diff --git "a/ocr_text.csv" "b/ocr_text.csv" new file mode 100644--- /dev/null +++ "b/ocr_text.csv" @@ -0,0 +1,10642 @@ +page,text +1,"- . “ai PASS THE BIG ABA EXAM + +~ @ Trusted to beat the odds. + +_ vie Since 2012. + +- Based on the BACB® 6"" Edition Test Content Outline + +- Do Not Duplicate + +_ Reproduction or unauthorized distribution of this copyrighted work is a violation of + +-_ copyright laws (refer to 17 U.S. Code § 501) and the BACB® Code of Ethics (refer to +Test Content Outline Domain E, Code Standard 5:05: Use of Intellectual Property). + +_ Version 1.0 November 2024 + +_— © 2012 - 2024, Pass the Big ABA Exam" +2,"~~ PTB ABA Exam Study Manual +— DANA MELLER, MA, BCBA +Copy Editor: Karen A. Dealy, MS, BCBA +_ PEER-REVIEWED BY: +_ Dr. Nasiah Cirincione Ulezi, PhD, BCBA-D +_ Karen A. Dealy, MS, BCBA +Dr. Mariela Feldman, Ed.D., BCBA, QBA +Ryan Pabico, MS, BCBA +_ To the dedicated team at Pass the Big ABA Exam. +_ Thank you to the many unseen hands and veteran BCBAs who took the time to review, +— provide guidance, and offer feedback. +7 In loving memory of Ilya Meller. +All images, charts, tables, and graphs are property of Pass the Big ABA Exam. No part of this work may be reproduced in +-— any manner without the express permission of Pass the Big ABA Exam. +__.__ Printed in the U.S.A. +_ ©Behavior Analyst Certification Board®. All rights reserved. Reprinted by permission granted in 2024. The most current +versions of these documents are available at www.BACB.com. Contact the BACB for permission to reprint and/or display +_ this material. +Please Do Not Duplicate 3" +3,"PTB ABA Exam Study Manual “_ +| +—™ +—™~\ +a +— +4 © 2012 - 2024, Pass the Big ABA Exam _." +4,"“—~ PTB ABA Exam Study Manual Contents +— CONTENTS +— References 7 +— Quick Guide to the PTB ABA Study Manual N +—. Roadmap to Exam Day 15 +_. Domain A: Behaviorism and Philosophical Foundations 21 +__ Domain A: Review Qs 3] +___ Domain B: Concepts and Principles 33 +Domain B: Review Qs 9 +7 Domain C: Measurement, Data Display, and Interpretation 123 +Domain C: Review Qs 167 +~ Domain D: Experimental Design 17] +~ Domain D: Review Qs 2i +“~~ Domain E: Ethical and Professional Issues 215 +— Domain E: Review Qs 247 +-- Domain F: Behavior Assessment 251 +— Domain F: Review Qs 301 +_. Domain G: Behavior-Change Procedures 305 +_. Domain G: Review Qs 379 +__ Domain H: Selecting and Implementing Interventions 383 +___ Domain H: Review Qs All +Domain |: Personnel Supervision and Management Al3 +7 Domain I: Review Questions 443 +- Acronyms 445 +~ AKAS 453 +~~ Domain A: Review Qs Answer Key 459 +~~ Domain B: Review Qs Answer Key 461 +— Domain C: Review Qs Answer Key 463 +— Domain D: Review Qs Answer Key 465 +—~ Domain E: Review Qs Answer Key 467 +~~ Domain F: Review Qs Answer Key A69 +Le Please Do Not Duplicate 5" +5,"PTB ABA Exam Study Manual Contents —- +Domain G: Review Qs Answer Key 47 —_ + +| Domain H: Review Qs Answer Key 473 —™ +Domain I: Review Qs Answer Key 475 —, +Subject Index 477 —, +6 © 2012 - 2024, Pass the Big ABA Exam" +6,"—~ PTB ABA Exam Study Manual References +— REFERENCES +— e Andrade C. (2018). internal, external, and ecological validity in research design, conduct, and +_ evaluation. Indian Journal of Psychological Medicine, 40(5), 498-499. +¢ Bailey, J., & Burch, M. (2016). Ethics for behavior analysts, third edition (3rd ed.). Oxfordshire, +— England, UK: Routledge Publishing. +_._ ® Balsam, P.D., & Bondy, A.S. (1983). The negative side effects of reward. Journal of Applied +Behavior Analysis, 16(3), 283-296. +— e Beaulieu, L. & Jimenez-Gomez, C. (2022). Cultural responsiveness in applied behavior analysis: +_ Self-assessment. Journal of Applied Behavior Analysis, 55(2), 337-356. +° Behavior Analyst Certification Board. (2018). Supervisor training curriculum outline (2.0). +— https://bacb.com/wp-content/Supervisor-Training-Curriculum +_. e Behavior Analyst Certification Board. (2022). BCaBA test content outline (6th ed.). +https://www.bacb.com/wp-content/bcaba-outline-6thEd/ +“ — * Behavior Analyst Certification Board. (2022). BCBA test content outline (6th ed.). +_ https://www.bacb.com/wp-content/uploads/2022/01/BCBA-6th-Edition-Test-Content-Outline- +240903-a.pdf +“> Behavior Analyst Certification Board. (2022). Board Certified Behavior Analyst Handbook. +https://www.bacb.com/wp-content/uploads/2022/01/BCBAHandbook_240426-a.pdf +e Brand, D., Sellers, T.P., Wilder, D.A., & Carr, J.£. (2022). The performance diagnostic checklist - +— human services: Guidance for assessment administration. Behavior Analysis in Practice, 15(3), +951-957. +e Brodhead M.T. (2015). Maintaining professional relationships in an interdisciplinary setting: +—. Strategies for navigating nonbehavioral treatment recommendations for individuals with +autism. Behavior Analysis in Practice, 8(1), 70-78. +~ @ Carr, J.E., Nosik, M.R. & Luke, M.M. (2018). On the use of the term ‘frequency’ in applied behavior +— analysis. Journal of Applied Behavior Analysis, 51: 436-439. +° Carr, J.E., Wilder, D.A.,, Majdalany, L, Mathisen, D., & Strain, L.A. (2013). An assessment-based +~ solution to a human services performance problem: An initial evaluation of the performance +_ diagnostic checklist for human services. Behavior Analysis in Practice, 6(1), 16-32. +e Choi, E.,, & Johnson, D.A. (2021). Common antecedent strategies within organizational behavior +— management: The use of goal setting, task clarification, and job aids. Journal of Organizational +_ Behavior Management, 42(1), 75-95. +¢ Conners, B.M., & Capell, $.7. (2020). Multiculturalism and diversity in applied behavior analysis: +— Bridging theory and application. Oxfordshire, England, UK: Routledge Publishing. +___ * Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied behavior analysis, third edition (3rd ed.). +Hoboken, New Jersey: Pearson Education. +— — Felde, A, Haggerty, K., Sleiman, A.A., & Gravina, N. (2020). Reducing response effort to improve +_ employee preparedness in a human service organization. Behavior Analysis in Practice, 14(1), +198-202. +~~ e Ferster, C.B., & Skinner, B.F. (1957). Schedules of reinforcement. Englewood Cliffs, NJ: Prentice Halll, +420-463. +Please Do Not Duplicate 7" +7,"PTB ABA Exam Study Manual References ~~ + +° Fienup, D.M., Covey, D.P., & Critchfield, T.S. (2010). Teaching brain-behavior relationships — + +economically with stimulus equivalence technology. Journal of Applied Behavior Analysis, 43, _ +19-33. doi: 10.1901/jaba/2010.43-19. + +e Fisher, W.W., Piazza, C.C., & Roane, H.S. Handbook of applied behavior analysis. New York, New — +York: Guilford Publications. + +* Fong, E.H., Catagnus, R.M., Brodhead, M.T., Quigley, S., & Field, S. (2016). Developing the cultural | +awareness skills of behavior analysts. Behavior Analysis in Practice, 9(1), 84-94. — + +¢ Garza, K.L, McGee, H.M., Schenk, Y.A., & Wiskirchen, R.R. (2017). Some tools for carrying out a _ +proposed process for supervising experience hours for aspiring Board-Certified Behavior +Analysts. Behavior Analysis in Practice, (1), 62-70. _ + +¢ Gatzunis, K.S.,, Edwards, K.Y., Rodriguez Diaz, A., Conners, B.M., & Weiss, M.J. (2022). Cultural _ +responsiveness framework in BCBA supervision. Behavior Analysis in Practice, 15(4), 1373-1382. + +¢ Gresham, F.M. (1989). Assessment of treatment integrity in school consultation and prereferral — +intervention. School Psychology Review, 18, 37-50. + +* Hayes, S.C., Barnes-Holmes, D., & Roche, B. (2001). Relational frame theory: A post-Skinnerian +account of human language and cognition. New York, New York: Kluwer Academic/Plenum — +Publishers. + +* Interprofessional Education Collaborative. (2016). Core competencies for interprofessional - +collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. —_ + +¢ Kazemi, E., Rice, B., & Adzhyan, P. (2019). Fieldwork and supervision for behavior analysts: A +handbook. New York, New York: Springer Publishing Company. —_ + +* Langthorne, P. & McGill, P. (2009). A tutorial on the concept of the motivating operation andits — +importance to application. Behavior Analysis in Practice, 2(2), 22-31. + +e LeBlanc, L.A. Raetz, P.B., Sellers, T.P., & Carr, J.E. (2015). A proposed model for selecting | +measurement procedures for the assessment and treatment of problem behavior. Behavior — +Analysis in Practice, 9(1), 77-83, + +¢ LeBlanc, LA,, Sellers, T.P., & Alai, S. (2020). Building and sustaining meaningful and effective - +relationships as a supervisor and mentor. Cornwall on Hudson, New York: Sloan Publishing. — + +¢ Malott, R.W. & Shane, J.T. (2014). Principles of behavior (7th ed.). Upper Saddle River, New Jersey: + +| Pearson Education, Inc. _ + +° Mayer, G.R., Sulzer-Azaroff, B., & Wallace, M. (2019). Behavior analysis for lasting change, fourth — +edition (4th ed.). Cornwall on Hudson, New York: Sloan Publishing. + +° Merbitz, C.T., Merbitz, N.H., & Pennypacker, H.S. (2015). On terms: Frequency and rate in applied - +behavior analysis. The Behavior Analyst, Volume 39.10.1007. — + +e Michael, J. (1982). Skinner’s elementary verbal relations: Some new categories. The Analysis of _ +Verbal Behavior, 1, 1-3. -_ + +* Miller, K.L, Re Cruz, A., & Ala‘i-Rosales, S. (2019). inherent tensions and possibilities: Behavior — +analysis and cultural responsiveness. Behavior and Social Issues, 28(1), 16-36. + +¢ Moxley, R.A. (2004). Pragmatic selectionism: The philosophy of behavior analysis. The Behavior +Analyst Today, Volume 5 (1), 108 25. — + +8 © 2012 - 2024, Pass the Big ABA Exam —_" +8,"—~ PTB ABA Exam Study Manual References +— e Novak, M.D., DiGennaro Reed, F.D., Erath, T.G., Blackman, A.L, Ruby, S.A., & Pellegrino, A.J. (2019). +_ Evidence-based performance management: Applying behavioral science to support +. practitioners. Perspectives on Behavior Science, 42(4), 955-972. +— e Parsons, M.B. & Reid, D.H. (1995). Training residential supervisors to provide feedback for +maintaining staff teaching skills with people who have severe disabilities. Journal of Applied +—_ Behavior Analysis, Fall; 7803), 317-322. +— © Reid, D.H. & Parsons, M.B. (1995). Comparing choice and questionnaire measures of the +acceptability of a staff training procedure. Journal of Applied Behavior Analysis, Spring; 28(2), +— 95-96. +— * Reid, D.H., Parsons, M.B., & Green, C.W. (2021). The supervisor's guidebook. Evidence-based +strategies for promoting work quality and enjoyment among human service staff (2nd ed.). +— Springfield, Illinois: Charles C Thomas Publisher, Ltd. +___« Salend, $.J., & Taylor, L.S. (2002). Cultural perspectives: Missing pieces in the functional +assessment process. Intervention in School and Clinic, 38(2), 104-112. +— _e Sellers, T.P., Alai-Rosales, S., & MacDonald, R.P. (2016). Taking full responsibility: The ethics of +i supervision in behavior analytic practice. Behavior Analysis in Practice, 9(4), 299-308. +¢ Sellers, T.P., Clay, C.J., Hoffmann, A.N., & Collins, S.D. (2018). Evaluation of a performance +—_ management intervention to increase use of trial-based functional analyses by clinicians in a +residential setting for adults with intellectual disabilities. Behavior Analysis in Practice, 12(2), +_ 412-417. +— e Sellers, T.P., Patrizi E.A., & Lichtenberger, S. (2024). Daily ethics, creating intentional practice for +behavior analysts. Bridgeport, Connecticut: Key Press Publishing. +e Skinner, B.F. (1957). Verbal behavior. New York, New York: Appleton-Century-Crofts. +— «Skinner, B.F. (1968). The technology of teaching. New York, New York: Appleton-Century-Crofts. +— Slim,L, & Reuter-Yuill, LM. (2021). A behavior-analytic perspective on interprofessional +collaboration. Behavior Analysis in Practice, 14(4), 1238-1248. +- e Steege, M.W. & Watson, T.S. (2019). Conducting school-based functional behavioral +_ assessments: A practitioner's guide (3rd ed.). New York, New York: The Guilford Press. +* Sugai, G., O'Keeffe, B.V., & Fallon, LM. (2012). A contextual consideration of culture and +~_ schoolwide positive behavior support. Journal of Positive Behavior Interventions, 14(4):197-208. +— ° Ward-Horner, J., & Sturmey, P. (2010), Component analyses using single-subject experimental +designs: A review. Journal of Applied Behavior Analysis, 43(4), 685-704. +~ Wilder, D.A, Cymbal, D., & Villacorta, J. (2020). The performance diagnostic checklist-human +_ services: A brief review. Journal of Applied Behavior Analysis, 53(2), 1170-176. +_. Please Do Not Duplicate 9" +9,"—™ +oo + —, +| — +—™ +oo +—™ +— +10 © 2012 - 2024, Pass the Big ABA Exam" +10,"— PTB ABA Exam Study Manual Quick Guide +— QUICK GUIDE TO THE PTB ABA EXAM STUDY MANUAL +~~ A few things you should know to get the most out your PTB ABA Exam Study Manual. +— e The content in this Manual covers the 6th Edition Test Content Outline. We have done our best to +be thorough and comprehensive, but you may find that you need a bit more information on +~~ some of the concepts, and less on others. Don’t hesitate to refer to your textbooks for more +_ detailed explanations. +e While this Manual is a comprehensive guide to preparing for the BCBA or BCaBA exams, it is a +_ Study Manual. If you find that you are learning something for the first time, please reference the +source material. There are NO shortcuts to becoming an awesome BCBA! +- e The content is organized in order of the BCBA exam TCO. Be sure to pay attention to the title +— page of every section and the upper right-hand corner which calls out the specific Domain +covered on that page. +— e For candidates preparing for the BCaBA exam, each section title, includes the corresponding +_. BCaBA exam TCO Domains. +¢ This is a a study guide and in no way intended to be an instructional manual for the actual +—_ practice of ABA. It does however make a great reference tool once you get those hard-earned +letters. +- e The Manual uses many graphic elements such as icons, charts, and graphs, as well as a variety +a of call-outs. These visuals are intended to make the TCO content more salient and help you +understand, organize, and retain the information being covered. Following is a helpful key for +_ your reference. + Some ABA terms sound very different but share a similar meaning. +— ae These synonyms are referred to as AKAs (an acronym for “also known | +. as”). You can find AKAs next to their related term, or look for the +—_ complete list of AKAs in the back of the Manual, starting on page 453. | +— Acronyms (abbreviations typically using the first letter of the word) : +. are featured throughout the Manual to help you organize and +~ ee memorize concept lists in the ABA vocabulary. They are found on the +_ cronym | left-hand column next to the relevant concept. Sometimes, a silly +noma sentence is included to create a little stimulus salience. The complete | +_— and organized acronym list may be found in in the back starting on | +page 445. Try coming up with your own individualized acronyms and | +— silly sentences to make this more more memorable. +— ef, An asterisk is used to indicate when something is especially important | +oo or meaningful, suggesting you may want to make a mental (or | +— s physical) note. +— The Manual covers the TCO content for both the BCBA and the BCaBA + exams. Each individual Domain section is introduced with a specific | +~~ label that identifies the relevant BCBA TCO items and the +_ peau corresponding BCaBA TCO items. However, the Manual is organized | +according to the BCBA TCO. +Please Do Not Duplicate N" +11,"PTB ABA Exam Study Manual Quick Guide ~~ +| Breakdown a ~ Occasionally, a more detailed breakdown is needed for specific } +: : | concepts and strategies to help you better understand the topic and | — + +wenn all of its nuances. + + CAU TION: — == If you see the caution tape, heed warning and pay close attention. — | + +- m= omom This is intended to flag common misconceptions and pitfalls. — + +fe tae. This blue box is for TCO terms and their definitions. When you see this, | +_ Definition: tet . + +ca it is probably something you should know. i + + hie, Meet the Ethics Devil. Although ethics (and the Code) is covered in ; + +| @ L s gag ETHICS DEVIL Domain E, the Ethics Devil shows up throughout the Manualto point | + +409/ ~—=S WARNING out all the ethical implications across the TCO. If you see the Ethics + + Gry Devil, be sure to make note of the ethical considerations and warnings.) — + + co uderdacld Exam-focused tips highlight exam question scenarios. Look for the | + + 1 re i Exam Tip icon next to the related terms or concepts. _ +oe FORMULA: As a data-led science, ABA requires math, and math means formulas, | + +Cea _ . all of which can be found in this Manual. Just look for this formula icon.} —. + + my FYI (an acronym for “for your information”) is intended to give youa — + +i ) heads up on little tidbits of additional knowledge. + +—|FUN Who doesn't love a fun fact? These gems of information are featured + +_ FACT. right next to the icon. | — + +ee The Hint icon draws your attention to the salient features of a i + +ay 7, ), particular term or concept. It is intended to make the details more | +| a memorable, and help you make a correct discrimination on exam day.| — + +: as, Turns out, the BACB keeps a pretty tight lid on what they plan to } + + Justin include on the exam. Although the TCO is quite specific, sometimes — + +: Pepe we have to do some interpreting and guesswork. The Just in Case + + case icon lets you know that we're not entirely sure if the subject matter is — + +: ee needed for exam day, but it may be important... Just in case. | + +| In addition to providing ample space in the columns, we have | +: : deliberately left an entire page blank at the start of each Domain. This | — + + is intended for ideas and notes, or however you see fit. We recommend] + +: you use it to organize your whiteboard prompts. i + +: There are pros and cons with everything, even in behavior analysis. | + +\ Whenever we find very specific literature about the pros andcons of | + +/ ae mo a topic or concept, it is noted with the PRO and CON icons. If youdon't | ~~ + +' tae cor see the icon, it doesn't mean that there aren't any pros and cons. It i + + oo may just not be explicitly stated in the literature, or we chose not to | + +| include it in the Manual. _ + +\2 © 2012 - 2024, Pass the Big ABA Exam _" +12,"—~ PTB ABA Exam Study Manual Quick Guide +~ _ Since ABA is a bunch of empirically-validated procedures, we | +— a PROCEDURE broken them down throughout the Manual. The Procedure icon lets +ee you know that you're about to get a step-by-step overview. +— | +— eee S. Sometimes, we have to call back to a previous section. When we +ye ere revisit a concept, we give you a little refresher so that youcan keep | +— poe ! moving forward. +- | +At the end of each Domain, you will find review questions, framedas_ | +— REVIEW Qs open-ended questions, matching, and true and false scenarios, +DOMAIN intended to test your Domain-specific knowledge. You can find the +—_ answer keys in the back of the Manual starting with page 459. +— THINK (green) calls your attention to a simplified and +ele contextualized version of a TCO topic. If a concept isn't clicking, the +_ THINK prompt is added to make it more accessible and relatable. +— If you have ever asked yourself, ""What do | use this for?"" when +cowse ec, ¥egUE prayyg.