1. 1 1
General Rule: General Rule:
behavior be concrete
1 1
Concept: Concept:
behavior analysis reinforcer
(positive reinforcer)
1 1
Concept: General Rule:
repertoire dead-man test
1 2
General Rule: Concept:
check the presumed baseline
reinforcer first

2. • Always pinpoint specific • A muscle, glandular, or neuro-
behaviors electrical activity.
• when you deal with a
behavioral (psychological)
problem.
• A stimulus • The study of the
• that increases the frequency • principles of behavior.
of a response it follows.
• If a dead man can do it, it • A set of skills.
probably isn’t behavior.
• The phase of an experiment or • Before spending much time
intervention trying to reinforce behavior,
• where the behavior is • make sure you have a true
measured reinforcer.
• in the absence of an
intervention.

3. 2 2
Concept: Concept:
medical model myth behavioral contingency
2 2
Concept: General Rule:
reinforcement contingency the don't say rule
2 2
Concept: General Rule:
the error of reification reinforce behavior
3 3
Concept: Concept:
escape contingency aversive stimulus
(negative reinforcer)

4. • The occasion for a response, • An erroneous view of human
• the response, and behavior
• the outcome of the response. • that behavior is always a mere
symptom of
• an underlying psychological
condition.
• With nonverbal organisms, don't say,
• expects, • The response-contingent
• knows, • presentation
• thinks,
• figures out, • of a reinforcer
• in order to (or so that he, she, or it
could ...), • resulting in an increased
• trying to, frequency of that response.
• makes the connection,
• associates,
• learns that,
• imagines,
• or understands.
• With any organisms. don't say,
• wants.
• Reinforce behavior, • To call a behavior or process
• not people. a thing.
• A stimulus • The response-contingent
• that increases the future • removal of
frequency of a response • an aversive stimulus
• its removal (termination) • resulting in an increased
follows. frequency of that response.

5. 3 3
Concept: False General Rule:
the toothpaste theory
differential reinforcement of abnormal behavior
of alternative behavior (DRA)
3 3
Concept: Principle:
functional assessment parsimony
3 4
General Rule: General Rule:
the sick social cycle the sick social cycle
(victim’s escape model) (victim’s punishment model)
4 4
Concept: Concept:
punishment contingency overcorrection

6. • Abnormal behavior flows out of • The replacement of an
sick people inappropriate response
• like toothpaste squeezed from • with a specific appropriate
a tube. response
• The abnormal behavior results • that produces the same
from inner pressure. reinforcing outcome.
• The use of no unnecessary • An assessment
concepts, principles, or • of the contingencies
assumptions. • responsible for
• behavioral problems.
• The perpetrator’s aversive • In escaping
behavior punishes • the perpetrator’s aversive
• the victim’s appropriate behavior,
behavior. • the victim unintentionally
• And the victim’s stopping the reinforces
appropriate behavior • that aversive behavior.
• unintentionally reinforces that
aversive behavior.
• A contingency • Response-contingent
• on inappropriate behavior • presentation of
• requiring the person • an aversive condition
• to engage in an effortful (negative reinforcer)
response • resulting in a decreased
• that more than corrects frequency of that response.
• the effects of inappropriate
behavior.

7. 4 4
Concept:
Concept: informed consent
dependent variable
4 4
Concept: Concept:
independent variable social validity
4 4
Concept: Concept:
multiple baseline design reliability measurement
5 5
Concept: Concept:
penalty contingency response-cost contingency

8. • Consent to intervene in a way • A measure of the subject's
• that is experimental or behavior.
• risky.
• The participant or guardian
• is informed of the risks and
benefits
• and of the right to stop the
intervention.
• The goals, • The variable the experimenter
• procedures, and systematically manipulates
• results of an intervention • to influence the dependent
• are socially acceptable to variable.
• the client,
• the behavior analyst, and
• society.
• The comparison of • An experimental design
measurements • in which the replications
• of dependent variables and involve
• independent variables • baselines of differing
• obtained by independent durations
observers. • and interventions of differing
starting times.
• The response-contingent • The
• removal of • response-contingent
• a tangible reinforcer. • removal of
• a reinforcer (positive
reinforcer)
• resulting in a decreased
frequency of that response.

