Professional Membership Exam Content

Professional Membership Exam Content
(information in this section is tentative as it is a working document in the exam development process)

Each category of professional membership will have its own exam, corresponding to the core areas of competence for each category. 
  • 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.
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. 

The exam will be sent directly to the invigilator, who will administer the exam and send it directly back to the AABP. 
The following book suggestions and notes (arrange by core area of competence) can help candidates 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

  • Chance, P. (2008). Learning and Behavior (6th ed.). Belmont: Thomson Wadsworth.
  • Pierce, W. D., & Cheney, C. D. (2004). Behavior Analysis and Learning (3rd ed.). Mahwah: Lawrence Erlbaum Associates, Publishers.
  • 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: (1) Chance (2008) is the primary source. (2) Chance (2008) uses the term Pavlovian conditioning; exam uses the term Respondent conditioning. (3) 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.m The Pierce and Cheney text is listed because it is a slightly more advanced book and may help prepare the candidate for the exam because of it's more in-depth coverage but the Chance text is primary as in you should be sufficiently prepared with this text alone and where one text contradicts the other, the Chance text takes precedence.
Training Technology

  • 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.
Ethics

  • Bailey, J. & Burch, M.  (2005). Ethics for behavior analysts. Lawrence Erlbaum.
  • AABP Professional Practice Guidelines. http://www.associationofanimalbehaviorprofessionals.com/guidelines.html
  • 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)

  • Serpell, J. (Ed.). (1995). The domestic dog its evolution, behaviour and interactions with people. New York: Cambridge University Press.
Biological Context for Behavior (aka, Species Typical Behavior)  (Cat)

  • Turner, D. C., & Bateson, P. (Eds.). (2000). The domestic cat The biology of its behaviour. New York: Cambridge University Press.
Biological Context for behavior (aka, Species Typical Behavior) (Parrot)

  • Blumstein, D.T. 2004, Avian risk assessment: effects of perching height and detectability, Ethology, vol. 110, pp. 273-285.
  • Brouwer, K., Jones, M.L., King, C.E. & Schifter, H. 2000, Longevity records for Psittaciformes in captivity, International Zoo Yearbook, vol. 37, pp. 299-316.
  • 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, Applied Animal Behaviour Science, vol. 66, pp. 335-349.
  • 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, International Zoo Yearbook, vol. 39, pp. 161-168. 
  • Diamond, J. & Bond, A.B. 2004, Social play in Kaka with comparisons to Kea, Behaviour vol. 141, pp. 777-798.
  • Field, D.A. & Thomas, R. 2000, Environmental enrichment for psittacines at Edinburgh Zoo, International Zoo Yearbook, vol. 37, pp. 232-237.
  • Fox, R.A. & Millam, J.R. 2004, The effect of early environment on neophobia in Orange-winged Amazon parrots, Applied Animal Behaviour Science, vol. 89, pp. 117-129.
  • Gajdon, G.K., Fijn, N. & Huber, L. 2004, Testing social learning in a wild mountain parrot, the Kea, Learning & Behavior, vol. 32, pp. 62-71.
  • 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, Applied Animal Behaviour Science, vol. 96, pp. 153-168.
  • Heinsohn, R., Murphy, S. & Legge, S. 2003, Overlap and competition for nest holes among Eclectus parrots, Palm Cockatoos and Sulphur-crested Cockatoos, Australian Journal of Zoology, vol. 51, pp. 81-94.
  • 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, Ethology, vol. 111, pp. 901-923.
  • King, C.E. 2000, Situation-dependant management of large parrots by manipulation of the social environment, International Zoo Yearbook, vol. 37, pp. 238-244.
  • Meehan, C.L. & Mench, J.A. 2002, Environmental enrichment affects the fear and exploratory responses to novelty of young Amazon parrots, Applied Animal Behaviour Science, vol. 79, pp. 75-88.
  • Meehan, C.L., Garner, J.P. & Mench, J.A. 2002, Isosexual pair housing improves the welfare of young Amazon parrots, Applied Animal Behaviour Science, vol. 81, pp. 73-88.
  • 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, Applied Animal Behaviour Science, vol. 80, pp. 71-85.
  • Meehan, C.L., Garner, J.P. & Mench, J.A. 2004, Environmental enrichment and development of cage stereotypy in Orange-winged Amazon Parrots, Developmental Psychobiology, vol. 44, pp. 209-218.
  • Mettke-Hofmann, C., Winkler, H. & Leisler, B. 2002, The significance of ecological factors for exploration and neophobia in parrots, Ethology, vol. 108, pp. 249-272.
  • Mettke-Hofmann, C., Wink, M., Winkler, H. & Leisler, B. 2005, Exploration of environmental changes relates to lifestyle, Behavioral Ecology, vol. 16, no. 1, pp. 247-254.
  • Millam, J.R. 2000, Neonatal handling, behaviour and reproduction in Orange-winged Amazons and Cockatiels, International Zoo Yearbook, vol. 37, pp. 220-231.
  • Renton, K. 2002, Seasonal variation in occurrence of macaws along a rainforest river, Journal of Field Ornithology, vol. 73, pp. 15-19.
  • Renton, K. 2004, Agonistic interactions of nesting and nonbreeding Macaws, The Condor, vol. 106, pp. 354-362.
  • Rowley, I. & Chapman, G. 1986, Cross-fostering, imprinting and learning in two sympatric species of cockatoo, Behaviour, vol. 96.
  • Seibert, L.M. & Cromwell-Davis, S.L. 2001, Gender effects on aggression, dominance rank, and affiliative behaviours in a flock of captive adult cockatiels, Applied Animal Behaviour Science, vol. 71, pp. 155-170.
  • Sheperdson, D.J. 2003, Environmental enrichment: past, present and future, International Zoo Yearbook, vol. 38, pp. 118-124.
  • Spoon, T.R., Millam, J.R. & Owings, D.H. 2007, Behavioural compatibility, extrapair copulation and mate switching in a socially monogamous parrot, Animal Behaviour, vol. 73, pp. 815-824.
  • 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, International Zoo Yearbook, vol. 37, pp. 206-213.
  • Westacott, D.A. & Cockburn, A. 1988, Flock size and vigilance in parrots, Australian Journal of Zoology, vol. 36, pp. 335-349.
  • 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.  
Assessment