- Studying an ABA procedure, this is for you. This is a no-nonsense +TO guide that spells out what a procedure can and cannot be used for. | +- A helpful way to organize concepts into categories of related terms +— that fall under specific umbrellas. You'll see these groupings nextto | +the umbrella (hence the term). Being able to conceptualize and +— visualize the concepts that exist under the same umbrella will help +VU you narrow the field of answer options on exam questions. | +_ Certain terms are easy to mix up, and it's not always simple to tell | +am -o=y concepts apart. The versus icon is a side-by-side comparison that +— md ~J - helps make the differences more apparent. +— eigen ce Sometimes we pose the questions and then we answer them. That's +ae en). cK what these yes and no icons are for. We'd wait for your response, but | +~ me “ mulling it over could take forever. +_ 9 . += 7 ne -) +4, E “ @ +% pee et g +— ey, oe? +©u for tru + +_ Please Do Not Duplicate 13" +13,"PTB ABA Exam Study Manual — +| +oT + — +——s +os +—~. +—*, +— +— +ee +14 © 2012 - 2024, Pass the Big ABA Exam" +14,"— PTB ABA Exarn Study Manual Roadmap to Exam Day +— ROADMAP TO EXAM DAY +Plan your study schedule with this study planning guide and checklist. +_ 3 6 \ co ACCEPTANCE +MONTHS \ This exam is hard. There’s no way to get around it. You might as well accept it. The +— . PRIOR / good news is, the taste of success is so much sweeter knowing that you beat the +ca odds. +_ P.S. This advice is true for retakers, too. Retaking the exam sucks, but there’s no + shame in needing another try (and you're far from alone). As hard as it may be, find +_ acceptance and make a plan to move forward. As one former student so eloquently +put it, “Get revenge on the test.” +0c GET YOUR AFFAIRS IN ORDER +_ Complete your supervision hours, gather all the needed documents, transcripts, and +_ paperwork to submit your application to the BACB. it’s getting real. +— oO SCHEDULE AN EXAM DATE +Having a set date will incentivize studying. Think of your exam date as the day you +_ become a BCBA/BCaBA. That day is right around the corner! +_ O PLAN YOUR STUDY ACTIVITIES +— Now that you have purchased an awesome study manual that organizes the exam +content for you, combine it with activities that include your own content, like notes +_ and outlines. Use it with established tools like SAFMEDS or Flashcards. Don’t have +_ these handy? PTB has you covered with options for every learning style. +— a CREATE A STUDY SCHEDULE +PTB recommends studying 15-20 hours per week. Having a schedule will help you +— stay accountable. Treat your study sessions like appointments. If you have to cancel, +then reschedule. This will also help with work-study-life balance. +_ O START COMPREHENSIVE STUDYING +Join the PTB Big Exam Prep Workshop. Read the PTB ABA Exam Study Manual. Review +— source materials like textbooks and relevant journal articles. Listen and watch videos. +Write out and outline the content. Create and study your flashcards, use the PTB +~— FlashMEDS or Small Stack SAFMEDS. Take fluency drills and some mock exams too, for +_ good measure. +—_— ao BUILD EXAM TAKING SKILLS +If you want to pass the Big ABA exam, you have to build your memorization, +_ comprehension, and application skills. Memorization will help a lot; understanding +what you've memorized is extremely important; and being able to apply that +~ knowledge to exam questions, well that’s your only job on the Big day! +Please Do Not Duplicate 15" +15,"PTB ABA Exam Study Manual Roadmap to Exam Day ~~ +oO RECRUIT A STUDY BUDDY ~~ +3-6 Connect with a fellow candidate to study and learn together, and teach and test _ +MONTHS . . ; sis +PRIOR / each other on the material. Working with another person increases accountability, +learning opportunities, salience, and is just more fun. Choose your study buddy ~~ +| wisely. +| c SIGN UP FOR THE PTB BIG EXAM PREP WORKSHOP _ +| If you are nervous about all the content, managing your time, organizing your . +materials, or just feel that you would benefit from the accountability provided by a —. +structured workshop, join the PTB Big Exam Prep Workshop for up to 14 weeks of +access to study materials and 6 weeks of weekly live classes. Participation willkeep = — +you on a study track for up to 14 weeks. Check it out or email PTB at +help@passthebigabaexam.com with questions. ~ +1) TAKE CARE OF YOURSELF +We liken the exam to a marathon. If you have ever run a marathon (we haven't), —. +then you know that taking care of your body is a Big part of a successful run. +Making sure you sleep, eat a healthy diet, and get fresh air will help revive you and ™ +keep that brain working. Remember: you're training your brain. You have to feed it, +warm it up, stretch it, and nurture it. We know that doesn’t sound very ‘behavioral’ _ +(sorry not sorry). _ +/ 1 GKEEP UP THE INTENSIVE STUDYING _ +/ Monty | By now you should have a solid study routine in place. Keep that up in this final +\ prior / month, especially the study activities that you have found most helpful and — +Seo motivating. +| O PLAN YOUR WHITEBOARD +The whiteboard is meant to serve as scratch paper and response prompts. Take - +: some time to plan the exact content that you will include. Memorize your — +: whiteboard content, and practice filling it out from memory prior to mock exams. +You'll be glad you did. By the way, creating the whiteboard is not a generic process. — +It should be individualized to you to include only what you need. +c TAKE MOCK EXAMS _ +Mock exams can be a really helpful resource to assess your readiness. If you +haven't already done so, be sure to take a complete mock exam-— one that mimics —. +the actual BCBA exam. Be sure to use mock exams from trusted sources. Domain- +specific mock exams can be helpful for more focused help. This is how application _— +| skills are established. Practice makes perfect. +Check out the selection of PTB Mock Exams, including mini mocks you can target _ +by Domain, a complete mock that simulates the exam experience. Or, if you want a +live review focused on specific Domains, check out the PTB MiniBig. —_ +16 © 2012 - 2024, Pass the Big ABA Exam a" +16,"“~~ PTB ABA Exam Study Manual Roadmap to Exam Day + +— co SIMULATE THE EXAM EXPERIENCE + +_ f 1 \ When taking mock exams, create a Pearson VUE-like atmosphere. Set a timer to + +. . Melon ' take a 175-question mock exam. If you plan to wear earplugs on the Big day, do so + +—_ for the mock exam as well. Fill out that whiteboard and use it. Set up a divider to +create the claustrophobic cubicle environment, and any other elements that may + +—_ throw you off your game when sitting for the exam. All of this will help you better +role-play the Big day. + +_. c MAKE SOME LIFESTYLE ADJUSTMENTS +This is a good time to start reducing and avoiding extra stressors, like Big life + +— changes, new projects, new jobs, diets, partying and staying out late (even one +glass of wine can make you tired and less productive the next day). Make sure to + +~~ get plenty of sleep! +O MIX THINGS UP + +no Mix up your study materials. Study out of order and out of context, to promote +generalization. Studying in content order can actually prompt correct responses, + +—_ so randomize and mix it up. + +. Cc EXPLORE YOUR EXAM CENTER + +— Being prepared will offset exam anxiety so make sure you know where you're going, +what you're bringing, and any particulars of your exam center. They all do vary, so + +— investigate ahead of time. Confirm the address, parking information, indoor +temperature, wardrobe policy, access to locker/food, earplugs, type/size of + +~ whiteboard, etc. Make sure you have the needed identification. You need two forms + +_ of valid identification. Both must show your full name exactly as it appears on your +BACB account. Both must have your signature and be current. The primary + +— identification must be government-issued and also include a photo, + +— “~., Oo TAKE A STUDY BREAK + +( | Take some time away from studying before you burn out: dinner with friends, see a +on WEEK . . . . +PRIOR movie, or just veg out on the couch with your favorite TV show. It's OK to do + +_ . something other than study! + +— 0 STOP CRAMMING +If you've been committed to a study routine, you're probably in pretty good shape + +~~ by now. The most effective way to use this last week is reviewing the areas that + +_ have been most difficult, scored lower on mock exams or previous Big exam +attempts. +Oo REVIEW STUDY MATERIALS + +_ Your manual, flashcards, SAFMEDS or PTB FiashMEDS will come in handy right about +now, for light review. No need to reference the denser textbooks and journal articles + +_ anymore. + +—. Please Do Not Duplicate 17" +17,"PTB ABA Exam Study Manual Roadmap to Exam Day -—— +c DO SOMETHING ELSE — +1 You're probably going to be more anxious and hyper-focused on the exam, so try to +weex distract yourself with some unrelated and mindless activities. Watch some reality _ +| “shows. A nice by-product: it will make you feel super smart. _ +| +0 TAKE EXTRA SPECIAL CARE OF YOURSELF — +Try to get extra sleep and do something nice for yourself, like get a facial or a +massage, or take a long walk with a good friend (furry friends count). Yoga, a +mindfulness, meditation, and sound baths do wonders for taking the edge off. _ +oO REVIEW YOUR WHITEBOARD ao +Make sure you know exactly what is going on your whiteboard. Practice writing it out +and time yourself so you know how much exam time will be used to fill it out. — +1 BUY A NEW FRAME 7 +It’s time to manifest your new certificate, and it’s going to need a fancy frame. -— +0 STAY CASUAL _ +THENIGHT | Casually go through your materials. Recruit a friend/fellow candidate to exam you _ +BEFORE and talk through the concepts that worry or scare you. +4 ISOLATE A FEW SPECIFIC THINGS FOR A LAST GLANCE 7 +Your whiteboard plan, formulas, acronyms, or helpful images. This can also come — +with you for a last minute review on exam day. +oc GET READY FOR THE EXAM _ +Check the Pearson VUE address (again) and parking information. Make sure there is +gas/battery charge in your car. Check the weather. Lay out your clothes, Get your — +identification ready. +co TRY TO RELAX _ +You know what works best for you, but PTB is a Big proponent of yoga, mindfulness, +meditation and/or a sound bath. These are activities proven to reduce anxiety. — +ci GET A GOOD NIGHT’S SLEEP —_ +Go to bed early; you may feel restless and need a few hours to actually fall asleep. _ +We suggest chamomile tea and old episodes of shows you've seen before to help +bring on the drowsy. Try to avoid being on your phone. The light from mobile devices __ +can negatively affect your sleep. +EXAM cl WAKE UP +DAY (Do that everyday, please.) It’s the Big day. — +18 © 2012 - 2024, Pass the Big ABA Exam" +18,"——~ PTB ABA Exam Study Manual Roadmap to Exam Day +— oc EAT WELL +EXAM Eat a good breakfast and/or lunch. This is not the day to give up caffeine or +~~ DAY carbohydrates. Make sure to eat some protein, too. You'll need your brain running +_ on all cylinders. +— co DOUBLE CHECK YOU HAVE ALL THE ITEMS YOU WILL NEED +Your IDs, water, snacks, documents, etc. Some testing centers allow you to access +~~ your snacks when you take a break. +- co BE ON TIME/EARLY +— Arrive at the test center 30 minutes prior to your appointment to allow sufficient +time to park and check-in. +_ 4 DO ALAST PASS OF YOUR NOTES +Review your last glance notes and whiteboard plan. +c DON’T FREAK OUT +_— Exam centers are intimidating. They are very high security and this process may +_ increase your anxiety. Be prepared for that. Ask your friends with exam experience +about your mutual exam centers. +— | 1 USE YOUR WHITEBOARD +— DURING You get a whiteboard and a dry erase marker. Fill out that whiteboard. Write +THE down every formula, acronym, hint, that you practiced, planned for, and +_ EXAM no ; +remember. Even the easy stuff. Write it all down. if you followed our advice +_ and rehearsed this ahead of time, this will hopefully be a piece of cake. +— ca TAKE A BREAK, OR A FEW +Even if it’s a short one, you need to move your body and change your scenery +_ (have a snack, use the restroom, stretch). It is crucial that you don’t spend +four hours looking at a computer screen. NOTE: the exam clock doesn’t stop, +_ so be mindful of the time. +- 1 TAKE YOUR TIME, BUT HURRY UP +— Leave time to review your answers at the end. Unless you are the type to +second-guess and change correct answers, then don't. If you have used the +~ PTB Self-Monitoring Test-Taking Form, then you will know this about yourself +_ ahead of time, and plan accordingly. +— CG KNOW WHEN TO MOVE ON +Don’t spend time on things you are confused about or can’t remember. This +—_ will cause you to lose confidence. There is plenty of time to come back to a +_ question. It is OK not to know everything. Even Skinner wouldn't know all the +answers, or maybe he would. We don't really know. We never met him. +— Remember, you don’t need to get 100%. +Please Do Not Duplicate 19" +19,"PTB ABA Exam Study Manual Roadmap to Exam Day ~~~ +oss. TAKE A GUESS _ +DURING: Don't leave any question blank. You have a 25% chance of getting it right with a _ + +THE guess. +EXAM +CO NARROW YOUR FIELD +For each exam question, eliminate the obvious wrong choices, made up words, ~~ +items that fall under different umbrellas, and redundancies. Doing this willincrease +your odds. +~) LOOK AT THE LAST SENTENCE FIRST +This will help you to identify the call to action. Knowing what the question is asking, ~~ +| will help you identify important key words and eliminate useless information. _ +| c WATCH OUT FOR NEGATION WORDS — +Pay attention to words like ‘not’, ‘except’, ‘other than’, in exam scenarios. These +7 words negate what is being asked. Remember: a double negative equals a positive. —~ +AFTER 1 GO GET YOUR RESULTS | +THE Results are available immediately at the front desk of the testing center. Submit — +EXAM —_—your exam, take a deep breath and go get the news. +got F, IMMEDIATELY BECOME A BCBA AND START ACTING LIKE A BOSS ~— +~ 4%"" Your certification is effective immediately and you'll find your certificant number in _ +gilt your BACB account within 24 hours. +- Update your email signature to include your BCBA certification. You will remember | +your first email using your new signature forever. You can even surprise your friends — +and family with your results by sending them an email with your new signature. +co TELL YOUR BOSS YOU’RE READY FOR NEW BUSINESS CARDS WITH YOUR NEW +CREDENTIAL +This is the most fun part. You may not even need business cards for your job, but you. —. +should absolutely get some to celebrate your certification. +c SHARE YOUR GOOD NEWS WITH PTB +We want to know. Plus, you can help inspire other students who are on their journey. +And, if you completed the PTB Big Exam Prep Workshop, PTB will pay for your first year — +membership with Association of Professional Behavior Analysts (APBA). To redeem, +email helpo@passthebigabaexam.com with a photo of your BACB letter. — +co CELEBRATE ~~ +Enjoy the amazing feeling. You've worked hard and you earned this! — +— +20 © 2012 - 2024, Pass the Big ABA Exam —_" +20,"“—~ PTB ABA Exam Study Manual Domain A +nee eee +- BEHAVIORISM AND PHILOSOPHICAL FOUNDATIONS +— Al Identify the goals of behavior analysis as a science (i.e., description, prediction, control). +— A2_— Explain the philosophical assumptions underlying the science of behavior analysis (e.g., +_ selectionism, determinism, empiricism, parsimony, pragmatism). +_. A323 Explain behavior from the perspective of radical behaviorism. +— AA _ Distinguish among behaviorism, the experimental analysis of behavior, applied behavior +analysis, and professional practice guided by the science of behavior analysis. +_. AS __ Identify and describe dimensions of applied behavior analysis. +_ Please Do Not Duplicate 2\" +21,"PTB ABA Exam Study Manual Domain A — +— +— +—™~ +oN +m—. +—~, +—~ +sos +oof +— +—_ +—™, +c—™ +— +22 © 2012 ~ 2024, Pass the Big ABA Exam" +22,"—— PTB ABA Exam Study Manual Domain A: Al +gayest A.1Identify the goals of behavior analysis as a science (i.e., description, prediction, +—_— control). + A.1 Explain the goals of behavior analysis as a natural science (i.e., description, + prediction, control). +""THREE LEVELS OF The goal of behavior analysis is to scientifically understand the variables +— SCIENTIFIC that affect the behavior of living organisms across three levels of +UNDERSTANDING understanding. +1. Description: +— _ e First level of scientific understanding. +; 3 e Describe the facts that are derived from observing behavior. +"" LEVELS OF ¢ Quantify and classify these observed events to test for possible +: SCIENTIFIC : ; +— | UNDERSTANDING relationships. +: Example: When we organize and categorize observations into ABC +— ~ escription data. _ +--rediction THINK: Organize information to make a prediction (hypothesis) for +— . --ontrol further exploration. +~ Parent denied Child screamed Parent gave +_ child access toa andattempted the child the +desired toy. to hitthe parent. desired toy. +—_ ABC chart. Description. +2. Prediction a.k.a. correlation, covariation: +— e Second level of scientific understanding. +e With control, a primary goal of the science of behavior. +~ e Look at descriptions of events to make a hypothesis about function. +_ e Identify the probability of one event occurring when another event +occurs. +— Example: When repeat ABC observations show a consistent +relationship between the occurrence of two events, you can predict +— a function. +THINK: Hypothesize about function. +Parent denied Child screamed Parent gave Ss, S +— childaccesstoa andattempted thechildthe — Hypothesized +_ desired toy. to hit the parent. desiredtoy. function = Access. +_ Parent denied Child screamed Parent gave +child access toa andattempted the child the +_ desired toy. to hit the parent. desired toy. +ABC chart. Prediction. +Please Do Not Duplicate 23" +23,"PTB ABA Exam Study Manual Domain A: AI-A2 ~~ +— +THREE LEVELS OF AG HE HE HE HE 67 hU6fTE 6 6 6 +SCIENTIFIC CAUTION: Not necessarily proof that one event causes the other; an — +UNDERSTANDING experimental demonstration is needed to prove the relationship. +(Cont'd) a AE 7 OA 67H 6 6 6 6 C6 +3. Control a.k.a. causation: — +¢ Third and highest level of scientific understanding. +e Experimental test of the prediction. — +e Experimental demonstration that manipulating one event (the +independent variable) results in a change in another event (the — +dependent variable), and this change can be attributable only to the _ +independent variable. +¢ With prediction, a primary goal of the science of behavior. — +¢ Establishes the functional relationship. +THINK: Proof. Test the hypothesis to confirm what has been predicted. — +Example: The FA proved that hitting occurred when access was +denied and was less likely to occur when access was available. ™ +Hitting Response —eControl — +9 —m—Denied Access +g° - += 7 ANN +oO 8 — +Oo 5 +E ¢ ” +Ss 3 +2 aN +1 +0 — +1 2 8 4 58 6 7 8 $ 0 nN +Days +Graph: Example of control. _ +jetta A.2 Explain the philosophical assumptions underlying the science of behavior - +a analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism). __. + A.2 Explain the philosophical assumptions underlying the science of behavior _ +ERE analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism). . +FIVE PHILOSOPHICAL 1. Determinism: +ASSUMPTIONS e The assumption that the worid is an orderly, predictable and lawful — +UNDERLYING THE place where all events occur as a result of cause and effect. +SCIENCE OF BEHAVIOR e Everything happens because of other events. —* +ANALYSIS ¢ In ABA, this is the assumption that behavior is caused by _ +environmental stimuli. . +Example: Human behavior is preceded by an antecedent. It does — +not typically occur spontaneously without cause. +THINK: Everything has a cause and nothing happens out of nowhere. — +a +24 © 2012 ~ 2024, Pass the Big ABA Exam —" +24,"“~~ PTB ABA Exam Study Manual Domain A: A.2 +FIVE PHILOSOPHICAL 2. Empiricism: +— ASSUMPTIONS e The assumption that knowledge is built on objective observation and +UNDERLYING THE measurement (data). +“~~ SCIENCE OF BEHAVIOR e Reliance on a detailed description of events and objective +_. ANALYSIS quantification (measurement). +. (Cont'd) Example: “I drink five sodas a day” vs. “I drink a lot of soda.” +— THINK: Evidence-based, experimental, data-based scientific +approach. +— THINK: Empiricism = Evidence = Facts = Data +~—-_-B PHILOSOPHICAL 3. Parsimony: +— ASSUMPTIONS ¢ The assumption that the simplest and already-established theory, + we requiring the fewest assumptions, must be ruled out before +_. . eterminism considering more complex explanations. +_ Mpiricism THINK: Explanations based on our science first. +— arsimony Example: It’s more parsimonious to attribute a client’s behavior to a +_ fagmatism maintained consequence before blaming Mercury in retrograde. +— , lectionism Example: The infant cries when he is hungry because in the past, +Sse crying has resulted in getting a bottle, vs. the infant cries because +-_ Mercury is in retrograde. +4. Pragmatism: +—~ e The assumption that what is discovered in research is only useful +when there are practical positive outcomes (e.g., effective for a +— client). +* Relying on outcomes in an applied setting to verify the effectiveness +_ of a procedure. +_ Example: Even though the research shows that a DRO is an effective +strategy for eliminating undesirable behaviors, it wasn’t effective with +— Janine, therefore her BCBA chose a procedure that had better +outcomes for Janine. +— THINK: If it works, don't fix it. +Example: The concepts of reinforcement, punishment, and prompt +~~ are pragmatic, because the terms can only be applied if there is a +_ specific effect on behavior (e.g., behavior increases, decreases or is +successfully evoked). +5. Selectionism: +— ¢ The assumption that behavior evolves and is maintained by +consequences (function). +~~ Example: Behavior that is followed by reinforcement is more likely +a to be maintained and to produce more sophisticated repertoires. + THINK: Selection by consequences. +; Piease Do Not Duplicate 25" +25,"PTB ABA Exam Study Manual Domain A: A2-A3 —. +FIVE PHILOSOPHICAL __.. Although the TCO doesn't list these terms, some literature also includes +ASSUMPTIONS them as philosophical assumptions. — +UNDERLYING THE 1, Experimentation: +SCIENCE OF e Basic strategy of most sciences. —_ +BEHAVIOR ANALYSIS * Requires manipulating variables (IVs) to see their effects on the +(Cont’d) behavior (DV). ~~ +* Controlled comparison of the DV under two or more conditions (IVs). +e Determine if one event caused another event. +es, « Requires that all variables be controlled except the DV. — +wrk bes, THINK: Research, functional analysis/control. +Justin — +ad 2. Replication: +Case e One experiment is valuable, but it’s not enough; we need reliability. ~~ + ¢ Repeat experiments to determine their reliability. 