Association of Animal Behavior Professionals

Invigilated Professional Membership Exam 

Contents Handbook

(Information in this handbook is tentative as it is a working document in the exam development process. The exam is slated to be implemented in 2012)

Arranging to take exam. Click here.

The AABP Invigilated Professional Membership Exam will function to allow candidate professional members to demonstrate their competence where they may be lacking the previous certifications or formal education, something common among long time professionals that developed their careers before such things were available. Rather than having a school or another professional association determine your competency, the exam will allow us to determine it directly. The previous certifications or formal education can be thought of as a short cut to professional membership in that you do not need to duplicate demonstrating your competence. This handbook will lay out the books and special notes required for self study or to formalize the sources in case different sources provide different perspectives or information.

The invigilated exam will be 3 hours and will be a closed book exam. It will strongly emphasize the natural science of behavior and the principles of learning (i.e., applied behavior analysis) and not a medical model approach involving ethological notions and diagnostic labeling. To do well on the exam, the candidate must have a strong understanding of applied behavior analysis including the basic principles of behavior, functional assessment procedures and how to construct a behavior change program, depending on which exam is taken. Each category of professional membership will have its own exam, corresponding to the core areas of competence for each category.

The exam requires a total of greater than 80% overall as the mean average and at least 60% mean average in each core area exam component for a pass. 

Here are the steps for taking the exam: The exam will be sent directly to the invigilator, who will administer the exam and send it directly back to the AABP. 

• First, identify the professional membership category you wish to attain. 
• Second, check the core areas of competence included in that designation.
• Third, ensure you have a strong comprehension of the topics found in the core areas of competence for it. The texts identified below can help you prepare for the exam.
• Fourth, arrange for and take the exam when you are ready. This will involve providing AABP with a suitably qualified invigilator to supervise your exam and scheduling a time to taker it. See this page for further details.

The following sections correspond to the core areas of competence. The exam will be make up of a section of exam questions from each core area required for that membership type. You will find recommendations for books that acted as the source for the exam questions and answers and special notes, particularly on any areas where the exam will differ from the contents of the books. Familiarize yourself with the books and these notes in order to prepare for the exam.

Coaching / Instructing and Professional Relationship / Case Management

• Wilde, N. (2003). It's Not the Dogs, It's the People! Santa Clarita: Phantom Publishing 
• O'Heare, J. (2007). Aggressive Behavior in Dogs. Ottawa: DogPsych Publishing.
• Ryan, T. (2005). Coaching people to train their dogs.
  
• Phillips, K. (2005). Avoiding Liability When You Train Shelter or Adopt-out Seminar and Essential Legal Documents (DVD and CD).

Principles of Behavior

• O'Heare, J. (2010). Changing Problem Behavior. Ontario: BehaveTech Publishing
• Chance, P. (2008). Learning and Behavior (6th ed.). Belmont: Thomson Wadsworth.
• Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe othem: some further refinements. J Appl Behav Anal, 36(3), 407-414. Click here.

Notes: O'Heare (2010) is the primary source and Chance (2008) is a secondary source. Chance (2008) uses the term Pavlovian conditioning; exam uses the term Respondent conditioning. Chance (2008) uses the term motivating operation to mean establishing operation; exam uses the framework established in Laraway et al. (2003). See Glossary of terms for 'motivating operations,' 'establishing operations' and 'abolishing operations.' Also see the Laraway article above. 

Training Technology

• O'Heare, J. (2010). Empowerment Training. Ottawa, Ontario: BehaveTech Publishing.
• Donaldson, J. (2005). The Culture Clash (2nd. ed.). Oakville, Ontario: James and Kenneth.
• Pryor, K. (2002). Getting Started Clicker Training for Dogs New Expanded Edition. Waltham: Sunshine Books, Inc.
• Miller, P. (2001). The Power of Positive Training. New York: Howell Book House.

O'Heare (2010) will provide the basis for exam content involving strategy and principles. The other texts will provide greater detail on the nuts and bolts of training technique.

Professional Ethics

• AABP Professional Practice Guidelines and associated Guide
• Bailey, J. & Burch, M.  (2005). Ethics for behavior analysts. Lawrence Erlbaum.
• O’Heare, J. (2009). The least intrusive effective behavior intervention (LIEBI) algorithm and levels of intrusiveness table: A proposed best-practices model. Journal of Applied Companion Animal Behavior, 3(1), 7–25. Click here. 

Notes: 

Biological Context for Behavior (aka, Species Typical Behavior) (Dog)

• O'Heare, J. (2007). Aggressive Behavior in Dogs. Ottawa: DogPsych Publishing.
• O'Heare, J. (2009). Separation Distress and Dogs. Ottawa: BehaveTech Publishing.
• Serpell, J. (Ed.). (1995). The domestic dog its evolution, behaviour and interactions with people. New York: Cambridge University Press.