9. 5 5
Concept: Concept:
time-out contingency reversal design
5 6
Principle: Principle:
the law of effect recovery from punishment
6 6
Principle: Concept:
forgetting procedure
spontaneous recovery
6 6
Principle: General Rule:
Forget Forgetting
extinction

10. • An experimental design • The response-contingent
• in which we reverse • removal of
• between intervention and • access to a reinforcer.
baseline conditions
• to assess the effects of those
conditions.
• Stopping the punishment or • The effects of our actions
penalty contingency • determine whether we will
• for a previously punished repeat them.
response
• may cause the response
frequency to increase
• to its frequency before the
punishment or penalty
contingency.
• Preventing the opportunity (or • A temporary recovery of the
occasion) for a response. extinguished behavior
• during the first part of each of
the extinction sessions
• that follow the first extinction
session.
• There’s no such thing. • Stopping the reinforcement or
escape contingency
• for a previously reinforced
response
• causes the response
frequency to decrease.

11. 6 6
Concept: Concept:
to confound variables control condition
7 7
Concept: Concept:
response topography latency
7 7
Concept: Concept:
task analysis duration
7 7
General Rule: Concept:
process vs. product response dimensions

12. • A condition not containing the • To change or allow to change
presumed crucial value of the two or more independent
independent variable. variables at the same time,
• so you cannot determine what
variables are responsible for
the change in the dependent
variable.
• The time between • The sequence (path of
• the signal or opportunity for a movement),
response • form,
• and the beginning of the • or location
response. • of components of a response
• relative to the rest of the body
• An analysis of complex
• The time from behavior
• the beginning • and sequences of behavior
• to the end • into their component
• of a response. responses.
• The physical properties of a • Sometimes you need to
response. • make reinforcers and
feedback contingent on
• the component responses of
the process,
• not just the product (outcome).

13. 7 7
Concept: Concept:
response class single-subject
research design
7 7
Procedure: Concept:
the differential- group research design
reinforcement
procedure
7 7
Concept: Concept:
the differential punishment control group
procedure
7
Concept:
experimental group

14. • The entire experiment is • A set of responses that either
conducted with a single • a) are similar on at least one
subject, response dimension, or
• though it may be replicated • b) share the effects of
reinforcement and punishment,
with several other subjects.
or
• c) serve the same function
(produce the same outcome).
• The experiment is conducted with • Reinforcing one set of
at least two groups of subjects. responses and
• And the data are usually • withholding reinforcement for
presented in terms of the mean another set of responses.
(average)
• of the performance of all subjects
• combined for each group.
• A group of subjects • Punishing one set of
• not exposed to the presumed responses
crucial value of the • and withholding punishment of
independent variable. another set of responses.
• A group of subjects
• exposed to the presumed
crucial value
• of the independent variable.

15. 8 8
Concept: Concept:
terminal behavior: shaping
with reinforcement
8 8
Concept: Concept:
operant level shaping
with punishment
8 8
Concept: Concept:
initial behavior variable-outcome
shaping
8 8
Concept: Concept:
intermediate behavior fixed-outcome shaping

16. • The differential reinforcement • Behavior not in the repertoire
of only that behavior • or not occurring at the desired
• that more and more closely frequency;
resembles the terminal • the goal of the intervention
behavior.
• The differential punishment of • The frequency of responding
all behavior • before reinforcement
• except that which more and
more closely resembles the
terminal behavior.
• Shaping that involves • Behavior that resembles
• a change in the value of • the terminal behavior
• the reinforcer • along some meaningful
• or aversive condition, dimension
• as performance more and • and occurs with at least a
more closely resembles the minimal frequency.
• terminal behavior.
• Shaping that involves • Behavior that more closely
• no change in the value of approximates the terminal
• the reinforcer behavior.
• or aversive condition,
• as the performance criterion
more and more closely
resembles the terminal behavior.

