I know trying to pass the board exam to become certified as a behavior analyst is tough!!! One of the services I offer is individualized study plans for those who wish to become certified. I use behavioral skills training and assessments to tailor the “programming” I create for you to meet your goal of passing the exam.
You may be thinking, “Wait… you’re going to analyze my studying behavior, my correct answers vs. errors in pre-tests, then you’ll use your assessments to help me change my behavior (increase my ABA skills) to meet my goal (passing)?”
Yep.
I know you were thinking exactly that. (Haha)
As my 9-year-old says: “Mind. Blown.”
One thing that helped me when I was studying was analyzing real-life scenarios. They helped to make abstract terms and concepts more concrete and understandable. For example, if I was working on identifying types of reinforcement and whether a reinforcer is a primary or secondary reinforcer:
Identifying types of reinforcement
In the following scenarios, consider how the child is reinforced and with what type of reinforcer:
1. Rachel knows that Jack is hungry. Jack answers three questions appropriately during their DTT session and then Rachel provides him with a pretzel. For each three to five questions Rachel asks Jack, she continues to provide him with pretzels as they work. Over time, Jack’s correct responding to questions has increased.
(Positive reinforcement; primary reinforcer)
2. Rachel knows that Jack has a history of enjoying tickles but previously would ask for tickles by placing a person’s hands on his stomach. When Rachel plays with him, each time he correctly asks for “tickle” or a close approximation of it, she gives him tickles and laughs with him. Now, he asks for tickles much
more frequently than before.
(Positive reinforcement; secondary reinforcer)
3. Jack’s mom told Jack to put on his coat before going outside in the snow. Jack did not listen to her and went outside to play anyway. A few minutes later, Jack came inside shivering, brought his coat to his mom and said, “coat,” requesting help to get it on. Jack then happily went back outside to play. The next time he wanted to go outside, he asked for “coat,” put it on, then went outside to play.
(Negative reinforcement (escaping cold) with primary reinforcer).
4. Jack’s mom kept having loud women over for hours on end. Jack hated the noise they made. He enjoyed listening to the birds outside while he played in his room. Jack began yelling loudly every time the women came over. Mom would then make them leave. Jack continued to yell every time a friend of his mom’s came over to the house.
(Negative reinforcement, secondary reinforcer (removal of people/noise)
I hope that was helpful!
Besides helping BCBA candidates create specific and individualized plans, I am fully qualified to supervise those needing to accrue hours to sit for the exam.
Behave Yourself LLC 