HomeBxLogDana Do'sDana Do’s: Clarifying Confusion Between Derived Stimulus Relation and Stimulus Equivalence Dana Do’s: Clarifying Confusion Between Derived Stimulus Relation and Stimulus Equivalence December 12, 2024 Recently, our social media followers were confused by a post asking them to “Name That Term,” based on the following definition: A product of equivalence-based instruction wherein, responding is defined by forming a relation between two or more stimuli that is not directly trained, and not based on the physical properties of the stimuli. The term being described was derived stimulus relations. But many people answered stimulus equivalence. Both derived stimulus relations and stimulus equivalence involve identifying relationships between stimuli without direct training. Derived stimulus relations is a broader term that describes any formed relations that emerge without direct teaching. This includes a broad range of relational patterns. One such pattern is stimulus equivalence, which is a specific type of derived stimulus relation involving reflexivity, symmetry, and transitivity. So the good news is, if you thought the definition was describing stimulus equivalence, you are not wrong. Stimulus equivalence is a type of derived stimulus relation that specifically focuses on equivalence classes. 6th Edition TCOG. Behavior-Change Procedures G.19 Design and evaluate procedures to promote emergent relations and generative performance. Derived Stimulus RelationMini Mocks GMiniBig G & HStimulus EquivalenceStudy Manual Related Content Dana Do's: Clearing Up the Confusion Over Shaping and Chaining Shaping and chaining are strategies for teaching complex behaviors that are often confused. PTB founder Dana Meller makes the differences clear. Dana Do's: Fun Fact About Using DRA You know how the textbooks say that there are two parts to differential reinforcement, one being reinforcement for the desired behavior and the other extinction for the target behavior? Applying…Variable time A time-based schedule of noncontingent reinforcement delivery. It sets an average amount of time between the delivery of noncontingent reinforcers.Within stimulus prompt A stimulus prompt that helps a learner make a correct discrimination by manipulating a specific physical characteristic of the target stimulus.Withdrawal of a specific positive reinforcer A non-exclusionary time-out procedure where, contingent on challenging behavior, a preferred item is taken away for a certain period of time.Token economy A positive reinforcement procedure in which clients are given tokens (GCSRs) for specific desired behaviors, and the tokens can be exchanged for specific preferred items/activities (backup reinforcers).Time delay prompting A prompting procedure in which the transfer of stimulus control from the prompt to the SD is implemented by delaying the presentation of the prompt following the presentation of the…Total-task chaining A variation of the forward chaining method in which every step of a task analysis is taught in each session. The individual is assisted on any steps that they are…Train loosely A method to program for generalization during instruction that involves broadening the variety of the non-critical aspects of the SD, like the environmental variables (people, locations) that have nothing to…Time-out from positive reinforcement A punishment procedure where access to specific reinforcers is prohibited for a period of time following an occurrence of challenging behavior.Time out ribbon A non-exclusionary time-out procedure in which reinforcement is paired with a ribbon on a child’s wrist to signal the availability of reinforcement. The removal of the ribbon, contingent on challenging…Transitivity Defined as the trained relation of symbolically similar items across two sets of stimuli (i.e., If A=B, and B=C), and without further instruction, the emergence of an untrained connection (i.e.,…Stimulus prompt A type of prompt that increases the salience of the SD and calls an individual’s attention to the stimulus that directs behavior, which is gradually faded out until the correct…Stimulus fading A method of fading stimulus prompts by systematically and gradually lessening or removing them until control of an individual’s behavior transfers to the SD.Stimulus shape transformations A method of fading stimulus prompts by starting with a stimulus that controls the desired response and systematically and gradually changing the shape of that stimulus into the SD that…Successive approximations The gradual and progressive changes in criteria during a shaping procedure, with each change being closer in form to the desired terminal response.Task analysis A breakdown of a complex behavior into small, teachable units that establish a behavior chain (series of steps and tasks presented in a specific order) that must occur in a…Symmetry Defined as the trained relation of symbolically similar items and the demonstration of the relation in reverse without additional direct training. (i.e., If A=B, then B=A)Stimulus equivalence Defined as the untrained acquisition of a reflexive, symmetric, and transitive relation between stimuli that are in some way related.Symbolic matching-to-sample A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are symbolically related, and not physically identical.Simple discriminations Correct responding that requires discriminating one antecedent stimulus condition (SD) in which the response will produce reinforcement.Shaping A strategy for teaching novel behaviors using successive approximations to a terminal response, which are differentially reinforced until the client is able to differentiate the terminal response from the successive…Shaping across response topographies A shaping method in which each successive approximation varies in form from the other approximations and the ultimate terminal response.Shaping within response topographies A shaping method in which the response form of each successive approximation remains the same, but some other measurable dimension is being trained.Self-management Behavior analytic procedures that target one’s own behavior by defining the desired target response (controlled response), programming behaviors to help evoke that desired target response (controlling response), and arranging reinforcers…Self-monitoring In self-management procedures, this is the process of systematically recording data on one’s own behavior.Self-evaluation In self-management procedures, this is the process of assessing one’s own progress by comparing self-monitoring data to a pre-determined criterion.Self-administered consequences A self-management procedure in which one organizes specific consequences to be delivered following the occurrence or nonoccurrence of one’s own behavior to be delivered by others or by oneself.Self-instruction A self-management procedure that involves providing oneself with verbal instructions (covert or overt) to prompt one’s own desired behaviors.Self-directed systematic desensitization A self-management procedure used to reduce anxieties and phobias that involves substituting muscle relaxation for challenging behaviors. Anxiety or fear-provoking events are ranked on an intensity scale and gradually exposed…Seclusion time-out A type of time-out procedure in which the client is placed in a time-out room