Notes:

Brief notes on sensitive periods: Prenatal (before birth); neonatal (birth to 2 weeks), stress on the pregnant mother can negatively impact on the puppy's development; transitional (2 to 3 weeks), begins making simple associations and improved capabilities in operant and respondent conditioning and begins interacting with litter mates socially. Socialization period (2.5-3 to 9-13 weeks), development of important social relationships with mother, litter mates and humans; and Juvenile period (12 weeks to 6 months considered separate rather than combined as in Serpell and Jaogue (1995), development of various motor capabilities such as leg raised urination etc. and becomes less tolerant of novel stimuli. 

Communication behavior is social behavior just like any other behavior except that it is behavior that involves an interaction between individuals. Communication theory tends to emphasize the transmission of information from mind to mind via signals. A behavior analytic approach rejects the communication theory constructs in favor of applying the principles of learning and behavior to these behaviors in the same way that any other behavior is performed.

Biological Context for Behavior (aka, Species Typical Behavior)  (Cat)

• Turner, D. C., & Bateson, P. (Eds.). (2000). 2nd edition. The domestic cat The biology of its behaviour. New York: Cambridge University Press.
  

Notes:

Biological Context for behavior (aka, Species Typical Behavior) (Parrot)

• Blumstein, D.T. 2004, Avian risk assessment: effects of perching height and detectability, , vol. 110, pp. 273-285.Ethology
• Brouwer, K., Jones, M.L., King, C.E. & Schifter, H. 2000, Longevity records for Psittaciformes in captivity, , vol. 37, pp. 299-316.International Zoo Yearbook
• Collette, J.C., Millam, J.R., Klasing, K.C. & Wakenell, P.S. 2000, Neonatal handling of Amazon parrots alters the stress response and immune function, , vol. 66, pp. 335-349.Applied Animal Behaviour Science
• Cornejo, J., Hilburn, J. & Gomez, J.R. 2005, Daily activity budget of captive and released Scarlet macaw at Playa San Josecito release site, Costa Rica, , vol. 39, pp. 161-168. International Zoo Yearbook
• Diamond, J. & Bond, A.B. 2004, Social play in Kaka with comparisons to Kea, vol. 141, pp. 777-798.Behaviour
• Field, D.A. & Thomas, R. 2000, Environmental enrichment for psittacines at Edinburgh Zoo, , vol. 37, pp. 232-237.International Zoo Yearbook
• Fox, R.A. & Millam, J.R. 2004, The effect of early environment on neophobia in Orange-winged Amazon parrots, , vol. 89, pp. 117-129.Applied Animal Behaviour Science
• Gajdon, G.K., Fijn, N. & Huber, L. 2004, Testing social learning in a wild mountain parrot, the Kea, , vol. 32, pp. 62-71.Learning & Behavior
• Garner, J.P., Meehan, C.L., Thomas, R. F. & Mench, J.A. 2006, Genetic, environmental, and neighbour effects on the severity of stereotypies and feather picking in Orange-winged Amazon parrots: An epidemiological study, , vol. 96, pp. 153-168.Applied Animal Behaviour Science
• Heinsohn, R., Murphy, S. & Legge, S. 2003, Overlap and competition for nest holes among Eclectus parrots, Palm Cockatoos and Sulphur-crested Cockatoos, , vol. 51, pp. 81-94.Australian Journal of Zoology
• Hile, A.G., Burley, N.T., Coopersmith, C.B., Foster, V.S. & Striedter, G.F. 2005, Effects of male vocal learning on female behavior in the Budgerigar, , vol. 111, pp. 901-923.Ethology
• King, C.E. 2000, Situation-dependant management of large parrots by manipulation of the social environment, , vol. 37, pp. 238-244.International Zoo Yearbook
• Meehan, C.L. & Mench, J.A. 2002, Environmental enrichment affects the fear and exploratory responses to novelty of young Amazon parrots, , vol. 79, pp. 75-88.Applied Animal Behaviour Science
• Meehan, C.L., Garner, J.P. & Mench, J.A. 2002, Isosexual pair housing improves the welfare of young Amazon parrots, , vol. 81, pp. 73-88.Applied Animal Behaviour Science
• Meehan, C.L., Millam, J.R. & Mench, J.A. 2003, Foraging opportunity and increased physical complexity both prevent and reduce psychogenic feather picking by young Amazon parrots, , vol. 80, pp. 71-85.Applied Animal Behaviour Science
• Meehan, C.L., Garner, J.P. & Mench, J.A. 2004, Environmental enrichment and development of cage stereotypy in Orange-winged Amazon Parrots, , vol. 44, pp. 209-218.Developmental Psychobiology
• Mettke-Hofmann, C., Winkler, H. & Leisler, B. 2002, The significance of ecological factors for exploration and neophobia in parrots, , vol. 108, pp. 249-272.Ethology
• Mettke-Hofmann, C., Wink, M., Winkler, H. & Leisler, B. 2005, Exploration of environmental changes relates to lifestyle, , vol. 16, no. 1, pp. 247-254.Behavioral Ecology
• Millam, J.R. 2000, Neonatal handling, behaviour and reproduction in Orange-winged Amazons and Cockatiels, , vol. 37, pp. 220-231.International Zoo Yearbook
• Renton, K. 2002, Seasonal variation in occurrence of macaws along a rainforest river, , vol. 73, pp. 15-19.Journal of Field Ornithology
• Renton, K. 2004, Agonistic interactions of nesting and nonbreeding Macaws, , vol. 106, pp. 354-362.The Condor
• Rowley, I. & Chapman, G. 1986, Cross-fostering, imprinting and learning in two sympatric species of cockatoo, , vol. 96.Behaviour
• Seibert, L.M. & Cromwell-Davis, S.L. 2001, Gender effects on aggression, dominance rank, and affiliative behaviours in a flock of captive adult cockatiels, , vol. 71, pp. 155-170.Applied Animal Behaviour Science
• Sheperdson, D.J. 2003, Environmental enrichment: past, present and future, , vol. 38, pp. 118-124.International Zoo Yearbook
• Spoon, T.R., Millam, J.R. & Owings, D.H. 2007, Behavioural compatibility, extrapair copulation and mate switching in a socially monogamous parrot, , vol. 73, pp. 815-824.Animal Behaviour
• Waugh, D.R. & Romero, G.S. 2000, Behaviour of Red-tailed Amazons during free mate choice in a communal aviary at Loro Parque Fundacion, Peurto de la Cruz, , vol. 37, pp. 206-213.International Zoo Yearbook
• Westacott, D.A. & Cockburn, A. 1988, Flock size and vigilance in parrots, , vol. 36, pp. 335-349.Australian Journal of Zoology
• Van Hoek, C.S. & King, C.E. 1997, Causation and influence of environmental enrichment on feather picking of the Crimson-bellied Conure, Zoo Biology, vol. 16, pp. 161-172.  