17. 9 9
Concept: Procedure:
unlearned reinforcer motivating operation
9 9
Concept: Principle:
unlearned aversive Premack principle
condition
9 9
Principle: Principle:
deprivation satiation
10 10
Concept: Principle:
aggression reinforcer the aggression principle

18. • A stimulus that is a reinforcer,
• A procedure or condition • though not as a result of
• that affects learning and pairing with another reinforcer.
performance
• with respect to a particular
reinforcer or aversive
condition.
• If one activity occurs more • A stimulus that is aversive,
often than another, • though not as a result of
• the opportunity to do the more pairing with other aversive
frequent activity stimuli.
• will reinforce the less frequent
activity.
• Consuming a substantial • Withholding a reinforcer
amount of a reinforcer • increases relevant learning
• temporarily decreases relevant and performance.
learning and performance.
• Aversive stimuli and extinction • Stimuli resulting from acts of
are motivating operations aggression.
• for aggression reinforcers.

19. 11
Concept:
10 generalized learned
Concept:
addictive reinforcer
reinforcer
(generalized secondary
reinforcer or
generalized conditioned
reinforcer)
11 11
Concept: Concept:
learned reinforcer token economy
(secondary or conditioned
reinforcer)
11 11
Procedure: Concept:
pairing procedure learned aversive stimulus
11 11
Principle: Concept:
value-altering principle conditional stimulus

20. • A learned reinforcer that is a • A reinforcer for which
reinforcer • repeated exposure
• because it has been paired • is an motivating operation.
with a variety of other
reinforcers.
• A system of generalized • A stimulus that is a reinforcer
learned reinforcers • because it has been paired
• in which the organism that with another reinforcer.
receives those generalized
reinforcers can save them
• and exchange them for a
variety of backup reinforcers
later.
• A stimulus • The pairing of a neutral
• that is aversive stimulus with
• because it has been paired • a reinforcer or aversive
with another aversive stimulus. stimulus.
• Elements of a stimulus • The pairing procedure
• have their value or function • converts a neutral stimulus
• only when they are combined; into
• otherwise, the individual • a learned reinforcer
elements may be relatively • or learned aversive stimulus.
neutral.

21. 12 12
Concept:
Concept: stimulus discrimination
discriminative stimulus (SD) (stimulus control)
12 12
Concept:
Concept: incidental teaching
S-delta (S∆)
12 12
Criteria for diagraming
Discriminated Contingencies:
Concept:
S∆ contingency test prompt
12 12
Concept: Concept:
discrimination training operandum (manipulandum)
procedure

22. • The occurrence of a response • A stimulus in the presence of
more frequently in the which
presence of one stimulus • a particular response will be
• than in the presence of reinforced or punished.
another,
• usually as a result of a
discrimination training
procedure.
• The planned use of • A stimulus in the presence of
• behavioral contingencies, which
• differential reinforcement, and • a particular response will not
• discrimination training be reinforced or punished.
• in the student’s everyday
environment.
• A supplemental stimulus • Is there also an S∆?
• that raises the probability of a • (If not, then you also don’t
correct response. have an SD).
• That part of the environment • Reinforcing or punishing a
• the organism operates response
(manipulates). • in the presence of one
stimulus
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus.

23. 12 12
Criteria for diagramming Criteria for diagramming
discriminated contingencies: discriminated contingencies:
same before condition test different before condition test
12 12
Criteria for diagramming Criteria for diagramming
discriminated contingencies discriminated contingencies:
response test operandum test
12 13
Criteria for diagramming
discriminated contingencies:
Concept:
extinction/recovery test stimulus generalization
13 13
Concept: Concept:
stimulus class concept training

24. • Does the SD differ from the • Is the before condition the
before condition? same for both the SD and the
S∆?
• Does the SD differ from the • Is the response the same for
operandum? both the SD and the S∆?
• The behavioral contingencies • Is the S∆ contingency always
• in the presence of one stimulus extinction or recovery?
• affect the frequency of the
response
• in the presence of another
stimulus.
• Reinforcing or punishing a • A set of stimuli,
response • all of which have some
• in the presence of one stimulus common physical property.
class
• and extinguishing it
• or allowing it to recover
• in the presence of another
stimulus class.

