
    • 3. Developmental milestones (e.g., typical and atypical, age appropriate)
    • 4. Autism diagnostic process
  • B. Legal, Ethical, and Professional Considerations (11 scored items, +/-2) (11%)
    • 1. QABA Code of Ethics
    • 2. HIPAA regulations (e.g., confidentiality including limitations, mandated reporting, reportable documents, duty to warn vs. duty to protect
    • 3. Educational laws (e.g., IDEA, LRE, IEP, ADA, Rehabilitation Act, 504 Plan)
    • 4. Positive behavior supports
    • 5. Person-centered planning
    • 6. Methods of collaboration (e.g., treatment adherence, referral methods)
  • C. Core Principles of ABA (11 scored items, +/-2) (11%)
    • 1. Four-term contingency
    • 2. Respondent behavior vs. operant behavior
    • 3. Stimulus (e.g., stimulus control, discriminative stimulus, stimulus delta, SD-p, generalization, discrimination, response)
    • 4. Motivating operations including satiation and deprivation
    • 5. Dead man’s test
    • 6. Reinforcement and punishment (e.g., positive and negative)
    • 7. Matching law (e.g., rate, magnitude)
    • 8. Conditioned vs. unconditioned reinforcers/punishers
    • 9. Basic schedules of reinforcement (e.g., fixed interval, fixed ratio, variable interval and variable ratio)
    • 10. Risks to extinction procedures (e.g., extinction burst, spontaneous recovery and resurgence)
    • 11. Basic verbal operants (e.g., mand, tact, echoic and intraverbal)
    • 12. Scientific understanding: description, prediction, and control
    • 13. Six attitudes of science
    • 14. Seven dimensions of applied behavior analysis
  • D. Antecedent Interventions (13 scored items, +/-2) (13%)
    • 1. Antecedent strategies (e.g., priming, choices, behavior momentum, visual supports, Premack Principle, environmental modifications)
    • 2. Non-contingent reinforcement procedures
    • 3. Functional communication training
    • 4. Effects of setting events
  • E. Skill Acquisition Programming (13 scored items, +/-2) (13%)
    • 1. Goal writing criteria (e.g., objective measurable mastery criteria, targets)
    • 2. Social/cultural factors necessary for program success
    • 3. Error correction methods
    • 4. Prompts (e.g., hierarchy, procedures, fading, types, prompt dependency)
    • 5. ABA instructional and educational methodologies
  • F. Behavior Reduction Interventions (11 scored items, +/-2) (11%)
    • 1. Components of behavior intervention plans
    • 2. Components of token economies (e.g., backup reinforcers, generalized reinforcers, response-cost, ratio strain)
    • 3. Time-out procedures
    • 4. Differential reinforcement procedures
    • 5. Behavior contrast
    • 6. Functional assessments and functions of behaviors
    • 7. Group contingencies
    • 8. Components of contingency contracts
    • 9. Ethical considerations related to behavior reduction interventions (e.g., extinction, time-out procedures, group contingencies, punishment procedures)
  • G. Data Collection and Analysis (9 scored items, +/-2) (9%)
    • 1. Types of measurement (e.g., frequency/rate, duration, force/magnitude, response latency, and inter-response time)
    • 2. Types of ABA graphs
    • 3. Data collection methods
    • 4. Continuous vs. discontinuous measurement systems (e.g., partial interval recording, whole interval recording, momentary time sampling)
    • 5. Types of IOA (e.g., total count IOA and trial by trial IOA)
    • 6. Visual analysis (e.g., trend, level, and variability)
    • 7. Characteristics of trustworthy measurements (e.g., reliability, accuracy, and validity)
  • H. Assessment (15 scored items, +/-2) (15%)
    • 1. Types of preference and reinforcement assessments (i.e., limitations and benefits, implementation)
    • 2. Components of functional behavior assessment (e.g., including direct (descriptive) and indirect assessments and their advantages and limitations, definition and components of a FBA)
    • 3. Behavior assessment scales (interviews and scales)
    • 4. Conditional probability components
    • 5. Environmental analysis components
    • 6. Criteria for operational definitions
  • I. Training and Supervision (12 scored items, +/-2) (12%)
    • 1. Monitoring treatment and procedural integrity
    • 2. Observer drift and reactivity
    • 3. Inter-observer agreement validation methods
    • 4. Training procedures and behavior skills training
    • 5. Performance evaluation (e.g., feedback, documentation, continuous support)
    • 6. Coordination of care (e.g., parent training, collaboration, liaison, communicate in laymen's terms)
    • 7. Sociocultural values (considerations)
Examination sources