for a time period and locked in.Response-deprivation hypothesis (RDH) The belief that any behavior can act as a reinforcer if access to that behavior is restricted. In practice, this occurs when deprivation of a certain activity, achieved by making it…Response-deprivation hypothesis (RDH) The belief that a low-probability behavior can act as a reinforcer to evoke a higher-probability behavior if access to the less-preferred behavior is restricted below baseline levels.Response prompts A temporary antecedent stimulus in the form of verbal instruction, a model, or physical support that is delivered close in time with the relevant SD to help the client engage…Response differentiation The emergence of the target novel behavior produced by differential reinforcement, during a shaping procedure, in which the reinforced members of the desired response class occur more often and the…Self-management (in programming for generalization) A method to program for generalization that involves teaching the client self-management behaviors that will enable them to prompt and reinforce their own target behavior.Response interruption and redirection (RIRD) A positive punishment procedure that involves presenting demands, prompts, or distractions to interrupt and redirect repetitive, stereotypic, and self-injurious behaviors.Restitutional overcorrection A positive punishment overcorrection procedure where, following the occurrence of a challenging behavior, the client is required to repair the damage caused by their behavior,and engage in additional behavior to…Redundancy prompt A stimulus prompt that helps a learner make a correct discrimination by pairing the correct choice with one or more stimulus or response dimensions (e.g., color, size, shape).Response block Physically intervening to interrupt and prevent a response from occurring. Hint: When the behavior is prevented from occurring by the addition of the thing that “blocks” it, it cannot occur…Response cost A loss of a specific amount of reinforcement that is contingent on a challenging behavior.Reprimand A positive punishment procedure that involves providing vocal negative or corrective feedback following the occurrence of an undesirable behavior.Reflexivity Refers to the trained response of matching a stimulus to an identical stimulus and then matching the two stimuli in reverse without additional training. (i.e., If A=A, then A=A)Relational frame theory (RFT) A behavior analytic approach to language which aims to connect and understand the relationship between language and derived stimulus relations. The theory hypothesizes that learned behavior is acquired through a…Premack Principle A strategy that uses behavior as reinforcement by making the opportunity to engage in preferred behavior contingent on engaging in a low-preference behavior.Random rotation A procedure in discrete-trial teaching during which random mastered targets are presented in a randomized order.Program common stimuli A method to program for generalization during instruction that ensures the SDs used in the instructional setting are similar or the same as those used in the generalization setting/natural environment.Ratio strain When challenging behaviors reemerge because of an abruptly thinned reinforcement schedule.Pivotal response training A free-operant teaching methodology that capitalizes on naturally occurring MOs and environmental variables with a specific focus on building skills that produce collateral improvements in other skill areas.Planned ignoring A non-exclusionary time-out procedure where social reinforcers (e.g., attention, engagement in activities) are removed for a period of time contingent on challenging behavior.Positive practice overcorrection A positive punishment overcorrection procedure where, following the occurrence of a challenging behavior, the client is required to repeatedly perform the correct form of the behavior for a certain period…Overcorrection A positive punishment procedure where, contingent on an occurrence of the target behavior, the client is required to engage in an effortful behavior that is directly related to the target…Oddity matching-to-sample A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are not similar to the sample stimulus (i.e., opposites).Naturally existing contingency A natural consequence (reinforcement or punishment) that follows a behavior without any environmental manipulation by a practitioner.Noncontingent reinforcement (NCR) A contingency independent antecedent intervention during which reinforcers that maintain challenging behavior are delivered on a fixed or variable schedule, thereby abolishing (AO) the motivation for the client to engage…Naturalistic teaching A teaching methodology that involves embedding learning opportunities into ongoing, every day activities by capitalizing on the EOs in natural contexts and choice-making, focusing on client interest and initiations.Multiple exemplar training A method to program for generalization during instruction that involves teaching a variety of response and stimulus options to facilitate the acquisition of untrained responses in the presence of novel…Negative teaching examples A method to program for generalization during instruction that involves teaching the client to generalize and discriminate the settings, times, and conditions in which it is not appropriate to display…Non-exclusionary time out A type of time-out procedure in which the client is kept in the time-in space but is not allowed to participate in time-in activities.Massed practice A self-management procedure that aims to decrease challenging behavior by having an individual engage in the repeated performance of the challenging behavior. Most-to-least prompting A method of prompt fading determined by an individual’s progress that proceeds from the most intrusive/supportive to the least intrusive/supportive as the individual is successful, with the final goal of…Modeling A strategy for teaching new skills by using a live or symbolic model to demonstrate an exact behavior needed to perform a skill and teaching the client to imitate the…Mass trial A procedure in discrete-trial teaching during which the same learning trial (SD) for an acquisition skill is presented several times in a row.Mediation A method to program for generalization during instruction that involves teaching the individuals present in a client’s life (parents, employers) to help maintain and generalize new skills outside of treatment…Response maintenance The extent to which behavior remains in a client’s repertoire over time.Matching-to-sample A conditional discrimination procedure in which a stimulus is presented and taught to match a secondary stimulus. Reinforcement is delivered for correctly matching the two antecedent stimuli. Matches can include…Least-to-most prompting A method of prompt fading for individuals who exhibit the skills necessary to complete the task but are not engaging in the correct response. This method typically starts with the least…Instructions and rules A specific methodology for teaching that includes best practice for setting specific rules, and methods for providing instructions for expected behavior.Inter-trial interval In discrete-trial teaching, this is the period (approximately 5 seconds) that comes between the consequence and the next SD, indicating the