Logging the hour is the easy part. Writing the line that says what you actually did, in words that still make sense to a supervisor signing the month and to you three years later, is where people stall.
These are model descriptions you can adapt. They are grouped by the domains of the BCBA Test Content Outline, so the set covers the breadth of the work rather than the handful of activities that come to mind at the end of a session.
Replace the bracketed parts with your own client, program or behavior, and keep whatever you actually produced or decided. A description earns its place when it names the activity, ties it to a client, and says what came out of it.
The tag on each line is the split it usually falls under. That is a judgment your supervisor makes, not a rule these descriptions can settle, so treat it as a starting point rather than a ruling. Restricted vs unrestricted hours explains how the two questions work.
Almost every line here is tagged unrestricted, and that is not an accident. The Test Content Outline describes the work a behavior analyst does rather than the delivery of a session, so descriptions built from it land on the side of the split that most trainees are short of.
These are writing prompts, not a compliance checklist. The Test Content Outline describes what the exam covers; it is not a list of approved fieldwork activities, and matching one does not make an hour count.
Wrote operational definitions for [behavior] with [client], with examples and non-examples, then checked them against a second observer.
Revised the definition of [behavior] after two observers scored the same session differently, and reissued it to the team.
Compared permanent-product and direct-observation data for [program] with [client] and recommended which to keep.
Reviewed caregiver report against session data for [behavior] and noted where the two disagreed.
Collected frequency data on [behavior] across [n] sessions with [client] to answer a question about rate.
Converted raw counts to rate per hour for [behavior] so sessions of different lengths could be compared.
Collected duration data on [behavior] with [client] and summarized mean and range for the team.
Measured latency from instruction to response for [program] to test whether prompting was delayed enough.
Reviewed the measurement procedure for [program] and flagged that partial-interval recording was overestimating [behavior].
Explained to the team why continuous measurement was needed for [behavior] on [client]'s program and changed the data sheet.
Designed a momentary time-sampling procedure for [behavior] with [client] and piloted it across three sessions.
Set interval length for partial-interval recording of [behavior] and trained the staff on the case to use it.
Calculated trials to criterion across [n] targets in [program] to compare two teaching arrangements for [client].
Summarized training duration for [procedure] to show what the change in prompting cost in session time.
Ran an interobserver agreement check on [behavior] with a second observer, [n]% agreement, and reviewed the disagreements.
Audited the data sheet for [program] against what staff actually record and corrected the mismatch.
Selected a measurement procedure for [behavior] with [client], balancing the dimension that matters against what staff can record during a session.
Replaced frequency with duration recording for [behavior] because the episodes varied in length rather than number.
Graphed [n] sessions of [behavior] data for [client] on an equal-interval graph with phase change lines.
Built a cumulative record for [program] to show acquisition rate to the treatment team.
Analyzed level, trend and variability for [program] with [client] and brought a recommendation to supervision.
Interpreted overlap across phases for [behavior] and wrote the argument for holding the current phase.
Designed a procedural-integrity check for [procedure] on [client]'s program, covering accuracy and dosage.
Scored treatment integrity for [program] at [n]%, fed the result back and retrained the steps that failed.
Reviewed educational and medical records for [client] at intake and summarized what was relevant to programming.
Pulled prior assessment reports for [client] and listed what still needed to be assessed.
Interviewed caregivers about routines, language and priorities at home for [client] and reflected them in the assessment plan.
Adjusted assessment materials for [client] so the tasks matched items used in the family's home.
Administered [VB-MAPP / ABLLS-R / AFLS] with [client], scored it and summarized strengths and needs for the plan renewal.
Ran a skills probe across [n] domains for [client] to check whether the assessment result still held.
Conducted a paired-stimulus preference assessment with [client], ranked [n] items and updated the reinforcer list.
Ran an MSWO before sessions for [n] days with [client] to test whether the reinforcer had gone stale.
Collected descriptive ABC data across [n] sessions for [behavior] with [client] to generate a hypothesis.
Conducted a structured descriptive assessment of [behavior] in the classroom and summarized likely maintaining variables.
Assisted with a functional analysis for [client], ran data collection across conditions and helped graph the results.
Designed the condition sequence for a functional analysis of [behavior] with supervisor review before running it.
Interpreted assessment results for [client] and recommended referral to [discipline] alongside behavior-analytic services.
Summarized assessment data for [client] to support the case that services were warranted.
Prioritized [n] goals for [client] from assessment results with caregiver input on what mattered most at home.
Reordered the goal set for [client] after caregivers identified a different priority than the assessment implied.
Designed a reinforcement procedure for [target] with [client], specifying schedule, magnitude and the reinforcer used.
Evaluated whether the reinforcer in [program] was still functioning as one, and changed it after three flat sessions.
Wrote a DRA procedure for [behavior] with [client], including the alternative response and the extinction component.
Reviewed DRO interval data for [client] and recommended lengthening the interval.
Designed a fixed-time delivery schedule for [client] to reduce [behavior] between instructional trials.
Evaluated a time-based schedule for [client] after two weeks and recommended thinning it.
Built a token economy for [client], defining exchange rate, backup reinforcers and the fading plan.
Reviewed token exchange data for [client] and adjusted the ratio after satiation appeared.
Rewrote the antecedent section of [client]'s plan so the motivating operation was arranged before each teaching block.
Added a discriminative stimulus to [program] so staff signalled availability consistently.
Designed a conditional discrimination program for [client], specifying array size and field rotation.
Analyzed error patterns in [program] and revised the stimulus set to remove an unintended cue.
Selected a most-to-least prompting hierarchy for [program] and documented the criteria for moving between levels.
Compared errorless teaching with least-to-most for [target] and recommended one for [client].