7 +¢ Determine usefulness of findings. - +e Discover and correct mistakes. oa +THINK: Science is a self-correcting enterprise. +3. Philosophical doubt: +e Acontinuously critical eye on the results of studies/work with clients. -> +* Question even after reliable findings. +* Be open to being wrong. _ +THINK: Be a healthy skeptic and question the truth. _ +Do ingesn A.3 Explain behavior from the perspective of radical behaviorism. — +| BCaBA A.3 Describe and explain behavior from the perspective of radical behaviorism. _ +RADICAL BEHAVIORISM e BF. Skinner contribution. _— <™, +e Seeks to understand all human behavior, fe sx .Qho- +both public and private. | c o® * 3 +¢ Subscribes to the belief that one’s private tes 2 a +events (covert behavior) should be analyzed | ae zt +using the same behavioral principles as er ee * +directly observable (overt) behaviors. | a +¢ Response to private events is as significant as } FPA y , +response to public events (e.g., private stimuli | 7 Sn, — +can evoke and affect behavior). — +e Responses to private events can be private or public. ~_ +Example: A sad memory is a private event that evokes crying which _ +is a public response to the private event. +Example: A headache is a private event only experienced by the — +individual who is feeling it. +[FUN “Radical” because up to this point behavior was considered to be the +FACT directly observable stuff. — +26 © 2012 - 2024, Pass the Big ABA Exam" +26,"— PTB ABA Exam Study Manual Domain A: A.3 - AA +“ RADICAL BEHAVIORISM ens oe AO tt ae +— (Cont'd) “ +Private events: Covert events (stimuli) taking place inside the +— , §kin that are solely accessible or detectable by the individual +experiencing the event (e.g., thoughts, pain, feelings, ideas, +— _ sensations). Influenced by function, just like public events. +—_ HE HE 6A EE EE 6-7 6! 6 6 +CAUTION: Don’t confuse radical behaviorism with mentalism. +— AZ Hi HE 4H HH 4H 4H 4H 4H &@8 +Soe A.4 Distinguish among behaviorism, the experimental analysis of behavior, +_— applied behavior analysis, and professional practice guided by the science of +— behavior analysis. +_ eS A.4 Distinguish among behaviorism, the experimental analysis of behavior, applied +TERETE behavior analysis, and professional practice guided by the science of behavior +— analysis. +—~ FOUR BRANCHES OF 1. Behaviorism: +BEHAVIOR ANALYSIS ¢ Examines the philosophical, theoretical, historical, and +_ methodological issues within the science of behavior. +en e Contrasts mentalism which often has difficulty making predictions +- 4 BRANCHES OF that could be tested using experimental methods. +-——~ BEHAVIOR ANALYSIS ¢ Environmental (not mentalistic) explanation of behavior. +2 ¢ Today's behaviorism = Skinner’s radical behaviorism. +— , -ehaviorism +EAB 2. Experimental analysis of behavior (EAB): +— {SBA e Research on basic processes and principles; is conducted mainly in +_ rofessional Practice laboratories. +ca ¢ Human and non-human subjects. +—_~ THINK: Controlled settings. +— 3. Applied behavior analysis (ABA): +¢ Applied research. +~— e An applied science that uses the behavior principles derived from +EAB, to improve sociaily important behavior. +- e Involves assessing the environmental influences on behavior, +_. assessment-based intervention, and data-based decision-making. +* Behavior analysts that assess, monitor, analyze, revise (if needed), +— and communicate the effects of their work. +¢ Creates behavior-change tactics that can: +— o Increase behavior. +e Teach and maintain behavior. +— © Make behavior sensitive to environmental events. +_ o Generalize behavior. +© Reduce challenging behavior. +— e Technology for improving behavior. +Please Do Not Duplicate 27" +27,"PTB ABA Exam Study Manual Domain A A4-A5 7 + — +FOUR BRANCHES OF e Targets needs in general and special education, organizational +BEHAVIOR ANALYSIS behavior, management, gerontology, sports, health and fitness, public ~~ +(Cont’d) health, substance disorders (to name a few). +e Leading treatment approach for ASD and other developmental - +disabilities. _ +THINK: What we do. +4. Professional practice guided by the science of behavior analysis: +¢ Refers to individuals in various fields of work (not necessarily — +BCBAs/BCaBAs) implementing ABA procedures within their +professions. ~~ +Example: A general education teacher implements an +interdependent group contingency in her classroom that increases -_ +participation and decreases disruptive behavior. — +THINK: Education, sports, psychology, job safety, health, business, +animal training, commerce. — +yet A.5 Identify and describe the dimensions of applied behavior analysis. _ +r(eey = A.5 Identify and describe dimensions of applied behavior analysis. (Baer, Wolf, & _ +REIS Risley, 1968). — +SEVEN DIMENSIONS OF 1. ~Behaviorai: — +APPLIED BEHAVIOR ¢ The subject of interest is the behavior in need of improvement. +ANALYSIS ¢ Targeted behavior must be measurable. _ +Outlined in the First Edition e Ask whose behavior has changed (the client’s or observer's). +of the Journal of Applied — THINK: We, as behavior analysts are behavioral because, in our work, +Behavior Analysis (JaBA) in the subject of interest is clearly defined ble and ob bl +1968 (Baer, Wolf, and Risley) D| y defined, measurable and observable —, +.. behavior. + 7 DIMENSIONS OF 2. Applied: +i ¢ Improve socially significant behaviors in real-world settings (e.g,, ~~ +: ehavioral social language, academic, daily-living, self-care, vocational, and/or +» -spplied recreational and leisure skills). _ +- -echnological THINK: Improving individuals’ everyday lives. _ +_ -onceptually ° Help significant others (e.g., parents, peers, employers) behave more +_ Systematic positively towards the client. — +_ ~-nalytic THINK: We, as behavior analysts, are applied because our work takes +» Senerality place in applied settings, targeting the socially significant problem _ + -ffective behaviors where they occur (home, school, park, etc.). +3. Technological: —_ +¢ Requires that procedures are defined clearly and in detail so they are +replicable (like a recipe) and can generate the same results — +repeatediy/reliably. +THINK: Direct and precisely replicable procedures. ~ +—_ +28 © 2012 - 2024, Pass the Big ABA Exam —" +28,"“~~ PTB ABA Exam Study Manual Domain A: AS +SEVEN DIMENSIONS OF HEN: We, as behavior analysts, are technological because our work +—~ APPLIED BEHAVIOR is replicable. We write out our interventions like a recipe so anyone +ANALYSIS could step into our shoes and follow our protocols if, for any reason, +“— (Cont’d) we're not able to. +_ PHIM: Recipe for treatment. +— ETHICS DEVIL WARNING: Code Standard 3.11: Documenting Professional Activity: +Ud Throughout the service relationship, behavior analysts create and maintain +— > aaq detailed and high-quality documentation of their professional activities to | +ee) facilitate provision of services by them or by other professionals, to ensure +— a ate” f accountability, and to meet applicable requirements (e.g., laws, regulations, funder | +/ and organization policies). Documentation must be created and maintained in a +—_ manner that allows for timely communication and transition of services, should the +: need arise. +AG 4H 6406 6S 648 & 4 4 OU CO +— CAUTION: It’s the procedures that are clearly defined, NOT behaviors +_ (that would be the behavioral dimension). +4 ff 4 4H 4H ff 4 4H 4H 45 +ncaa 4, Conceptually systematic: +| 3 PRINCIPLESOF [| = * ABAis not acollection of tricks. +— | BEHAVIOR | « Procedures should be derived from the basic principles of behavior +i . : analysis (punishment, extinction, and reinforcement). +_. 4 unishment Telli: We, as behavior analyst tuall t ti +| xtinetion Ic We, as ysts, are conceptually systematic +|. einforcement because the interventions we use are based on the principles +an a of behavior principles of behavior: Punishment, extinction, +—_— reinforcement. + ETHICS DEVIL WARNING: Code Standard 2.14: Selecting, Designing, and Implementing +~~ E Behavior-Change Interventions: Behavior analysts select, design, and implement + behavior-change interventions that: (1) are conceptually consistent with | +_ OPr behavioral principles; (2) are based on scientific evidence; (3) are based on +_ ‘ de &#f assessment results; (4) prioritize positive reinforcement procedures; and (5) best = | + an Te meet the diverse needs, context, and resources of the client and stakeholders. +_ ee ~—_ Behavior analysts also consider relevant factors (e.g, risks, benefits, and side +| effects; client and stakeholder preference; implementation efficiency; cost +— : effectiveness) and design and implement behavior-change interventions to +| produce outcomes likely to maintain under naturalistic conditions. They summarize | +— | the behavior-change intervention procedures in writing (e.g., a behavior plan). +5. Analytic: +~ « When a functional relationship is shown. +_ A functional relation is demonstrated when the manipulated 4 +— events (IVs) produce a reliable change in any measurable +dimension of the targeted behavior. i +_. Please Do Not Duplicate 29" +29,"PTB ABA Exam Study Manual Domain A:A5 = +ss +SEVEN DIMENSIONS OF e When an experimenter can control the occurrence and non- - +APPLIED BEHAVIOR occurrence of the target behavior. — +ANALYSIS e Exhibit as much control as possible given the boundaries of the +(Cont’d) treatment setting and behavior. — +¢ Believability — is there enough experimental control to prove a reliable +functional relation? ~ +THINK: We need to know the function to do our jobs! _ +THINK: Functional relation; control; causation; proof. +THINK: We, as behavior analysts, are analytic because, in our work, a +we assess for the function of behavior, and we base our treatments +on that function. — +6. Generality: — +¢ Behavior change that persists across time in conditions +that differ from the original intervention conditions (e.g.,across other ~~ +settings, behaviors, and people). —_ +THINK: Generalization. +THINK: We, as behavior analysts, program for generalization to ensure — +the behavior changes we produce continue to occur in other settings, +and with other people. — +7. Effective: ~ +e Practical improvement. _. +e Behavior change creates a socially significant difference in a person’s +life and in the lives of the people who live with and interact with them. — +THINK: We, as behavior analysts, are effective because our work +results in significant and measurable changes to an individual's life. — +ETHICS DEVIL WARNING: Code Standard 2.01: Providing Effective Treatment: _ +. Behavior analysts prioritize clients’ rights and needs in service delivery. They provide —_ +| ‘ ms services that are conceptually consistent with behavioral principles, based on + ae / scientific evidence, and designed to maximize desired outcomes for, and protect — +_ wf alll, clients, stakeholders, supervisees, trainees, and research participants from +Vi 7 harm. Behavior analysts implement non-behavioral services with clients only if they — +have the required education, formal training, and professional credentials to deliver +such services. — +— +30 © 2012 ~ 2024, Pass the Big ABA Exam" +30,"—~ PTB ABA Exar Study Manual Domain A: Review Qs +~ +_ DOMAIN A: BEHAVIORISM AND +_ ees PH |LOSOPHICAL FOUNDATIONS +— oo (A.4) List the 4 branches of behavior analysis; —C—CCiSY, +_. 2. (A585) The dimensions of ABA were outlined inanarticle by, +rnd in tthe first editionof__ Cin the year, +— 3. (AJ) This is the first level of scientific understanding: +“~~ 4, (A.2) Match the term to the related explanation: +_. 1. Replication. A. Helps discover and correct mistakes. +2. Determinism. B. Healthy skepticism. +— 3. Selectionism. C. Fit findings within the field’s existing knowledge base. +4. Philosophical doubt. D. Manipulating variables to see the effects on a dependent variable. +— 5. Empiricism. E. Behavior selected by consequences. +6. Pragmatism. F. Behavior doesn’t occur without cause. +— 7. Experimentation. G. Objective quantification. +_ 8. Parsimony. H. If it works don't fix it. +—. 5. (A.3) Mark an X by the options that describe a private event: +—— 1. Thinking about what you want for dinner. ——— 6. A scratch on the knee. +— ——— 2. Experiencing a headache. —— 7. Ahigh temperature. +—_— 3. Rolling your eyes at someone. —— 8. Experiencing a hunger pang. +— —__.. 4. Being tapped on the shoulder. __. 9. The idea to call a friend. +5. A person's heartbeat. 10. Crying when remembering a friend. +_. 6. (A.2) This philosophical assumption describes our reliance on detailed descriptions of events: +7. (A.1) Which level of scientific understanding describes a functional relation? +“8. (A.3) TRUE or FALSE: Radical behaviorism is only concerned with private behaviors. +~~ 9, (A.4) Which branch of behavior analysis is mostly conducted in controlled settings? +— 10. (A) List the 7 dimensions of ABA: , ' , +Please Do Not Duplicate 3]" +31,"PTB ABA Exam Study Manual Domain A:ReviewQs ~ * +—_~ +1. (AJ) List the three levels of scientific understanding, = —CCsS: _ +12. (A.2) Discontinuing a classroom token economy system because it isn’t effective, describes | +this philosophical assumption underlying the science of behavior: —S +13. (A.4) People who work in applied behavior analysis utilize behavior principles to improve —™ +socially significant behavior, that were derived from _.- _ +14. (A.3) Why was the word radical used to describe B.F. Skinner’s behaviorism? _ +15. (A.2) Which philosophical assumption describes the belief that behavior is maintained by +consequences? —™ +16. (A.5) Using a procedure that is based on the principle of reinforcement describes which _ +dimension of applied behavior analysisP__PPP_ a +17. (A.3) What type of behaviorism do we all use today? as +18. (A.4) A physical trainer utilizing contingency contracting with his trainees, is an example of —_ +this branch of behavior analysis: +19. (A.1) This level of scientific understanding asks us to assess the probability of one event _ +occurring when another event occurs: +20. (A) An intervention to help a child increase their safety skills, demostrates this dimension of | +applied behavior analysis: — +—~ +— +— +39 © 2019 - 2094, Pass the Big ABA Exam ok" +32,"“PTB ABA Exam Study Manual Domain B + +_ DOMAIN B + +7 CONCEPTS AND PRINCIPLES + +— Bl Identify and distinguish among behavior, response, and response class. + +— B2 Identify and distinguish between stimulus and stimulus class. + +— B33 Identify and distinguish between respondent and operant conditioning. + +— B4 Identify and distinguish between positive and negative reinforcement contingencies. + +_. B5 Identify and distinguish between positive and negative punishment contingencies. + +_. B6 Identify and distinguish between automatic and socially mediated contingencies. + +__ B77 Identify and distinguish among unconditioned, conditioned, and generalized reinforcers. + +__ B88 Identify and distinguish among unconditioned, conditioned, and generalized punishers. + +_ B.9 identify and distinguish among simple schedules of reinforcement. + +B.10 Identify and distinguish among concurrent, multiple, mixed, and chained schedules of + +— reinforcement. + +— Bll Identify and distinguish between operant and respondent extinction as operations and +processes. + + Bd2 Identify examples of stimulus control. + +BIB Identify examples of stimulus discrimination. + +~~ B14__ Identify and distinguish between stimulus and response generalization. + +“B15 Identify examples of response maintenance. + +“ BJI6 Identify examples of motivating operations. + +“B17 Distinguish between motivating operations and stimulus control. + +— B18 Identify and distinguish between rule-governed and contingency-shaped behavior. + +— B19 Identify and distinguish among verbal operants. + +— B.20_ Identify the role of multiple control in verbal behavior. + +— B.21 Identify examples of processes that promote emergent relations and generative +performance. + +B22 Identify ways behavioral momentum can be used to understand response persistence. + +""B23 Identify ways the matching law can be used to interpret response allocation. + +~~ B24 Identify and distinguish between imitation and observational learning. + +—_ Piease Do Not Duplicate 33" +33,"PTB ABA Exam Study Manual DomainB -~\ +coo +aN +—, +— +— + +34 © 2012 - 2024, Pass the Big ABA Exam" +34,"“—~ PTB ABA Exam Study Manual Domain B: B.] +~* are B.1 |dentify and distinguish among behavior, response, and response class. +- eyeay _B.1 Identify and distinguish among behavior, response, and response class. +_. BEHAVIOR * What living organisms say, do, think, and/or feel. 4 +¢ The subject matter of behavior analysis. - Nas +— e Large set of responses that share physical r= Cy A +dimensions/functions. - +— e How living organisms interact with their environment. +e Action that has an effect on the environment. +~~ e Includes movement within the skin, not observable +_ by others. +THINK: Verbs, activity, movement. +— THINK: Behavioral dimension of ABA. +Example: Study behavior, clapping hands, thinking about an old +~~ boyfriend, shifting eye gaze in another direction. +— 48 WE fF 4 4 4H 4H 4H 45 4&5 +CAUTION: Not movement produced by an outside force, like being +—_ pushed by another person. +yn On Ue OU lo of +_ . Repertoire: All the behaviors a person can do; a collection of +learned skills related to a specific task or a specific setting. +— Example: Language skills; daily routines; practicing ABA; cooking; +.. study behaviors. +~~ ENVIRONMENT e An elaborate and always changing universe of events. +— e In ABA, refers to stimulus conditions that are internal and external to +the individual. +— e Events that differ moment to moment. +* Influences behavior through stimulus changes. +| nn Behavior doesn’t occur without an environment. +RESPONSE e Asingle instance of behavior. +— * Measurable unit of analysis in the science of behavior analysis. +_. Example: If clapping one’s hands at the end of a performance is a +behavior, then each individual clap is a response. +RESPONSE CLASS e A group of behaviors that have the same function. +- e Important to us because behavior analysis looks at how behavior +_ affects the environment, functionally. +e All the behaviors in a specific response class have the same effect on +_ the environment. +¢ Similar behaviors that are strengthened or weakened collectively as a +— result of operant Conditioning. +— +Please Do Not Duplicate 35" +35,"PTB ABA Exam Study Manual Domain B:B.1 ~~ + +RESPONSE CLASS THINK: A group of behaviors that meet the same need. + +(Cont'd) Example: Exam prep behaviors serve the same function but canlook =~ +topographically different (e.g., reading this manual, watching videos, +taking mock exams, attending workshops, filling out flashcards, _ +SAFMEDS, etc.). _ + +["" Responses in the same response class can look different. Members of — +FUN | Some response classes may have widely varying forms (e.g, there are +FACT’ Many ways to get dressed), but topographical variations among ™ +——-—- members of other response classes can be limited (eg., an +| indiviauars signature, grip on a golf club, etc.). _ +ISITA a ge \ val Since behavior is the subject of interest for behavior analysts, it is +BEHAVIOR? _ important to be able to define it. Here are a few questions youcanask ~~ + ‘ ‘Rt yourself to make better discriminations. _ +, . © Isitan action, a verb? _ + THINK: Running, moving arm, crying, frowning, _ +S |. collecting change, thinking about the exam. +‘@ Isita label? +THINK: Tired, happy, sad, interested—these are — +adjectives not verbs. +¢ Isitacondition/state? -_ +THINK: Hungry, anxious, depressed— these are _ +adjectives not verbs. +e Does it pass the mentalism test? Mentalistic — +terminology rarely describes behavior. +THINK: Experiencing anxiety, confusion, depression, or — +i mindfulness. +| ¢ Does it pass the operational definition test? ™ +THINK: If you can’t operationally define itso thatitcan = +be measured by a person, it’s not behavior. - +Example: Feeling negative because you're jealous: Try == +to define it. You can’t! +e Does it pass the dead man’s test? SN +THINK: If a dead man can do it, it ain’t behavior. +Example: Although being knocked down by a strong “_ +wind is not behavior (a dead man would also be blown +over), moving arms and hands in front of your face, = +tucking and rolling, and yelling, “Whoa!” as you are a +being blown over are behaviors. +_ ‘THINK: Weekend at Bernie’s (it’s a funny movie). — +— +36 © 2012 - 2024, Pass the Big ABA Exam oo" +36,"“PTB ABA Exam Study Manual Domain B: B.1 - B.2 +IS IT A BEHAVIOR? Examples: +—— (Cont'd) +— BEHAVIOR “**""tsse8 NOT BEHAVIOR +(think verbs) +STING i ccutmennnnamnnmnnene HAPPY +~~ EOI nnnnninanninnnininrninanimnunmnnnnny HUNKY +— PACING i nnnmnmninnnmnaninmmmnnininananny ALXIOUS +AQGresSing oo nena Mean +_ Pouring water on your own head .................. Getting wet standing in the rain +— CRYING eninintininninnnininnnmnmnnnninnnnnnnnnnmnnnmy DEPressed +TdkiNg MONEY «mcm RECEIVING Money +— Rocking your body side-to-side vem Getting blown over by wind +| Table: What is and isn’t behavior. +ayes B.2 Identify and distinguish between stimulus and stimulus class. +_ elec B.2 Identify and distinguish between stimulus and stimulus class. +— STIMULUS e Physical event(s) that affect behavior. +¢ Can be external or internal to the individual whose behavior is +~ impacted (e.g., muscle spasms; bright light; noise; person present; +_ se thoughts, etc) +paar? Antecedents and consequences are both considered stimuli. + ~~"" Example: +— ANTECEDENT BEHAVIOR CONSEQUENCE +STIMULUS STIMULUS +—s, (RAR Tneeienminmemnernnet ts +The server asks Greg orders food. Greg gets and +order. +“— ABC chart: Examples of stimuli. +— e An energy change that affects an organism through its receptor cells. +« Receptors detect the environmental changes that occur inside and +— outside our bodies, impacting our behavioral responses. +“| 3 RECEPTORS THREE RECEPTORS: +—~ . ' roprioceptors 1, Proprioceptors: Receive stimulation from joints, tendons, muscles, +‘ interceptors etc., needed for posture, balance, and movement (i.e., internal events). +— | =xteroceptors Example: Feeling dizzy after getting off.a rollercoaster. +5, 2. Interceptors: Receive stimulation from organs (i.e., internal events). +— Example: Headache; hunger pains; increased heart rate. +—_— Please Do Not Duplicate 37" +37,"PTB ABA Exam Study Manual Domain B:B.2. -— +STIMULUS 3. Exteroceptors: Receive stimulation from the five senses (i.e., hearing, +(Cont'd) seeing, touching, smelling, and tasting; external events). Most often — +studied by behavior analysts. +Example: Smelling smoke, tasting BBQ, hearing a bird, touching a soft ~~ +blanket. _ +STIMULUS CLASS ¢ Agroup of stimuli that may vary physically but share a set of — +common elements and have a common effect on a response class +een (behavior). 