end of one trial and the forthcoming trial.Interdependent group contingencies A procedure in which a pre-determined criterion for responding is established for all of the members within a group. For everyone to contact reinforcement, each individual in the group must…Habit reversal A self-management procedure that involves identifying events that precede one’s own challenging behavior and engaging in alternative behaviors when those precursor events occur.High-probability instructional sequence An antecedent intervention used for increasing compliance and reducing escape-maintained behaviors. It involves presenting two-to-five high-probability compliance tasks, reinforcing compliance for those tasks, and then presenting a demand less likely…Graduated guidance A type of response prompt that offers the minimal amount of physical prompting needed to occasion a correct response by having a trainer in a position to prompt immediately (if…Incidental teaching A free-operant teaching methodology that takes place in a free-time setting, during which the child’s natural initiations are treated as learning opportunities to expand on the child’s current skill set.Group contingencies Procedures in which a pre-determined criterion for responding is established for one, some, or all of the members within a group in order for some or all of the group…Independent group contingencies A procedure in which a pre-determined criterion for responding is established for all members of a group, and for an individual to contact reinforcement, that individual must meet the specific…Indiscriminable contingencies A method to program for generalization during instruction that includes the use of intermittent and delayed reinforcement contingencies that parallel natural contingencies.Identity matching-to-sample A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are physically identical.Functional communication training (FCT) A differential reinforcement procedure that trains an alternative communication response to replace a functionally-equivalent challenging behavior.Forward chaining A chaining method that involves teaching the behavior chain one step at a time, in its naturally occurring order, starting with the first step. The process involves moving on to…Free-operant teaching A teaching methodology in which the SD is part of the natural environment, and responding doesn’t depend on a directive, prompt, or SD presented by a trainer. Appropriate behaviors are…Free-operant behavior A response class that is free to occur and can occur at any time because it is not bound by the control of SDs or prompts.General case analysis A method to program for generalization during instruction that involves teaching the client all the different stimulus variations of a particular SD and the subsequent response variations for those stimuli.Fixed time A time-based schedule of noncontingent reinforcement delivery. It sets a fixed amount of time between the delivery of noncontingent reinforcers.Errorless learning techniques A method for teaching new skills in a way that prevents or minimizes client errors (e.g., prompting, prompt fading, decreasing response effort, etc.) to ensure that the client emits the…Expanded trial A procedure in discrete-trial teaching during which mastered targets are presented as distractors alongside currently targeted SDs.Exclusionary time-out A type of time-out procedure in which the client is removed from the reinforcing (time-in) setting.Existing cache response cost A type of response cost procedure in which challenging behavior results in the removal of previously earned reinforcers.Equivalence-based instruction (EBI) An instructional method based on stimulus equivalence. It maximizes the effectiveness of teaching because a client is directly taught certain targets in such a way that they are able to…Equivalence class A collection of stimuli identified through stimulus equivalence to evoke the same response.Discrimination training A procedure that teaches correct responding by reinforcing responses in the presence of one stimulus condition (the SD), but not in the presence of the other (S∆ ).Discrete-trial teaching (DTT) A structured, table-top, 5-component ABA procedure during which specific skills are broken down into small teachable units and taught to a pre-determined mastery criteria.Differential reinforcement Procedures used to eliminate, reduce, and increase behaviors that involve providing reinforcement for one response class and withholding reinforcement for the occurrence of challenging behavior above or below a pre-determined…Differential reinforcement of alternative behavior (DRA) A differential reinforcement procedure used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for a specific functionally equivalent alternative behavior.Differential reinforcement of incompatible behavior (DRI) A variation of the differential reinforcement of alternative behavior procedures used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for…Differential negative reinforcement of incompatible or alternative behavior (DNRI & DNRA) A differential reinforcement procedure used to reduce or eliminate challenging behavior that involves withholding negative reinforcement for the occurrence of the challenging behavior and providing negative reinforcement for a functionally…Differential reinforcement of other behavior (DRO) A differential reinforcement procedure in which reinforcement is delivered contingent on the absence/omission of the challenging behavior during a specific time period or moment in time.Differential reinforcement of low rates of responding (DRL) A differential reinforcement procedure that is a variation of basic intermittent schedules of reinforcement. Reinforcement is delivered when an individual engages in a behavior at/or below a pre-established rate during…Differential reinforcement of high rates of responding (DRH) A differential reinforcement procedure that is a variation of basic intermittent schedules of reinforcement. Reinforcement is delivered when an individual engages in a behavior at/or above a pre-established rate during…Differential reinforcement of diminishing rates of responding (DRD) A procedure in which reinforcement is delivered at the end of an interval if the target behavior occurs at a lower than preestablished rate criterion. The rate criteria is gradually…Dependent group contingencies A procedure in which a pre-determined criterion for responding is established for one or a small group of people within a larger group, and for everyone in the larger group…Derived stimulus relations A product of equivalence-based instruction (EBI), wherein responding is defined by forming a relation between two or more stimuli that is not directly trained and not based on the physical…Controlling response In self-management procedures, these are the behaviors that help evoke the desired target behavior.Controlled response In self-management procedures, this is the desired target behavior produced by the self-management procedure.Contrived contingency A reinforcer or punisher that is delivered by a practitioner to evoke changes in behavior or the acquisition of skills.Contingent exercise A positive punishment procedure where a client is required to engage in a physical exercise following the occurrence of a challenging behavior.Contingent