Applied Behavior Analysis, 3rd Edition By John Cooper, Timothy Heron, William Heward (eBook PDF)

Applied Behavior Analysis Chapter Contributors Preface Terminology References, Extracts, Footnotes, and Graphs Third Edition Content Enhancements and Features Text Organization and Structure Supplements and Resour ...

Applied Behavior Analysis Chapter Contributors Preface Terminology References, Extracts, Footnotes, and Graphs Third Edition Content Enhancements and Features Text Organization and Structure Supplements and Resources for Students and Instructors Brief Contents Contents Part 1 Introduction and Basic Concepts Chapter 1 Definition and Characteristics of Applied Behavior Analysis Key Terms Science: Basic Characteristics and a Definition Purpose of Science Description Prediction Control Assumptions and Attitudes of Science Determinism Empiricism Experimentation Replication Parsimony Philosophic Doubt Other Important Attitudes and Values A Definition of Science A Brief History of Behavior Analysis Watson’s Stimulus–Response Behaviorism Experimental Analysis of Behavior Skinner’s Radical Behaviorism Applied Behavior Analysis Characteristics of Applied Behavior Analysis Applied Behavioral Analytic Technological Conceptually Systematic Effective Generality Other Characteristics of ABA Accountable Public Doable Empowering Optimistic A Definition of Applied Behavior Analysis Four Interrelated Domains of Behavior Analytic Science and Professional Practice Guided by That Science The Promise and Potential of ABA Summary Science: Basic Characteristics and a Definition A Brief History of Behavior Analysis Characteristics of Applied Behavior Analysis A Definition of Applied Behavior Analysis Chapter 2 Basic Concepts and Principles Key Terms Behavior Environment Classifying and Describing Stimuli Formal Dimensions of Stimuli Temporal Loci of Stimuli Multiple Functions of Single Stimulus Changes Respondent Behavior Respondent Conditioning Respondent Extinction Operant Behavior Selection by Consequences Operant Conditioning Consequences Affect Only Future Behavior Consequences Select Response Classes, Not Individual Responses Immediate Consequences Have the Greatest Effect Consequences Select Any Behavior Operant Conditioning Occurs Automatically Reinforcement Punishment Stimulus Changes That Function as Reinforcers and Punishers Unconditioned Reinforcement and Punishment Conditioned Reinforcers and Punishers The Discriminated Operant and Three-Term Contingency Recognizing the Complexity of Human Behavior Complexity of the Human Repertoire Complexity of Controlling Variables Individual Differences Obstacles to Changing Behavior in Applied Settings Summary Behavior Environment Respondent Behavior Operant Behavior Recognizing the Complexity of Human Behavior Part 2 Selecting, Defining, and Measuring Behavior Chapter 3 Selecting and Defining Target Behaviors Key Terms Role of Assessment in Applied Behavior Analysis Definition and Purpose of Behavioral Assessment Phases of Behavioral Assessment Preassessment Considerations Assessment Methods Used by Behavior Analysts Indirect Assessment Interviewing the Client Interviewing Significant Others Checklists and Rating Scales Direct Assessment Standardized Tests Criterion-referenced Assessment Curriculum-based Assessment Direct Observations Ecological Assessment Reactive Effects of Assessment Choosing an Assessment Method Assessing the Social Significance of Potential Target Behaviors Habilitation Defined Will This Behavior Produce Reinforcement in the Client’s Natural Environment After Treatment Ends? Is This Behavior a Necessary Prerequisite for a Useful Skill? Will This Behavior Increase the Client’s Access to Environments Where Other Important Behaviors Can Be Learned and Used? Will Changing This Behavior Predispose Others to Interact with the Client in a More Appropriate and Supportive Manner? Is This Behavior a Behavioral Cusp or a Pivotal Behavior? Behavioral Cusps Pivotal Behavior Is This an Age-Appropriate Behavior? If the Proposed Target Behavior Is to Be Reduced or Eliminated, What Adaptive Behavior Will Replace It? Does This Behavior Represent the Actual Problem or Goal, or Is It Only Indirectly Related? Is This Just Talk, or Is It the Real Behavior of Interest? What if the Goal of the Behavior Change Program Is Not a Behavior? Prioritizing Target Behaviors Developing and Using a Target Behavior Ranking Matrix Defining Target Behaviors Role and Importance of Target Behavior Definitions in Applied Behavior Analysis Two Types of Target Behavior Definitions Function-based Definitions Topography-based Definitions Writing Target Behavior Definitions Setting Criteria for Behavior Change Summary Role of Assessment in Applied Behavior Analysis Assessment Methods Used by Behavior Analysts Assessing the Social Significance of Potential Target Behaviors Prioritizing Target Behaviors Defining Target Behaviors Setting Criteria for Behavior Change Chapter 4 Measuring Behavior Key Terms Definition and Functions of Measurement in Applied Behavior Analysis Researchers Need Measurement Practitioners Need Measurement Measurable Dimensions of Behavior Measures Based on Repeatability Count Rate Reference the Counting Time Calculate Correct and Incorrect Rates of Response When Assessing Skill Development Consider the Varied Complexity of Responses Use Rate to Measure Free Operants Do Not Use Rate to Measure Behaviors That Occur Within Discrete Trials Do Not Use Rate to Measure Continuous Behaviors That Occur for Extended Periods Celeration Measures Based on Temporal Extent Duration Total Duration per Session Duration per Occurrence Selecting and Combining Measures of Count and Duration Measures Based on Temporal Locus Latency Interresponse Time Derived Measures Percentage Trials-to-Criterion Definitional Measures Topography Magnitude Methods for Measuring Behavior Event Recording Considerations for Event Recording Timing Timing Duration Timing Latency and IRT Time Sampling Whole-Interval Recording Partial-Interval Recording Momentary Time Sampling Planned Activity Check Recognizing Discrepancies Among and Between Time Sampling Measures and Continuous Measurement Measuring Behavior by Permanent Products Advantages of Measuring Permanent Products Frees Practitioner for Other Tasks Enables Measurement of Some Behaviors That Occur at Inconvenient or Inaccessible Times and Places Measurement May Be More Accurate, Complete, and Continuous Measurement by permanent product enables data collection on more participants Facilitates Data Collection for Interobserver Agreement and Treatment Integrity Enables Measurement of Complex Behaviors and Multiple Response Classes Determining Whether Measurement by Permanent Product Is Appropriate Is Real-Time Measurement Needed? Can the Behavior Be Measured by Permanent Product? Rule 1: Each occurrence of the target behavior must produce the same permanent product Rule 2: The permanent product can be produced only by the target behavior Will Obtaining a Contrived Permanent Product Unduly Affect the Behavior? How Much Will It Cost to Obtain and Measure the Permanent Product? Measurement Tools High-Tech Measurement Tools Selecting a Measurement Method Summary Definition and Functions of Measurement in Applied Behavior Analysis Measurable Dimensions of Behavior Methods for Measuring Behavior Measuring Behavior by Permanent Products Measurement Tools Selecting a Measurement Method Chapter 5 Improving and Assessing the Quality of Behavioral