How the Exam Was Developed?
The BCAP examination was developed by a diverse group of practitioners in partnership with
test development experts in a manner consistent with generally accepted psychometric
principles and best practices for certification examination development using the process
Job Analysis & Content
The job analysis study includes a survey developed by a group of subject matter experts and validated by a national survey. Results of the job analysis define the content and provide the foundation for the exam. Developed using the job analysis study data, the content outline lists the content domains for the exam, the relative weight of each domain, and the tasks associated with each content area.
Item Development & Test
Test "items," or questions, are written and reviewed by a team of trained and qualified practitioners under the guidance of a test development expert. All test items undergo multiple levels of review and editing before being placed on the exam. Once test items are finalized, they are assembled into a test using the specifications in the content oultine. The test is reviewed by a team of subject matter experts before being finalized.
Setting the Passing Point
& Analyzying Data
The passing score for the exam is established using a panel of experts who carefully review each item to determine the basic level of knowledge or skill that is expected. The passing score is based on the panel’s established difficulty ratings for each exam question. After the exam is administred, a statistical analysis is performed to identify quality improvement opportunities and any adjustments needed before the exam results are finalized.
Ongoing Development &
Content of the exam is reviewed regularly to ensure that items remain accurate and relevant. New versions of the exam are developed to ensure security. Job analysis studies are conducted periodically to ensure the content outline remains upto-date.
Studying for the Exams
As a certification organization, BICC’s role is in developing and administering the certification
examination to determine the qualifications of candidates for certification. BICC does not
require, provide, or endorse any specific study guides, review products, and/or training courses.
|1. Autism Spectrum Disorder
|2. Principles of ABA
|3. Treatment: Skill Acquisition
|4. Treatment: Reduction of Problem Behavior
|5. Behavioral Data Collection and Analysis
|6. Ethical/Legal Considerations
|7. Clinical Management
A. Autism Spectrum Disorder
- Distinguishing between evidence-based interventions vs. nonevidence-based interventions.
- Knowledge of deficits in social-emotional reciprocity.
- Knowledge of deficits in nonverbal communicative behaviors used for social interaction.
- Knowledge of deficits in developing, maintaining, and understanding relationships.
- Knowledge of stereotyped or repetitive motor movements, use of objects, or speech.
- Knowledge of insistence on sameness, inflexible adherence to routines, or ritualized patterns of verbal or nonverbal behavior.
- Knowledge of highly restricted, fixated interests that are abnormal in intensity or focus.
- Knowledge of hyper or hyporeactivity to sensory input or unusual interests in sensory aspects of environment.
- Knowledge of levels of severity.
- Knowledge of research regarding treatment intensity.
- Knowledge of early intensive behavioral intervention research.
- Knowledge of foundational autism research.
B. Principles of ABA
- Positive and negative reinforcement
- Positive and negative punishment
- Conditioned and unconditioned reinforcer
- Conditioned and unconditioned punisher
- Respondent conditioning
- Operant conditioning
- Rule-governed behavior
- Contingency-shaped behavior
- Motivating operation
- Discriminative stimulus
- Stimulus control
- Discrete trial
C. Treatment: Skill Acquisition
- 3-term contingency
- Discrimination training
- Discrete trial training
- Natural environment training
- Training pivotal behaviors
- Fluency-based training
- Task analysis
- Premack principle
- Errorless learning
- Most-to-least prompting
- Least-to-most prompting
- Prompt fading
- Time delay prompt
- Alternative and augmentative communication
- Mand training
- Tact training
- Training echoic behavior
- Training intraverbal behavior
- Teaching play skills
- Teaching motor skills
- Teaching adaptive skills
- Teaching social skills
- Teaching executive function skills
- Teaching perspective taking skills
- Teaching academic skills
- Visual supports
- Program modification and adaptation
D. Treatment: Reduction of Problem Behavior
- Behavior intervention plan
- Target behavior
- Operational definition
- Functional behavior assessment
- Indirect assessment
- Descriptive assessment
- Experimential functional analysis
- Functions of behavior
- Antecedent interventions
- Functional communication training
- Token economy
- High-p request sequence / behavioral momentum
- Noncontingent reinforcement
- Replacement behavior
- Extinction procedures
- Extinction burst
- Schedules of reinforcement
- Differential reinforcement of alternative behavior
- Differential reinforcement of incompatible behavior
- Differential reinforcement of other behavior
- Differential reinforcement of low/high/diminishing rates of behavior
- Response blocking
- Response cost
- Time-out from reinforcement
- Spontaneous recovery
- Behavior contracting
- Self management
- Group contingencies
E. Behavioral Data Collection and Analysis
- Measurement dimensions (e.g., rate, duration, percentage)
- Measurement procedures (e.g., event recording, timing, time sampling)
- Analysis of Skill acquisition data
- Analysis of Problem behavior data
- Celeration charts
- Interobserver agreement (IOA)
F. Ethical/Legal Considerations
- Safety procedures
- Emergency procedures
- Confidentiality procedures
- Recognition and reporting of client abuse and neglect
- Dual relationships protocols
- Prevention of abandonment protocols
- Evidence-based treatment recommendations
G. Clinical Management
- Treatment planning
- Treatment integrity
- Treatment effectiveness
- Coordination of care
- Training caregivers
- Training staff
- Monitoring staff performance
- Mentoring staff
- Discharge planning