7 +| 5 TYPES OF e Members of a stimulus class can share similarities in one or more _ +© STIMULUS CLASSES dimensions (e.g., form, timing, function). +- -ormal ¢« Members of a stimulus class tend to evoke or abate the same _ +: ‘emporal behavior or response class. +_- unctional — +. -eature FIVE DIFFERENT TYPES OF STIMULUS CLASSES: +- 2. Temporal. +"" Fun times for family | 3. Functional. i +. activities 4. Feature. as +i 5. Arbitrary. +FORMAL STIMULUS ¢ A group of stimuli that share certain ——— be _ +CLASS physical features (i.e, topographies). ¢ = a MS +Example: Stimuli that are the same size, - W ad —~ +color, intensity, weight; or spatial positions i is +in relation to other objects (e.g,., Me — +prepositions: On top of the TV or to the left rae “al +of the TV; adjectives: Things that are round, - -— +things that are red, etc.). —— _ +e Stimuli in this group can be socially see +mediated (e.g., requests from parents) or non-social (e.g,, a bad — +smell; loud noise; locked door). +THINK: A labeling program by feature, such as things that are green. —— +TEMPORAL STIMULUS e Agroup of stimuli that are related by their place in - +CLASS yw RN time. —_ +ff \ ¢ Antecedents: Stimulus changes that exist or occur +Gis 9 FR 3) before a behavior of interest. Important for learning —_ +* ' ff and motivation. +AH y e Consequences: Stimulus changes that occur aftera ~~ +“a behavior of interest. Important for increasing or + decreasing future behaviors. -_ +e Antecedent and consequent stimuli determine what is learned. — +Example: S°s and MOs are part of a temporal stimulus class because +they occur prior to behavior. Reinforcement and punishment are part —. +of a different temporal stimulus class because these stimuli occur +after a behavior. a +38 © 2012 - 2024, Pass the Big ABA Exam" +38,"--—~ PTB ABA Exam Study Manual Domain B: B.2 +~~"" FUNCTIONAL STIMULUS e¢ Agroup of stimuli that are a. oS +— CLASS related by their effect on a wy ON Oy - +behavior. a ie TB, | +— * These stimulus changes are 7 ee a +defined by a functional analysis hee re x - +— of their effects on behavior. "" POLICE er) bea a +¢ Asingle stimulus can have — +“ multiple functions. +— * Members of this class can have an immediate, yet temporary effect on +behavior (e.g., a sour tasting glass of milk may cause you to stop +— drinking the milk immediately) or a delayed, yet longer-lasting effect +on behavior (e.g,, if eating dairy gives you a stomachache, then in the +— future, you may avoid dairy products). +Example: A blanket, sweater and heater all make the body feel warm. +-— FEATURE STIMULUS e Agroup of stimuli that share an infinite Le +CLASS number of possible common A +— topographical forms or relative — aaa +relations, and evoke the same response. a t . * +~~ e Members of this group have an infinite ¥ Se +_ number of common stimuli. | a +Example: A Yorkie and a Great i i +—~ Dane look very different, but they yuo +have a lot of common features. Ae ae iS +— They both have four legs, two ears, ad fe) ‘8 e “ +a button nose, and a tail that wags. LE em +“~~ They are members of the feature +stimulus class “dog”. After understanding the concept of “dog”, a += person can look at a dog they've never seen before and recognize it +—_ as being a dog. +THINK: Established by stimulus generalization. +ARBITRARY STIMULUS « A group of stimuli that evoke the same response, _ +“~~ CLASS but don’t share a common stimulus feature. ‘ me a +_ THINK: They don’t physically look alike. ee +*« Members of this group have a limited number of are S 4 +—_ stimuli. + &- +THINK: Established by stimulus equivalence. . PEAS. +— Example: 50%, half, %, 0.o—these quantities don’t +look alike, but they evoke the same response. +“ Example: Apple, banana, etc. comprise an arbitrary stimulus class of +_ fruit. They don’t look alike, but they evoke the same response: fruit. +Example: Words that are synonyms don’t look the same, but have the +_ same meaning. (e.g., happy, glad, content, cheerful). +mo +Please Do Not Duplicate 39" +39,"PTB ABA Exam Study Manual Domain B:B.2-B3 “> +FORMAL STIMULUS oo’ +CLASS VS. FEATURE be. eee — +STIMULUS CLASS FORMAL STIMULUS CLASS © os en el STS +A formal stimulus class | ' A feature stimulus class _ +includes different stimuli with | i includes stimuli that have +a common feature, suchas many common features, such | — +things that are big (e.g,, | as different types of dogs, who +skyscrapers, elephants, the share many common features | — +ocean), or things that are | (e.g., pointy ears, tail, four legs, +round (e.g,, tires, the sun, a | button nose). Not just one —_ +bowl), etc. common feature like the _ +| formal stimulus class. +| Graphic: Formal stimulus class vs. feature stimulus class.. +| Netty B.3 Identify and distinguish between respondent and operant conditioning. +rBCaBA | B.3 Identify and distinguish between respondent and operant conditioning. +TWO PRIMARY TYPES ea — +OF BEHAVIOR wa OS, +ae ON, “* +1, RESPONDENT BEHAVIOR | s _ 2, OPERANT BEHAVIOR | _ +LU Umbrella term: Two primary types of behavior, ~~ +RESPONDENT BEHAVIOR _ « Reflexive, involuntary behavior, elicited without any prior learning. _ +e Behaviors that are needed for our species’ survival. —_ +a.k.a. Reflex, THINK: Darwinian selectionism. +unconditioned ¢ Phylogenic: Genetically inherited behavior; product of natural — +response (UR). evolution. +e Behavior elicited by antecedents, only. —_ +THINK: All members of our species come out of the womb with the _ +same repertoire of reflexes. , +e An unconditioned stimulus (US) elicits an unconditioned response — +(uR). +US — — UR +FOOD IN THROAT —— —* GAGGING _ +Graphic: Respondent behavior. ~~ +40 © 2012 - 2024, Pass the Big ABA Exam 8" +40,"“~~ PTB ABA Exam Study Manual Domain B: B.3 +RESPONDENT BEHAVIOR THINK: No history of consequences. +— (Cont'd) Example: Choking on food (US) elicits a gag reflex (UR). +- A (us) ~ (UR) Cc +Food stuck in throat. Gagging. xX +| ABC chart. Respondent behavior. +~ Example: Doctor strikes knee with reflex hammer (US) elicits the leg +_ kicking up (the UR). +A (vs) (UR) C +~ Reflex hammer taps Leg kicks up. x +Knee. +7 ABC chart. Respondent behavior. +— hid \ “ut » For exam questions, remember respondent behavior is elicited (NOT +_ neebesesletieh evoked or emitted). + “tiy » Remember, if it’s respondent behavior it isn't maintained by +as consequences. +_ -Sometimes respondent behaviors can come under operant control. +l Habituation: When the unconditioned stimulus is presented +—_ .,_ ; repeatedly over a short period of time, the strength of the respondent +FUN 5 behavior diminishes. +— FACT +~~] Example: In a war-themed movie, there are loud gunshots and +~~ cannons (eliciting stimuli). Initially, your heart rate increases +(respondent behavior), but after about two hours of this, your +-— heart rate normalizes and the sound is less jarring. +_. RESPONDENT ¢ Introduced by ivan Pavlov. (Does that name ring a bell?) +CONDITIONING ¢ When neutral stimuli (NS) achieve the capacity to elicit respondent +— behaviors typically elicited by specific unconditioned stimuli. +e NOT learned through consequences like operant behavior. +—_ THINK: No history of consequences +e How humans develop novel stimulus-response combinations. +— a.k.a. Classical and ¢ Astimulus is conditioned (CS) to elicit a new response (CR). +_____ Pavlovian conditioning, THINK: Pairing (not learning). +. stimulus-stimulus (S-S) Example: Manny goes to the school nurse to take medication every +—. pairing, conditioned day at noon. The medication makes him nauseous. After two weeks of +stimulus-conditioned this routine, Manny now becomes nauseous whenever he passes the +— response (CS-CR). nurse's office. +_ Please Do Not Duplicate Al" +41,"PTB ABA Exam Study Manual Domain B:B.3 — +— +RESPONDENT ihe +CONDITIONING A | 8 Cc _ +(Cont'd) US + NS —> UR x +Meds (us) + +PAIRING \Nurse’s office --—» Nausea (UR) xX — +: (Ns) + 4 —~ +Nurse’s office (Cs) ~~» Nausea (CR) XK +ABC chart Respondent conditioning. ~ ~ +, bt i \ ’ . : SAAR : — +Leeder ved For exam questions, remember in respondent conditioning scenarios + “f ! ) behavior is not maintained by consequences. _ +PAVLOV AND HIS DOG ae) Whois this Paviov guy and what does he have to do +_— TOO? with respondent conditioning? ~ +wt i, P is for sad! +Ws phylogenic SIZ. wanhad adog and, like all dogs, every time Ivan put +J 200 Paviov. a meat in front of him, the dog would salivate. One day, — +=o Ivan started presenting the meat and simultaneously +ae ringing a bell. At first, the dog was like, “That is aloud and —-- +‘a annoying bell,” but then he got used to it and, in fact, +expected it. This went on for a long time.. months,even ~~ +years. And one day Ivan rang the bell but didn’t put meat powder infront —__ +of the dog at the same time. The dog, very used to the bell and the meat , +being there together, began to salivate. lvan was very excited because — +he made the dog salivate just from hearing a bell. The bell elicited the +salivation! Ivan thought this was so cool! He even kept ringing the bellto — +watch the dog salivate. And that’s the story of how respondent +conditioning was born. More or less. = “7.~,. —_ +3 aa @&% be +ONY > +A visual representation of how it all went down: —~ +US ——+ UR |. US —> UR | — +: (FOOD) (SALIVATE) ‘ NS + US — p> UR (FOOD) (SALIVATE) + ATONE) (FooD) (SALIVATE) — + N S _ + 7 (MULTIPLE TRIALS) . cS _ +» CR + (TONE) (NO SALIVATE) _ . (TONE) (SALIVATE) | > +KEY —_ NS = NUETRAL STIMULUS _ +US = UNCONDITIONED STIMULUS — CR = CONDITIONED RESPONSE +UR = UNCONDITIONED RESPONSE CS = CONDITIONED STIMULUS — +Process chart. Respondent conditioning breakdown. +— +_~ +42 © 2012 - 2024, Pass the Big ABA Exam" +42,"—~ PTB ABA Exam Study Manual Domain B: B.3 +PAVLOV AND HIS DOG 3 The respondent conditioning process can also include pairing a +— (Cont'd) ‘as? neutral stimulus (NS) with a conditioned stimulus (CS). +Example: Once the dog responds to the tone (CS), the tone can be +~~ paired with the researcher moving their hand to manipulate the tone +(NS), and now the hand movement is also a conditioned stimulus that +~~ elicits salivation (conditioned response). +OPERANT BEHAVIOR Sree ees +ee Ole for _ Operant: An instance of behavior whose consequences modify +— operant and _ and control the occurrence of that behavior in the future. +-~ “Mg . THINK: Learned behavior. +_ m7 ontogenic. serene anne +—_ ¢ A behavior established and maintained by a history of consequences. +e Voluntary and learned behavior, selected by consequences. +— THINK: Selectionism from the philosophical assumptions. (A.2) +¢ Ontogenic: Learned behaviors that result from an interaction with +— one’s settings; operant behavior is the product of one’s individual +history. +~ e« Encompasses both reinforcement and punishment. +_ * Defined by function (not topography). +e Product of operant conditioning. +— Example: Reading, singing, dancing, and remembering an old +boyfriend are all behaviors learned through consequences. +— THINK: All the behaviors a person has learned to do. +i yes +—_ be 4 : \ \ if On exam questions, remember operant behavior is emitted and/or + “rh ] 4) evoked. NOT elicited. +“—~ OPERANT « How operant behavior is born. +CONDITIONING e A3-term contingency known as the ABCs of behavior, which involves +~~ an occasion for a behavior (A/S°), the behavior itself (B), and the +_. a.k.a. ABC, 3-term consequence (C) that follows that behavior. +contingency, e Determines the future of that behavior’s occurrence or +— behavioral, nonoccurrence. +contingency, stimulus- Example: At the drive through Jenna is asked, “What would you like to +—— fesponse-stimulus order?” (A/SP) Jenna places her order (B), which she receives and +(S-R-S) model. enjoys (C) so much so that she frequents this restaurant whenever +~~ she craves a cheeseburger. +_ THINK: What behavior analysts do for a living. +A-— -—-C +RESPONDENT- e Respondent and operant conditioning can occur simultaneously. +“~~ OPERANT Example: Mabel is at the office about to warm up her favorite +_._ INTERACTIONS leftovers. She places the food in the microwave, starts the timer, and +goes back to her desk. A few minutes later, she hears the microwave +— timer besping and begins to salivate, She walks to the microwave to +get her food and eats her food. +Please Do Not Duplicate 43" +43,"PTB ABA Exam Study Manual Domain B:B.3 ~~ +co +RESPONDENT- e The respondent part of this scenario: The food being presented +OPERANT (unconditioned stimulus) elicits salivation (unconditioned response). — +INTERACTIONS The sound of the microwave timer beeping (neutral stimulus) has +(Cont'd) been paired with the presentation of food (unconditioned stimulus), ~~ +which results in the microwave beep becoming a (conditioned _ +stimulus). And now the microwave beep elicits Mabel's salivation +(conditioned response). — +US + NS — UR XK — +Food (US) + Lo —™ +ee) + Salivation (UR) xX +4 4 +Beep (Cc ~~» Salivation (CR) * — +ABC chart. Respondent breakdown, ——~ +e The operant part of this scenario: Mabel’s hunger (MO), combined _ +with the beeping of the microwave (SD), signals that her food is +available. This evokes the behavior of taking the food out of the —_ +microwave (response), which leads to contacting the delicious food +(reinforcer). This then leads to the likelihood of this behavior — +happening in the future when the same conditions are present +(MO/SD). — +A “ee C - +MO S$? (R) +Hunger + Beep Get food. Enjoy food. — +ABC chart: Operant breakdown. +CONSEQUENCE e Astimulus change that comes after a behavior and changes the — +likelihood of that response occurring in the future. +e Critical part of operant conditioning. — +e Only affects future behavior. +THINK: Learning occurs through consequences. ~ +e The three principles of behavior are based on consequences. a +o THREE PRINCIPLES OF BEHAVIOR: —s +' 3 PRINCIPLES OF 1. Punish +BEHAVIOR . Punisnment _ +Po 2. Extinction +» unishment 3, Reinforcement _ + =xtinction +_ “einforcement ¢ Scientifically derived rules of nature. —_ +‘ e All ABA strategies are derived from these three principles. +THINK: Conceptually systematic dimension of ABA. (A.5) — +— +44 © 2012 ~- 2024, Pass the Big ABA Exam —." +44,"“~~ PTB ABA Exam Study Manual Domain B: 8.4 +ongentys B.4 identify and distinguish between positive and negative reinforcement. +Cc B.4 Identify and distinguish between positive and negative reinforcement +TERE contingencies. +~~ REINFORCEMENT e The number one principle and major part of most behavior change +— CONTINGENCY procedures. +/ e Defined as a stimulus change that follows a behavior, that results in +— a.k.a. SR. that behavior occurring more often in the future. +e A basic principle of operant conditioning. +— e Can be either: +° An organic process that is defined by an observed increase in +~~ behavior, following a specific consequence. +__ Example: After eating her first delicious Girl Scout cookies, Adryan +immediately ate another one. +— o OR, o procedure of applying a specific consequence to +deliberately increase the occurrence of a target behavior. +— Example: To increase Dale’s on-task behavior, his teacher gives him a +token for each minute that he is able to stay engaged in an academic +~ table-top activity, and the duration of on-task behavior increases. +_ ¢ Reinforcement depends on motivation (MOs alter the current value of +stimulus changes as reinforcement). +— Example: Faith will only hold a cup of water under the faucet tab when +she is thirsty. +~ 4 HE 4 AH HE 4H 4H 4H 4H 4m +CAUTION: The IMMEDIACY of the reinforcer is critical. +~ THINK: Temporal relation. +— A response becomes more frequent in the future if previously followed +by a reinforcer or an increase in a reinforcer within :00 - :03 seconds. +— Delayed consequences aren't technically reinforcement, but they can +still influence behavior (e.g., rule-governed behavior (B.18)). +~~ 4 HE HE 4H 4H 45 4H 48 4H 45 +— WHAT DOES REINFORCEMENT DO? +e Makes antecedent-stimulus conditions relevant. +— « Promotes stimulus control by making responding in the presence of +the SD more likely (and not in the presence of the $4). +~ « Increases future responding. +_ ¢ Maintains behavior that is already occurring. +THINK: Intermittent reinforcement (B.9). +— *° If a consequence causes the behavior to continue in the same way, +this is also reinforcement. +— Example: When Matt is thirsty and sees a water fountain, he drinks +water from the fountain. This relieves his thirst, so he continues to +-_ drink water if he sees a fountain when he is thirsty. +. i Rey +_ el On test questions look for an increase in behavior, otherwise it’s not a +— “ris reinforcement contingency. +mea, +_—_ Please Do Not Duplicate 45" +45,": PTB ABA Exam Study Manual Domain B:B.4. —-, +REINFORCEMENT COMMON MISCONCEPTIONS ABOUT REINFORCEMENT: , +CONTINGENCY e Reinforcement is a circular concept— Nope! It’s linear. — +(Cont’a) THINK: A-B-C. + +e People can be reinforced— Nope! Behavior can be. ~— + +¢ Practice is reinforcement— Nope! Consequences are. + +e Artificial reinforcement is a thing— Nope! If it is reinforcing, it’s real! _ + +e Reinforcement is feedoack— Nope! Only if that feedback increases _ +behavior. + +e Reinforcement is anything that a person likes— Nope! Only if it my +increases behavior. + +e Reinforcement is something fun we give clients after a desired —_ +behavior— Nope! Only if it increases behavior. + +e Reinforcement only strengthens the rate of responding— Nope! ltcan ~~ +also strengthen duration, latency, interresponse time, magnitude,and __ +topography. + +POSITIVE ¢ When a behavior is followed immediately by the presentation or +REINFORCEMENT addition of a stimulus that increases the future occurrence of that and ~~ +CONTINGENCY similar behaviors under similar conditions. _ +THINK: Something desirable (e.g., access to social attention, tangibles, +a.k.a. automatic reinforcement), increases future behavior. a +Reinforcement+, type! =. Can be socially or automatically mediated. +reinforcement, SR+. ¢ There are five categories of positive reinforcers: Edible, activity, — +vc tangible, social, and sensory. +» 5S TYPES OF POSITIVE e The most important and widely used concept in ABA. —_ +_ _ REINFORCERS Example: Because hitting the mobile produced a sound that the baby __ +. dible liked, the baby increased hitting the mobile. , +, 2etivity | — +""angible BreQK COW mmm +, “ocial Behavior: Hitting the mobile. i +_ sensory Consequence: Pretty sound. (Something added (+).) +“ca Future: Hitting mobile increases. —_ +é ¢ ’ \- iS "" Re MEHL . —S +“Roja On exam questions, look for an increase in future behavior otherwise + “rly it’s not a reinforcement contingency. —s +— +NEGATIVE ¢ When a behavior is followed immediately by the reduction or removal +REINFORCEMENT of a stimulus, which increases the future occurrence of that and ~ +CONTINGENCY similar behaviors under similar conditions. + +. THINK: The removal of something undesirable (e.g, relief from pain or ~~ +a.k.a. escape from sensory stimulation, avoidance of conflict), increases _ +Reinforcement-, type II future behavior. +reinforcement, SR-. * Can be socially or automatically mediated. —~ + +Example: After getting a painful sunburn, Claudia puts aloe vera on +her skin which relieves