25. 13 13
Concept: Concept:
matching to sample Subjective measure
13
13 Concept:
Concept: conceptual stimulus control
Objective measure
(conceptual control)
13 13
Concept: Concept:
stimulus-generalization stimulus dimensions
gradient
13 13
Concept: Concept:
fading procedure errorless
discrimination
procedure

26. • The criteria for measurement • Selecting a comparison
are not completely specified stimulus
in physical terms • corresponding to a sample
• or the event being measured stimulus.
is a private, inner experience.
• Responding occurs more • The criteria for measurement
often in the presence of one are completely specified in
stimulus class physical terms
• and less often in the • and the event being measured
presence of another stimulus is public and therefore
class observable by more than one
• because of concept training. person.
• The physical properties of a • A gradient of responding
stimulus. showing
• a decrease in responding
• as the test stimulus
• becomes less similar to the
training stimulus.
• The use of a fading • At first, the S∆ and the SD differ
procedure along at least two stimulus
dimensions.
• to establish a discrimination,
• Then the difference between the S∆
• with no errors during the and the SD is reduced along all but
training. one dimension,
• until the SD and S∆ differ along only
the relevant dimension.

27. 14 14
Concept: Concept:
imitation physical prompt
(physical guidance)
14 14
Concept: Concept:
verbal prompt
generalized imitation
14 14
Concept: Theory:
imitative reinforcers the theory of
generalized imitation
15 15
Concept: Concept:
avoidance contingency avoidance-of-loss
contingency

28. • The form of the behavior of
• The trainer physically moves the imitator
the trainee's body • is controlled by
• in an approximation of the • similar behavior of the model.
desired response.
• A supplemental verbal stimulus • Imitation of the response
• that raises the probability of a • of a model
correct response. • without previous reinforcement
of
• imitation of that specific
response.
• Generalized imitative • Stimuli arising from the match
responses occur between
• because they automatically • the behavior of the imitator
produce imitative reinforcers. • and the behavior of the model.
• Response-contingent • Response-contingent
• prevention of • prevention of
• loss of a reinforcer • an aversive condition
• resulting in an increased • resulting in an increased
frequency of that response. frequency of that response.

29. 15
Concept:
warning stimulus
16 16
Concept: Concept:
punishment-by-prevention- punishment-by-prevention-
of-a-reinforcer
contingency
of-
removal contingency
17 17
Concept: Concept:
Intermittent Reinforcement fixed-ratio responding
17 17
Concept: Concept:
continuous reinforcement variable-ratio (VR)
(CRF)
schedule of
reinforcement

30. • A stimulus that precedes
• an aversive condition
• and thus becomes a learned
aversive stimulus.
• Response-contingent • Response-contingent
• prevention of removal of • prevention of
• an aversive condition • a reinforcer
• resulting in a decreased • resulting in a decreased
frequency of that response frequency of that response.
• After a response is reinforced,  A reinforcer follows the
• no responding occurs for a response
period of time,  only once in a while.
• then responding occurs at a
high, steady rate
• until the next reinforcer is
delivered.
• A reinforcer follows • A reinforcer follows each
• after a variable number of response.
responses.

31. 17 17
Concept:
Concept: variable-ratio
schedule of reinforcement responding
17 18
Concept: Concept:
fixed-ratio (FR) fixed-interval (FI)
schedule of reinforcement schedule of
reinforcement
18 18
Concept: Principle:
fixed-interval scallop variable-interval
responding
18 18
Concept: Concept:
fixed-time schedule resistnce to extinction
of reinforcer delivery

32. • Variable-ratio schedules • The way reinforcement occurs
produce • because of the number of
• a high rate of responding, responses,
• with almost no • time between responses, and
postreinforcement pausing. • stimulus conditions.
• A reinforcer is contingent on • A reinforcer follows
• the first response, • a fixed number of responses.
• after a fixed interval of time,
• since the last opportunity for
reinforcement.
• A fixed-interval schedule often
• Variable-interval schedules produces a scallop:
produce • a gradual increase in the rate of
responding,
• a moderate rate of responding, • with responding occurring at a high
• with almost no rate,
postreinforcement pausing. • just before reinforcement is
available.
• No responding occurs for some
time after reinforcement.
• The number of responses or • A reinforcer is delivered,
• the amount of time • after the passage of a fixed
• before a response period of time,
extinguishes. • independently of the
response.