observation A non-exclusionary time-out procedure where, contingent on challenging behavior, the client is removed from the instructional setting to another part of the same room to observe the time-in setting while…Contingency dependent intervention Any antecedent intervention that manipulates the availability of reinforcement in the presence of a specific SD and offers differential consequences for correct or new/alternative behaviors versus challenging behaviors.Contingency independent intervention Any antecedent intervention that manipulates motivating operations and changes antecedent events to create an evocative or abative effect on behavior.Conditional discriminations Correct responding that requires discriminating an antecedent stimulus condition (SD) that is conditional on the presence of another antecedent stimulus condition for the response to produce reinforcement.Code’s definition of behavior-change intervention The full set of behavioral procedures designed to improve the client’s wellbeing.Code’s definition of behavioral services Services that are explicitly based on the principles and procedures of behavior analysis and are designed to change behavior in meaningful ways. These services include, but are not limited to,…Code’s definition of client The direct recipient of the behavior analyst’s services. At various times during service provision, one or more stakeholders may simultaneously meet the definition of client (e.g., the point at which…Behavior chain A specific sequence of discrete responses/behaviors that, when linked together, form a terminal behavior. Each discrete response/behavior is associated with a particular stimulus condition (SD), and each response and the…Behavior chain with a limited hold Any behavior chain with the requirement of not only being performed correctly and in order, but also within a specified period of time.Chaining A specific collection of methods that are used to connect a specific sequence of stimuli and responses to form new behaviors.Block trial A procedure in discrete-trial teaching during which different learning trials (SDs) are presented in blocks, which are gradually reduced in size contingent upon correct responding until the stimuli are presented…Behavior trap A method to program for generalization and maintenance during instruction that involves bringing a target behavior under the control of natural reinforcers by exposing the behavior to those reinforcers.Bonus response cost A type of response cost procedure in which additional non-contingent reinforcers are made available and are removed if the challenging behavior occurs.Antecedent-based self-management procedures A variety of procedures used in self-management that manipulate antecedents to increase or decrease one’s own target behaviors.Backup reinforcer Specific preferred items or activities that can be exchanged for the earned tokens delivered in a token economy system.Antecedent intervention Interventions that are implemented prior to and are not contingent on behavior.Backward chaining A chaining method in which an instructor initially completes the chain in its naturally occurring order, and then the individual is taught one step at a time, starting from the…Backward chaining with leap aheads A variation of the backward chain in which any step in the task analysis that is already in the individual’s repertoire is not formally trained.Dana Do's: Considerations for Exam Questions Related to the Use of Punishment Punishment is known to have a quick impact on behavior, but there are ethical implications which makes it very controversial. PTB founder Dana Meller offers some considerations when encountering exam questions related to punishment.Dana Do's: 8 Guidelines for Using Modeling Get ready to model as PTB founder Dana Meller walks you through the eight specific guidelines for using modeling.Dana Do's: Can Changing Criterion Design be Used to Evaluate Shaping Programs? Can can a changing criterion design be used to evaluate shaping programs? Well, PTB founder Dana Meller says, it depends. Dana Do's: What is the Difference Between Trial-Based and Free-Operant Teaching Arrangements? Not too sure about discriminating between the different teaching arrangements? Not to worry. PTB founder Dana Meller is here to explain trial-based vs free operant procedures.Dana Do's: What's the Difference Between Response vs. Stimulus Prompts? If a response prompt and a stimulus prompt both prompt correct responses, what is the difference?Dana Do's: What's the Difference Between DRL and DRD? Depending on the source, you can get some conflicting information about DRL vs DRD. PTB co-founder Dana Meller clears up the confusion with a more current look at these two reinforcement procedures. Dana Do's: Chain Chain Chain, Chain, Chain... Which chaining method goes with which behavior? Dana Meller offers some considerations that may help you answer that question on the exam. Refer to BCBA® Task List (5th ed.) Section Section G-8: Use chaining. Dana Do's: If All Prompts Prompt Behavior, What's the Difference? If all prompts prompt behavior, how can you tell the different between stimulus and response prompts? PTB co-founder Dana Meller simplifies it with one word. Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Dana Do's: Which Group Contingency Do I Use? PTB co-founder Dana Meller distills the three different interventions, related by the group. Refer to BCBA® Task List (5th ed.) Section G-18: Use group contingencies.Dana Do's: Relating, Framing and Equating Relating, framing and equating. PTB co-founder Dana Meller drills into the generalizability of relational frame theory, equivalence-based instruction, and stimulus equivalence. Would you believe they all go together? Refer to BCBA® Task List (5th ed.) Sections B-15: Define and provide examples of derived stimulus relations; G-21: Use procedures to promote stimulus and response generalization; G-12: Use equivalence-based instruction. Dana Do's: What Chaining Method to Use When? The books don't really say much about what chaining methods BCBA's should apply to what behaviors. PTB co-founder Dana Meller breaks it down. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.Dana Do's: How to Get Unstuck When Studying for the BCBA® PTB co-founder Dana Meller explains how to use Multiple Exemplar training to improve your exam application skills. BCBA® Task List (5th ed.) Section: G-21 Use procedures to promote stimulus and response generalization.Dana Do's: Response Blocking vs. Extinction Want an easy way to make the correct discrimination between response blocking and extinction? PTB co-founder Dana Meller borrows from the #starwars universe to help explain. BCBA® Task List (5th ed.) Section: G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection).Dana Do's: Need a Prompt to Understand Prompting? PTB co-founder Dana Meller shares a trick for discriminating between response and stimulus prompts. BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading)Dana Do's: 1-Minute Experimental Design Test Hack (you still have to study it though) PTB co-founder Dana Meller shares a huge secret to help break down experimental design questions. BCBA® Task List (5th ed.) Section D-3: Identify the defining features of single-subject experimental designs.PTB's Special ABA Sauce: Mastering the ABCs of Behavior