A-1 Task List Activities
A-1: Identifying the Goals of Behavior Analysis as a Science (Description, Prediction, Control)
Each activity below is designed to promote both knowledge acquisition and applied understanding of A-1 from the BACB 5th and 6th Edition Task Lists. These can be facilitated during a 1:1 supervision meeting or completed independently. Each activity includes instructions for both the supervisor and the supervisee to ensure it meets the BACB requirements for interactive and structured supervision content.
Activity 1: Tommy's Behavior – Drill Down (Case Study Application) Purpose: Application and conceptual analysis of description, prediction, and control.
Instructions for Supervisor:
Read the Tommy scenario aloud or assign it in advance.
Ask supervisee to describe Tommy’s disruptive behavior using observable terms.
Discuss: What patterns allow for prediction? What environmental variables could be manipulated to test for control?
Debrief using key terms from the Cooper textbook.
Instructions for Supervisee (if working independently):
Read the scenario carefully.
Write a 3-paragraph response:
Paragraph 1: Description of Tommy’s behaviors.
Paragraph 2: Patterns you can predict based on context.
Paragraph 3: How would you demonstrate control?
Submit to supervisor for review.
Activity 2: Match the Goal to the Example (Matching Activity) Purpose: Discrimination of concept examples for each goal.
Instructions for Supervisor:
Prepare 9 short example statements (3 of each goal: description, prediction, control).
Ask supervisee to match each to the correct goal.
Review answers together and explain any errors.
Instructions for Supervisee (if working independently):
Use a matching worksheet (provided by your supervisor) or create your own.
Label each example as either description, prediction, or control.
Send your completed sheet to your supervisor for feedback.
Activity 3: Design Your Own Example (Scenario Creation) Purpose: Demonstrating understanding through personal application.
Instructions for Supervisor:
Ask the supervisee to write three real-life examples from their current work setting.
Each example should clearly demonstrate one of the goals of behavior analysis.
Review together and assess clarity, alignment with ABA principles, and terminology use.
Instructions for Supervisee (if working independently):
Think of three real-world scenarios you've observed or experienced.
Write one example each for description, prediction, and control.
Use behavior-analytic language and submit to your supervisor.
Activity 4: False Positives (Critical Thinking) Purpose: Deepening conceptual understanding by identifying misapplications.
Instructions for Supervisor:
Present three flawed interpretations of behavior (e.g., mentalistic explanations, superstitious correlations).
Ask supervisee to explain why each does not accurately reflect description, prediction, or control.
Discuss how to rewrite each example to reflect a true scientific goal.
Instructions for Supervisee (if working independently):
Read the three flawed examples provided by your supervisor.
For each, explain what is incorrect and rewrite it correctly.
Submit your analysis and corrections.
Activity 5: Science vs. Pseudoscience (Discussion Prompt) Purpose: Differentiate scientific from pseudoscientific practices.
Instructions for Supervisor:
Ask supervisee: "How does control as a scientific goal separate ABA from pseudoscience?"
Reference the Cooper text and encourage discussion about validity, replication, and experimental control.
Instructions for Supervisee (if working independently):
Write a one-page reflection responding to: "Why is the ability to demonstrate control essential to calling behavior analysis a science?"
Use 1-2 references from the textbook.
Submit your reflection to your supervisor.
Activity 6: Mini Field Assignment (Observation Task) Purpose: Direct observation to practice identifying description, prediction, and control.
Instructions for Supervisor:
Assign supervisee to observe a behavior in their setting (e.g., client, peer, classroom).
Ask them to record:
Observable behavior (description)
Patterns or conditions (prediction)
Suggested intervention/manipulation (control)
Review findings in your next session.
Instructions for Supervisee (if working independently):
Choose a natural setting where you can observe behavior for 15–30 minutes.
Record:
What the behavior looks like
When and where it typically occurs
What you could change in the environment to reduce or increase it
Share your notes with your supervisor.
Activity 7: Rapid Definitions (Verbal Fluency Probe) Purpose: Build fluency with technical definitions.
Instructions for Supervisor:
Set a 60-second timer.
Ask supervisee to define each term (description, prediction, control) and provide one example per term.
Repeat weekly to build fluency.
Instructions for Supervisee (if working independently):
Record yourself explaining each term and giving one example.
Keep it under 60 seconds per term.
Send recording or transcript to supervisor.
Activity 8: Short Answer Quiz (Written Assessment) Purpose: Assess conceptual understanding through open-ended responses.
Instructions for Supervisor:
Provide supervisee with 3 open-ended questions:
What is the purpose of description in behavior analysis?
How does prediction inform treatment decisions?
What evidence confirms control?
Review responses together, offer feedback.
Instructions for Supervisee (if working independently):
Answer each question in 3–5 sentences.
Use terminology from Cooper, Heron, & Heward.
Submit to your supervisor.
All of these activities can count toward individual supervision hours as they are structured, behavior-analytic in nature, aligned with the task list, and include a feedback or debrief component.
Documentation Reminder: Supervisors should document which activity was completed, the date, whether it was completed independently or together, and provide feedback to support BACB supervision requirements.
