Preparing for the BCAT Exam
How The Exam Was Developed
The BCAT 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 described below.
Job Analysis & Content Outline
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 Assembly
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 & Maintenance
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||10-12%|
|2. Principles of ABA||18-22%|
|3. Treatment: Skill Acquisition||28-34%|
|4. Treatment: Reduction of Problem Behavior||24-30%|
|5. Behavioral Data Collection||5-7%|
|6. Ethical/Legal Considerations||4-6%|
- 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 across social communication and restricted, repetitive behaviors.
- Knowledge of research regarding treatment intensity.
- Knowledge of early intensive behavioral intervention research.
- Knowledge of foundational autism research.
- Distinguishing between evidence-based interventions vs. nonevidence-based interventions.
- Positive reinforcement
- Negative reinforcement
- Positive punishment
- Negative punishment
- Conditioned reinforcer
- Unconditioned reinforcer
- Motivating operation
- 3-term contingency
- Discriminative stimulus
- Stimulus control
- Discrete trial
D. Treatment: Reduction of Problem Behavior24-30%
- Behavior intervention plan
- Target behavior
- Operational definition
- Functional behavior assessment
- Escape function
- Attention function
- Access to tangible function
- Automatic function
- Antecedent interventions
- Functional communication training
- Token economy
- High-p request sequence / behavioral momentum
- Noncontingent reinforcement
- Replacement behavior
- Escape extinction
- Attention extinction
- Access to tangible extinction
- Extinction burst
- Continuous reinforcement
- Intermittent reinforcement
- Differential reinforcement of alternative behavior
- Differential reinforcement of incompatible behavior
- Differential reinforcement of other behavior
- Response blocking
- Response cost
- Time-out from reinforcement
- Spontaneous recovery
- Discrimination training
- Discrete trial training
- Natural environment training
- Fluency-based training
- Caregiver training
- Premack principle
- Preference assessment
- Errorless learning
- Most-to-least prompting
- Least-to-most prompting
- Prompt fading
- Time delay prompt
- Alternative and augmentative communication
- Functional approaches to teaching language skills
- Mand training
- Tact training
- Training echoic behavior
- Training intraverbal behavior
- Teaching joint attention
- Teaching play skills
- Teaching motor skills
- Teaching adaptive and safety skills
- Teaching social skills
- Teaching cognition skills
- Teaching executive function skills
- Teaching academic skills
- Visual supports
- Curriculum modification
- Measurement dimensions (e.g., rate, duration, percentage)
- Measurement procedures (e.g., event recording, timing, time sampling)
- Skill acquisition data
- Problem behavior data
- Interobserver agreement (IOA)
- Safety (including OSHA)
- Responding to emergencies
- Confidentiality (including HIPAA)
- Recognition of client abuse
- Reporting client abuse
- Dual relationships