  • O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior A Practical Handbook. New York: Brooks/Cole Publishing Company.
  • 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.

Notes: (1) O'Neill et al. is the primary source; The Miltenberger and the Umbreit et al. texts are useful adjunct books but not necessarily required for the exam. (2) Antecedents include a. setting events, b. motivating operations, c. discriminative stimuli. This differs from O'Neill's setting events and discriminative stimulus usage. See AABP Glossary and Laraway article for clarification. (3) O'Neill uses the term "summary statement." "contingency statement" or "contingency analysis" are acceptable also.

Behavior Change Procedures and Programming

  • Miltenberger, R. G. (2004). Behavior Modification Principles and Procedures (3rd ed.). Toronto: Thomson Wadsworth.
  • O'Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional Assessment and Program Development for Problem Behavior A Practical Handbook. New York: Brooks/Cole Publishing Company.
  • 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: (1) The Miltenberger text will be the primary source. (2) Antecedents include a. setting events, b. motivating operations, c. discriminative stimuli. See Glossary of terms for 'motivating operations,' 'establishing operations,' 'abolishing operations' and 'setting events' and the Laraway article for clarification. (3) 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, although recognizing that empowerment training (in which a high degree of contingency is instated and the learner is set up for repeated successful behaviors) certainly would reduce phenomena such as learned helplessness and frustration, which in term would likely change emotional disposition. (4) Miltenberger differentiates between "systematic desensitization" and "in Vivo Desensitization. The exam takes up 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 this source for this procedure. (5) 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 explain anxiety as not merely the respondent component of emotional responses such as fear. Anxiety is treated as a cortically modulated generalizes stress response whereas fear is a more subcortically modulated specific distress response. Anxiety is said to promote approach behaviors, whereas fear promotes escape/avoidance behaviors. The exam will not require a specific stance in this regard, but it is worth noting the perspectives that emotional behaviors are simply the physiological respondent behaviors versus the package of these respondent behaviors and the operants that accompany them.



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