Measurement Key Terms Indicators of Trustworthy Measurement Validity Accuracy Reliability Relative Importance of Validity, Accuracy, and Reliability Threats to Valid Measurement Indirect Measurement Measuring the Wrong Dimension of the Target Behavior Measurement Artifacts Discontinuous Measurement Poorly Scheduled Measurement Periods Insensitive and/or Limited Measurement Scales Threats to Accurate and Reliable Measurement Poorly Designed Measurement System Inadequate Observer Training Selecting Observers Carefully Training Observers to an Objective Standard of Competency Providing Ongoing Training to Minimize Observer Drift Unintended Influences on Observers Observer Expectations Observer Reactivity Assessing the Accuracy and Reliability of Behavioral Measurement Assessing the Accuracy of Measurement Establishing True Values Accuracy Assessment Procedures Reporting Accuracy Assessments Assessing the Reliability of Measurement Using Interobserver Agreement to Assess Behavioral Measurement Benefits and Uses of IOA Requisites for Obtaining Valid IOA Measures Observers Must Use the Same Measurement System Observers Must Measure the Same Events Observers Must Be Independent Methods for Calculating IOA IOA for Data Obtained by Event Recording Total Count IOA.7 Mean Count-per-Interval IOA Exact Count-per-Interval IOA Trial-by-Trial IOA IOA for Data Obtained by Timing Total Duration IOA Mean Duration-per-Occurrence IOA IOA for Data Obtained by Interval Recording/Time Sampling Interval-by-Interval IOA Scored-Interval IOA Unscored-Interval IOA Considerations in Selecting, Obtaining, and Reporting Interobserver Agreement How Often and When Should IOA Be Obtained? For What Variables Should IOA Be Obtained and Reported? Which Method of Calculating IOA Should Be Used? What Are Acceptable Levels of IOA? How Should IOA Be Reported? Narrative Description Table Graphic Display Which Approach Should Be Used for Assessing the Quality of Measurement: Accuracy, Reliability, or Interobserver Agreement? Summary Indicators of Trustworthy Measurement Threats to Valid Measurement Threats to Accurate and Reliable Measurement Assessing the Accuracy and Reliability of Behavioral Measurement Using Interobserver Agreement to Assess Behavioral Measurement Part 3 Evaluating and Analyzing Behavior Change Chapter 6 Constructing and Interpreting Graphic Displays of Behavioral Data Key Terms Purpose and Benefits of Graphic Displays of Behavioral Data Graphs Used by Applied Behavior Analysts Line Graphs Parts of a Basic Line Graph 1. Horizontal Axis 2. Vertical Axis 3. Axis Labels 4. Condition Change Lines 5. Condition Labels 6. Data Points 7. Data Path 8. Figure Caption Variations of the Simple Line Graph: Multiple Data Paths Two or More Dimensions of the Same Behavior Two or More Different Behaviors Measures of the Same Behavior Under Different Conditions. Changing Values of an Independent Variable The Same Behavior of Two or More Participants Bar Graphs Cumulative Records Ratio Charts Standard Celeration Chart Scatterplots Other Graphic Displays Constructing Line Graphs Draw, Scale, and Label Axes Ratio of the Vertical and Horizontal Axes Scaling the Horizontal Axis Representing Discontinuities of Time on the Horizontal Axis Labeling the Horizontal Axis Scaling the Vertical Axis Labeling the Vertical Axis Identify Experimental Conditions Condition Change Lines Condition Labels Plot Data Points and Draw Data Paths Data Points Data Paths Write Figure Caption Print Graph Constructing Graphs with Computer Software Interpreting Graphically Displayed Behavioral Data Visual Analysis Within Conditions Number of Data Points Variability Level Trend Visual Analysis Between Conditions Summary Purpose and Benefits of Graphic Displays of Behavioral Data Graphs Used by Applied Behavior Analysts Constructing Line Graphs Interpreting Graphically Displayed Behavioral Data Chapter 7 Analyzing Behavior Change: Basic Assumptions and Strategies Key Terms Concepts and Assumptions Underlying the Analysis of Behavior Experimental Control: The Path to and Goal of Behavior Analysis Behavior: Defining Features and Assumptions that Guide Its Analysis Behavior Is an Individual Phenomenon Behavior Is Dynamic and Continuous Behavior Is Determined Behavioral Variability Is Extrinsic to the Organism Components of Applied Behavior Analysis Experiments Research Question Participant Behavior: Dependent Variable Setting Measurement System and Ongoing Visual Analysis Intervention or Treatment: Independent Variable Manipulation of the Independent Variable: Experimental Design Steady State Strategy and Baseline Logic Nature and Function of Baseline Data Why Establish a Baseline? Baseline Data Patterns Prediction Affirmation of the Consequent Verification Replication Summary Introduction Concepts and Assumptions Underlying the Analysis of Behavior Experimental Control: The Path to and Goal of Behavior Analysis Behavior: Defining Features and Assumptions that Guide Its Analysis Components of Applied Behavior Analysis Experiments Steady State Strategy and Baseline Logic Affirmation of the Consequent Chapter 8 Reversal and Multielement Designs Key Terms Reversal Design Operation and Logic of the Reversal Design Variations of the A-B-A-B Design Repeated Reversals B-A-B and B-A-B-A Designs Multiple Treatment Reversal Designs Noncontingent Reinforcement (NCR) Reversal Technique DRO Reversal Technique DRI/DRA Reversal Technique Considering the Appropriateness of the Reversal Design Irreversibility: A Scientific Consideration Withdrawing an Effective Intervention: A Social, Educational, and Ethical Consideration Social Concerns Educational and Clinical Issues Ethical Concerns Multielement Design Operation and Logic of the Multielement Design Variations of the Multielement Design Single-phase Multielement Design Two-phase Design: Baseline and Comparison Three-phase Design: Baseline, Comparison, and Best Treatment Three-phase Design: Baseline, Comparison, and Participant’s Choice Concurrent Chains (or Schedule) Design Advantages of the Multielement Design Treatment Withdrawal Not Required Allows Rapid Comparison Minimizes Irreversibility Problem Minimizes Sequence Effects Accommodates Unstable Data Reveals Generalization of Effects Intervention Can Begin Immediately Considering the Appropriateness of the Multielement Design Multiple Treatment Interference Unnatural Nature of Rapidly Alternating Treatments Limited Capacity Selection of Treatments Summary Reversal Design Variations of the A-B-A-B Design Considering the Appropriateness of the Reversal Design Multielement Design Variations of the Multielement Design Advantages of the Multielement Design Considering the Appropriateness of the Multielement Design Chapter 9 Multiple Baseline and Changing Criterion Designs Key Terms Multiple Baseline Design Operation and Logic of the Multiple Baseline Design Multiple Baseline Across Behaviors Design Multiple Baseline Across Settings Design Multiple Baseline Across Subjects Design Variations of the Multiple Baseline Design Multiple Probe Design Delayed Multiple Baseline Design A Reversal Design Is No Longer Desirable or Possible Limited Resources, Ethical Concerns, or Practical Difficulties Preclude a Full-scale Multiple Baseline Design “New” Behaviors, Settings, or Subjects Become Available Nonconcurrent Multiple Baseline Across Participants Design Assumptions and Guidelines for Using Multiple Baseline Designs Select Independent, yet Functionally Similar, Baselines Select