Test your understanding of the ABCs of Behavior with PTB co-founder Dana Meller as she analyzes a tasty scenario to identify the MO, SD, prompt, behavior, and consequence using PTB's special ABC breakdown method. Discover how ordering extra sauce serves as a perfect example to unravel the intricate relationship between MOs, deprivation, SDs, and reinforcement. Refer to BCBA® Task List (5th ed.) Sections B-1: Define and provide examples of behavior, response, and response class, B-10: Define and provide examples of stimulus control, B-12: Define and provide examples of motivating operations and G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Dana Do's: Clarifying Confusion Between Derived Stimulus Relation and Stimulus Equivalence PTB founder Dana Meller clarifies confusion to explain derived stimulus relation vs. stimulus equivalence.Dana Do's: Exploring the Forms and Functions of Noncontingent Reinforcements (NCR) Let’s talk contingency independent antecedent intervention… Or, in simpler terms, NCR. Get the scoop on this non-invasive procedure with a quick explainer from PTB founder Dana Meller.Dana Do's: Extinguished Behaviors Resurge When reinforcement for the alternative replacement behavior is discontinued, extinction for the alternative behavior can resurge. Dana Do's: Do Alternative Behaviors Need to be Functionally Equivalent? Do alternative behaviors always have to be functionally equivalent to the target behavior that we're trying to reduce or eliminate? PTB co-founder Dana Meller breaks in down.10 Positive Effects From Prioritizing Self-Care Self-care. It’s a bit of a broad term, and a total buzzword these days. It’s often used in the context of bubble baths and “unplugging.” But, at its core, self-care is about more than just “me-time.” It’s about taking care of yourself in a way that works best for you and your lifestyle. Dana Do's: How to Know if Your Study Activities are Effective How do you know if your BCBA® study activities are effective? PTB co-founder Dana Meller shares some key analysis that may help BCBA® exam candidates assess efficacy.Dana Do's: Careful About Getting Creative With Mock Exams PTB co-founder cautions candidates about using the actual BCBA® exam as a mock exam, listing all the reasons why you might want to reconsider getting creative with your mock exam prep experience.Dana Do's: Warning. Be Careful of Extremes. PTB co-founder Dana Meller sends an important warning for test takers. Watch out for extremes in exam questions and answer options.Dana Do's: How to Use Mock Exams in Your Study Plan I was recently asked if mock exams are useful in predicting how someone will do on the actual big exam. And, is repeating the same mock exam an effective study…Dana Do's: How to Decipher the Many Forms of Validity It's particularly meaningful to be able to tell validity, social validity, internal and external validity apart. PTB co-founder Dana Meller has some tips to do just that.Breaking Down a BCBA® Mock Exam Question: Contingency Contracting Components Let's break down a BCBA® mock exam question about contingency contracts and their importance in behavior management. PTB co-founder Dana Meller explains the three essential elements of a contingency contract and how they can be effectively implemented to achieve behavior change. Refer to BCBA® Task List (5th ed.) Section G-19: Use contingency contracting.Matching-to-Sample Procedures: Test Your Knowledge and Challenge Yourself PTB co-founder Dana Meller reviews matching-to-sample procedures, focusing on one specific method where stimuli are not physically identical but have a symbolic relationship. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.Breaking Down a BCBA® Mock Exam Question: Not All Conditioned Reinforcers Are Created Equal Let's understand the concept and versatility of Generalized Conditioned Reinforcers (GCSRs) and their crucial role in behavior management. Refer to BCBA® Task List (5th ed.) Sections B-8: Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers and G-3: Establish and use conditioned reinforcers.MiniBig PTB MiniBig: Fast, Flexible, and Focused Exam Prep The PTB MiniBig enables BCBA® exam prep candidates to tailor their study needs by popping in on single sessions of the intensive PTB Big Exam Prep Workshop. Each 3.5-hour session, focused on specific sections of the Task List, includes a mock exam followed by real-time, live, interactive feedback and access to live session replays, without committing to the full workshop.Influencing Behavior Without Direct Pairing, Explained Learn about an interesting phenomenon related to verbal cues motivating individuals without tangible reinforcement. PTB co-founder Dana Meller also shares an example of research conducted with little kids. Refer to BCBA® Task List (5th ed.) Sections B-13: Define and provide examples of rule-governed and contingency-shaped behavior; and G-6: Use instructions and rules.Antecedent Intervention ➠ Increasing Compliance with the Art of Timing PTB co-founder Dana Meller discusses the high-probability request sequence (high-p). Learn how the high-p serves as an effective antecedent intervention and compliance-building strategy. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; and G-13: Use the high-probability instructional sequence.Test your ABA Terminology ➠ Identify the Type of Conditioned Reinforcer in This Scenario PTB co-founder Dana Meller reviews a specific type of conditioned reinforcer. Included is a description of generalized conditioned reinforcers and corresponding examples. Additionally, Dana shares a good rule of thumb for your exam about which stimuli are always identified as generalized conditioned reinforcers. Refer to BCBA® Task List (5th ed.) Section G-3: Establish and use conditioned reinforcers.Breaking Down a Mock BCBA® Exam Question: Using Behavior Reduction Procedures PTB co-founder Dana Meller reviews a BCBA® mock exam question about the utilization of behavior reduction procedures to decrease challenging behavior. Included is a description of extinction, positive punishment, as well as non-contingent reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-14 Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR); G-15: Use extinction and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).Test your Knowledge of ABA Educational Methodologies ➠ Exploring PSI & Key Concepts Test your instructional methodologies knowledge. PTB co-founder Dana Meller discusses PSI (Personalized System of Instruction), highlighting essential keywords and key figures associated with PSI to enhance your understanding of this personalized approach to effective learning. Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.Test your ABA Terminology ➠ Unwanted Effects in Responding Test your knowledge of reinforcement and punishment procedures. PTB co-founder Dana Meller addresses the temporary effect in responding that is expected to occur during the implementation of the treatment procedures. Included, Dana contrasts the occurrence of a temporary increase in challenging behavior in an extinction procedure. Refer to BCBA® Task List (5th ed.) Section H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.Dana Do's: Programming Common Stimuli PTB co-founder Dana Meller talks about programming common stimuli and how this method can help students feel more prepared on exam day. Refer to Task List section G-21: Use procedures to promote stimulus and response generalization. Breaking Down a Mock BCBA® Exam Question: Identifying Punishers & Understanding their Impact on Behavior Test your knowledge of behavior principles with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about the concept of punishers, clarifying their true definition based on their effect on behavior. Refer to BCBA® Task List (5th ed.) Sections B-6: Define and provide examples of positive and negative punishment contingencies; and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).Differential Reinforcement Procedure for Problem Behavior Reduction Test your ABA terminology with PTB co-founder Dana Meller as she discusses the behavior change procedure, Differential Reinforcement of Low Rates (DRL). Dana explains how DRL specifically targets lower rates of responding and shares valuable insights on effectively implementing this technique in behavior management strategies. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Breaking Down a Mock BCBA® Exam Question: Using Physical Guidance to Prompt a Response PTB co-founder Dana Meller breaks down BCBA® mock exam question about prompting, a response utilizing physical guidance. Included is a description of graduated guidance, least-to-most, and most-to-least prompting methods, as well as stimulus shape transformations. Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Breaking Down a BCBA® Mock Exam Question: Parameters for Using Punishment Test your knowledge of concepts & principles with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about the parameters to consider when using punishment. Refer to BCBA® Task List (5th ed.) Sections B-6: Define and provide examples of positive and negative punishment contingencies, G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).Test your ABA Terminology ➠ Types of Unwanted Treatment Side Effects Explained Test your knowledge of planning interventions with PTB co-founder Dana Meller as she explained the types of unwanted treatment side effects. Also included is a description of the two types of contrast effects, positive behavioral contrast and negative behavioral contrast, as well as corresponding examples. Refer to BCBA® Task List (5th ed.) Section H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.Test your ABA Terminology ➠ Matching Law vs. Behavioral Contrast Put your ABA terminology knowledge to the test with #PTB co-founder Dana Meller as she compares two commonly confused terms: Matching Law vs. Behavioral Contrast, and discusses corresponding examples of each. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement, and H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.Explore the Reinforcement Procedure Most Similar to Precision Teaching Test your understanding of behavior-change procedures and ABA educational methodologies with PTB co-founder Dana Meller as she reviews the specific differential reinforcement procedure most closely connected to Precision Teaching. Here, Dana provides a concise overview of the individualized instructional method, its focus on fluency-building, and some key aspects of the methodology. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements, and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Breaking Down a Mock BCBA® Exam Question: Prompt Dependence Test your Behavior-Change Procedures skills with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about how prompt dependence is defined, and a scenario that identifies prompt dependence. Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Test your ABA Terminology ➠ Identify the Difference Between Two Ways to Fade Response Prompts PTB co-founder Dana Meller explains with examples, the distinction between two fade response prompts. Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Break Down a Mock BCBA® Exam Question: Identify a Contingency Independent Intervention PTB co-founder Dana Meller breaks down the differences between contingency-independent and contingency-dependent interventions. Refer to BCBA® Task List (5th ed.) Section G-2: Use interventions based on motivating operations and discriminative stimuli.Test your ABA Terminology ➠ Identify the Type of Discrete Trial Teaching (DTT) PTB co-founder Dana Meller covers the background of DTT and breaks down the four types. Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.Test your ABA Terminology ➠ DRL vs. DRD Test your knowledge of differential reinforcement procedures as PTB co-founder Dana Meller discusses the similarities and key differences between DRL and DRD procedures. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Test your ABA Terminology ➠ Identify the Differential Reinforcement Procedure Test your behavior-change procedures skills with PTB co-founder Dana Meller as she reviews a specific differential reinforcement procedure. Here, Dana compares and contrasts all of the differential reinforcement procedures: #DRL vs. #,DRD, #DRH, #DRO, as well as #DRA vs. #DRI. Refer to BCBA® Task List (5th ed.) Section G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Programming for Generalization: Expanding Skills Beyond the Learning Environment There are seven ways to program for generalization. PTB co-founder Dana Meller dives into "Indiscriminable Contingencies". Refer to BCBA® Task List (5th ed.) Sections B-11: Define and provide examples of discrimination, generalization, and maintenance; G-21: Use procedures to promote stimulus and response generalization.Breaking Down a Mock BCBA® Exam Question: Behavioral Momentum PTB co-founder Dana Meller breaks down a BCBA® mock exam question. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; G-13: Use the high-probability instructional sequence.Level Up Your Understanding of Differential Reinforcement Procedures Test your knowledge of differential reinforcement with PTB co-founder Dana Meller as she discusses the specific DR procedure to provide the client with reinforcement for exhibiting higher rates of the target behavior(s) that already exist in their repertoire. Additionally, Dana draws parallels to personal experiences and highlights skill areas for which clients could benefit from this SR schedule. BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Test your ABA Terminology ➠ Explore the 2 Types of Negative Reinforcement Test your understanding of negative reinforcement with PTB co-founder Dana Meller as she discusses the two specific types and details and nuances using relatable examples that significantly impact our everyday lives. BCBA® Task List (5th ed.) Sections B-4: Define and provide examples of positive and negative reinforcement contingencies and G-1: Use positive and negative reinforcement procedures to strengthen behavior.Hungry by Association: The Conditioned Motivating Operation Behind TV Ad Cravings Put your knowledge of motivating operations to the test. PTB co-founder Dana Meller dives into a specific type of CMO and explains how seemingly innocuous visuals on TV ads can trigger a state of deprivation for the advertised item, resembling the effects of an unconditioned motivating operation. Dana presents an intriguing example highlighting the process of pairing and the associations that can unexpectedly ignite intense cravings. Refer to BCBA® Task List (5th ed.) Sections B-12: Define