the pain. The next time she has a sunburn, she ~~ +does the same thing. +—_~ +AB © 2012 - 2024, Pass the Big ABA Exam" +46,"“——~ PTB ABA Exam Study Manual Domain B: 8.4 +NEGATIVE BreCK GOWN] wreccrerecconreciste ie cn +— REINFORCEMENT . . : +CONTINGENCY Behavior: Rubbing aloe vera on a sunburn. : +— (cont'd) Consequence: Relief from pain. (Something removed(-).) +Future: Rubbing aloe vera on sunburn increases. +— On test questions, look for scenarios that describe relief, + 4 ‘fr ! »y escape, or avoidance and an increase in future behavior. +— fo | Discriminated +—_— — | “Avoidance +~ _ 1. ESCAPE | 2, AVOIDANCE | pO +5 “ a L, Free-Operant +LU Avoidance +— Umbrella terms: Two types of negative reinforcement. +ESCAPE CONTINGENCY e When a behavior leads to the termination of an ongoing aversive +— stimulus or unpleasant situation. So it’s a good thing! +THINK: It's already happening and you need to get out of it. +~ Example: Turning down the volume of loud music (escape from loud +_ music). +Breck Clow nn Carneros +~~ Behavior: Turning down the volume. | +_ Consequence: Escape from loudness. (Loudness removed (-).) +Future: Turn down volume when music is too loud. i +_ Example: Walking out of a boring lecture (escape from a boring +lecture). +— Bre@CuK CLOWN nese +Behavior: Walking out of lecture. . +—_ Consequence: Escape from boredom. (Boredom removed (-).) +_ Future: Walk out when lectures are boring. : +AVOIDANCE e When a response prevents or postpones the presentation of an +~~ CONTINGENCY aversive stimulus/unpleasant situation. So it’s a good thing! +_. e More common than escape! +THINK: Get away from it before it comes. +Piease Do Not Duplicate 47" +47,"PTB ABA Exam Study Manual Domain B: 8.4 “~~ +AVOIDANCE TWO TYPES OF AVOIDANCE: +CONTINGENCY 1. Discriminated avoidance: The contingency for responding is the ~~ +(Cont’a) prevention of the onset of an aversive stimulus in the presence of a _ +signal (S°). - +e In other words, the arrival of a bad thing is signaled (THINK: Warning); — +and the avoidance behavior prevents the bad thing from ever +occurring. _ +Example: A traffic report (S°) tells you the freeway you plan to take +is especially congested. Not taking that freeway will result in — +avoiding the traffic, so you take a different route and avoid the _ +traffic. . +BCU OWN anne +Signal (SP): Traffic report warning. on +Behavior: Take alternative route. +Consequence: Avoid being stuck in traffic. (Traffic removed (-).) +Future: Take alternative routes when warned of traffic. _ +2. Free-operant avoidance: The contingency for responding is the _ +prevention of the onset of an aversive stimulus without the presence +of a signal/S°. Responding can occur at any time during the interval . +prior to the scheduled onset of an aversive stimulus and, therefore, — +delays the presentation of the aversive stimulus. In other words, the +behavior prevents the bad thing from occurring, but without the —_ +signaled warning. +Example: Although living in Los Angeles means expecting freeway ~~ +traffic at most times of the day, historically it is the worst between 4 _ +and 7 pm. Many LA natives do not take certain, especially congested, +freeways during that window of time. They do not check on trafficso — +there is no S°, and avoidance of the freeway is FREE to occur at any +time during that 3-hour window. — +BFECKCOWN amesenseencrnensenrcininis + Signal (S°): None. | +Behavior: Take alternative, non-freeway route. 2 +Consequence: Avoid being stuck in traffic. (Traffic removed (-).) a +Future: Take alternative routes during certain interval of time. +RALLY) To correctly discriminate between the types of avoidance, _ +pela consider the presence of the S°. If an S° signals the availability of + a tT ‘ly negative reinforcement, it’s discriminated avoidance, if there is no a +oS such signal (no $°) its free-operant avoidance. +—~ +48 © 2012 - 2024, Pass the Big ABA Exam non" +48,"“~~ PTB ABA Exam Study Manual Domain B: B.5 +ketoe B.5 Identify and distinguish between positive and negative punishment + +— contingencies. + +_ Desi B.5 Identify and distinguish between positive and negative punishment + +— contingencies. + +PUNISHMENT « Astimulus change following a behavior that results in that behavior +“— CONTINGENCY occurring less often or not at all in the future. + +« A basic principle of operant conditioning. + +“~~ a.k.a. SP. ¢ Defined by its effect on behavior (function), not its form. + +_ « Just because something is perceived as aversive doesn’t make it +punishment— future behavior must decrease! + +—_ Example: A reprimand, which is generally considered aversive or +punishing, can only be considered “punishment’ if it decreases the + +~~ behavior that it follows. + +__ THINK: Future behavior must decrease or it’s not a punishment +contingency. + +— Example: You get a speeding ticket and, as a result, your speeding +decreases in the future. + +DISCRIMINATIVE ¢ When a behavior occurs less often (or not at all) in certain conditions. +""EFFECTS OF THINK: S° but instead of signaling the availability of reinforcement, it’s +PUNISHMENT (sp) the availability of punishment that is being signaled. And since + +nobody likes punishment, behavior decreases in the presence of this +— signal. +Example: All the kids at Milton Middle School A +~~ know about Mrs. Sinade. She is incredibly strict +_ and if someone breaks a rule, she always sends we +them to the office for detention or writes a note ire, +_ home to the students’ parents. This is why all the oe +kids in her class are on their best behavior. If wn ip +— Mrs. Sinade is around, there is a decrease in bad +behavior from everyone. ss +_ PUNISHER (S*) VS) oi +A stimulus change that | : Just an unpleasant ! +— decreases the future stimulus that may or may +frequency of the behavior | not impact future behavior. +— that immediately precedes | +_ it. +. paint tn +Graphic: Punisher vs. aversive stimulus. +— Please Do Not Duplicate 49" +49,"PTB ABA Exam Study Manual Domain B:B.5 -~~- +THREAT VS. IS A THREAT A TYPE OF PUNISHMENT? - +PUNISHMENT e No. Threat # punisher. — +e A threat precedes behavior, a punisher follows behavior. +e Both threats and punishers can decrease behavior. ~~ +e Threats are antecedent events: When a threat results in the non- _. +occurrence or termination of a behavior, it’s because the threat +functions as an MO that evokes alternative behaviors to avoid the —_ +threatened consequence. +Example: The teacher threatened her class that whomever didn’t —. +complete their classwork would get extra homework; as a result, +everyone completed their classwork. — +BOCK COW wren _ +Antecedent: Threat is delivered. _ +Behavior: Students complete their work instead of engaging in : +off-task behavior. oN +Consequence: Avoid extra homework. ; +Future: No impact. — +e Punishment is a consequence that follows the undesired behavior and, ~~ +if effective, decreases the future occurrences of that behavior. _ +Example: The teacher gave extra homework to all the students that +engaged in off-task behavior and didn’t complete their classwork — +before the end of the day. The next day all the kids decreased their off- +task behavior. — +Breakdown) ~~~. _ +Antecedent: Unknown. +Behavior: Students engaged in off-task behavior. | _ +Consequence: Extra homework. +Future: Decrease in off-task behavior. _ +POSITIVE PUNISHMENT e When the addition of a stimulus immediately following a behavior — +CONTINGENCY results in a decrease in the future frequency of that behavior. + +k THINK: Something aversive is added and future behavior decreases. ~~ +a.k.a. Type | Example: Texting while walking makes you trip and sprain yourankle +punishment, SP+. and, as a result, you decrease texting while walking in the future, to + +prevent the aversive stimulus of tripping and getting hurt. — +Breakdown eet + +Behavior: Texting while walking. 4 +Consequence: Tripping and falling. (Added stimulus (+).) an + +Future: Texting and walking decreases. i +Example: A mom shouts, “No!” after her son hits her. The hitting — + +behavior decreases in the future because hearing “No!” shouted was +aversive for her son. — +— +50 © 2012 - 2024, Pass the Big ABA Exam" +50,"a—~ PTB ABA Exam Study Manual Domain B: B.5 +POSITIVE PUNISHMENT BCU CLOWN rrrrernnewn nanan neew ese, +— CONTINGENCY Behavior: Hitting. : +_ (Cont‘d) Consequence: Reprimanded with “no”. (Added stimulus (+).) ‘ + Future: Hitting decreases. : +_ Shey On exam questions, there must be a decrease in future behavior or + ‘r | 1) it’s not a punishment contingency. +_... NEGATIVE PUNISHMENT e When a response is followed immediately by the removal (or a +CONTINGENCY decrease in the intensity) of a preferred/appetitive stimulus, and this +— results in a decrease in the future frequency of similar responses +a.k.a. Type lI under similar conditions. +— punishment, — THINK: Something desirable is taken away and future behavior +penalty principle, decreases. +— penalty contingency, Example: Bob is at a restaurant by himself. He isn’t finished with his. +_ SR-. meal, but leaves his table to go to the restroom. When he returns, his +food is gone. (The waiter thought Bob had left and removed his plate.) +a In the future, Bob no longer leaves his table unattended when dining +alone unless he is done. +— BreCK CLOW! — jr +_. Behavior: Leaving the table unattended. : +Consequence: Plate of food removed. (Removal of desired item (-).) +— Future: Leaving the table decreases. +~~ e Future behavior must decrease or it’s not a punishment contingency. +REINFORCEMENT VS. +— PUNISHMENT - ‘aay +ell How to tell if it is positive or negative, reinforcement or punishment in +a “fF « exam question scenarios. +- FOUR~STEP FORMULA TO HELP YOU MAKE THE CORRECT DISCRIMINATION +— STEP 1: +_ Identify: Behavior of interest. E.g., shouting, running, asking a question. +STEP 2: +~ Identify: Consequence. _ Something added (+) = Positive. +_ (Was something added or removed?) Something removed (_ ) = Negative. +STEP 3: +— Identify: Change in behavior. __ Behavior increased (f) = Reinforcement. +(Did the behavior increase or decrease?) Behavior decreased (J) = Punishment. +STEP 4: (+)(T)= Positive reinforcement. +— Summarize steps 2 and 3. (-)(*)= Negative reinforcement. +_ mm (4) if): Positive punishment. +(-)(Q)= Negative punishment. +—~ Exam Tip: Punishment and reinforcement. +Please Do Not Duplicate 51" +51,"PTB ABA Exam Study Manual Domain B:B.5-B.6 ~~ +REINFORCEMENT VS. +PUNISHMENT * i wopspa lias — +PUNISH © AT +TYPE OF STIMULUS CHANGE _ +ADDED STIMULUS (+) ¢......4..49 REMOVED STIMULUS (-) _ +* (+) POSITIVE REINFORCEMENT (-) NEGATIVE REINFORCEMENT — +BEHAVIOR INCREASES BEHAVIOR INCREASES +(+) POSITIVE PUNISHMENT (-) NEGATIVE PUNISHMENT | +BEHAVIOR DECREASES BEHAVIOR DECREASES — +Graphic: Reinforcement vs. punishment. __ +nucle B.6 Identify and distinguish between automatic and socially mediated — +oe contingencies. +ater. B.6 Identify and distinguish between automatic and socially mediated ~~ +SMI contingencies. _ +AUTOMATIC e When behavior is evoked, shaped, or maintained by environmental a +REINFORCEMENT variables that are delivered without another person's mediation. +CONTINGENCY e Reinforcement that occurs without the social mediation of others. — +THINK: Reinforcement is delivered to oneself by oneself. +¢ Can be delivered two ways: ~ +1. Reinforcement is the product of the behavior itself and produces | +natural sensory consequences (sounds good, looks good, tastes . +good, smells good, feels good to the touch), (e.g., scratching one’s _ +own itch, singing, pacing, etc.). +2. Reinforcement is the product of the behavior’s effect on the — +environment (e.g., organizing your closet, cooking dinner, turning +on the air conditioner, etc.). —_ +& {¢ Default meaning: When repetitive behaviors without clear function, — +@[x that can seem non-purposeful, produce sensory feedback (self- +stimulation). — +e COMMON MISCONCEPTION: Repetitive, idiosyncratic and stereotypic __ +behaviors are often referred to as producing automatic +reinforcement. But, what looks like automatic reinforcement (e.g., loud — +vocalizations) may also have some socially mediated contingencies, +. like attention or escape from a demand. — +Be Remember: Behavior is defined by its function not its topography! —_ +POSITIVE AUTOMATIC REINFORCEMENT: — +e When a behavior is followed immediately by the presentation or +addition of a stimulus, which increases the future frequency of that ~— +and similar behaviors under similar conditions. _ +¢ An individual's own behavior results in the addition of something +desirable. —, +52 © 2012 - 2024, Pass the Big ABA Exam Dk" +52,"“—™ PTB ABA Exam Study Manual Domain B: B.6 +AUTOMATIC THINK: Producing one’s own positive reinforcement. +~~ REINFORCEMENT THINK: NO social mediation. +CONTINGENCY Example: When it is hot outside, Dani turns the air conditioner on which +“~ (Cont'd) adds refreshing cool air to her living space. It feels so nice that she +_ continues to use the air conditioner whenever she needs a little +refreshing cold air. Positive because of the addition of cool air, and +_ automatic because the reinforcement is delivered to oneself. +~~ NEGATIVE AUTOMATIC REINFORCEMENT: +e When a behavior is followed immediately by the reduction or removal +- of a stimulus, which increases the future frequency of that and similar +— behaviors under similar conditions. +¢ An individual's own behavior results in the removal of something +— undesirable. +THINK: Producing one’s own relief, escape, or avoidance. +— THINK: No social mediation. +Example: When you scratch your skin at the point of an insect bite and +~~ it provides relief, the scratching behavior will increase. Negative +_ because there is the removal of an aversive stimulus, and automatic +because the reinforcement is delivered to oneself. +_ AUTOMATIC e When behavior is abated by environmental variables that are +PUNISHMENT delivered without another's manipulation. +— CONTINGENCY ¢ Punishment that occurs without the social mediation of others, and is +mediated by the self or environmental (internal or external) variables. +—_ THINK: Delivering punishment to yourself. +- POSITIVE AUTOMATIC PUNISHMENT: +— e When a behavior is followed immediately by the presentation or +addition of a stimulus that decreases the future frequency of that and +— similar behaviors, under similar conditions. +¢ An individual's own behavior results in the addition of something +“ undesirable. +_ THINK: Producing one’s own positive punishment. +THINK: No social mediation. +— Example: In an effort to decrease her own cursing behavior, Erin wears +a rubber band around her wrist and snaps it any time she says a +— curse word. As a result, her cursing has decreased. +~~ NEGATIVE AUTOMATIC PUNISHMENT; +— ¢ When a behavior is followed immediately by the reduction or removal +of desirable stimulus that decreases the future frequency of that and +— similar behaviors under similar conditions. +¢ An individual's own behavior results in the removal of a reinforcer. +—_ THINK: Producing one’s own loss of reinforcers. +_ THINK: NO social mediation. +— Please Do Not Duplicate 53" +53,"PTB ABA Exam Study Manual Domain B: B.6 - B77 —, +—~ +AUTOMATIC Example: Lena hated her nail-biting habit, so every time she bit her +PUNISHMENT nails, she forced herself to remove all of the nail polish from her nails, =— +CONTINGENCY (Cont’d) which worked to decrease her nail biting. +AUTOMATICITY OF AW HE HE 7H HE 6 6H 6 6 6U +REINFORCEMENT (AND CAUTION: Don’t confuse automaticity with automatic reinforcement ~~ +PUNISHMENT) and punishment! _ +4 Hl HT 4H HE 48 4H 4H 4H 4&8 . +¢ Automaticity refers to how reinforcement and punishmentincrease — +and decrease behavior, without a person's awareness that there is a +contingency in place. — +THINK: In operant conditioning, behavior is modified by consequences, +even if a person is not aware of the contingency. ~~ +Example: A person who frequents their favorite restaurant does so due +to the reinforcement contingencies, without being aware that the _ +behavior is the outcome of reinforcement. They just simply (without a +thinking about it) keep going to their favorite place. +Example: To decrease her students’ disruptions, Ms. Stanton develops — +a system of delivering high-frequency praise and positive attention to +her students throughout class. Without being aware that she was — +intentionally manipulating their environment, the students became +less disruptive, and more engaged. —~ +SOCIALLY MEDIATED e When antecedents and consequences (e.g., access to reinforcers or +CONTINGENCY punishers) are presented by another person. — +Example: A teacher's academic demand and subsequent +reinforcement are socially mediated because the teacher places “~~ +the demand and controls the student's access to the reinforcers. +Example: Taryn’s husband scratched her back and helped her relieve - +an itch. —_ +Rare B.7 Identify and distinguish between unconditioned, conditioned, and generalized — +— reinforcers. +ae B.7 Identify and distinguish between unconditioned, conditioned, and generalized _ +———* reinforcers and punishers. —~ +UNCONDITIONED e Astimulus change that can increase the future frequency of behavior ~~ +REINFORCERS (UCR) without prior pairing with any other form of reinforcement. + + . THINK: No learning or prior history required to be reinforcing. — +a.k.a. Primary * Evoke behaviors that result in the survival of the species (e.g., food, _ +reinforcer, unlearned water, air, reproductive behavior, sleep, etc.). +reinforcer. ¢ Products of phylogeny, meaning all members of a species generally — + +share the same UCRs. +e Requires a state of deprivation to be a reinforcer. — +THINK: Motivating operation. +Example: We are born needing food and water, so we want them —~ +when we are deprived of them. +—~ +—~ +54 © 2012 - 2024, Pass the Big ABA Exam" +54,"——~ PTB ABA Exam Study Manual , Domain B: B.7 - B.8 +CONDITIONED ¢ Neutral stimuli that have been paired with one or more unconditioned +—~ REINFORCERS (CR) or conditioned reinforcers and, as a result, begin to function as +reinforcers. +— 4d.k.a. Secondary e Astimulus or event that is present with (or immediately before) a +reinforcer, learned previously established reinforcer, and gains the ability to act as a +— reinforcer. reinforcer on its own. +_ THINK: Stimulus-stimulus pairing. +THINK: Learning history required. +— e The ability of a conditioned reinforcer to change behavior has to do +with an individual's history with that stimulus. +— e Product of ontogeny +Example: For a client to enjoy their ABA therapy, it is often suggested +~~ that the RBT pair themselves with primary reinforcers (e.g., yummy +snacks). By being associated with the snacks, the RBT becomes a +- conditioned reinforcer. +— 4 4 4H 48 4H 48 4H 48 of +CAUTION: Don't confuse the pairing process of establishing +— conditioned reinforcers with respondent conditioning. Yes, both +involve pairing, but the outcome is different. With conditioned +—_ reinforcers, a neutral stimulus becomes a reinforcer; with respondent +conditioning, a neutral stimulus becomes an eliciting antecedent +_ stimulus. +4 HW HE HH 4H 48 45 45 45 of +_. GENERALIZED e A type of conditioned reinforcer that has been paired with an +CONDITIONED unlimited number of unconditioned and conditioned reinforcers. +— REINFORCERS (GCSR) e Doesn't depend on an MO for its effectiveness. +. ¢ So generalized that it is likely to be reinforcing at any time and to +— 4@.k.a, Generalized anyone. This makes it valuable and useful! +reinforcer, nonspecific e People don't typically get satiated on GCSRs. +— __ reinforcer. THINK: Money, tokens, social praise are most often associated with +GCSRs. +-_ Example: Money (or tokens in a token economy system) are +—_ reinforcing for everyone and at any time because of their paring with +almost any reinforcer. +—_ 4 HE HE 4H HH OH 4H 4H 45 5 +CAUTION: A token board isn’t considered a GCSR unless used as an +— economy system in which tokens act like money and can be +exchanged (like money). +— 4] 4 4H 4H OH 4H 48 48 45 Of +welts B.8 Identify and distinguish between unconditioned, conditioned, and generalized +— punishers. + B.7 Identify and distinguish between unconditioned, conditioned, and generalized +RRR reinforcers and punishers. +“~~ UNCONDITIONED e Astimulus change that decreases the frequency of any behavior that +__. _PUNISHERS (UCP) immediately precedes it, irrespective of the organism's learning +history with the stimulus. +Piease Do Not Duplicate 55" +55,"PTB ABA Exam Study Manual Domain B:B.8-B.9 ~~ +UNCONDITIONED e Not previously paired with other punishers. +PUNISHERS (UCP) e Products of phylogeny. —™ +(Cont‘d) THINK: No learning history required. +; e All members of a species share the same unconditioned punishers. ~~ +a.k.a. Primary d Example: Extremely hot temperature, extremely loud noise,andbad +sunishare UnlearmMe smells are naturally aversive to human beings and would probably +punisners. decrease any behaviors that resulted in contact with these stimulus — +conditions. +CONDITIONED ¢ Apreviously neutral stimulus that now functions as a punisher _ +PUNISHERS (CP) because of a prior pairing with one or more other punishers. + e Products of ontogeny. —~ +a.k.a. Secondary ¢ The ability of a conditioned punisher to change behavior depends on +p nishere Carne an individual's history with that stimulus. — +pu THINK: Learning history required. +Example: Extra homework, teacher proximity, getting pulled over for ~— +speeding. +GENERALIZED e A type of conditioned punisher that’s been paired with an unlimited — +CONDITIONED number of unconditioned and conditioned punishers. +PUNISHERS (GCSP) e Doesn't depend on an MO for its effectiveness. ~_ + e Likely to act as a punisher at any time and for many people. +a.k.a. Generalized Example: Fines, reprimands, scowls, head shakes, frowns. ~ +punisher. +REINFORCEMENT A FEW TAKEAWAYS: —_ +AND PUNISHMENT = Reinforcers and punishers are defined by their effect on behavior +abla and not on their physical properties. ~~ +a rae L \ va « A future increase in behavior means that the stimulus change wasq + ’ , reinforcer. Even if it was something seemingly unpleasant, if the +on ‘r ‘ty behavior increases, it’s reinforcement. _. +» A future decrease in behavior means that the stimulus change was + +a punisher. Even if it was something seemingly pleasant, if the —_ + +behavior decreases, it’s punishment. + +THINK: Don't judge by the stimulus. Judge by the effect on behavior! ~~ +earn B.9 Identify and distinguish among simple schedules of reinforcement. _ +aye B.8 Identify and distinguish among simple schedules of reinforcement. + +SCHEDULES OF ¢ Rules illustrating the contingencies for reinforcement. _ +REINFORCEMENT ¢ The environmental arrangements in which behaviors will be +reinforced. — +¢ Range from continuous reinforcement (CRF) to extinction (EXT). +_crF be -R f ext | +""y — +~_— +56 © 2012 - 2024, Pass the Big ABA Exam a" +56,"“——~ PTB ABA Exam Study Manual Domain B: B.9 +— _ CRF > INT }-+ EXT | +— _ FOUR BASIC INT U VARIATIONS OF BASIC +| SCHEDULES INT SCHEDULES +_ ER DR of Ratios of - Lag Progressive Ratio Delays to Reinforcement +— : Responding Reinforcement Schedule Schedule +VR DRH +FA DRD +- VI DRL Umbrella terrm Schedules of reinforcernent. +— SCHEDULES OF een +REINFORCEMENT +— (Cont'd) _ Continuous reinforcement (CRF): Reinforcement is delivered +every time the target behavior occurs. (a.k.a. FR 1.) +7 we i wes The acquisition phase of novel behaviors. +— Example: (Naturally occurring.) Flipping a light switch results in the +light coming on every time. +Example: (Applied.) At the start of functional communication training, +—_ each communicative request is met with the specific item requested. +THINK: Ask and you shall receive! +— Intermittent schedules of reinforcement (INT): When some (but + not all) instances of the target behavior are reinforced. +. Piease Do Not Duplicate 57" +57,"PTB ABA Exam Study Manual Domain B:B.9 —~ +SCHEDULES OF . Maintaining behaviors that have already been - +REINFORCEMENT wus. ron °stablished; transitioning from artificial to natural as +(Cont'd) reinforcement. +Example: (Naturally occurring.) Lottery tickets, slot machines, and _ +looking for parking at a Whole Foods are not consistently met with _ +reinforcement, but we keep trying because *sometimes* we get the +prize (even if it’s just a parking spot). — +Example: (Applied.) After the client has acquired consistent +requesting, the delivery of reinforcement should be thinned to — +become more variable and delayed, so as to mimic natural +contingencies. _ +THINK: In the real world we don’t always get what we want. _ + ixed interval (FI) schedules: g Fl + -ariable interval (VI) | E LS +Stan © . z - + _ Ratio: The number of needed ® a —_ +. correct responses for 3 . +* reinforcement to be delivered. 2 tI - +: . 5 +~ Interval: An amount of time O|/ [XS _ +» needs to pass before r _ +, reinforcement is available for - +- one correct response. Time a _ + Graph: Basic schedules of intermittent , +“eg reinforcement. + Fixed: A constant rate or time criteria. _ +- Variable: A rate or time requirement that varies, but averages _ +_ around the scheduled criterion. +RATIO SCHEDULES e¢ Aschedule in which a certain number of correct responses is needed +for reinforcement to be delivered. — +THINK: Specific counts of behavior are reinforced. +— +58 © 2012 - 2024, Pass the Big ABA Exam" +58,"—~ PTB ABA Exam Study Manual Domain B: B.9 +~ RATIO SCHEDULES e The response rate determines how quickly reinforcement is received. +— (cont'd) e “Self-controlled” reinforcement because the client must deliver the +(ite. Correct correct number of responses to contact reinforcement. . +_ lid, e Produces higher rates of responding because faster responding +mF responses means reinforcement comes sooner, and slower responding delays +— produce reinforcement. +_ reinforcement. Not a time-based schedule. +“0 ss... Programs in which higher rates of responding are +— Vuk i wir important; response maintenance. +e Large response requirements = More rapid response rates. +_ CAUTION: Can negatively affect topography because going fast can +hurt the quality of the response. +— 4 4H HE 4H 4H 4H 4 4H 4H Ff +e If the ratio is too large and responding decreases, decrease response +— requirements. +FIXED RATIO (FR) e Aratio schedule in which a fixed number of responses have to occur +~s before a response produces reinforcement. +THINK: A specific count of responses is reinforced. +PATTERN OF RESPONDING PRODUCED BY FR SCHEDULES: +- « Produces consistent pattern of responding after the first correct +— response. +¢ Typically produces a high rate of response. +— e Low ratio requirements produce a lower response rate, while higher +requirements produce a higher response rate. +— THINK: Responding speeds up with high ratio requirements to speed +up access to reinforcement. +_ e Response requirements that are too high could decrease the rate of +— response, unless raised gradually over an extended period of time. +e Produces a post-reinforcement pause. +_. Post-reinforcement pause: A pause in responding following +""reinforcement, after which responding speeds up again. | +— THINK: Pause to enjoy the reinforcement. +¢ The pause is affected by the size of the ratio (how many correct +—_ responses are needed) and the magnitude of reinforcement. +~ e Large ratios = Long pauses +_ “e Short ratios = Short pauses +_¢ Large magnitude = Short pause +_ _¢ Small magnitude = Long pause +Please Do Not Duplicate 59" +59,"PTB ABA Exam Study Manual DomainB: Bg ~ +FIXED RATIO (FR) e After the pause, steady responding resumes. | +(Cont'd) __. .... Reinforcing academic activities, trial-based learning - +vue suas PlOgrams; social initiations; programs with a certain +Whe hk Wan — +amount of necessary product, etc. +Example: On an FR 7 schedule, reinforcement is delivered after the — +client has emitted 7 correct responses. +Example: (Naturally occurring.) Entering your four-digit pin atthe ATM > +machine is an FR 4 schedule. Once four correct responses have been +emitted, reinforcement (access to money) becomes available. ~~ +Example: (Applied.) On an FR 25 schedule, students must completea = __ +25-problem worksheet before getting free play time. +FR PROTOTYPE ~~ +coup i so KEY ao, +ae, This is the only A. Post-reinforcement pause. +m7 graph with B. High rate of response “run.” _ +mw steps. ® B fs Cc. Reinforcer delivered after +§ the nth response. — +g/A _J~ +é SS _ +St +an: ~ +Time Graph: Fixed ratio. — +VARIABLE RATIO (VR) e Aratio schedule in which the requirement changes after delivery of | +reinforcement. — + +e Avariable number of responses have to occur before the reinforcer +is delivered. ~~ + +e The indicated number refers to the average number of responses _ +needed to deliver the reinforcer. In a VR 3 schedule, the requirement +of responses varies, with an average of 3 responses. — +Example: If Jenny replies to Andy’s text messages ona VR 3 +schedule, then she could reply to his Ist text, then his 2nd, then his — +5th, then his 3rd, then his 4th, (1+ 2+5+3+44=15/5 = 3). 5‘ 3 2 + +e Typically a computer-generated schedule. Because math NUL — +is hard. + +e Variable schedules are seldom used correctly in applied settings _ +because math is hard and people usually end up guessing. The —_ +chance delivery of reinforcement lacks systematic implementation +and makes the schedule ineffective. — + +2) The strongest basic schedule of INT reinforcement. _ +e Pattern of responding produced by VR schedules: +° Produces quick, consistent and steady rate of response. _— +° Does not produce a post-reinforcement pause (as FR schedules __ +do). Why? It may be due to the uncertainty of when a response +will produce reinforcement. — +60 © 2012 - 2024, Pass the Big ABA Exam _." +60,"“~~ PTB ABA Exam Study Manual Domain B: B.9 +VARIABLE RATIO (VR) °o Responding remains steady because the next response may +— (Cont'd) produce reinforcement. +e Like FR schedules, low ratio requirements produce a lower response +~~ rate, while higher requirements produce a higher response rate. +— Maintaining behavior, since it’s uncertain how many +vue tun responses are needed to contact reinforcement when +— behavior tends to persist. +THINK: Slot machines in Las Vegas. +~ Example: On a VR 7 schedule, reinforcement is delivered after 7 +_ correct responses have been emitted, then 9, then 8, then 5, and then +6 correct responses. +— Example: (Applied.) A teacher gives a packet of five worksheets. Each +sheet has a different number of math problems. The student starts +—_ with the first sheet which has 10 math problems. Once the student +completes the 10 problems they get a check mark. The next sheet +_ has six math problems. Once the student completes the six problems +_ the teacher delivers another check mark. On the third sheet, there +are three math problems that the student must complete to get a +— check mark. This continues for the next two worksheets with the +opportunity to earn a total of five check marks, which are +— redeemable for computer time. +—_ VR PROTOTYPE +VR +~ KEY +— A: High, steady rate of responding. +se This graph has A— | B: Reinforcer delivered after meeting response +— . we _ contingency. +(%: super-fast % +_ fg and steep % -—B +slope. 8. +— g +— Time Graph. Variable ratio. +“™~ INTERVAL SCHEDULES « Aschedule in which a certain amount of time must pass before +_ . reinforcement is available for one response. +ig Time andone — « Rate of response is not important. +— Ww, correct THINK: “Time-controlled” reinforcement. +ay ‘sponse e Preferred by staff because easier to implement, not requiring as much +— ""produces attention. +reinforcement. +oes +—_— Please Do Not Duplicate 61" +61,"PTB ABA Exam Study Manual Domain BB. =~ +INTERVAL SCHEDULES e Preferred by clients because it requires less work. It’s a win-win. +(Cont'd) VMINK: Reinforcement is contingent on an interval of time, plus one —- +correct response. +e Rate of response or pauses in responding don’t matter because ™ +reinforcement comes with time passage and only one correct +response. _ +¢ To increase response rate (and maintain high responding), shorten _ +the interval. To decrease response rate, increase the interval. . +) Produces lower response rates than ratio schedules. ~— +cdebie y win, PPOgrams for which a low response rate is acceptable. -_ +COMMON MISCONCEPTIONS: +e Passage of time = Access to reinforcement. Nope! A correct response ~~ +is also needed. _ +e The behavior must occur during the entire interval to produce . +reinforcement. Nope! The time just has to pass, and then only one — +correct response is needed. +Seis gt a ot, a — +sevastarlmalaslenna’ dee In test question scenarios, interval schedules will have time criteria + 3 #2. (eg, hours, minutes, days, etc.). — +FIXED INTERVAL (FI) ¢ A fixed amount of time must elapse before reinforcement is available +for the first correct response that is emitted after the fixed period of — +time. +« There is no deadline for correct responding. -— +¢ Correct responses that occur during the interval are not reinforced. _ +The next interval starts when reinforcement is delivered for the +previous interval. _ +meiNics Constant time criteria. +e Pattern of responding produced by FI schedules: — +o Slow start but accelerating rate of response toward the end of the +interval (with maximum rate at the end of the interval). — +o Interval duration influences the rate of response; larger intervals +produce lower rates of response and shorter intervals produce — +higher rates of response. _ +© Produces an Fi scallop. +~ Fl scallop: When the rate of response gradually accelerates i +toward the end of an interval. (Called this because of the rounded | +curves in the graph that resemble scallops.) — +Example: When client reports are turned in, ABA supervisors get off +to a slow start on the next report, but as the due date approaches, — +the rate of response increases to meet the deadline. +62 © 2012 - 2024, Pass the Big ABA Exam" +62,"— __ PTB ABA Exam Study Manual Domain B: B.9 +""FIXED INTERVAL (Fl) e Produces post-reinforcement pause, during the early part of the +— (Cont’d) interval. +Example: After completing all of her clients’ reports for the first +—_ quarter, Janie paused all report writing activities until closer to the +end of the 2nd quarter, because reinforcement isn’t available until +~~ then. +_ ¢ Larger Fl requirement = Longer post-reinforcement pauses and vice +versa. +~~ vuL ‘ wi, ACAademic task schedules; classroom rule schedules. +—_ Example: On an Fi 15 schedule, reinforcement is delivered for the Ist +correct response that occurs after 15 minutes have passed. +— Example: (Naturally occurring.) A paycheck is directly deposited into +a bank account on the Ist and 15th of every month. It is only after +- the deposit is made that the funds can be used. +_ Example: (Applied.) A teacher gives a test once a week to assess +weekly progress. Since the test is given at the same time each week, +— students don't study very hard at the beginning of the week but then +really begin cramming in the days (and hours) before the test is +— given. +THINK: Last minute cramming. +Fi PROTOTYPE a +— Miike. This graph has S B KEY +— gine scallops. o A: Post-reinforcement pause. +a a A \ B: Increase in response rates. +— t C: Reinforcer delivered after the + first correct response after +_ J Cc interval. +Time Graph: Fixed interval. +_. VARIABLE INTERVAL (VI) —* A variable (average) amount of time must elapse before +reinforcement is available for the first correct response that is emitted +— after that period of time. +¢ Time requirements between reinforcement are randomized, and can +— change for all responses, but center around the specified number in +the schedule. +~~ THINK: Pop quizzes. +__ * Variable intervals should be systematically established, but seldom +are in applied settings. 430 +—_ * Typically a computer-generated schedule in the lab. Because 5 +math is hard. WL +_ +Please Do Not Duplicate 63" +63,"PTB ABA Exam Study Manual Domain B:B.9 ~~ +VARIABLE INTERVAL (VI) * Variable schedules are seldom used correctly in applied +(Cont’d) settings — because math is still hard - and the chance/non- — +systematic delivery of reinforcement makes the schedule ineffective. +¢ Pattern of responding produced by VI schedules: ~~ +© Constant, stable rate of response (few hesitations between _ +responses). +o Low-to-moderate rate of response. — +) Produces very few pauses in responding. +e Average interval duration influences the rate of response: Larger +intervals produce lower rates of response and shorter intervals — +produce higher rates of response. +Maintenance programs, when consistent responding is _ +Hetty Seta important. _ +Example: On a VI 7 schedule, reinforcement is available for the first +correct response that occurs after 7 seconds, then 9, then 8, then 5, — +and then 6 seconds. +Example: (Applied.) Mr. Hiller loved a surprise pop quiz, and averaged ~~ +one every 9 days (Vi 9). His students, well aware of this tendency, _ +studied very consistently, to make sure they were ready whenever a , +quiz popped up. as +VI PROTOTYPE +a KEY 7 +es a A: Steady response rate. — +En> _ This graph is 2 B: Reinforcer delivered. _ +q & very similar to 2 A ~B +a the VR graph 8. | — +(both have straight 2 +lines). But, the VI graph — +isn’t steep (like the VR +graph). _ +Graph: Variable interval. +Time —_ +BASIC SCHEDULES OF 4 BASIC SCHEDULES OF INTERMITTENT (INT) REINFORCEMENT -_ +INTERMITTENT ati. ann pen un ee ee me eee enn +(INT) | FIXED RATIO | VARIABLE FIXED VARIABLE | — +REINFORCEMENT | (FR) RATIO (VR) | INTERVAL (FI) | INTERVAL (VI) | +COUNT VS.TIME | Count | Count | Time | —_ +RESPONSE PATTERN Slow Start | Consistent | — +RESPONSERATE = High Steady Low-Moderate | ~~ +VISIBLE FEATURES —_—s Steps Super Steep | — Scallop Steady Slope | — +nn Table. Four basic schedules of intermittent reinforcement. +eT +64 © 2012 - 2024, Pass the Big ABA Exam —_" +64,"“~ PTB ABA Exam Study Manual Domain B: B.9 +LIMITED HOLD (LH) e Adding a limited hold to an interval schedule limits the amount of +— time the reinforcement remains available following the end of the Fl +or VI interval. +~~ THINK: Limited time to respond. +_ e If the client doesn’t respond within the time limit, they do not earn the +. reinforcement. +—~ Example: On VI 5 LH :30 seconds, five minutes must pass before a +correct response can contact reinforcement, but only if that response +— is emitted within :30 seconds of the interval ending. +os osyree, Decreasing response latency; building fluency; +~~ UL swax increasing academic engagement. +BASIC INTERMITTENT FOUR VARIATIONS OF BASIC INTERMITTENT SCHEDULES OF +— SCHEDULES OF REINFORCEMENT: +____ REINFORCEMENT 1. Lag schedule of reinforcement +2. Progressive ratio (PR) schedule of reinforcement +— 3. Delays to reinforcement schedule +4. Differential reinforcement of rates of responding (DRH, DRD, DRL). (G.2) +es 1. Lag schedule of reinforcement: +— | 4VARIATIONS OF ¢ Aschedule in which reinforcement is delivered for a response that is +, BASIC INTERMITTENT different in topography, sequence, etc., from a previously reinforced +— | SCHEDULES response. +ag Increasing response variability (generalization); +— rogressive ratio oe eee... expanding language skills and verbal behavior +| -elays UL tear repertoires; building problem-solving skills; enhancing +~ * osifferential academic and social skills. +a THINK: Do something different. +Example: When Tim labels any shade of purple (from eggplant to +— lavender), he always says, “Purple” (which isn’t wrong), but to +program for variability his teacher uses a lag schedule of +—_ reinforcement, and reinforces any response other than purple. +Example: When teaching intraverbals (categories), Carissa asked +~ Matty to name different foods. To increase variability, she only +_ provided reinforcement when he named a food that he had not given +in a previous trial. +- 2. Progressive ratio (PR) schedule of reinforcement: +—_ e The schedule is thinned after each successive reinforcement +opportunity independent of the client’s behavior, until the client’s +— responding stops (the breaking point). +Breaking point: When the participant stops responding. The +— primary measure of interest in a progressive schedule because +it helps to assess the strength of a reinforcer. +_— . THINK: How far will the reinforcer go? +_ Please Do Not Duplicate 65" +65,"PTB ABA Exam Study Manual Domain B:B.9- B10 — + +BASIC INTERMITTENT ¢ A variation of the FR schedule. - + +SCHEDULES OF e Systematically and incrementally increase fixed ratio requirements — + +REINFORCEMENT until the end of a session... or until the breaking point is reached. + +(Cont’d) Example: A tact program began on an FR 3 schedule. The client — +received a mini-sized candy bar after three correct responses. The +schedule was then thinned to an FR 6 schedule, and so on, in — +increments of three. The client stopped responding when the schedule __ +advanced to an FR 15. The staff noted that a mini candy bar is effective +for up to 12 correct responses. — +Ujusie yw, Reinforcer assessment (F.5) and intervention. _ + +AW 4 HE 4H 4 4 4 4H 4H 4m +CAUTION: Not d quick way to check the strength of reinforcers; —_ +high ratio demands can be aversive; not a lot of known benefits to +using this schedule, therefore it’s questionable whether this _ +schedule should be used with protected populations. + +GZ HE HE AH HH 4 ff HH 4H 45 + +3. Delays to reinforcement schedule: _ + +e Aschedule in which reinforcement for correct responding is delayed. + +e Delay cues are used to signal the timing of reinforcement delivery. _ +Example: After learning to ask for a break instead of eloping, Jolene’s +team decided to thin the scheduled reinforcement (extinction, B.11). + +This caused elopement to return (resurgence, H.4). In order to _ + +eliminate elopement again, asking for a break was once again + +reinforced but on a delayed schedule. — + +Teaching tolerating delays to gratification; functional + +uses wm, COMMunication training; promoting cooperative work; _ + +SO offsetting resurgence. _ +4. Differential reinforcement of rates of responding (DRH, DRD, DRL). _ + +Differential reinforcement procedures are discussed in G.2. + +hitb B.10 Identify and distinguish among concurrent, multiple, mixed, and chained + + schedules of reinforcement. ™ + +COMPOUND SCHEDULES =e _Formed when two or more basic reinforcement schedules are -_ + +OF REINFORCEMENT combined. _ + +¢ Can include combinations of intermittent schedules (FR, VR, Fl, VI), + +SSR taceonememeommRemmtg continuous schedules (CRF), differential reinforcement of rate —\ + + 4 COMPOUND responses (DRL, DRH), and extinction (EXT). + +/ SCHEDULES — + +| oncurrent | FOUR COMPOUND SCHEDULES OF REINFORCEMENT: + +_ ultiple | 1. Concurrent schedules of reinforcement. + +_ hained | 2. Multiple schedules of reinforcement. — + +: -ixed | 3. Chained schedules of reinforcement. + +"" Call me! Call me! 4. Mixed schedules of reinforcement. — + +Pe say gE ae meneame arora — + +66 © 2012 - 2024, Pass the Big ABA Exam" +66,"—™~ PTB ABA Exam Study Manual Domain B: B.10 +“~~” COMPOUND SCHEDULES COMPARISON OF THE COMPOUND SCHEDULES OF REINFORCEMENT +— OF REINFORCEMENT pS renner +(Cont'd) flan DISCRIMINATED/S?s NON-DISCRIMINATED/ +_ (ef Multiple | Chained Mixed +— _ NUMBER OF +_ BEHAVIORS at po "" +-_§? WITH b D D b +_ _ SCHEDULE Yes S$”. Yes SY. Yes S¥. No S¥. +_ | Choice; | ++ KEY WORDS | matching | Random. | Inorder. - Random. +— : maw. | +—_— OO Table. Comparison of the compound schedules of reinforcement. +— CONCURRENT * Two or more schedules of reinforcement are available separately and +SCHEDULES OF at the same time for two or more behaviors, and each schedule is +~~ REINFORCEMENT signaled by a specific and different SP (e.g., time of day, setting, +(conc) visual, context, person, etc.). +¢ A discriminated compound schedule. (Discriminated = Has an $°.) +— ¢ Significance of reinforcement influences behavior choices. +¢ Opportunity to choose among available events. +_ oy . Example: When driving home from work, an exhausted Jane notices +lig, 2+ Behaviors. . . . . +PH ves 50 her gas tank is almost empty. Jane notices two gas stations. One is +~~ m7 ese"" closer and in the direction of home, but is really expensive. The other +_ mw Choice. one is on the other side of a busy street but is a lot cheaper. Getting +home quickly is more reinforcing than saving money, so Jane opts for +— the more expensive gas station, this time. +THINK: Given a choice, a person will choose to engage in a behavior +— that has the highest and most valuable reinforcement in that +moment. +_ «4 eeey Reinforcer assessment (F.5); interventions for vocational, +VUE fis academic and social skills. +PRODUCES TWO RESPONSE PATTERNS: +~~ 1. With interval schedules: Participants split responding between two +_ schedules to match the proportion of reinforcement that is available +in each schedule. +_ Example: Conc Fl 5/FI 10 (min.): A student has a choice between a) +answering math problems on an FI 5 schedule to earn extra recess +— time, and b) matching sight words to their corresponding picture on +an FI10 schedule to earn free time during class time. +2. With ratio schedules: Participants typically respond more to the +_ schedule that results in higher rates of reinforcement. +Please Do Not Duplicate 67" +67,"PTB ABA Exam Study Manual Domain B: B.10. ~~ +CONCURRENT Example: Harry receives higher rates of reinforcement for spitting to +SCHEDULES OF gain attention (FR 1), compared to yelling to gain attention (FR5).Due — +REINFORCEMENT to this, you expect more spitting responses than yelling and, in fact, he +(CONC) does choose to spit over yell. ~ +(Cont’d) VEIN Matching law. (B.23) _ +THREE TYPES OF INTERACTIONS: — +1. If the same type of reinforcement is available for each response +choice, responses that contact higher frequency of reinforcement _ +increase in rate. _ +2. If one response produces reinforcement and the other response +produces punishment, punished responses will decrease. — +3. If one response produces positive reinforcement and the other +produces negative reinforcement, avoidance responses will increase — +if there is an increased frequency or intensity in the aversive stimulus. +MULTIPLE SCHEDULES ¢ Two or more basic schedules of reinforcement are presented —_~ +OF REINFORCEMENT successively and independently, in any order, for one behavior (or +(MULT) response class). — +¢ Adiscriminated compound schedule, which means an SD is +associated with each schedule and is present when the schedule isin ~~ +effect. +#1 Behavior. * Associated with behavior contrast effects. (H.4) _ +(2 Yes SD. lisse: Signaled and separate, not in a specific order. _. +i ps . : . spa : +2 In any order. Thinning reinforcement schedules; building academic +~ veo ses gkills; reinforcer assessment. (F.5) — +Example: Mult VR 5/VR 2 schedule: Kacey goes to school and has a +tutor at home. In school, her teacher provides reinforcement ona VR5 ~~ +schedule for completed math problems. At home, her tutor comes _ +twice a week and provides reinforcement for completing math +problems following a VR 2 schedule. a +CHAINED SCHEDULES * Two or more basic schedules of reinforcement are presented _ +OF REINFORCEMENT successively and independently. _ +(CHAIN) ¢ An S? is associated with each schedule and is present while the +schedule is in effect. — +¢ The basic schedules must occur in a specific order (not randomly, +like the multiple schedule). — +hoes. 1+ Behavior. e The behavior can be the same or different for the different elements +ENYA Yes 50. of the chain. ~ + In order. ¢ Each step of the chain serves as an S° for the next step in the chain _ += and a conditioned reinforcer for the previous step in the chain. +Tlie Behavior chain. (G.12) _ +68 © 2012 - 2024, Pass the Big ABA Exam a." +68,"~~ PTB ABA Exam Study Manual Domain B: 8.10 - B.1l +CHAINED SCHEDULES s- .., . Complex behaviors that are taught or can be taught via +— OF REINFORCEMENT VV tae chaining. (G12) +_. (CHAIN) Example: Chain FR 4/FR 8 schedule: After you complete the first four +on steps of getting gas (pull in, park, get out, pay) (FR 4), you must then +— complete the next eight steps (remove fuel cap, choose gas, remove +nozzle, place nozzle in car, remove and replace nozzle, close cap, and +_ get back in your car) (FR 8). The two sequences must be done +correctly and in order. +——~ MIXED SCHEDULES OF * Two or more basic schedules of reinforcement are presented +REINFORCEMENT (MIX) successively and independently, in any order, for one behavior. +— * Identical to multiple schedules, except without the S° to signal which +schedule is currently in effect. +_ | THINK: Un-signaled, separate, and random. +_ gyda. 1 Behavior. eee ge ‘ati + PAs no so. UuR ron Promoting generalization. . . +_ Gf in any order. Example: Mix FR 4/F 1 (min.) schedule: When running a labeling +program with Patrick, you randomly alternate between providing +— reinforcement after every four correct responses, or after one minute +has passed and he provides a correct response. Patrick is not aware +— of which schedule is in effect at any time during the program. +ear B.11 identify and distinguish between operant and respondent extinction as +_ a“ _ operations and processes. + B.9 Identify examples of operant extinction. +~~ OPERANT EXTINCTION * A procedure in which a maintaining reinforcer for a target behavior is +__ (EXT) discontinued. + THINK: No reinforcement means the behavior isn’t effective. So why do +_. a.k.a. Extinction. it? +. ¢ Third principle of ABA. +— e Results in the reduction of frequency, duration and intensity of a target +behavior. +_ AW 4H 4H 4H 4H 45 45 44 45 4 +CAUTION: Extinction is NOT a punishment procedure. +~~ AW HE HE 4H HH 4H 45 44 45 4m +_ * Critical to know the function of the behavior to use extinction. +( 3 EXTINCTION ° tinction. oe Pee to voters see the the efficacy - +— VARIATIONS ex Inction and should be used to prescribe the correct type o +i _ extinction. +_ | “ositive +\ reinforcement wun sun Decreasing and eliminating behavior. +—~ | “utomatic +- reinforcement THREE EXTINCTION VARIATIONS (Based on function): +ao sone : 1. Positive reinforcement extinction: +—~ reintorcemen ¢ Withholding attention or access, when the target behavior occurs. +__ Piease Do Not Duplicate 69" +69,"PTB ABA Exam Study Manual Domain B: Bl =, +(EXT) VRIONES Ignoring; not granting access to desired items. — +(Cont'd) Example: Camille hates to see her 4-year-old, non-vocal daughter +cry, which she typically does when she is denied access to potato ™ +chips. So Camille usually gives in. An assessment confirmed that _ + crying was in fact maintained by access to tangibles and an . +extinction procedure was put into place. This involved teaching — +Camille to be consistent and ensuring that her daughter's crying +never resulted in access to potato chips. Now when her daughter _ +cries, Camille (unlike in the past) does not give her chips and crying +for chips has ceased to exist. ~ +Reducing behaviors with an attention or access to _ +testes C eva tangibles function +2. Automatic reinforcement extinction (a.k.a. sensory extinction): +e Withholding access to automatic reinforcement. oo +TEENS: Preventing sensory consequences. +Example: Jamie flips the light switch on and off repeatedly to watch — +the lights flicker, so her BT disconnected the lightbulbs to stop the +lights flickering when she flips the switch. ~™ +wuave, 4 ea, Behaviors with an automatic reinforcement function. — +3. Negative reinforcement extinction (a.k.a. escape extinction): +e¢ Withholding access to escape/preventing an escape contingency. a +vHiUNs Preventing escape from demands (e.g., follow through). +e Socially mediated. — +Example: Pam claims to have a headache and leaves work early +whenever there is a big work project due. Historically her boss has _ +allowed this, but he’s fed up. Now, when she tries to leave early he +doesn’t allow it, and she has stopped trying. - +“Usk aq Behaviors with an escape function. — +beh og . <4 | On exam questions about extinction, remember that the target —_ +earere behqvior must still occur. Reinforcement, however, is withheld. What is + ""Lge being extinguished is not the behavior-— it’s the reinforcement! — +A 7” 67 6 hE 6 6m 6 Oe +CAUTION: Common exam mistakes: - +* Extinction = Ignoring: Unless the target behavior is maintained by +attention. +¢ Extinction # Reduction of behavior: Just because the behavior _ +decreases doesn’t necessarily mean its extinction (it could be +punishment too)! _ +e Extinction = Behavior prevented: It’s the reinforcer that is +prevented. — +e Extinction = Forgetting is when a behavior decreases due to the +passage of time, without an opportunity to emit the behavior. — +4 4H HH 4H 45 4 45 4H 4H 8 +70 © 2012 ~ 2024, Pass the Big ABA Exam" +70,"——~ PTB ABA Exam Study Manual Domain B: B.1] + +“~~ OPERANT EXTINCTION q + +_. VS. NEGATIVE >. oe + +PUNISHMENT ea aS ole © TRIED +A consequence in which | A consequence in which a +~ reinforcement is not given, | preferred stimulus is taken + +_ following a behavior; in fact it away, contingent on behavior. + +is withheld, contingent on THINK: The reinforcement must + +—_ behavior. already be in the client’s + +THINK: After the behavior | possession to be taken away. + +— occurs, there isnostimulus | + +change inthe environment. +Graphic: Operant extinction vs. negative punishment. + +— RESPONDENT « Remember Pavlov? We talked about him in B.3. He’s the guy who + +EXTINCTION discovered respondent conditioning. Well, turns out he did more than + +—— cn Sl eM da that. + +_ (ny a Respondent conditioning occurs when neutral stimuli (NS) + +ie) yee f / achieve the capacity to elicit respondent behaviors + +— a eke (reflexes) that are typically elicited by specific + +dea p unconditioned stimuli. ++ / ¢ Respondent extinction: Paviov also found that the established +— : . | conditioned reflex (CR) would eventually weaken if a conditioned +BN —_ stimulus (CS) is presented without the unconditioned stimulus (US) +-~ == _ for a given period of time. +THINK: Tone presented without meat. + +— e Involves unpairing the conditioned stimulus (CS) and the +unconditioned stimulus (US), and the conditioned stimulus (CS) +becomes a neutral stimulus (NS) again. + +_ THINK: Unpairing antecedents. + +Example: When Pavlov unpaired the tone and the food by presenting + +— the tone many times without the food, the tone lost its eliciting power +and no longer elicited the dog's salivation because it returned to its + +— neutral status (NS). + +— RESPONDENT CONDITIONING RESPONDENT EXTINCTION + +; Decconnescacesansc ety : iD « ' +—_ Graphic: Respondent pairing and unpairing. +fa +Pleasé Do Not Duplicate 7\" +71,"PTB ABA Exam Study Manual Domain B:B.11-Bi2 = +OPERANT EXTINCTION fos +| Withholding the maintaining After respondent conditioning, — __ +| reinforcement for a target _ unpairing the conditioned +| behavior when it occurs. : _ stimulus (CS) and the i +p tries The consequenceis _ unconditioned stimulus (US) +| that there is no consequence. | | results in the conditioned —_ + | stimulus (CS) becoming + | | neutral again (NS). ; + | lols: Antecedent control. ; +— Greaphicr Operant extination vs. respondent extinction, +‘hgh ® IN exam questions, if the scenario describes a consequence-based +eae hetontardes CONtiNgeNcy, it’s most likely describing operant behavior or — + 2 3 © 1. conditioning, but if the behavior is solely controlled by antecedents += and there is no mention of consequences, it’s probably respondent ~~ +behavior or conditioning. _ +hie kos B.12 Identify examples of stimulus control. —_ +| Pearse, B.10 Identify and distinguish between types of stimulus control. _ +STIMULUS CONTROL « Achange in responding based on the presence, absence, or a change +in the stimulus (the S°) that precedes a response. _ +Discriminative stimulus (S°): A stimulus that signals the +availability of reinforcement. A stimulus in the presence of which =| — +responses of some type have been reinforced, and in the ‘ +absence of which the same type of responses have occurred and | ~~ +not been reinforced in the past. } +Example: A microwave beep signals that food is ready, and in the _— +presence of that beep, it is ready to be eaten. _ +Example: A teacher asks, “2+2 equals..."" and a student answers “4,” a +response for which the student receives praise. — +¢ Most behavior is under stimulus control. +¢ Exists when a discriminated operant (learned behavior) occurs inthe — +presence of the SP and doesn’t occur in its absence or in the presence +of other stimuli ($4). ™ +72 © 2012 - 2024, Pass the Big ABA Exam __" +72,"“—™~ PTB ABA Exam Study Manual Domain 8: B.12 +STIMULUS CONTROL nea ann + +— (cont'd) Bo . . + +- Discriminated operant: A behavior that occurs in some +— conditions (S2s) more than others. + +_ THINK: Discrimination. (B.13) +~ Example: Steve hears a chirp and looks in the direction of the sound to +_ see a pretty bird. + +Example: To get cold water, one is more likely to hold a cup under a +— blue tap on the water cooler than a red one. + +* Motivating operations (B.16) alter the current rate of response in the + +— presence of a discriminative stimulus. + +Example: Faith will only hold a cup of water under the faucet tab when +~ she is thirsty. + +Stimulus delta ($4): A stimulus in the presence of which a given + +-— . behavior has not produced reinforcement in the past and likely +_ will not in the future. +-_ 4 4H 4H 45 @H 45 48 44 45 5 +_ CAUTION: S4 does not mean zero reinforcement is available; it can + +also mean less reinforcement or lesser value reinforcement than the +— S?. + +4H 4H 4H 4H 48 4H 4H 4H 45 4m + +- Example: If needing to hydrate, coffee ($4) is less reinforcing than +_ water (SD). (If you're thirsty and offered water and coffee, the water + +will be the SP and the coffee will be the SD.) Both, however, offer a +— relative amount of hydration (reinforcement). +— When present, a signal that When present, specific + +specific behavior can contact behavior cannot contact +— reinforcement. reinforcement. +—_ | Graphic: S° vs. $4. +FACTORS AFFECTING ¢ There are many variables that can impact a specific stimulus + +-—— STIMULUS CONTROL acquiring control over a specific response. +_ Please Do Not Duplicate 73" +73,"PTB ABA Exam Study Manual Domain B: B12 —~ +FACTORS AFFECTING 1, Pre-attending skills: Prerequisite behaviors needed for learning +STIMULUS CONTROL which include: Looking at the instructor and the materials, orienting to — +(Cont'd) the appropriate S°, listening to directions, and sitting quietly for short +oh tance, intervals of time. — +i 5 FACTORS | 2. Stimulus salience: The prominence of the stimulus in its environment, +- AFFECTING STIMULUS | as compared to other background stimuli. “~ +: CONTROL | @ When training to establish stimulus control, establishing the salience +_ . of the stimulus helps ensure a correct response in the presence of the +_ +MOTIVATING 2. Behavior-altering effect: An in-the-moment change (increase or +OPERATION (MO) decrease) in the occurrence of all behavior that has been — +(Cont’d) reinforced by a stimulus. +enNe How behavior changes to access a reinforcer in the moment. ~~ +¢ Reinforcement depends on motivation _ +¢ Both effects occur in the exact moment that the MO is present. . +“aliics An in the MO-ment effect. —_~ +Example: in the exact moment that a person is hungry, food is more +valuable as a reinforcer (value-altering effect) and any behavior to — +get food increases (behavior-altering effect). When satiated (not +hungry), the value of food and the behavior to get food decrease. ~~ +* MOs have been likened to setting events. _ +Setting event: An Internal or external antecedent event or +condition that has an influence on the occurrence of a specific , oo +behavior. | +Example: Not having eaten all day, observing parents fighting, sleep ~— +deprivation, etc. can affect a student’s behavior in school. + +TWO TYPES OF MOS: _ + +1. Establishing operation (EO). + +2. Abolishing operation (AO). — + +ESTABLISHING A type of MO that has two in-the-moment effects: _ +OPERATION (EO) a + +1. Value-altering effect (a.k.a. reinforcing-establishing effect): An in- +the-moment increase in the current reinforcing effectiveness of a — +stimulus. + +cs When deprived of it, a reinforcer is really reinforcing. —™ +Example: In the moment a person is hungry, food is a super valuable +reinforcer. _ +oorti<: When deprived of something, behavior will increase to gain _. +access to that thing. + +2. Behavior-altering effect (c..c. evocative effect): An in-the-moment +increase in the current frequency of behavior that’s been reinforced — +by the now more valuable stimulus. + +Example: When hungry (deprived of food), any behavior to get food -_ +increases. _. +e An EO should always evoke the behavior, even if not initially + +successful. — +Example: When a hungry person realizes that there is no food in their +house, they will go out and get food, order food, or make food. — + +e Strong EOs can evoke behavior under new conditions, and without the +presence of S°s. ~~ +— +80 © 2012 - 2024, Pass the Big ABA Exam _" +80,"—— PTB ABA Exam Study Manual Domain B: B.16 +ESTABLISHING Example: When a person is hungry, they may ask strangers for food, +— OPERATION (EO) and/or ask for food when food isn't present. +(Cont'd) ) When an EO is added to a three-term contingency (A-B-C), it +~ ~* creates the added component of motivation, and establishes a +_ four-term contingency (¢.g., EO-SP-Bx-C). +Example: An apple signals the availability of food, given the behavior +_ of eating it. A (apple) - B (eating) - C (satiety), but it’s only when a +person is hungry (EO) that the behavior of eating occurs. +~ Rail il . . ae +ai In exam questions, look for reinforcers being more reinforcing and +—_ ‘ iY + behaviors being evoked (increased), due to state of deprivation. +_ Example: +— ; EO gD BEHAVIOR REINFORCEMENT +— "" Need info Asking questions increases. Value of answer increases. +~ . Feel cold Putting on jacket increases. Value of warmth increases. +—_ | Playing games on phone : +| Bored Cell phone | | creases, Value of fun increases. +. ee Table: Establishing operation. +ABOLISHING A type of MO that has two in-the-moment effects: +“OPERATION (AO) +_ 1. Value-aitering effect (a.k.a. reinforcing-abolishing effect): An in the +moment decrease in the current reinforcing effectiveness of a +— stimulus; the reinforcer is less valuable. +Example: After a person has eaten (satiated), food is less effective as +— a reinforcer. +THINK: When satiated by a reinforcer, that reinforcer is no longer +~~ valuable. +_ 2. Behavior-altering effect (a.k.a. abative effect): An in-the-moment +— decrease in the current frequency of behavior that’s been reinforced +by the stimulus which isn’t currently valuable. +— THINK: When you've had enough of something, you will not work to get +more of that thing. +—_ Example: When a person has eaten a full meal and is satiated, their +behavior to access food, decreases. +— . ‘¢ i \. \ +me In exam questions, look for reinforcers being less reinforcing and +~ ‘rh 1) behaviors being abated (decreased), due to state of satiation. +_ Piease Do Not Duplicate 8]" +81,"PTB ABA Exam Study