Concurrent and Plausibly Related Multiple Baselines Do Not Apply the Independent Variable to the Next Behavior Too Soon Vary Significantly the Lengths of Multiple Baselines Intervene on the Most Stable Baseline First Considering the Appropriateness of Multiple Baseline Designs Advantages of the Multiple Baseline Design Limitations of the Multiple Baseline Design Changing Criterion Design Operation and Logic of the Changing Criterion Design Guidelines for Using the Changing Criterion Design Length of Phases Magnitude of Criterion Changes Number of Criterion Changes Considering the Appropriateness of the Changing Criterion Design Summary Multiple Baseline Design Variations of the Multiple Baseline Design Assumptions and Guidelines for Using Multiple Baseline Designs Considering the Appropriateness of Multiple Baseline Designs Changing Criterion Design Considering the Appropriateness of the Changing Criterion Design Chapter 10 Planning and Evaluating Applied Behavior Analysis Research Key Terms Importance of the Individual Subject in Behavior Analysis Research Brief Outline of a Between-groups Experiment Group Data May Not Represent the Performance of Individual Subjects Group Data Mask Variability Group Data Do Not Represent Real Behavioral Processes Between-groups Designs Lack Intrasubject Replication Importance of Flexibility in Experimental Design Experimental Designs Combining Analytic Tactics Component Analyses Internal Validity: Controlling Potential Sources of Confounding in Experimental Design Subject Confounds Setting Confounds Measurement Confounds Independent Variable Confounds Treatment Integrity/Procedural Fidelity Precise Operational Definition Simplify, Standardize, and Automate Training, Practice, and Feedback Assessing and Reporting Treatment Integrity Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments that Accomplish Them Validating the Social Importance of Behavior Change Goals Validating the Social Acceptability of Interventions Validating the Social Importance of Behavior Changes Consumer Opinion Expert Evaluation Normative Comparison Standardized Tests Real-World Test External Validity: Replicating Experiments to Determine the Generality of Research Findings External Validity and Between-groups Research Design External Validity and Applied Behavior Analysis Direct Replication Systematic Replication Evaluating Applied Behavior Analysis Research Internal Validity Definition and Measurement of the Dependent Variable Graphic Display Meaningfulness of Baseline Conditions Experimental Design Visual Analysis and Interpretation Social Validity Maintenance and Generalization of Behavior Change External Validity Theoretical Significance and Conceptual Sense Summary Importance of the Individual Subject in Behavior Analysis Research Importance of Flexibility in Experimental Design Internal Validity: Controlling Potential Sources of Confounding in Experimental Design Social Validity: Assessing the Applied Value of Behavior Changes and the Treatments That Accomplish Them External Validity: Replicating Experiments to Determine the Generality of Research Findings Evaluating Applied Behavior Analysis Research Part 4 Reinforcement Chapter 11 Positive Reinforcement Key Terms Positive Reinforcement Defined Operation and Defining Effect of Positive Reinforcement Immediacy of Reinforcement Reinforcement Is Not a Circular Concept Relationship Between Reinforcement and Antecedent Stimulus Conditions The Role of Motivation Automaticity of Reinforcement Arbitrariness of the Behavior Selected Automatic Reinforcement Classifying Reinforcers Classification of Reinforcers by Origin Unconditioned Reinforcers Conditioned Reinforcers Classification of Reinforcers by Formal Properties Edible Reinforcers Sensory Reinforcers Tangible Reinforcers Activity Reinforcers Social Reinforcers Identifying Potential Reinforcers Stimulus Preference Assessment Asking About Stimulus Preferences Asking the Target Person Asking Significant Others Offering a Pretask Choice Free Operant Observation Contrived Free Operant Observation Naturalistic Free Operant Observation Trial-based Methods Single Stimulus Paired Stimuli Multiple Stimuli Guidelines for Selecting and Using Stimulus Preference Assessments Reinforcer Assessment In-the-Moment Reinforcer Analysis Concurrent Schedule Reinforcer Assessment Multiple Schedule Reinforcer Assessment Progressive-Ratio Schedule Reinforcer Assessment Control Procedures for Positive Reinforcement Noncontingent Reinforcement Differential Reinforcement of Other Behavior Differential Reinforcement of Alternative Behavior Using Reinforcement Effectively Set an Easily Achieved Initial Criterion for Reinforcement Use High-Quality Reinforcers of Sufficient Magnitude Use Varied Reinforcers to Maintain Potent Establishing Operations Use Direct Rather Than Indirect Reinforcement Contingencies When Possible Combine Response Prompts and Reinforcement Initially Reinforce Each Occurrence of the Behavior Initially Provide Contingent Attention and Descriptive Praise Gradually Increase the Response-to-Reinforcement Delay Gradually Shift from Contrived to Naturally Occurring Reinforcers Summary Positive Reinforcement Defined Classifying Reinforcers Identifying Potential Reinforcers Control Procedures for Positive Reinforcement Using Reinforcement Effectively Chapter 12 Negative Reinforcement Key Terms Definition of Negative Reinforcement Positive Versus Negative Reinforcement Negative Reinforcement Versus Punishment Escape and Avoidance Contingencies Characteristics of Negative Reinforcement Responses Acquired and Maintained by Negative Reinforcement Events That Serve as Negative Reinforcers Learning History The Source of Negative Reinforcement Identifying the Context of Negative Reinforcement Determinants of Negative Reinforcement Effects Applications of Negative Reinforcement Acquisition and Maintenance of Appropriate Behavior Interventions for Chronic Food Refusal Error-Correction Strategies Acquisition and Maintenance of Problem Behavior Extinction of Behavior Maintained by Negative Reinforcement Behavioral Replacement Strategies Differential Negative Reinforcement Differential Positive Reinforcement Changes in Teacher and Caregiver Responding as a Function of Negative Reinforcement Ethical Considerations in Using Negative Reinforcement Summary Definition of Negative Reinforcement Escape and Avoidance Contingencies Characteristics of Negative Reinforcement Applications of Negative Reinforcement Changes in Teacher and Caregiver Responding as a Function of Negative Reinforcement Ethical Considerations in Using Negative Reinforcement Chapter 13 Schedules of Reinforcement Key Terms Intermittent Reinforcement Maintenance of Behavior Progression to Naturally Occurring Reinforcement Defining Basic Intermittent Schedules of Reinforcement Ratio and Interval Schedules Fixed and Variable Schedules Schedule Effects and Consistency of Performance Fixed Ratio Defined Fixed Ratio Schedule Effects Consistency of Performance Rate of Response Variable Ratio Defined Variable Ratio Schedule Effects Consistency of Performance Rate of Response Variable Ratio Schedules in Applied Settings Fixed Interval Schedules Fixed Interval Schedule Effects Consistency of Performance Rate of Responding Variable Interval Schedules Variable Interval Schedule Effects Consistency of Performance Rate of Responding Variable Interval Schedules in Applied Settings Interval Schedules with a Limited Hold Thinning Intermittent Reinforcement