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New York Behavior Analyst — Requirements & Free Practice

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Certified Behavior Analyst Assistant

Certified Behavior Analyst Assistant authorization under Education Law Article 167.

Licensing authority: New York State Education Department, Office of the Professions · Application information

Licensure/certification by endorsement of an existing professional license
BCaBA Certification Examination
Application
Apply to NYSED and meet the education, experience, satisfactory examination, age, and moral-character requirements in Education Law §6506(6).
Child Abuse Training
Complete the required approved child-abuse identification and reporting training or establish an applicable exemption.
Discontinued Autism Examination
The BACB ceased the separate New York autism examination; NYSED no longer requires it from applications as of March 1, 2022 and approved a waiver for similarly situated pending applicants.
Examination History
Do not have an unsuccessful attempt at an examination used by New York unless subsequently passing a comparable examination. Already earned acceptable examination scores count; Department acceptance of a comparable examination is a condition.
Immigration
Apply the later citizenship/immigration provision in 8 NYCRR §59.4, effective June 1, 2016, rather than treating the older permanent-residency wording in §6506(6) as an absolute bar.
National Exam Eligibility
The accepted core exam is BACB national certification testing; satisfy applicable BACB admission requirements if a new sitting is needed.
Other License
Hold a license in this profession issued by another jurisdiction; provide direct verification of each professional license/certificate held.
Postlicensure Experience
Establish at least two years of satisfactory professional experience following initial licensure under 8 NYCRR §59.6.
Prior Professional Conduct
The Board evaluates relevant discipline or surrender in another jurisdiction and may deny endorsement based on the conduct described in §6506(6)(h).
Initial certification based on national board certification
BCaBA Certification Examination
Age
Be at least 21 years old.
Application
Submit Form 1 and the initial licensure/certification and registration fees.
Certification
Hold current Board Certified Assistant Behavior Analyst certification with BACB; certification alone does not authorize New York practice.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document required approved child-abuse identification and reporting training, subject to an applicable exemption.
Examination Waiver
Education Law §8805 and 79-18.6 waive additional examination, experience, and education requirements for accepted national certification holders. The registered national exam is retained as the examination involved in that certification; no additional sitting is required merely by this pathway.
Other Accepted Certifying Body
The statute leaves acceptance of other national certifying bodies to the Commissioner; the current NYSED implementing page names BACB and the BCaBA certification.
Verification
BACB must send the verification letter directly to DPLSVerif@nysed.gov; applicant-provided verification is not accepted.
National certification pathway for a previous standard pathway applicant
BCaBA Certification Examination
Age
Be at least 21 years old.
Application
A previous standard-pathway applicant who did not meet those requirements and now holds relevant BACB certification submits Form 1A; NYSED may request additional information. No new Form 1A fee is required according to the current application-forms instructions.
Certification
Hold current Board Certified Assistant Behavior Analyst certification with BACB; certification alone does not authorize New York practice.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document required approved child-abuse identification and reporting training, subject to an applicable exemption.
Examination Waiver
Education Law §8805 and 79-18.6 waive additional examination, experience, and education requirements for accepted national certification holders. The registered national exam is retained as the examination involved in that certification; no additional sitting is required merely by this pathway.
Other Accepted Certifying Body
The statute leaves acceptance of other national certifying bodies to the Commissioner; the current NYSED implementing page names BACB and the BCaBA certification.
Verification
BACB must send the verification letter directly to DPLSVerif@nysed.gov; applicant-provided verification is not accepted.
Reinstatement after temporary surrender in the Professional Assistance Program
No examination is required for this applicant pathway.
Discretion
NYSED may require an appearance and impose treatment, monitoring, continuing education, supervised practice, and scope restrictions necessary to protect the public.
Fitness
Demonstrate sufficient treatment progress, satisfaction of acceptance conditions, and that the participant is not incapacitated for active practice.
Registration
Pay applicable registration fees; registration covers the reinstatement period.
Temporary Surrender
The license was voluntarily temporarily surrendered under Education Law §6510-b and 8 NYCRR Part 18 for drug or alcohol treatment.

Official no-examination sources

Effective from 2026-09-22.