Functional Assessment

• O'Heare, J. (2010). Changing Problem Behavior. Ontario: BehaveTech Publishing
• Miltenberger, R. G. (2004). Behavior Modification Principles and Procedures (3rd ed.). Toronto: Thomson Wadsworth.
• Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe othem: some further refinements. J Appl Behav Anal, 36(3), 407-414. Click here.

Notes: O'Heare (2010) is the primary source; The Miltenberger text is useful adjunct books but not necessarily required for the exam.

Behavior Change Procedures and Programming

• O'Heare, J. (2010). Changing Problem Behavior. Ontario: BehaveTech Publishing
• Miltenberger, R. G. (2004). Behavior Modification Principles and Procedures (3rd ed.). Toronto: Thomson Wadsworth.
• Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2007). Functional behavioral assessment and function-based intervention: An effective, practical approach. Upper Saddle River: Pearson Perrill Prentice Hall.
• Laraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe othem: some further refinements. J Appl Behav Anal, 36(3), 407-414. Click here.
  
• Burch, M. R., & Bailey, J. S. (1999). How Dogs Learn. New York: Howell Book House.

Notes: The O'Heare (2010) and will be the primary source and the Miltenberger (2004) will be secondary. There are generally two perspectives on changing emotional behaviors. Some contend that the most efficient way to change emotional behaviors is to change the conditioned emotional response directly, making the operants they motivate moot (irrelevant). Others contend that changing the operants will correspondingly change the emotional response. The exam will assume the first perspective. Miltenberger differentiates between "systematic desensitization" and "in Vivo Desensitization. The exam takes up O'Heare's (2010) and Burch and Bailey's (1999, pp. 89-91) categorization of both In Vitro and In Vivo as the two kinds of systematic desensitization and uses these sources for this procedure. There are different ways to view the concept of anxiety. Miltenberger (2004) explains anxiety as the the respondent components of emotional behaviors such as fear responses. "A term used to describe respondent behavior involving the activation of the autonomic nervous system (including rapid heart rate, shallow rapid breathing, and increased muscle tension)." Others describe anxiety and other terms such as fear as feelings, the awareness behaviors or experience of emotional behaviors. But, awareness, while often present, is not necessarily always present in emotional responses. For the exam, the emotional behaviors are the physiological processes, the respondent behaviors. Feelings that we label fear, joy etc. are feelings, our interpretation of the physiological emotional respondents, our awareness or consciousness behaviors that are often but not always present in these contingencies. The exam assumes this perspective.