33. 18 18
Concept: Principle:
superstitious behavior resistance to extinction
and intermittent
reinforcement
18 19
Concept: Concept:
variable-interval (VI) concurrent contingencies
schedule of
reinforcement
19 19
Concept: Erroneous Principle:
differential reinforcement symptom substitution
of incompatible behavior
(DRI)
19 19
Principle: Concept:
matching law Intervention/treatment
package

34. • Intermittent reinforcement • Behaving as if the response
• makes the response causes
• more resistant to extinction • some specific outcome,
• than does continuous • when it really does not.
reinforcement.
• More than one contingency of • A reinforcer is contingent on
reinforcement or punishment • the first response,
• is available at the same time. • after a variable interval of
time,
• since the last opportunity for
reinforcement.
• Problem behaviors are • Reinforcement is contingent
symptoms of an underlying on a behavior that is
mental illness. • incompatible with another
• So if you get rid of one problem behavior
behavior (“symptom”),
• another will take its place,
• until you get rid of the
underlying mental illness.
• The addition or change of • When two different responses
several independent variables are each reinforced with a
• at the same time different schedule of
• to achieve a desired result, reinforcement,
• the relative frequency of the two
• without testing the effect of
responses
each variable individually.
• equals the relative value of
reinforcement on the two
schedules of reinforcement.

35. 20 20
Concept: Concept:
total-task forward chaining
presentation
20 20
Principle: Concept:
dual-functioning behavioral
chained stimuli chain
20 20
Concept: Concept:
backward chaining differential reinforcement
of low rate (DRL)
21 21
Concept: Concept:
unconditioned response conditioned stimulus
(UR) (CS)

36. • The establishment of the first • The simultaneous training of
link in a behavioral chain, • all links in a behavioral chain.
• with the addition of successive
links,
• until the final link is acquired
• A sequence of stimuli and • A stimulus in a behavioral
responses. chain
• Each response produces a • reinforces the response that
stimulus that precedes it
• reinforces the preceding • and is an SD or operandum for
response the following response.
• and is an SD or operandum
• for the following response.
• Reinforcement • The establishment of the final
• for each response following the link in a behavioral chain,
preceding response • with the addition of preceding
• by at least some minimum links,
delay. • until the first link is acquired.
• A stimulus that has acquired • An unlearned response
its eliciting properties • elicited by the presentation
• through previous pairing with • of an unconditioned stimulus
another stimulus.

37. 21 21
Concept: Concept:
unconditioned stimulus conditioned response
(US) (CR)
21 21
Concept: Concept:
operant conditioning respondent conditioning
21 21
Concept: General Rule:
higher-order conditioning SD / CS test
21 21
Concept: Concept:
respondent extinction systematic desensitization

38. • A learned response • A stimulus that produces the
• elicited by the presentation unconditioned response
• of a conditioned stimulus. • without previous pairing with
another stimulus.
• A neutral stimulus • Reinforcing consequences
• acquires the eliciting properties • following the response
• of an unconditioned stimulus • increase its future frequency;
• through pairing the and
unconditioned stimulus • aversive consequences
• with a neutral stimulus. • following the response
• decrease its future frequency.
• To determine if a stimulus is an • Establishing a conditioned
SD or CS, stimulus
• look at its history of conditioning: • by pairing a neutral stimulus
• look for a plausible US -- UR
• with an already established
relation;
conditioned stimulus.
• and alternatively, look for a
plausible SD -- R -- SR
contingency.
• Combining relaxation with • Present the conditioned stimulus
• a hierarchy of fear-producing • without pairing it
stimuli, • with the unconditioned stimulus,
• arranged from the least to the • or with an already established
most frightening. conditioned stimulus,
• and the conditioned stimulus will
lose its eliciting power.

39. 22 22
Concept: Concept:
direct-acting
contingency
rule
22 22
Concept: Concept:
rule control
rule-governed analog to
a behavioral contingency
22 22
Concept:
ineffective contingency
Concept:
rule-governed behavior
22 22
Concept: Concept:
contingency control indirect-acting
contingency

40. • A description of a behavioral • A contingency in which
contingency. • the outcome of the response
• reinforces or punishes that
response.
• The statement of a rule • A change in the frequency of
• controls the response a response
• described by that rule. • because of a rule describing
the contingency.
• Behavior under the control of • A contingency that does not
a rule. control behavior.
• A contingency that controls • Direct control of behavior
the response, • by a contingency,
• though the outcome of that • without the involvement of
response rules.
• does not reinforce or punish
that response.