Reactivation or delayed registration following inactive or lapsed registration
No examination is required for this applicant pathway.
Application
Submit a proper registration application, the required fee, and the delayed-registration application when directed by NYSED.
Existing License
Hold an existing New York license/certificate whose registration is inactive or lapsed.
Postlicensure Requirements
Meet applicable postlicensure requirements when resuming practice.
Practice
Do not resume practice after a lapse before actual possession of the registration certificate.

Official no-examination sources

Effective from 2026-09-22.

Triennial registration renewal
No examination is required for this applicant pathway.
Application
Submit the proper registration-renewal application and registration fee; comply with applicable General Obligations Law §3-503 requirements.
Existing License
Hold the existing lifetime New York professional license/certificate.
Late Registration
Applicable late filing fees apply; NYSED renewal instructions describe inactive registration and the delayed-registration process.
Training
Satisfy applicable postlicensure requirements and child-abuse reporting training; this registration route does not impose an identified professional licensing examination.

Official no-examination sources

Effective from 2026-09-22.

Standard certification by examination
BCaBA Certification Examination
Age
Be at least 21 years old.
Application
Submit Form 1 and the required initial licensure/certification and registration fees.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document approved coursework or training in identification and reporting of child abuse and maltreatment, subject to an applicable exemption.
Comparable Examination
NYSED may accept an examination comparable in content; an unnamed acceptable alternative remains subject to Department approval.
Discontinued Autism Examination
The BACB ceased the separate New York autism examination; NYSED no longer requires it from applications as of March 1, 2022 and approved a waiver for similarly situated pending applicants.
Education
Provide an acceptable bachelor's or higher ABA degree, or an acceptable related-field bachelor's or higher degree plus a registered, accredited, recognized, verified, or substantially equivalent credit-bearing ABA certificate program.
Experience
Provide supervised ABA experience acceptable to the Department/acceptable credentialing organization under 79-18.2; New York experience must occur in a legally authorized setting under a New York licensed and registered behavior analyst; experience elsewhere must meet that jurisdiction's supervision and setting requirements.
Historical FAQ
NYSED FAQ 29 states: The examinations for NY licensure as a licensed behavior analyst (NYLBA) and certified behavior analyst assistant (NYCBAA) are offered during four month-long examination windows throughout the year (i.e., February, May, August, and November). The Autism examination is offered on a continuous basis throughout the year. The June 1, 2022 Board notification and autism-waiver notice supersede the separate autism requirement; the transition memo identifies the former core testing arrangement as BACB certification testing.
National Exam Eligibility
Meet the BACB eligibility requirements for admission; NYSED's June 1, 2022 memo explains that New York-only educational and experience qualifications did not automatically establish BACB eligibility.
Score
Provide an acceptable passing examination score; a passing score already earned can satisfy the requirement.
Supervision
The supervisor must be employed, retained by, or own the providing entity; may not be a family member or close personal associate or be paid by the applicant; supervision must meet accepted duration and frequency requirements.

Certified Behavior Analyst Assistant Program Graduate Permit

Supervised authorization for acceptable-program graduates completing national-certification experience and/or examination prerequisites.

Licensing authority: New York State Education Department, Office of the Professions · Application information

Program graduate permit for supervised completion of certification prerequisites
BCaBA Certification Examination
Attestation
Submit the graduate application with the $10 nonrefundable fee and the Licensed Behavior Analysis Supervisor Attestation for Program Graduates.
Duration
The obtained CBAA graduate-permit application instructions do not state a permit expiration period; no expiration period is inferred from the LBA page.
Education
Graduate from an educational program acceptable to NYSED.
Examination Timing
The registered national examination is the examination involved in completing the named national certification. A permit applicant may still need experience, examination, or both; passing before permit application is not required, and an already satisfied exam obligation does not require a new sitting.
Patient Notification
The supervising LBA must notify the patient or legally responsible person, retain responsibility for services, and give an opportunity to object.
Purpose
Complete supervised experience and/or examination requirements for an acceptable national certification/registration; the target certification is BCaBA. The permit itself authorizes completion of these prerequisites and does not require an examination pass for issuance.
Supervision
Be supervised by a New York licensed and registered behavior analyst employed by a legally authorized acceptable setting.

Licensed Behavior Analyst

Licensed Behavior Analyst authorization under Education Law Article 167.