Designed a prompt-delay procedure for [program] with [client], including the fading criteria staff follow.
Reviewed prompt-level data for [client] and moved [program] to the next fading step.
Designed a video-modeling procedure for [skill] with [client] and produced the model clip.
Evaluated whether the model in [program] was producing imitation and revised the presentation.
Wrote the instruction and rule wording for [program] so every member of the team delivered it identically.
Simplified the instructions in [client]'s plan after staff reported they were too long to use in session.
Designed a shaping procedure for [behavior] with [client], defining successive approximations and the criterion for each.
Adjusted the shaping criterion for [client] after the current step held for [n] consecutive sessions.
Wrote and field-tested a [n]-step task analysis for [skill] with [client], revising the steps that proved too large.
Ran a chaining program for [skill] with [client] as written and recorded step-level data.
Designed a free-operant teaching arrangement for [target] with [client] and compared it with the existing trial-based format.
Delivered discrete trials for [program] with [client] as specified in the plan.
Designed an interdependent group contingency for the classroom that included [client] and defined the group criterion.
Evaluated a group contingency after two weeks and recommended changing the criterion.
Wrote a generalization plan for [mastered skill], specifying settings, people and materials to probe.
Ran generalization probes for [skill] with [client] across [n] settings and summarized the results.
Designed a maintenance schedule for [mastered skill] with [client], including the probe interval.
Planned schedule thinning for [program] and the transfer to naturally occurring reinforcers.
Drafted the response-cost section of [client]'s plan with the safeguards and review criteria it required.
Reviewed restrictive-procedure data for [client] and recommended withdrawing the component.
Monitored elicited and emotional responding during extinction for [client] and reported what changed.
Reviewed session notes for signs of unwanted effects after a procedure change for [client].
Designed a matrix training arrangement for [client] to test for recombinative generalization.
Probed untaught relations for [client] after equivalence training and recorded which emerged.
Wrote intervention goals for [client] in observable and measurable terms with baseline and mastery criteria.
Rewrote [n] goals in [client]'s plan that could not be scored consistently as written.
Recommended [procedure] for [client] based on assessment results, the evidence base and what the setting could actually support.
Compared two candidate interventions for [behavior] on contextual fit and brought the comparison to supervision.
Selected a socially valid replacement behavior for [behavior] with [client] and documented why it was chosen.
Checked with caregivers that the alternative behavior proposed for [client] was one they wanted at home.
Documented the risks of the extinction component in [client]'s plan and the steps staff take if responding escalates.
Added a mitigation plan to [client]'s program for the side effects the team had raised.
Wrote a relapse-prevention plan for [behavior] with [client], covering renewal and resurgence.
Reviewed [client]'s data after a setting change and adjusted the plan to reduce the chance of relapse.
Reviewed procedural-integrity data for [program] and decided the plan needed retraining rather than revision.
Used integrity data to explain why [program] was not producing change and what to do about it.
Wrote the phase-change rationale for [program] recommending a leaner reinforcement schedule.
Prepared a monthly progress summary for [client] across [n] active programs with recommendations.
Met with [SLP / OT / teacher] about [client] and aligned prompting across services.
Presented [client]'s progress data at the treatment team meeting and recommended program changes.
Set expectations and a meeting schedule with [RBT] and documented them in a supervision agreement.
Gave and received feedback with [RBT] on [procedure] and recorded what was agreed.
Reviewed how supervision time was distributed across the team and adjusted so coverage was even.
Adapted supervision materials so they were usable by staff with different levels of experience.
Assessed [RBT]'s implementation of [procedure] and set supervision goals from what the assessment showed.
Built a competency checklist for [procedure] on [client]'s case and used it to set training targets.
Delivered behavioral skills training to [n] RBTs on [client]'s [procedure], rehearsed to criterion.
Used modeling and rehearsal with [RBT] on [procedure] and scored fidelity afterwards.
Assessed why [procedure] was not being implemented as written and identified the barrier before retraining.
Reduced response effort for [procedure] after a performance assessment pointed to the data sheet.
Reviewed fidelity data before and after training [RBT] to check whether supervision was working.
Summarized supervision outcomes across the team and changed the approach for the next month.
Only the tasks describing something a trainee does appear here. Note too that the Handbook excludes conferences, workshops and university courses from fieldwork entirely, so professional development counts only when it is tied to a specific client's programming.
Reviewed [n] papers on [problem] for [client] and proposed a procedure change from what they showed.
Sought consultation on [client]'s case from [role] and documented what changed in the plan.
Reviewed how [client]'s data were stored and shared, and corrected the handling that did not meet requirements.
Prepared a records release for [client] and confirmed what could be disclosed and to whom.
Drafted a transition plan for [client] including the fading schedule and handover documentation.
Prepared handover notes for [client] and briefed the receiving team.
Met with caregivers for [client] to hear concerns about the plan and agreed what would change.
Sought input from the staff running [client]'s program before revising it.
Revised [client]'s program so the targets reflected the family's language and routines.
Adjusted supervision practice with [RBT] to reflect what the team had raised about fit.
Reviewed the funding and reporting requirements applying to [client] and adjusted documentation to meet them.
Checked state practice requirements relevant to [client]'s services and noted what applied.
Nothing matches that search. Try a single word such as graph, prompt or caregiver.
FieldworkABA keeps the description with the entry it belongs to, so the month you sign carries the detail rather than a row of hours. Descriptions support dictation, which is usually faster than typing between sessions.
Start Free Unrestricted activity ideasSource. Domain and task wording from the Behavior Analyst Certification Board, BCBA Test Content Outline (6th ed.), effective January 1, 2025. Domains A, B and D are absent on purpose: they describe knowledge rather than activities a trainee would log. The restricted and unrestricted definitions are from the BCBA Handbook.