41. 22 22
Principle: Concept:
(Optional-not on quiz) (Optional-not on quiz)
Immediate reinforcement a contingency that is
not direct acting
22 23
(Optional-not on quiz) General
Rule:
Concept:
rule control feedback
23 23
Concept: Review
process vs. product
Concept:
Covert behavior
23 23
Concept Review: Principle:
shifting from rule-control
task analysis to contingency control

42. • Either an indirect-acting • The effect of the reinforcement
contingency or procedure decreases
• an ineffective contingency. • as the delay between the
response and the outcome
increases.
• Reinforcers delayed more than
60 seconds
• have little or no reinforcing
effect.
• Nonverbal stimuli • Start looking for rule control,
• or verbal statements • if behavior is controlled by an
• contingent on past behavior outcome
• that can guide future behavior. • that follows the response by
more than 60 seconds.
• Private behavior (not visible to • Sometimes you need to make
the outside observer). reinforcers and feedback
• contingent on the component
responses of the process,
• not just the product (outcome).
• With repetition of the • An analysis of complex
response, behavior
• control often shifts from • and sequences of behavior
control by the rule describing • into their component
a direct-acting contingency responses.
• to control by the direct-acting
contingency itself.

43. 23 24
Concept: Concept:
multiple baseline performance contract
design (behavioral contract or
contingency contract)
24 24
False Principle: Principle:
the mythical cause of rules that are easy to follow
poor self-management
24 24
Model: Principle:
the real cause of
the three-contingency model poor self-management
of performance-management
24 25
Principle: Principle:
rules that are hard to follow the deadline principle

44. • A written rule statement • An experimental design
describing • in which the replications
• the desired or undesired involve baselines
behavior, • of differing durations and
• the occasion when the behavior
• interventions of differing
should or should not occur, and
starting times.
• the added outcome for that
behavior.
• Describe outcomes that are • Poor self-management
• both sizable occurs
• and probable. • because immediate outcomes
• The delay isn't crucial. control our behavior
• better than delayed outcomes
do.
• Poor self-management results • The three crucial contingencies
from are:
• poor control by rules describing • the ineffective natural
• outcomes that are either contingency,
• too small (though often of • the effective, indirect-acting
cumulative significance) performance-management
• or too improbable. contingency, and
• The delay isn't crucial. • the effective, direct-acting
contingency.
• If an indirect-acting • Describe outcomes that are
contingency either
• is to increase or maintain • too small (though often of
performance, cumulative significance)
• it should involve a deadline. • or too improbable.
• The delay isn't crucial.

45. 25
25 General Rule:
Concept: The it-is-probably-rule-control
pay for performance rule
25 26
Principle: Concept:
the analog to avoidance spiritualistic mentalism
principle
26 26
Concept: Concept:
the simplistic biological- the simplistic cognitivist error
determinist error
26 26
Concept: Concept:
the simplistic behaviorist error
methodological behaviorism

46. • It is probably rule control, if • Pay is contingent on specific
• the person knows the rule, achievements
• the outcome is delayed, or
• the performance changes
as soon as the person
hears the rule.
• The doctrine that the mind • If an indirect-acting
is contingency
• spiritual (nonphysical). • is to increase or maintain
performance,
• it should be an analog to
avoidance.
• Rats think • Analogous behaviors are
• homologous behaviors.
• An approach that restricts • People don’t think.
the science of psychology
to
• only those independent and
dependent variables
• that two independent people
can directly observe.

47. 26 26
Concept: Concept:
mentalism mind
26 26
Concept: Concept:
materialism spiritualism
26 26
Concept: Concept:
radical behaviorism cognitive structure
26 26
Concept: Concept:
cognitive behavior modification materialistic mentalism

48. • An entity or collection of • The doctrine that the mind
entities causes behavior to occur.
• assumed to cause behavior to
occur.
• It may be either material or
nonmaterial,
• but it is not the behavior itself.
• The doctrine that the world is • The doctrine that physical
divided into two parts, (material) world
• material and spiritual. • is the only reality.
• An entity • An approach that addresses
• assumed to cause action; all psychology
• the way the organism sees the • in terms of the principles of
world, behavior.
• including the organism's beliefs
and expectations.
• It is material, but not behavior.
• The doctrine that the mind is • An approach that attempts to
• physical, not spiritual. modify behavior
• by modifying the cognitive
structure.

