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CONTENT AREA E:  Develop Systems and Support

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TASK

E-1

Work with families.

E-2

Manage funding and resources.

E-3

Maintain public and professional relations.

CONTENT AREA F:  Implement Curricula

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TASK

F-1

Use existing curricula.

F-2

Customize curricula.

F-3

Develop a scope and sequence across domains.

CONTENT AREA G:  Non-Behavior Analytic Interventions

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TASK

G-1

Differentiate behavior analytic from non-behavior analytic interventions.

G-2

Research best available scientific evidence on non-behavior analytic interventions.

G-3

Critically evaluate the evidence regarding effectiveness, efficacy, and side effects of a non-behavior analytic intervention (including documented or potential interference with behavior analytic intervention).

G-4

Educate consumers about risks and benefits of alternative interventions and combinations of interventions.

G-5

Educate other professionals and organizations (e.g., school districts, government, insurance companies) about risks and benefits of alternative interventions and combinations of interventions.

CONTENT AREA H:  Implement Safe and Effective Emergency Procedures

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TASK

H-1

Understand the philosophy and behavior analytic considerations when considering the use of emergency procedures (e.g., risks and benefits).

H-2

Develop and use emergency procedures.

H-3

Use physical and non-physical emergency management techniques.

CONTENT AREA I:  Use Research to Design, Implement, and Evaluate Behavior Analytic Interventions for Persons with Autism

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TASK

I-1

Search and evaluate the relevant literature.

I-2

Critically evaluate studies and reviews using scientific rules of evidence, considering efficacy, effectiveness, efficiency, side effects, and limitations.

I-3

Maintain a community that encourages keeping up to date on research developments.

Copyright 2007 Behavior Analyst Certification Board, Inc..  All rights reserved.  

No warranties or guarantees are included or associated with the use of this document, and the BACB disclaims any liability associated with the use of this document.  The BACB authorizes limited fair use by individual consumers, employers, administrators, BCBAs, and university training programs as a guide in determining what content is important for BCBAs to have in working with persons with autism.  Copying, distributing and/or publishing this Task List for any other purpose, in any medium or format, requires advance written permission from the Behavior Analyst Certification Board, Inc..  The BACB currently does not have an accompanying certification specialty in autism.  Individuals who are interested in BACB certifications are referred to the BACB’s Third Edition Behavior Analyst Task List©.

Page 2 of 2                                                                                                                                                 Autism Task List

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