Variations on Basic Intermittent Schedules of Reinforcement Schedules of Differential Reinforcement of Rates of Responding Increasing Response Variability with Lag Schedules of Reinforcement Progressive Schedules of Reinforcement Progressive-ratio Schedule of Reinforcement Words of Caution When Using PR Schedules Delay to Reinforcement Schedules Compound Schedules of Reinforcement Concurrent Schedules Using Concurrent Schedules for Reinforcer Assessment Using Concurrent Schedules for Intervention Concurrent Schedule Performances: Formalizing the Matching Law Discriminated Compound Schedules of Reinforcement Multiple Schedules Chained Schedules Nondiscriminated Schedules of Reinforcement Mixed Schedules Tandem Schedules Schedules Combining Number of Responses and Time Alternative Schedules Conjunctive Schedules Perspectives on Using Schedules of Reinforcement in Applied Settings Applied Research with Intermittent Schedules Applied Research with Compound Schedules Applied Research with Adjunctive Behavior Summary Intermittent Reinforcement Defining Basic Intermittent Schedules of Reinforcement Schedule Effects and Consistency of Performance Thinning Intermittent Reinforcement Variations on Basic Intermittent Schedules of Reinforcement Compound Schedules of Reinforcement Perspectives on Using Schedules of Reinforcement in Applied Settings Part 5 Punishment Chapter 14 Positive Punishment Key Terms Definition and Characteristics of Punishment Operation and Defining Effect of Punishment Positive Punishment and Negative Punishment Types of Punishers Unconditioned Punishers Conditioned Punishers Discriminative Effects of Punishment Recovery from Punishment Factors that Influence the Effectiveness of Punishment Immediacy Intensity of Punishment Schedule and Consistency of Punishment Reinforcement for the Target Behavior Reinforcement for Alternative Behaviors Possible Side Effects and Problems with Punishment Emotional and Aggressive Reactions Escape and Avoidance Behavioral Contrast Punishment May Involve Modeling of Undesirable Behavior Punishment May Be Overused due to Negative Reinforcement of the Punishing Agent’s Behavior Positive Punishment Interventions Reprimands Response Blocking Response Interruption and Redirection (RIRD) Contingent Exercise Overcorrection Guidelines for Using Punishment Select Effective and Appropriate Punishers Conduct Punisher Assessments Use Varied Punishers of Sufficient Quality and Intensity Use Varied Punishers Deliver the Punisher at the Beginning of a Behavioral Sequence Punish Each Instance of the Behavior Initially Gradually Shift to an Intermittent Schedule of Punishment Mediate Unavoidable Response-to-Punishment Delay Supplement Punishment with Complementary Interventions Watch and Prepare for Negative Side Effects Record, Graph, and Evaluate Data Daily Ethical Considerations Regarding the Use of Punishment Right to Safe and Humane Treatment Least Restrictive Alternative Right to Effective Treatment Punishment Policy and Procedural Safeguards Concluding Perspectives Punishment’s Natural and Necessary Role in Survival and Learning Should Be Recognized Focused Research on Punishment Is Needed Interventions Featuring Unconditioned Punishers as Default Technologies Summary Definition and Characteristics of Punishment Factors That Influence the Effectiveness of Punishment Possible Side Effects and Problems with Punishment Positive Punishment Interventions Guidelines for Using Punishment Ethical Considerations Regarding the Use of Punishment Concluding Perspectives Chapter 15 Negative Punishment Key Terms Time-Out from Positive Reinforcement Defined Time-Out Tactics for Applied Settings Nonexclusion Time-Out Planned Ignoring Terminate Specific Reinforcer Contact Contingent Observation Partition/Select Space Time-Out Exclusion Time-Out Participant Removed from Time-In Setting Time-In Setting Removed from Participant Desirable Aspects of Time-Out Ease of Application Acceptability Rapid Suppression of Behavior Can Be Combined with Other Applications Using Time-Out Effectively Enrich the Time-In Environment Define the Behavior That Will Lead to Time-Out Determine the Form and Variation of Time-Out Obtain Permission Explain the Time-Out Procedure and Rules Determine the Duration of the Time-Out Period Apply Time-Out Consistently Establish Exit Criteria Ensure Compliance with Legal and Ethical Guidelines Evaluate Effectiveness Terminate the Time-Out Program Response Cost Defined Desirable Aspects of Response Cost Effectiveness Least Restrictive Alternative Moderate to Rapid Decrease in Behavior Convenience Can Be Combined with Other Approaches Response Cost with Positive Reinforcement Response Cost with Group Consequences Response Cost with Differential Reinforcement of Alternative Behavior (DRA) Other Combinations Established Social Validity Response Cost Methods Existing Cache Response Cost Bonus Response Cost Using Response Cost Effectively Deliver Fines Immediately Response Cost or Bonus Response Cost? Ensure Reinforcer Reserve Recognize the Potential for Unplanned or Unexpected Outcomes Avoid Overusing Response Cost Keep Records Response Cost Considerations Increased Aggression Avoidance Collateral Reductions of Desired Behavior Calling Attention to the Punished Behavior Unpredictability Treatment Integrity Summary Time-Out from Positive Reinforcement Defined Time-Out Tactics for Applied Settings Using Time-Out Effectively Response Cost Defined Response Cost Methods Using Response Cost Effectively Response Cost Considerations Part 6 Antecedent Variables Chapter 16 Motivating Operations Key Terms Definition and Characteristics of Motivating Operations Isolating Value- and Behavior-altering Effects Direct and Indirect Effects of Motivating Operations Behavior-altering versus Function-altering Effects4 Distinguishing Between MOs and SDs Unconditioned Motivating Operations (UMOs) MOs for Punishment Multiple Effects of MOs Conditioned Motivating Operations (CMOs) Surrogate CMO (CMO-S) Reflexive CMO (CMO-R) Transitive CMO (CMO-T) Relevance of MOs to the Generality of Treatment Effects Relevance of MOs to Applied Behavior Analysis Summary Definition and Characteristics of Motivating Operations Distinguishing Between MOs and SDs Unconditioned Motivating Operations (UMOs) MOs for Punishment Multiple Effects of MOs Conditioned Motivating Operations (CMOs) Relevance of MOs to the Generality of Treatment Effects Relevance of MOs to Applied Behavior Analysis Chapter 17 Stimulus Control Key Terms Stimulus Control: Basic Concepts and Processes Stimulus Discrimination Stimulus Generalization Faulty Stimulus Control Conditional Stimulus Control Respondent Eliciting and Operant Discriminative Functions of Antecedent Stimuli Discriminative and Motivational Functions of Antecedent Stimuli Developing Stimulus Control Stimulus Discrimination Training Teaching Conditional Discriminations Teaching Concepts Using Response and Stimulus Prompts Verbal Instructions Modeling Physical Guidance Stimulus Prompts Factors Affecting the Development of Stimulus Control Preattending Skills Stimulus Salience Overselective Stimulus Control Stimulus Blocking and Overshadowing Transferring Stimulus Control Basic Research Foundations Transferring Stimulus Control from Contrived Response Prompts to Naturally Existing Stimuli Most-to-Least Prompts Graduated Guidance Least-to-Most Prompts Time Delay Transferring of Stimulus Control with Fading Techniques Stimulus Fading Stimulus Shape Transformations