49. 26 26
Concept: Concept:
Values goal-directed systems
design
26 26
Concept: Concept:
legal rule control moral (ethical)
rule control
27 27
Concept: Principle:
performance maintenance behavior trap
28 29
Concept: Review Principle:
transfer of training the law of effect

50. • First you select the ultimate • Learned and unlearned
goal of a system, reinforcers
• then you select the various • and aversive conditions.
levels of intermediate goals
needed to accomplish that
ultimate goal,
• and finally, you select the initial
goals needed to accomplish
those intermediate goals.
• Control by rules specifying • Control by rules specifying
added analogs to behavioral added analogs to behavioral
contingencies. contingencies
• Such rules specify social, • and added direct-acting
religious, or supernatural behavioral contingencies
outcomes. • based on material outcomes.
• Add a reinforcement • The continuing of performance
contingency • after it was first established
• to increase the rate of behavior.
• Then the behavior will
frequently contact
• built-in reinforcement
contingencies,
• and those built-in contingencies
• will maintain that behavior.
• The effects of our actions • Performance established
• determine whether we will • at one time
repeat them. • in one place
• now occurs in a different time
and place.

51. 29 29
Concept: Concept:
subjective evaluation external validity
of experts
29 29
Concept: Concept:
obtrusive assessment duration
29 29
Concept: Concept:
unobtrusive assessment force
29 29
Concept: Concept:
products of behavior interobserver agreement

52. • The extent to which the • Experts’ evaluation
conclusions of an experiment • of the significance of
• apply to a wide variety of • the target behavior and the
conditions. outcome.
• The time from • Measuring performance
• the beginning • when the clients or subjects
• to the end are aware
• of a response. • of the ongoing observation.
• Intensity of a response. • Measuring performance
• when the clients or subjects
• are not aware
• of the ongoing observation.
• Agreement between • Record or evidence
• observations of • that the behavior has
• two or more independent occurred.
observers.

53. 29 29
Review Concept: Review Concept:
confounded variables baseline
29 29
Concept: Concept:
case study simple baseline design
29 29
Concept: Concept:
internal validity reversal design
29 29
Concept: Review Concept:
research design multiple-baseline design

54. • The phase of an experiment • Two or more possible
or intervention independent variables have
• in which the behavior is changed at the same time,
measured • so it is not possible to
• in the absence of an determine which of those
intervention. variables caused the change
in the dependent variable.
• An experimental design • The evaluation of the results
• in which the baseline data of
are collected • an applied intervention or
• before the intervention. • a naturally changing condition
• that involves confounded
variables.
• An experimental design • The extent to which a
• in which the intervention research design
(experimental) and baseline • eliminates confounding
conditions variables.
• are reversed
• to determine if the dependent
variable changes as
• those conditions (independent
variable) change.
• An experimental design • The arrangement of the
• in which the replications various conditions of an
involve experiment or intervention
• baselines of differing • to reduce the confounding of
durations independent variables.
• and interventions of differing
starting times.

55. 29 29
Concept: Review Concept:
changing-criterion functional assessment
design
29 29
Concept: Concept:
alternating-treatments social validity
design
29 29
Concept: Concept:
Experimental interaction target behavior
29
Concept:
social comparison

56. • An analysis • An experimental design
• of the contingencies • in which the replications
responsible for involve
• behavioral problems. • interventions with criteria of
differing values.
• The goals, • An experimental design
• procedures, • in which the replications involve
• presenting the different values of
• and results of an intervention the independent variable
• are socially acceptable to the • in an alternating sequence
• client, • under the same general conditions
• the behavior analyst, • or in the same experimental phase,
• and society. • while measuring the same
dependent variables.
• The behavior being • One experimental condition
measured, • affects the results of another.
• the dependent variable.
• A comparison of the
performance of clients
• exposed to the intervention
• with an equivalent or "normal"
group.