Licensing authority: New York State Education Department, Office of the Professions · Application information

Licensure/certification by endorsement of an existing professional license
BCBA Certification Examination
Application
Apply to NYSED and meet the education, experience, satisfactory examination, age, and moral-character requirements in Education Law §6506(6).
Child Abuse Training
Complete the required approved child-abuse identification and reporting training or establish an applicable exemption.
Discontinued Autism Examination
The BACB ceased the separate New York autism examination; NYSED no longer requires it from applications as of March 1, 2022 and approved a waiver for similarly situated pending applicants.
Examination History
Do not have an unsuccessful attempt at an examination used by New York unless subsequently passing a comparable examination. Already earned acceptable examination scores count; Department acceptance of a comparable examination is a condition.
Immigration
Apply the later citizenship/immigration provision in 8 NYCRR §59.4, effective June 1, 2016, rather than treating the older permanent-residency wording in §6506(6) as an absolute bar.
National Exam Eligibility
The accepted core exam is BACB national certification testing; satisfy applicable BACB admission requirements if a new sitting is needed.
Other License
Hold a license in this profession issued by another jurisdiction; provide direct verification of each professional license/certificate held.
Postlicensure Experience
Establish at least two years of satisfactory professional experience following initial licensure under 8 NYCRR §59.6.
Prior Professional Conduct
The Board evaluates relevant discipline or surrender in another jurisdiction and may deny endorsement based on the conduct described in §6506(6)(h).
Initial licensure based on national board certification
BCBA Certification Examination
Age
Be at least 21 years old.
Application
Submit Form 1 and the initial licensure/certification and registration fees.
Certification
Hold current Board Certified Behavior Analyst certification with BACB; certification alone does not authorize New York practice.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document required approved child-abuse identification and reporting training, subject to an applicable exemption.
Examination Waiver
Education Law §8805 and 79-17.6 waive additional examination, experience, and education requirements for accepted national certification holders. The registered national exam is retained as the examination involved in that certification; no additional sitting is required merely by this pathway.
Other Accepted Certifying Body
The statute leaves acceptance of other national certifying bodies to the Commissioner; the current NYSED implementing page names BACB and the BCBA certification.
Verification
BACB must send the verification letter directly to DPLSVerif@nysed.gov; applicant-provided verification is not accepted.
National certification pathway for a previous standard pathway applicant
BCBA Certification Examination
Age
Be at least 21 years old.
Application
A previous standard-pathway applicant who did not meet those requirements and now holds relevant BACB certification submits Form 1A; NYSED may request additional information. No new Form 1A fee is required according to the current application-forms instructions.
Certification
Hold current Board Certified Behavior Analyst certification with BACB; certification alone does not authorize New York practice.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document required approved child-abuse identification and reporting training, subject to an applicable exemption.
Examination Waiver
Education Law §8805 and 79-17.6 waive additional examination, experience, and education requirements for accepted national certification holders. The registered national exam is retained as the examination involved in that certification; no additional sitting is required merely by this pathway.
Other Accepted Certifying Body
The statute leaves acceptance of other national certifying bodies to the Commissioner; the current NYSED implementing page names BACB and the BCBA certification.
Verification
BACB must send the verification letter directly to DPLSVerif@nysed.gov; applicant-provided verification is not accepted.
Reinstatement after temporary surrender in the Professional Assistance Program
No examination is required for this applicant pathway.
Discretion
NYSED may require an appearance and impose treatment, monitoring, continuing education, supervised practice, and scope restrictions necessary to protect the public.
Fitness
Demonstrate sufficient treatment progress, satisfaction of acceptance conditions, and that the participant is not incapacitated for active practice.
Registration
Pay applicable registration fees; registration covers the reinstatement period.
Temporary Surrender
The license was voluntarily temporarily surrendered under Education Law §6510-b and 8 NYCRR Part 18 for drug or alcohol treatment.

Official no-examination sources

Effective from 2026-09-22.

Reactivation or delayed registration following inactive or lapsed registration
No examination is required for this applicant pathway.
Application
Submit a proper registration application, the required fee, and the delayed-registration application when directed by NYSED.
Existing License
Hold an existing New York license/certificate whose registration is inactive or lapsed.
Postlicensure Requirements
Meet applicable postlicensure requirements when resuming practice.
Practice
Do not resume practice after a lapse before actual possession of the registration certificate.

Official no-examination sources

Effective from 2026-09-22.