Summary Stimulus Control: Basic Concepts and Processes Developing Stimulus Control Transferring Stimulus Control Part 7 Verbal Behavior Chapter 18 Verbal Behavior Key Terms Skinner’s (1957) Analysis of Verbal Behavior Form and Function of Language Form Function Defining Verbal Behavior Speaker and Listener Topography-based and Selection-based Verbal Behavior Behavioral Cusps The Elementary Verbal Operants and Listener Discriminations Mand Tact Duplic Duplic: Echoic Duplic: Motor Imitation Duplic: Copying Text Codic Codic: Textual Codic: Taking Dictation Intraverbal Listener Discriminations Matching-to-Sample (MTS) Classifying the Verbal Operants The Verbal Operants and Listener Behavior in More Detail Motivating Operations and the Mand Specific Reinforcement and the Mand Classifying Mand Relations Mands Evoked by Unconditioned Motivating Operations (UMOs) Deprivation-based UMOs Aversive Stimuli as UMOs Mands Evoked by Conditioned Motivating Operations (CMOs) Parts of Speech Multiple Control Convergent Control Involving Multiple MOs Convergent Control Involving MOs and SDs Mand Control Private Events Nine Types of Mands Distinguished by Listener Behavior Emergent Mand Relations Nonverbal Stimulus Control and the Tact Classifying Tact Relations Different Sensory Receptors Parts of Speech Multiple Nonverbal Stimuli Convergent Multiple Control Involving Nonverbal SDs, Verbal SDs, and MOs Tact Control Private Nonverbal Stimulus Control Tact Extension Tact Abstraction Reinforcement Controlling the Tact Educational Reinforcement Escape from or Avoidance of Aversive Stimulation Extending the Listener’s Contact with the Environment Automatic Reinforcement A History of Contiguous or Correlated Usage Generative Learning Emergent Tact Relations Stimulus Equivalence Recombinative Generalization Common Bidirectional Naming (C-BiN) Joint Control Relational Frame Theory (RFT) Verbal Behavior Controlled by Verbal SDs The Duplic Relations: Echoic, Motor Imitation, and Copying Text Echoic Motor Imitation Copying Text The Codic Relations: Textual and Taking Dictation Textual Taking Dictation The Intraverbal Classifying Verbal Discriminations Simple Verbal Discrimination Compound Verbal Discrimination Verbal Conditional Discrimination VCD Verbal Function-altering Effect Convergent Multiple Control Involving Verbal SDs, Nonverbal SDs, and MOs Intraverbal Control Private Verbal Stimulus Control Reinforcement Controlling the Duplic, Codic, and Intraverbal Relations Emergent Intraverbal Relations Intraverbal Bidirectional Naming (I-BiN) Listener Behavior Different Roles of a Listener Mediator of Reinforcement Serving as an Audience Understanding a Speaker Speaker and Listener Verbal Episodes Emergent Listener Relations Common Bidirectional Naming (C-BiN) Conditioning the Behavior of the Listener Autoclitic Verbal Behavior Autoclitic Mand Autoclitic Tact Intraverbal Autoclitic Frames Applications Of Skinner’s (1957) Analysis of Verbal Behavior Applications to Language Assessment and Intervention Applied Behavior Analysis (ABA) Technology A Behavioral Analysis of Human Development A Behavioral Analysis of Language The Importance of Language Assessment Mand Assessment Barriers to Manding Mand Intervention Response Form Using MOs for Instructional Purposes Capturing and Creating UMOs Capturing and Creating CMO-Ts Parts of Speech Teaching Additional Types of Mands Multiple Control Teaching Extended Mands Tact Assessment Sensory Receptors Multiple Control Tact Intervention Multiple Control True Language Tacting Private Events Duplic and Codic Assessment Duplic Intervention Teaching Motor Imitation (Relating to Sign Language) Teaching Echoic Behavior Automatic Reinforcement Listener Assessment Simple Verbal Discriminations Auditory Conditional Discriminations Compound Verbal Discriminations Verbal Conditional Discriminations Verbal Function-altering Effect Listener Intervention Simple Verbal Discriminations Auditory Conditional Discriminations Compound Verbal Discriminations Verbal Conditional Discriminations Verbal Function-altering Effect Intraverbal Assessment Simple Verbal Discriminations Compound Verbal Discriminations Verbal Conditional Discriminations Verbal Function-altering Effect Intraverbal Intervention Simple Verbal Discriminations Compound Verbal Discriminations Verbal Conditional Discriminations Verbal Function-altering Effect Autoclitic Assessment Autoclitic Mands Autoclitic Tacts Autoclitic Intervention Capturing Autoclitic Tact Teaching Opportunities in the Natural Environment Formal Arrangement of Autoclitic Tact Contingencies The Loss of Verbal Behavior Summary Skinner’s (1957) Analysis of Verbal Behavior The Verbal Operants and Listener Behavior in more Detail Listener Behavior Autoclitic Verbal Behavor Applications of Skinner’s (1957) Analysis of Verbal Behavior The Loss of Verbal Behavior Part 8 Developing New Behavior Chapter 19 Equivalence-based Instruction Key Terms Research Foundations and Core Concepts Pioneering Research on Symbolic Stimulus Relations What Was Taught What Was Learned Why It Mattered Continued Development of Equivalence Research: Key Outcomes Obtained with Equivalence Approaches Class Formation Class Expansion and Class Merger Transfer of Function Contextual Control Designing Equivalence-Based Instruction Training Baseline Conditional Discriminations Selecting and Presenting Stimuli Observing Responses Instructions Arranging Trial Types and Sequences Instructional Programming Teaching the Component Simple Discriminations Stimulus-control Shaping Exclusion Training Sequential Versus Simultaneous Introduction of Multiple Conditional Discriminations Training Structures Mastery (Accuracy) Criteria Scheduling Consequences During Training Testing Protocols Composition of Probe-trial Blocks Scheduling Consequences During Testing Test Order Judging Class Formation Procedural Variations Compound Stimuli Class-specific Reinforcement Three-term Contingency Training Applications and Generality Children and Adults with Intellectual Disabilities and Young Typically Developing Children Language-Skills Training Number-Skills Instruction Other Functional Skills Adult Clinical Populations In the College Classroom Applications Stemming from Alternative Theoretical Approaches to Relational Responding Naming Theory Relational Frame Theory Concluding Remarks Summary Research Foundations and Core Concepts Designing Equivalence-based Instruction Applications and Generality Applications Stemming from Alternative Theoretical Approaches to Relational Responding Chapter 20 Engineering Emergent Learning with Nonequivalence Relations Key Terms What are Nonequivalence Relations? Why Do they Matter? The Vocabulary of Nonequivalence Relations Entailment Transformation of Function Some Types of Nonequivalence Relations Distinction Relations Spatial and Temporal Relations Causal Relations Three Practical Considerations Using Transformation of Function to Create New Reinforcers Incoherent Stimulus Classes Tools for Planning Interventions Involving Nonequivalence Relations Theoretical Foundations Stimulus Relations Are Defined by Contextual Control Are Contextual Stimuli Always Essential? Relational Frame Theory Proposition 1: The Behavior of Relating Stimuli Is Verbal Behavior Proposition 2: Reinforced Relational Experience Yields a Generalized Relational Repertoire Nonequivalence Relations and Big-Picture Psychological Constructs Categorical Knowledge: Hierarchical Relations Self-Concept: Deictic