and provide examples of motivating operations and G-2 Use interventions based on motivating operations and discriminative stimuli.Test your ABA Terminology ➠ Programming for Generalization Test your knowledge of behavior-change procedures as PTB co-founder Dana Meller discusses generative learning and programming for generalization. Dana explains one of the nine procedures for achieving generalization that emphasizes the need to generalize the response across similar stimuli, while recognizing that different stimuli may require different responses. NOTE: Here, Dana mentions there are seven methods for programming for generalization, which is consistent with the literature for the 4th Edition Task List. But, for the 5th Edition Task List, there are additional methods. Refer to BCBA® Task List (5th ed.) Sections G-12: Use equivalence-based instruction and G-21 Use procedures to promote stimulus and response generalization.Test Your ABA Terminology ➠ What Are The 3 Types of Extinction? Test your knowledge of Concepts & Principles and Behavior-Change Procedures with PTB co-founder Dana Meller as she reviews the different types of operant extinction procedures. Refer to BCBA® Task List (5th ed.) Sections B-9: Define and provide examples of operant extinction, G-15: Use extinction. Breaking Down a BCBA® Mock Exam Question: Identify the Intervention's Reinforcement Schedule Test your behavior-change procedures skills with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about the differences between contingent and non-contingent schedules, focusing on an antecedent-based, response-independent schedule of reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).Dana Do's: The Differences Between Stimulus Equivalence and Transitivity, Explained Transitivity is connected to stimulus equivalence, yes, but there’s more to it than that. Let PTB co-founder Dana Meller explain the key differences between these two concepts.Let's Break Down a BCBA® Mock Exam Question: Analyzing Untrained Reverse Relations in Stimulus Equivalence PTB co-founder Dana Meller breaks down a BCBA® mock exam question about the concept of stimulus equivalence, focusing on the one that leads to an untrained relation with a reverse relation. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.Dana Do's: How to Use the Ethics Code to Help Answer Questions on the BCBA® Exam PTB founder Dana Meller illustrates how using the ethics Code can help BCBA/BCaBA exam candidates identify the correct answer on exam questions.Dana Do's: Socially Significant Information Social significance is such a buzzword ABA. PTB founder Dana Meller breaks down all the different areas in which social significance is important. Dana Do's: How to Prepare for the Transition to the BACB® 6th Edition Test Content Outline With the 6th Edition transition weeks away, many BCBA®/BCaBA® exam candidates are uncertain about how to best prepare. PTB founder Dana Meller is here with advice on how 5th Ed. students can plan to Beat the Odds and navigate the new 6th Ed. Test Content Outline (TCO).Perfect Timing: More Tips for Better Time Management There are (unfortunately) only 24 hours in a day– and that goes for everyone, including Beyoncé. For BCBA® exam candidates, time management is the name of the game right now.…You Got This: 5 Tips to Build Up Your Test-Taking Confidence Exam day can shake even the most self-assured candidate but it’s important to feel secure in yourself and your skills. Looking to up your confidence before sitting for the Big…Three Hallmarks of High Quality Test Prep Preparing for the BCBA® exam is a marathon– and a dizzying one at that. There are an overwhelming number of options out there for study materials… So how do you…Five Ways to Help Offset the Cost of Certification There’s no way around it, becoming a certified BCBA® is an investment. Not only is the exam itself costly but expenses on the path to certification can quickly add up,…The 5 Elements of an Effective Study Plan If you’re on the path to the BCBA®/BCaBA® exam and looking to get a plan in place, look no further. PTB has five tips to help you devise an effective…7 Tips for Maximizing Test Prep #1: Focus on Form Be sure to get the right resources and materials. Having up-to-date books and academic literature will ensure you’re studying the right stuff. Ready for mock exams…The BACB® 6th Edition: Assessing All the Upcoming Changes It’s been more than two years since the Behavior Analyst Certification Board, BACB®, announced their 6th Edition updates. Now, as January 2025 inches closer, students, universities, and Applied Behavior Analysis…Rest Assured: Four Tips for Better Sleep Before the Big Exam Sleep… You need it. You love it. If you’re studying for the BCBA® exam, you probably feel like you need more of it. Staying well-rested on your journey is essential,…6 Science-Backed Tips for Improving Your Memory The first part of those all-important MAC skills: memorization. Being able to recall information, facts, concepts, and terms is essential (that probably goes without saying). If you find your memory…Dana Do's: All the Validities in ABA, Explained PTB founder Dana Meller helps connect each of the validities to the validity of this explanation.ABA in Your Day-to-Day: Products That Use the Power of Behavior Principles The principles behind Behavior Analysis (ABA) are everywhere– if you know what to look for. It probably wouldn’t surprise a BCBA (or future BCBA) to know that ABA inspires everyday…Dana Do's: SAFMEDS or Flashcards? How to Choose the Tool Most Effective for You What kind of learner are you? PTB co-founder Dana Meller spells out the differences between flashcards and SAFMEDS so you can pick the best study tool based on how you learn.Fuel Your Focus: 5 Foods That Help You Study Preparing for the BCBA® exam takes focus, stamina, and a whole lot of brain power. You’ve got to learn the entire Task List– from top to bottom– plus, the ethics…The PTB ABA Exam Study Manual: A Guide to the Other 'White Book' The PTB ABA Exam Study Manual has become a mainstay of BCBA® exam prep– and with good reason. Expertly written to break down the critical Task List information the BACB®…Dana Do's: Tips for Exam Questions About Ethics There is a difference between ethical decision-making in practice, versus ethical decision-making on test question scenarios. Dana Do's: Cracking the Ethics Code on Consent vs. Assent The ethics code asks behavior analysts to obtain informed consent before starting a treatment plan. But…what does that entail? PTB co-founder Dana Meller breaks down informed consent, assent, and the ethics elements you need to know. Refer to BCBA® Task List (5th ed.) Code Section E- 2.11 Obtaining Informed ConsentGet the Scoop: What You Need to Know About the BACB’s Transition to the 6th Edition You may have heard horror stories about the last BACB transition from the 4th to the 5th edition Task List. Not without good reason, too. The 5th edition brought changes to the supervision requirements, an increase to the number of test questions, and the introduction of the Ethics Code. Luckily, this time around won’t be such a shake up. Candidates caught on the cusp of this transition will be relieved to know that most of the updates are minor. Many find these transitions intimidating and overwhelming because they think they’ll have to