Triennial registration renewal
No examination is required for this applicant pathway.
Application
Submit the proper registration-renewal application and registration fee; comply with applicable General Obligations Law §3-503 requirements.
Existing License
Hold the existing lifetime New York professional license/certificate.
Late Registration
Applicable late filing fees apply; NYSED renewal instructions describe inactive registration and the delayed-registration process.
Training
Satisfy applicable postlicensure requirements and child-abuse reporting training; this registration route does not impose an identified professional licensing examination.

Official no-examination sources

Effective from 2026-09-22.

Standard licensure by examination
BCBA Certification Examination
Age
Be at least 21 years old.
Application
Submit Form 1 and the required initial licensure/certification and registration fees.
Character
Be of good moral character as determined by NYSED.
Child Abuse Training
Document approved coursework or training in identification and reporting of child abuse and maltreatment, subject to an applicable exemption.
Comparable Examination
NYSED may accept an examination comparable in content; an unnamed acceptable alternative remains subject to Department approval.
Discontinued Autism Examination
The BACB ceased the separate New York autism examination; NYSED no longer requires it from applications as of March 1, 2022 and approved a waiver for similarly situated pending applicants.
Education
Provide an acceptable master's or higher ABA degree, or an acceptable related-field master's or higher degree plus a registered, accredited, recognized, verified, or substantially equivalent graduate ABA program.
Experience
Provide supervised ABA experience acceptable to the Department/acceptable credentialing organization under 79-17.2; New York experience must occur in a legally authorized setting under a New York licensed and registered behavior analyst; experience elsewhere must meet that jurisdiction's supervision and setting requirements.
Historical FAQ
NYSED FAQ 29 states: The examinations for NY licensure as a licensed behavior analyst (NYLBA) and certified behavior analyst assistant (NYCBAA) are offered during four month-long examination windows throughout the year (i.e., February, May, August, and November). The Autism examination is offered on a continuous basis throughout the year. The June 1, 2022 Board notification and autism-waiver notice supersede the separate autism requirement; the transition memo identifies the former core testing arrangement as BACB certification testing.
National Exam Eligibility
Meet the BACB eligibility requirements for admission; NYSED's June 1, 2022 memo explains that New York-only educational and experience qualifications did not automatically establish BACB eligibility.
Score
Provide an acceptable passing examination score; a passing score already earned can satisfy the requirement.
Supervision
The supervisor must be employed, retained by, or own the providing entity; may not be a family member or close personal associate or be paid by the applicant; supervision must meet accepted duration and frequency requirements.

Licensed Behavior Analyst Program Graduate Permit

Supervised authorization for acceptable-program graduates completing national-certification experience and/or examination prerequisites.

Licensing authority: New York State Education Department, Office of the Professions · Application information

Program graduate permit for supervised completion of certification prerequisites
BCBA Certification Examination
Attestation
Submit the graduate application with the $10 nonrefundable fee and the Licensed Behavior Analysis Supervisor Attestation for Program Graduates.
Duration
The current LBA implementing page states that graduate permits expire three years after issue.
Education
Graduate from an educational program acceptable to NYSED.
Examination Timing
The registered national examination is the examination involved in completing the named national certification. A permit applicant may still need experience, examination, or both; passing before permit application is not required, and an already satisfied exam obligation does not require a new sitting.
Patient Notification
The supervising LBA must notify the patient or legally responsible person, retain responsibility for services, and give an opportunity to object.
Purpose
Complete supervised experience and/or examination requirements for an acceptable national certification/registration; the target certification is BCBA. The permit itself authorizes completion of these prerequisites and does not require an examination pass for issuance.
Supervision
Be supervised by a New York licensed and registered behavior analyst employed by a legally authorized acceptable setting.
Reissue a graduate permit after a supervisor change or addition
BCBA Certification Examination
Application
Complete a new graduate permit application for each prospective supervisor with the required supervisor materials.
Examination Timing
The registered national examination is the examination involved in completing the named national certification. A permit applicant may still need experience, examination, or both; passing before permit application is not required, and an already satisfied exam obligation does not require a new sitting.
Existing Permit
Hold a program graduate permit and change or add a supervisor.
Fee
A new fee is not required solely because of a supervisor change.
Practice
Continue supervised practice and patient notification requirements.

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

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