Relations Intellectual Development Intelligence Developmental Trends in Relational Behavior Derived Stimulus Relations and General Well-Being How Private Events Curtail Contact with Reinforcers Unpleasant Private Events Monopolize Attention and Occasion Problem Public Behaviors Transformation of Function Increases Contact with Suffering Excessive Rule Following Interferes with Well-being Behaviors How ACT’s Verbally Guided Exercises Aim to Short-circuit Harmful Private Events Effectiveness Evidence Section Conclusion: The Functional Significance of “Well-Being” A Final Comment Summary What Are Nonequivalence Relations? Why Do They Matter? The Vocabulary of Nonequivalence Relations Some Types of Nonequivalence Relations Theoretical Foundations Nonequivalence Relations and Big-Picture Psychological Constructs Derived Stimulus Relations and General Well-Being Chapter 21 Imitation, Modeling, and Observational Learning Key Terms Imitation Imitation Defined Models Formal Similarity Temporal Relationship Model as Primary Controlling Variable Imitation Training An Imitation Training Protocol Assess, and Teach if Necessary, Prerequisite Skills for Imitation Training Select Models for Imitation Training Pretest Sequence Selected Models for Training Conduct Imitation Training Sessions Preassessment Training Postassessment Probe for Imitation with Novel Models Guidelines for Imitation Training Keep Sessions Active and Brief Reinforce Both Prompted and Imitative Responses Pair Verbal Praise and Attention with Tangible Reinforcers If Progress Stalls, Back Up and Move Ahead Slowly Fade Out Verbal Response Prompts and Physical Guidance Make Data-based Decisions to Terminate Imitation Training Modeling Video Modeling Guidelines for Effective Modeling Model’s Similarity with Learner Prestige Emphasize the Critical Aspect of Behavior Instructions Context Rehearsal and Feedback Reinforcement Observational Learning Teaching Observational Learning Skills Attending Imitating Discriminating Summary Imitation Modeling Observational Learning Chapter 22 Shaping Key Terms Shaping Defined Differential Reinforcement Successive Approximations Shaping Different Dimensions of Performance Shaping Across and Within Response Topographies Beneficial Aspects of Shaping Limitations of Shaping Shaping Versus Stimulus Fading Increasing Shaping Efficiency Discriminative Stimulus Physical Guidance Imitative Prompts Percentile Schedules Clicker Training Emerging Applications of Shaping Using Computers to Teach Shaping Combining Shaping with Robotics Engineering Applying Telemedicine Technology to Implement Shaping and Differential Reinforcement Programs in Hard-to-Access Urban, Rural, or Remote Settings Shaping Guidelines Select the Terminal Behavior Determine the Criterion for Success Assess the Response Repertoire Identifying Behaviors to Reinforce Eliminate Interfering or Extraneous Stimuli Proceed Gradually Limit the Number of Approximations at Each Level Continue to Reinforce When the Terminal Behavior Is Achieved Learning to Shape By Yourself With a Partner With a Group Summary Shaping Defined Shaping Across and Within Response Topographies Increasing Shaping Efficiency Clicker Training Emerging Applications of Shaping Shaping Guidelines Learning to Shape Chapter 23 Chaining Key Terms Behavior Chain Defined Behavior Chains with a Limited Hold Rationale for Chaining Establishing Behavior Chains with Task Analysis Constructing and Validating a Task Analysis Observe a Competent Performer Execute the Task Yourself Expert Input Trial and Error Assessing Mastery Level Single-Opportunity Method Multiple-Opportunity Method Behavior Chaining Methods Forward Chaining Total-Task Chaining Backward Chaining Backward Chaining with Leap Aheads Choosing a Chaining Method Disrupting and Breaking Behavior Chains Extinction Satiation Unchaining Interrupting the Chain Substituting an Initial SD for an Alternative Chain Extending the Chain with Time Delays Troubleshooting Chains Re-examine the SD and Response Sequence Determine Whether Similar SDs Cue Different Responses Analyze the Natural Setting to Identify Relevant and Irrelevant SDs Determine Whether SDs in the Natural Setting Differ from Training SDs Identify the Presence of Novel Stimuli in the Environment Factors Affecting the Performance of Behavior Chains Completeness of the Task Analysis Length or Complexity of the Chain Schedule of Reinforcement Stimulus Variation Response Variation Summary Behavior Chain Defined Rationale for Chaining Establishing Behavior Chains with Task Analysis Behavior Chaining Methods Choosing a Chaining Method Disrupting and Breaking Behavior Chains Troubleshooting Chains Factors Affecting the Performance of Behavior Chains Part 9 Decreasing Behavior with Nonpunishment Procedures Chapter 24 Extinction Key Terms Extinction Defined Procedural and Functional Forms of Extinction Extinction: Misuses of a Technical Term Using Extinction to Refer to Any Decrease in Behavior Confusing Forgetting and Extinction Confusing Response Blocking and Sensory Extinction Confusing Noncontingent Reinforcement and Extinction Extinction Procedures Extinction of Behavior Maintained by Positive Reinforcement Extinction of Behavior Maintained by Negative Reinforcement Extinction of Behavior Maintained by Automatic Reinforcement Secondary Effects of Extinction Extinction Burst Response Variation Initial Increase in Response Magnitude Spontaneous Recovery Resurgence Emotional Outbursts and Aggression Variables Affecting Resistance to Extinction Continuous and Intermittent Reinforcement Motivating Operations Number, Magnitude, and Quality of Reinforcement Number of Previous Extinction Trials Response Effort Using Extinction Effectively Withhold All Reinforcers Maintaining the Problem Behavior Withhold Reinforcement Consistently Combine Extinction with Other Procedures Use Instructions Plan for Extinction-produced Aggression Increase the Number of Extinction Trials Include Significant Others in Extinction Maintain Extinction-decreased Behavior Guard Against Unintentional Extinction When Not to Use Extinction The Behavior Is Harmful All Sources of Reinforcement Cannot Be Withheld A Rapid Reduction in Response Rate Is Required Others Are Likely to Imitate the Problem Behavior Summary Extinction Defined Extinction Procedures Secondary Effects of Extinction Variables Affecting Resistance to Extinction Using Extinction Effectively When Not to Use Extinction Chapter 25 Differential Reinforcement Key Terms Differential Reinforcement Defined Differential Reinforcement of Alternative Behavior (DRA) Guidelines for Using DRA Select Alternative Behavior Select Potent Reinforcers and Deliver Them Consistently Reinforce Alternative Behavior Immediately and Consistently Withhold Reinforcement for the Problem Behavior Watch for Treatment Relapse Combine DRA with Other Procedures Differential Reinforcement of Other Behavior (DRO) Interval DRO Fixed-interval DRO (FI-DRO) Variable-interval DRO (VI-DRO) Momentary DRO Fixed-momentary DRO (FM-DRO) Variable-momentary DRO (VM-DRO) Guidelines for Using DRO Set Initial DRO Intervals That Ensure Frequent Reinforcement Do Not Inadvertently Reinforce Other Undesirable Behaviors Gradually Increase the DRO Interval Extend the Application of DRO to Other Settings and Times of Day Combine DRO with Other Procedures Recognize the Limitations of DRO Differential Reinforcement of Low Rates of Responding (DRL) Full-session DRL Interval DRL Spaced-responding DRL Guidelines