learn an entire list of new information. Thankfully, that’s not the case. Think of it as more of a restructuring, rather than a total revamp.What Is a BCBA® Certification and Why Get One? The Board Certified Behavior Analyst® exam (or, BCBA® exam) is a graduate-level certification in behavior analysis administered by the Behavior Analyst Certification Board® (BACB).Beat the Odds: Factors that Impact Performance on the BCBA® Exam Though the exam may be difficult, it’s not impossible to achieve a passing score. There are several ways students can improve their chances and beat the odds. The right preparation is essential.How Hard is it to Pass the BCBA® Exam? The question every future BCBA® inevitably asks: how hard is it to pass the BCBA® exam? If you’ve heard the stories or seen the data, then you know the exam has a reputation for being difficult. Ask around and you’ll likely hear that it’s sort of like running a marathon. But barefoot, on broken glass, in a giant corn maze, guarded by storm troopers and you can’t remember where you left your lightsaber…oh, and your headphones just died. Dana's Do's: Struggling with ABA Jargon? Watch This. The clinical jargon of ABA can be one of the most intimidating parts of BCBA® exam prep. However, as PTB co-founder Dana Meller explains, understanding the source material like textbooks and literature— no matter how dense they may be— is imperative for exam day success. Dana Do's: What Do Philosophical Assumptions Got To Do With It? It often feels like the board is asking candidates to study concepts you may never use in practice. PTB co-founder Dana Meller explains why that's actually inaccurate. The philosophical assumptions underlying the science of behavior analysis is so much more integral than just passing the big exam.Desk Yoga: 7 Stretches for Your Next Study Session Long days and even longer study sessions, can leave your back and neck feeling stiff. Luckily, PTB has just the thing: 7 desk-friendly, do-anywhere yoga moves. While it can’t replace your regular yoga routine, these stretches can help you reset your mind and body when you’re glued to your desk (or couch, or kitchen chair). 5 Foods to Boost Brainpower While Studying #1 Green tea You’d be hard pressed to find an ABA student who isn’t reaching for caffeine in one form or another. Try sipping on green tea the next time…Dana Do's: What Would Cooper Do? PTB co-founder offers a new approach to reframing your mindset when answering questions on the BCBA® exam that may help you beat the odds. Dana Do's: What are the Markers of a Good Supervisor? PTB co-founder Dana Meller identifies the markers of being a good supervisor. BCBA® Task List (5th ed.) Section I-8: Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires). Dana Do's: Yes, verbs are clues that can help you prep for the BCBA exam PTB co-founder Dana Meller shares how the verbs used in the Task List can provide you with significant clues for effective studying. By examining task list verbs, you can actually determine the specific type of discrimination required in your studies. Learn how understanding these verbs can guide your preparation and better equip you for success on the big exam.6 Science-Backed Study Tips for Your Next Study Session Switch Up Your Environment Studying in a new environment has been shown to help improve memory and concentration levels. Try studying at a coffee shop, library, or a new spot…Add to Cart: PTB’s Study Essentials When it comes to test-prep, you need the right tools for the job. PTB has compiled a must-have list of study supplies so you can stock up on your next…Dana Do's: How to Decode the Code PTB co-founder Dana Meller suggests that memorizing the sections of the BACB® Ethics Code for Behavior Analysts will in fact help you make correct discriminations when prepping for the BCBA® exam. Dana Do's: Why BCBA® Retaker Odds are Lower There's a danger of studying only the score report. PTB co-founder Dana Meller offers insight on why it's important to study like a test virgin.Dana Do's: That Feeling of Freaking Out Over the BCBA® Exam Everyone feels like they won't pass the BCBA® exam, not just you. PTB co-founder Dana Meller talks about the experiences her students share as they prep for the exam. And surprise surprise, you are not alone in feeling scared, dealing with the pressures of everyday life, and trying to negotiate so many variables. If that's you and you're struggling, the good news is that it's temporary. And the payoff, that is fantastic.Dana Do's: Imagine the Task List is a Jigsaw Puzzle PTB cofounder, Dana Meller treats the task list like a puzzle, and so should you. Like a puzzle, all the task list items are interconnected. To be exam ready, you need all the pieces, and every piece needs to be in place. Dana Do's: Looking at the World Behavior Analytically Why should you look at the world behavior analytically? Because it will help you build ABA fluency.Dana Do's: How to Optimize Memorization PTB Co-founder Dana Meller reinforces the importance of memorization and offers some practical, empirically validated tips for memorizing the task list.Dana Do's: Get Your M.A.C. Skills Together PTB co-founder Dana Meller offers a key to building fluency and BCBA® exam readiness. Memorization. Application. Comprehension. Dana Do's: Dealing with the Frustration of Failing the BCBA® Exam PTB cofounder Dana Meller offers some unsolicited advice for candidates who have experienced the frustration of failing the BCBA® exam by only a few points. Dana Do's: Why You're Not Passing the BCBA® Exam PTB cofounder Dana Meller helps candidates retaking the exam consider a functional approach to defining the obstacles holding them back. Dana Do's: Short Cuts Don't Work PTB co-founder Dana Meller talks about avoiding shortcuts in your exam prep. Becoming a BCBA® is not just about passing the Big Exam, it is about taking on a professional identity. Dana Do's: How to Know When You're Ready to Sit for the BCBA® Exam PTB co-founder Dana Meller talks about measuring exam readiness. How do you know if you’re ready to sit?Dana Do's: The Importance of Speaking ABA PTB co-founder Dana Meller shares the importance of speaking ABA and being able to fluently read and understand the Cooper text in order to pass the big exam.Dana Do's: Understanding the ABC's of Behavior Used to Break Down Test Questions PTB co-founder Dana Meller shares how our ABA superpowers can be used to break down exam questions to organize BCBA® exam prep.Dana Do's: Put On Your BACB® Board Hat Want to know what to study for the BCBA® exam? PTB co-founder Dana Meller reminds candidates that the exam is a knowledge assessment, not a skill assessment.Dana Do's: BCBA® Exam Prep Studying Tips PTB co-founder Dana Meller shares helpful tips about incorporating studying into your already busy lives. Dana Do's: How to Make Time for Studying for the BCBA® Exam PTB co-founder Dana Meller shares helpful tips about incorporating studying into your already busy lives.Dana Do's: The Problem With Making Assumptions on the BCBA® Exam PTB co-founder Dana Meller shares practical insight on the importance of approaching exam questions at face value.Dana Do's: Use Mistakes to Assess How You Test PTB co-founder Dana Meller shares insights on how to use your mock BCBA® exam mistakes to assess and improve your test-taking behavior.