for Using DRL Choose the Most Appropriate DRL Procedure Recognize the Limitations of DRL Use Baseline Data to Guide the Selection of the Initial Response or IRT Limits Gradually Thin the DRL Schedule Provide Feedback Summary Differential Reinforcement Defined Differential Reinforcement of Alternative Behavior (DRA) Differential Reinforcement of Other Behavior (DRO) Differential Reinforcement of Low Rates of Responding (DRL) Chapter 26 Antecedent Interventions Key Terms Defining and Classifying Antecedent Interventions Classifying Antecedent Interventions Noncontingent Reinforcement NCR with Positive Reinforcement NCR Escape NCR with Automatic Reinforcement Using NCR Effectively Functional Behavior Assessment Emphasizing NCR Time-based NCR Schedules Setting Terminal Criteria Considerations for Using NCR High-Probability Instructional Sequence Using the High-p Instructional Sequence Effectively Select High-p Instructions from Current Repertoire Present Requests Rapidly Acknowledge Compliance Use Potent Reinforcers Functional Communication Training Effective Use of FCT Dense Schedule of Reinforcement Decreased Use of Verbal Prompts Behavior Reduction Procedures Schedule Thinning Default Interventions Antecedent Exercise Enriched Environment Restraint Personal Restraint Protective Equipment Restraint Self-restraint Summary Defining and Classifying Antecedent Interventions Noncontingent Reinforcement High-probability Instructional Sequence Functional Communication Training Default Interventions Part 10 Functional Assessment Chapter 27 Functional Behavior Assessment Key Terms Functions of Behavior Positive Reinforcement Social Positive Reinforcement (Attention) Tangible Reinforcement Automatic Positive Reinforcement Negative Reinforcement Social Negative Reinforcement (Escape) Automatic Negative Reinforcement Function Versus Topography Role of Functional Behavior Assessment in Intervention and Prevention FBA and Intervention Alter Antecedent Variables Alter Consequent Variables Teach Alternative Behaviors FBA and Default Technologies FBA and Prevention Overview of FBA Methods Functional (Experimental) Analysis Basic Procedure Interpreting Functional Analyses Advantages of Functional Analysis Limitations of Functional Analysis Variations of Functional Analysis Procedures Brief Functional Analysis Conducting Functional Analyses in Natural Settings Trial-based Functional Analysis Synthesized Functional Analyses Latency-based Functional Analysis Functional Analysis of Precursors Safety Considerations for FAs Descriptive Functional Behavior Assessment ABC Continuous Recording Advantages of ABC Continuous Recording Considerations for ABC Continuous Recording ABC Narrative Recording Considerations for Narrative Recording Scatterplot Recording Considerations for Scatterplots Indirect Functional Behavior Assessment Behavioral Interviews Behavior Rating Scales Considerations for Indirect FBA Conducting a Functional Behavior Assessment Gathering Information Interpreting Information and Formulating Hypotheses Testing Hypotheses Developing Interventions Case Examples Illustrating the FBA Process Marie—Brief Functional Analysis Gathering Information, Interpreting Information, and Forming Hypotheses Testing Hypotheses Developing an Intervention Carson—Trial-based Functional Analysis Gathering Information, Interpreting Information, and Forming Hypotheses Testing Hypotheses Developing an Intervention Elija—Latency-based Functional Analysis Gathering Information, Interpreting Information, and Forming Hypotheses Testing Hypotheses Developing an Intervention Will—Evaluating Precursor Behavior Gathering Information, Interpreting Information, and Forming Hypotheses Testing Hypotheses Developing an Intervention Chris—Evaluating ABC Data Gathering Information, Interpreting Information, and Forming Hypotheses Developing an Intervention Brian—Multiple Functions of Problem Behavior Gathering Information Interpreting Information and Formulating Hypotheses Testing Hypotheses Developing an Intervention Lorraine—Multiple Topographies That Serve Multiple Functions Gathering Information Interpreting Information and Formulating Hypotheses Testing Hypotheses Developing an Intervention Summary Functions of Behavior Role of Functional Behavior Assessment in Intervention and Prevention Overview of FBA Methods Conducting a Functional Behavior Assessment Part 11 Special Applications Chapter 28 Token Economy, Group Contingencies, and Contingency Contracting Key Terms Token Economy Token Economy Defined The Functions of Tokens Level Systems Designing a Token Economy Identify Target Behaviors and Rules Select Tokens Develop a Menu of Backup Reinforcers Establish a Token Exchange Ratio Determine How the Tokens Will Be Dispensed Determine How the Tokens Will Be Exchanged Specify What Happens if Token Requirements Are Not Met What Should Be Done When a Learner Tests the System? Will the Token Economy Include a Response Cost Contingency? Field-Test the System Implementing a Token Economy Training Staff Initial Token Training Ongoing Token Training Management Issues During Implementation Withdrawing a Token Economy Evaluating a Token Economy Further Considerations Intrusive Self-perpetuating Cumbersome Group Contingencies Group Contingency Defined Rationale for and Advantages of Group Contingencies Independent Group Contingencies Dependent Group Contingencies Interdependent Group Contingencies Total Group Meets Criterion Group Averaging Good Behavior Game Good Student Game Guidelines for Implementing a Group Contingency Choose an Effective Reward Determine the Behavior to Change and Any Collateral Behaviors That Might Be Affected Set Appropriate Performance Criteria Combine with Other Procedures When Appropriate Select the Most Appropriate Group Contingency Monitor Individual and Group Performance Future Applications of Group-Oriented Contingencies Contingency Contracting Contingency Contract Components Task Reward Task Record Applications of Contingency Contracting Contracting in the Classroom Contracting in the Home Clinical Applications of Contracting Using Contracting to Teach Self-Management Skills to Children How Do Contracts Work? Developing Contingency Contracts Contracting with Nonreaders Contracting with Nonsigners Guidelines for Implementing and Evaluating Contracts Summary Token Economy Group Contingencies Contingency Contracting Chapter 29 Self-Management Key Terms The “Self” as Behavior Controller Locus of Control: Internal or External Causes of Behavior Skinner’s Two-response Conceptualization of Self-Control Self-Management Defined Terminology: Self-Management or Self-Control? Applications, Advantages, and Benefits of Self-Management Self-Management Applications Living a More Effective and Efficient Daily Life Breaking Bad Habits and Acquiring Good Ones Accomplishing Difficult Tasks Achieving Personal Goals Advantages and Benefits of Self-Management Self-Management Can Influence Behaviors Not Accessible to External Change Agents External Change Agents Often Miss Important Instances of Behavior Self-Management Can Promote the Generalization and Maintenance of Behavior Change A Small Repertoire of Self-Management Skills Can Control Many Behaviors People with Diverse Abilities Can Learn Self-Management Skills Some People Perform Better Under Self-Selected Tasks and Performance Criteria People with Good Self-Management Skills Contribute to Efficient and Effective Group Environments Teaching Students Self-Management Skills Provides Meaningful Practice in Other Curriculum Areas Self-Management Is an Ultimate Goal of Education Self-Management Benefits Society Self-Management Helps a Person Feel Free Self-Management Feels Good Antecedent-Based Self-Management Tactics Manipulate Motivating Operations Provide Response Prompts Perform the Initial Steps of a Behavior Chain Remove Items Necessary for an Undesired Behavior Limit Undesired Behavior to Restricted Stimulus Conditions Dedicate a Specific Environment for a Desired Behavior Self-Monitoring Self-Evaluation Self-Monitoring with Reinforcement Why Does Self-Monitoring Work? Self-Monitoring Guidelines and Procedures Provide Materials That Make Self-Monitoring Easy Provide Supplementary Cues or Prompts Self-Monitor the Most Important Dimension of the Target Behavior Self-Monitor Early and Often Reinforce Accurate Self-Monitoring Self-Administered Consequences Is Self-Reinforcement Possible? Self-Administered Consequences to Increase Behavior Self-Management Analogs of Positive Reinforcement Self-Management Analogs of Negative Reinforcement Self-Administered Consequences to Decrease Behavior Self-Management Analogs of Positive Punishment Self-Management Analogs of Negative Punishment Recommendations for Self-Administered Consequences Select Small, Easy-to-Deliver Consequences Set a Meaningful but Easy-to-Meet Criterion for Reinforcement Eliminate “Bootleg Reinforcement” If Necessary, Put Someone Else in Control of Delivering Consequences Keep It Simple Other Self-Management Tactics Self-Instruction Habit Reversal Self-Directed Systematic Desensitization Massed Practice Suggestions for Effective Self-Management Programs Specify a Goal and Define the Target Behavior Self-Monitor the Behavior Contrive Contingencies That Will Compete with Ineffective Natural Contingencies Go Public Get a Self-Management Partner Continually Evaluate and Redesign Program as Needed Behavior Changes Behavior Summary The “Self” as Behavior Controller Self-Management Defined Applications, Advantages, and Benefits of Self-Management Antecedent-based Self-Management Tactics Self-Monitoring Self-Administered Consequences Other Self-Management Tactics Suggestions for Effective Self-Management Programs Behavior Changes Behavior Part 12 Promoting Generalized Behavior Change Chapter 30 Generalization and Maintenance of Behavior Change Key Terms Generalized Behavior Change: Definitions and Key Concepts Response Maintenance Setting/Situation Generalization Distinguishing Between Instructional and Generalization Settings Distinguishing Between Setting/Situation Generalization and Response Maintenance Response Generalization Generalized Behavior Change: A Relative and Intermingled Outcome Generalized Behavior Change Is Not Always Desirable Other Types of Generalized Outcomes Planning for Generalized Behavior Change Select Target Behaviors that will Meet Naturally Existing Contingencies of Reinforcement Specify All Desired Variations of the Behavior and the Settings/Situations Where Those Behaviors Should (and Should Not) Occur List All the Behaviors that Need to be Changed List All the Settings and Situations in Which the Target Behavior Should Occur Is All This Preintervention Planning Worth It? Strategies and Tactics for Promoting Generalized Behavior Change Teach the Full Range of Relevant Stimulus Conditions and Response Requirements Teach Enough Stimulus Examples Teach Enough Response Examples General Case Analysis Negative, or “Don’t Do It,” Teaching Examples Make the Instructional Setting Similar to the Generalization Setting Program Common Stimuli Teach Loosely Comparing Teach Enough Examples, Program Common Stimuli, and Teach Loosely Maximize Contact with Reinforcement in the Generalization Setting Teach Behavior to Levels Required by Natural Contingencies Program Indiscriminable Contingencies Intermittent Schedules of Reinforcement Delayed Rewards Guidelines for Programming Indiscriminable Contingencies Set Behavior Traps Ask People in the Generalization Setting to Reinforce the Target Behavior Teach the Learner to Recruit Reinforcement Mediate Generalization Contrive a Mediating Stimulus Cue Cards Visual Activity Schedules Self-operated Prompting Devices Teach Self-management Skills Train to Generalize Reinforce Response Variability Instruct the Learner to Generalize Modifying and Terminating Successful Interventions Guiding Principles for Promoting Generalized Outcomes Minimize the Need for Generalization Probe for Generalization Before, During, and After Instruction Probe Before Instruction Probe During Instruction Probe After Instruction Involve Significant Others Use the Least Intrusive, Least Costly Tactics Possible Contrive Intervention Tactics as Needed to Achieve Important Generalized Outcomes Some Final Words of Wisdom from Don Baer Summary Generalized Behavior Change: Definitions and Key Concepts Planning for Generalized Behavior Change Strategies and Tactics for Promoting Generalized Behavior Change Modifying and Terminating Successful Interventions Guiding Principles for Promoting Generalized Outcomes Part 13 Ethics Chapter 31 Ethical and Professional Responsibilities of Applied Behavior Analysts Key Terms What Is Ethics and Why IS IT Important? Ethics Defined What Is the Right Thing to Do? Personal Histories The Context of Practice Ethical Codes of Behavior What Is Worth Doing? Existing Exigencies Social Validity Cost–Benefit Ratio What Does It Mean to Be a Good Behavior Analyst? Why Is Ethics Important? Standards of Professional Practice for Applied Behavior Analysts What Are Professional Standards? Professional and Ethical Compliance Code for Behavior Analysts The Right to Effective Behavioral Treatment Statement on Restraint and Seclusion Ensuring Professional Competence Obtaining Certification and Licensure Professional Certification State/National-issued Licenses Practicing Within One’s Areas of Competence Developing Competence in Supervision and Mentorship Recognizing the Need Developing the Supervisor’s Skill Set Maintaining and Expanding Professional Competence Continuing Education Units Attending and Presenting at Conferences Professional Reading Oversight and Peer Review Opportunities Making and Substantiating Professional Claims Ethical Issues in Client Services Informed Consent Capacity to Decide Surrogate Consent Guardian Consent Voluntary Decision Knowledge of the Treatment Treatment Without Consent Confidentiality Limits to Confidentiality and Legal Disclosures Maintaining Confidentiality Breaches of Confidentiality Protecting the Client’s Dignity, Health, and Safety Coordinating with Other Professionals Social Media and New Technologies Helping the Client Select Outcomes and Behavior Change Targets Maintaining Records Advocating for the Client Providing Necessary and Needed Services Is the Problem Amenable to Behavior Treatment? Is the Proposed Intervention Likely to Be Successful? Embracing the Scientific Method Alternative/Fad Treatments Evidenced-based Best Practice and Least Restrictive Alternatives Conflict of Interest Creating a Culture of Ethical Practice Conclusion Summary What Is Ethics and Why Is It Important? Standards of Professional Practice for Applied Behavior Analysts Ensuring Professional Competence Ethical Issues in Client Services Coordinating with Other Professionals Social Media and New Technologies Advocating for the Client Conflict of Interest Creating a Culture of Ethical Practice Epilogue Glossary Bibliography Name Index Subject Index