Manual Domain B:B.16 — +ABOLISHING OPERATION —_ Example: - +(Cont'd) . AO sD BEHAVIOR REINFORCEMENT +Have all: | teacher | Asking questions decreases. | Value of answer decreases, | +_needed info g4 | +: Feel warm Putting on jacket decreases. | Value of warmth decreases. | + Playing games on phone - +Having fun | Cell phone decreases. Value of fun decreases. | +NN —— Table: Abolishing operation. _. +FUNCTION-ALTERING e When a consequence for a behavior in the presence of an MO — +EFFECT changes the behavior evoked by the MO in the future. + +— . ovals: Future effect, operant learning, learning from consequences. — +u.Kk.ci. Repertoire- * Aconsequence (reinforcement, punishment, and extinction) changes _ +altering effect. a person’s behavior in the future. | + +Boe, oo Example: Lanie doesn't like being cold, so whenever she is taken _ +an. Function = outside in the winter, she cries. To reduce crying, adults decide not to +q (“Q Future. take Lanie outside in the winter. This is an example of manipulating — +alll antecedents to decrease behavior. The problem is this will not reduce +crying in the future. So, they do this instead: When Lanie cries due to —_ +being cold, adults teach her to ask for a sweater and a scarf, the +delivery of which will reduce crying and increase asking for those _ +things instead of crying in the future. Learning a new behavior to _ +produce the escape and utilizing it in the future when the MO (being +cold) exists again is the function-altering effect of an MO. — +¢ Rules and rule-governed behavior (B.18) are examples of verbal +function-altering effects. Learning a rule (verbal contingency) will — +change a person’s future behavior. +Example: Karen is thirsty and sees a water fountain far in the distance, ~~ +so she walks a long way with the promise of getting water. When she _ +arrives at the fountain, there is a sign above it with the words “Don't +drink! Contamination!” above a picture of skull-and-crossbones. She __ +learned long ago that these words and picture mean that she will get +sick, so even though she is thirsty, she does not drink the water. — +-) Although we know that MOs typically affect behavior in the +~’ moment, an MO also creates the opportunity to emit a new _— +response and change future behavior. _ +Example (Reinforcement): If a child is prompted to ask for help when +struggling with a task, and is given assistance, they are likely to ask for — +help the next time it is needed. +Example (Punishment): If a person is very thirsty and quickly drinks hot ~~ +tea and burns their tongue, they are less likely to drink hot tea quickly +_. + .., ,the next time they are very thirsty. +weugpatheaccme do On exam questions, look for MOs that affect behavior in the future. ~ +82 © 2012 - 2024, Pass the Big ABA Exam" +82,"~~ PTB ABA Exam Study Manual Domain B: B.16 +~ FUNCTION-ALTERING Example: If a person craving French fries asks for them at a sushi +—~ EFFECT restaurant, they will not contact the desired French fries and will +(Cont’d) therefore probably not ask for them at the sushi restaurant the next +— time they have that craving. +“~~ BEHAVIOR-ALTERING ) +_._ EFFECT VS. FUNCTION- ™ coups +ALTERING EFFECT SEU) © oss SEES +-_ An antecedent context oo A consequence shapes future +_ changes the current,in-the- | | behavior; thisisevidentinthe | +moment occurrence of a future when the same stimulus +— behavior. is presented and evokes the +Example: In the moment that a : new response. +— person is deprived of attention, Example: The next time a +their behavior to contact person is deprived of attention, +~ attention increases. | they will emit the behavior that +_ in the past resulted in getting +| attention. +~~ “Graphic: Behavior-altering vs. function-altering effect. +~~ UNCONDITIONED e Events, operations, and stimulus conditions with value-altering +_. MOTIVATING motivating effects that are unlearned. +OPERATIONS (UMOs) e Abolish and establish the value of stimuli without prior learning history. +— THINK: Basic human needs: Food, water, sleep, activity, oxygen, sex, +and relief from extreme temperatures and pain. +— e Allhumans are born with 8 main UMOs, and one develops during +adolescence/puberty. +ESTABLISHING/EVOCATIVE EFFECTS +~~ Food deprivation _ | Establishes food as a reinforcer and increases behavior to attain food. +— - Water deprivation Establishes water as a reinforcer and increases behavior to attain water. +— _ Sleep deprivation Establishes sleep as a reinforcer and increases behavior to attain sleep. +_ , Activity deprivation Establishes movement as a reinforcer and increases behavior to attain +i | Movement. +— Oxygen deprivation | Establishes oxygen as a reinforcer and increases behavior to obtain + » oxygen. +— Sexdeprivation” | Establishes sex as a reinforcer and increases behavior to attain sex. +— } | Establishes escape from warmth as a reinforcer and increases escape + Becoming too warm from warmth. +~~ _ Becoming too cold Establishes escape from cold as a reinforcer and increases escape + from cold. + Increase in pain Establishes escape from pain as a reinforcer and increases escape +— : from pain. +eee Table: Evocative effects. +Please Do Not Duplicate 83" +83,"PTB ABA Exam Study Manual Domain B: B16 ~~ +UMOs (Cont'd) ABOLISHING/ABATIVE EFFECTS +Food satiation Goeregses the value of food as a reinforcer and decreases behavior to | _ +Water satiation | Decreases the value of water as a reinforcer and decreases behavior to ? _ +| attain water. +""Sleep satiation i attain slesp. value of sleep as a reinforcer and decreases behavior to | — +a - ai, Decreases the value of movement as a reinforcer and decreases | 7 +Activity satiation _ behavior to attain movement. | + iain, Decreases the value of oxygen as a reinforcer and decreases behavior | +Oxygen satiation) to obtain oxygen. ¥g | — +Sax satiation : Decreases the value of sex as a reinforcer and decreases behavior to — +| attain sex. | +CONDITIONED ¢ MOs that change the value of other stimuli, objects, or events due to 7 +MOTIVATING conditioning (individual learning history). — +OPERATIONS (CMOs) ¢ Creates an in-the-moment change in the frequency of any behavior +associated with those other stimuli, objects, or events. —_ +e Events that are not especially motivating until a relationship is +established to another MO, reinforcement, or punishment. _ +¢ Environmental variables that make a person want something _ +different. +Example: Although a charged phone seems to be the reinforcer — +when a cell phone battery is dead, needing to charge it makes the +charger more valuable as a reinforcer in that moment. —_ +THERE ARE (AT LEAST) THREE TYPES OF CMOS: _ +1. Surrogate CMO. —— +2. Reflexive CMO. +3. Transitive CMO. _ +SURROGATE CMO e A once-neutral stimulus becomes an MO by being paired with an -_ +(CMO-S) existing MO (either a UMO or a CMO). The neutral stimulus becomesa — +CMO and acquires the same value-altering and behavior-altering +effect as the original MO. — +CRISS Pairing +* Does the same thing as the MO with which it was paired. -_ +¢ Alters the value of consequences that are under the control ofthe MO __ +with which it has been paired. +vals A substitute for the original MO. — +e Requires a pairing process: MO 1is paired with Stimulus 1, so that when +Stimulus 1 is encountered it has the same effect as MO1. The stimulus — +that has been conditioned as an MO is the CMO-S. +84 © 2012 - 2024, Pass the Big ABA Exam _" +84,"“—~ PTB ABA Exam Study Manual Domain B: B.16 +SURROGATE CMO Example: In advertising, a product is paired with a certain need being +— _ (CMO-s) met (restaurant and food satiation; warm blanket with being warm; +(Cont'd) cute shoes with being happy), making a consumer value and desire +~~ that product and buy it! +_ Example: Eating a sandwich when hungry is an example of pairing +that sandwich with food deprivation. As a result, in the future just +— peel y seeing a sandwich can make a person feel hungry. +aly For exam questions, look for an increase in behavior to access +— “1 + y something, due its pairing with something else. +- TWO WAYS TO UNPAIR THE PAIRED CMO-S AND THE EFFECTIVE MO: +— 1. Present the CMO-S repeatedly, without the effective MO. +2. Present the effective MO with and without the CMO-S equally. +~ Example: Present the sandwich (a lot) when not hungry, or eat a +_ sandwich as often as eating other foods (when hungry). +— REFLEXIVE CMO * Astimulus (signal) that comes before the onset of pain (or other +(CMO-R) aversive stimulus), and the offset of this signal is just as negatively +— reinforcing as the offset of the pain. +THINK: Avoid it so you dont have to escape it! +~~ e Conditioned to signal the onset of an aversive stimulus which would +_ require escape behaviors. The CMO-R, since presented before the +actual aversive stimulus, evokes avoidance behaviors. +_ ¢ A signal that aversive events are coming and results in avoidance +behavior. +— THINK: Associated with negative reinforcement. +Example: For Katia, sniffles always turn into a bad cold, so when she +-_ experiences those early symptoms, she takes a lot of vitamin C and +_ Zinc and usually avoids getting sicker. +Example: A mother gives in to her daughter's whining to avoid a full- +— blown tantrum, which whining typically precedes if she doesn't get +what she wants. +— . hi i \ yf For exam questions, look for a signal or warning sign about worsening +~ conditions, and an increase in any behavior that results in avoiding +— tg a ' e + ‘ri the aversive stimulus. +Aversive stimulus: Something that, if delivered, acts as positive +punishment, but its removal/avoidance acts as negative +_ reinforcement. +CMO-R (IMPROVING [- A CMO-R has also been described to precede improving conditions. +— CONDITIONS) FUN ° A stimulus signals improving conditions and results in an increase in +FACT’ the behaviors that resulted in that improvement. +“~~ —-, Example: Claudia’s mock scores start to increase, which signals +_— L improvement in fluency and evokes more studying behavior. +— +_ Piease Do Not Duplicate 85" +85,"PTB ABA Exam Study Manual Domain B: B.16 - B17 —. +TRANSITIVE CMO e An environmental variable that establishes another stimulus or event +(CMO-T) as a reinforcer or punisher. — +e All UMOs act as ad CMO-T because the UMO establishes the +unconditioned reinforcing effectiveness and the CMO-T evokes the _ +necessary behaviors needed to obtain the unconditioned reinforcer. +Example: Sleep deprivation (UMO) establishes the need fora bed, dim ~_ +lights, quiet, a pillow, or a cot (CMO-T). _ +Veli: Something is blocking access to an unconditioned reinforcer +and problem-solving behaviors are needed. —~ +Example: The need for a straw for a milkshake, spoon for soup, +a phone to call a loved one, etc. — +Example: When hungry, a locked fridge creates a CMO-T that +conditions the key to the lock (solution to the problem) asa reinforcer ~~ +for food deprivation. _ +e But not all CMO-Ts are serving UMOs, for an unconditioned reinforcer; +CMO-Ts also work to access conditioned reinforcement. — +Example: When | want to watch TV, the digital television set becomes +a CMO-T for the remote control. —_ +e Often manipulated in manding/FCT programs. (E.g., contrived +motivations in NET to create teaching trials.) ~~ +Example: When the BCBA wants Jill to request for a step stool, he / +places her favorite toy out of reach. _ +oc siwdiusiedaceetsien, FO eXAM questions, look for an increase in access behaviors that — + Spl boy solves a problem and results in access to an unconditioned reinforcer. __ +mee as B.17 Distinguish between motivating operations and stimulus control. +STIMULUS CONTROL ¢ Motivating operation: An environmental variable which affects the — +VS. MOTIVATING frequency of behavior by altering the value of a stimulus as a +OPERATIONS reinforcer. (B.16) — +“bhiNic? Responding because something is wanted. +¢ Stimulus control: A change in responding based on the presence, ~ +absence or change in the stimulus (S°) that signals reinforcement is +available for a response. (B.12) — +hilt: Correctly responding in the presence of SPs. — +* See page 87 for Graphic: MO vs. S? and ABC Chart MO vs. 8°. +86 © 2012 - 2024, Pass the Big ABA Exam" +86,"-——~ PTB ABA Exam Study Manual Domain B: B.17 +“STIMULUS CONTROL i +— VS. MOTIVATING hi “3 +OPERATIONS > ©} a +— (Cont’d) +~~ e The want/need. _ « Promise of reinforcement. +_— « Associated with differential | » Associated with the availability of +effectiveness of reinforcement. reinforcement. +— THINK: How effective is a reinforcer? THINK: How available is a reinforcer? +e When an MOis present, behavior | | « WhenanS? is present, behavior +_ increases. When it's not present, | increases because there is an MO +behavior decreases. This has | and reinforcement is available +“ nothing to do with availability of (repertoire-altering effect). +_ reinforcement. +ee | +7 Both are antecedent variables +— When combined, both alter the current frequency of behavior. +Repertoire-altering effect, when S°s and MOs operate together. +_ Example: When hungry (there is an MO for food) and food is available at a | +McDonald's (the SD), $0 a person goes to McDonald's. | +7 . ne | Graphic: MO vs. SP, | +— MO vs. s> +_ Po | +| 4 + +_ Oo 7) BEHAVIOR REINFORCEMENT +ae Signals where | E-The behavior to - +—_ What you NEED: ; 6] to get wheat you |_—+ gis what ere — What you need +if need Pe Paty . +— rel: a al “4 . tf aa there and | 4 +Nee FOOD | : Restaurant 4 order er Food +The eee . ) a ; _ . +— Need RELIEF | “F Advil ee aol cw Cel a P| Headache relief +MOs and reinforcers are like yin and yang. +—~ qe ABC chart MO vs. S°. +Please Do Not Duplicate 37" +87,"PTB ABA Exam Stucly Manual Domain B: B18 ~~ +an B.18 Identify and distinguish between rule-governed and contingency-shaped +behavior. — +ANS ys. B.13 Identify and distinguish between rule-governed and contingency-shaped _ +TE behavior. +RULE-~GOVERNED e Describes verbal and nonverbal behavior that is controlled by a verbal +BEHAVIOR statement (rule) and not an immediate consequence. — +_ ¢ Contrasted with contingency-shaped behavior. +a.k.a. Rule control, Jelisiss A verbal description of a behavioral contingency. -_ +rule governance, rules. Example: Wearing a face mask keeps people healthy. a +Example: If | take Ibuprofen now, my muscle ache will feel better in the +next hour or so. — +e Learning the rules is how behavior comes under the control of +consequences that are too delayed to directly influence behavior. — +iscisic? Delayed consequence. +¢ People learn to engage in appropriate responding without directly _ +experiencing the consequences. _. +ITS RULE GOVERNED IF: — +1. There is a verbal description of the contingency. +2. There isn't an immediate consequence for the behavior. ~ +3. The behavior-consequence delay is greater than 30 seconds. _ +4. A behavior changes without reinforcement/punishment. +9. There is an increase in the rate of the behavior following only one —_ +instance of reinforcement. +6. The rule exists, but no consequence exists (including automatic — +reinforcement). +Example: The rule, “If a person studies 15-20 hours per week, they will _ +pass the Big exam” is a verbal description of a delayed consequence. +Example: The rule, “If you brush your teeth and floss at least two times _. +a day, you will enjoy good oral health” is a verbal description of a +delayed consequence. —_ +<«{~ Although rule-governed behavior does not involve an immediate — +“| .. consequence or learning history, a person’s behavior of following rules +is shaped by their individual learning history. _— +CONTINGENCY- e Describes behavior that comes into direct contact with a +SHAPED BEHAVIOR contingency/consequence. _ +oo ; e A behavioral contingency is: The occasion for a response ($°) -> the +g-K.c. Contingency response (B) -> the outcome of the response (C). -_ +control. Wok tes AAR j +Pei&iks A-B-C and operant learning. — +e A behavior that is learned due to a consequence that occurs +immediately following that behavior. — +— +— +88 © 2012 - 2024, Pass the Big ABA Exam —" +88,"7—™~ PTB ABA Exam Study Manual Domain B: B.18 - B.19 +CONTINGENCY- Example: Putting Neosporin on a painful cut will immediately relieve +“— SHAPED BEHAVIOR the sting, therefore using Neosporin in the future is a contingency +(Cont’d) shaped behavior. +-_ Example: Burning yourself on a curling iron is an immediate +_ consequence that shapes more careful use of hot tools in the future. +~— Bets B.19 Identify and distinguish among verbal operants. +— Evesyss B14 Identify and distinguish among elementary verbal operants. +aie G.10 Develop and implement procedures to teach elementary verbal operants. +__ VERBAL BEHAVIOR e Behavior that is reinforced by others and includes vocal and non- +vocal communication. +— ¢ Primary belief that language is a learned behavior, controlled through +operant conditioning. +— THINK: Communication that helps a person get what they want and +to avoid what they don’t want. +~ ¢ Behavior that is reinforced through the mediation of another's +_ behavior (the listener), who responds in ways specifically conditioned +to reinforce the speaker's behavior. +_ Example: Jenae asks Leo, “Get me a sandwich,” and Leo gets it for her. +Example: Dakota waves hi to a friend, and the friend waves back. +— e Includes all response forms (e.g., vocal, writing, making eye contact, +pointing, signing, etc.). +_ There are two defined roles in verbal behavior: +1. The speaker (the primary role): +— e Emits the verbal behavior. +¢ Gains access to reinforcement. +— ¢ Controls the environment through the behavior of the listener. +2. The listener (the secondary role): +— e The audience for the speaker's behavior. +_. e Reinforces the speaker's verbal behavior. +e Responds to the speaker's verbal behavior in specific ways. +—_ [4 , +oe — Together the listener and speaker create a verbal event. +— VERBAL BEHAVIOR AW HH HE HE fH 4H 4H 45 «a +VS. VOCAL BEHAVIOR CAUTION: Common misconception. +— AG HH EE EE EO 6h 6 6 hue +PEE ae © BEEMEEHAVIOR | +— ¢ Verbal behavior: Includes all communicative response forms; vocal +_ (i.e., talking), writing, making eye contact, pointing, signing, etc. +¢ Vocal behavior: A term generally used to describe vocal talking. +__ Please Do Not Duplicate 89" +89,"PTB ABA Exam Study Manual Damain B: B.19. —— +VERBAL OPERANT e Asingle instance of a learned verbal behavior. + £68 SSA e SiX ELEMENTARY VERBAL OPERANTS: — +_ 6 VERBAL OPERANTS | 1. Echoic. +_ choic | = 2. Mand. ~ +and ' 3. Intraverbal. _ +- ntraverbal 4. Tact. +' act ; 5. Textual. — +' extual i 6. Transcription. +ranscription _ +FORM VS. FUNCTION * Form and function are essential parts of verbal behavior. +¢ The form of verbal behavior describes the physical properties of ~~ +language. +vulivcs How behavior looks. 7 +Example: Talking, writing, making eye contact, pointing, signing, PECS, __ +electronic devices are different forms of verbal behavior. +TWO FORM TYPES: +1. Topography-based: Talking, writing, making eye contact, pointing, - +signing. _ +2. Selection-based: Pointing (to select) in a picture exchange system +(e.g., PECS) or via electronic device communication system; involves —_ +choice-making. +FUNCTION: © +¢ The function of verbal behavior describes the effect of the verbal — +response on the environment. +“olls'icc Function of behavior; why a verbal response is emitted. —_ +Example: Mand, Tact, Intraverbal, Echoic, etc. _ +POINT~TO-POINT When a verbal operant is controlled by a verbal S°, there are two — +CORRESPONDENCE defining topographical features: +VS. FORMAL SIMILARITY . Te, — +1. Point-to-point correspondence: +e When the beginning, middle, and end of the controlling stimulus -_ +(verbal S°) match the beginning, middle, and end of the verbal _ +response. +wines Echoic, textual, transcription, motor imitation, copying a text, — +codic, and duplic ONLY. +e When the (words/actions) of the $° and the verbal behavior are —~ +identical in content. +Example: The RBT writes “behavior” (verbal S°) and the client finger ~~ +spells “behavior” (the content matches identically). _ +90 © 2012 - 2024, Pass the Big ABA Exam" +90,"-~— PTB ABA Exam Study Manual Domain B: B.19 +POINT~TO-POINT o +-— CORRESPONDENCE A “ae C +VS. FORMAL SIMILARITY written “Finger spells . +— _ (Cont'd) “Good job!” +B-E-H-A-V-I-O-R B-E-H-A-V-I-O-R J +— RAR RA A ARN A A NRA RA AARANN +ABC chart: Point-to-point. +_ 2. Formal similarity: +* When the controlling stimulus (verbal S°) and the verbal response +— (e.g, echoic) have the same sense mode (both spoken, or both +written, or both signed). +—_ Example: The RBT writes “hi” and the client writes “cab”. Even though +they are different words (no point-to-point correspondence), they are +~ in the same written sense mode, therefore there is formal similarity. +—_ Written Written | +“a uhP” +H-| C-A-B H +— AA ANA ABC chart Formal similarity. +_ Example: Cooper says, “Skinner” and Heward says, “Skinner”. Both +examples are in the same sense mode (spoken) and the words +—_ happen to be the same here too, making it an example of point-to- +point-correspondence as well. +Spoken Spoken . +— “a P nw “a P ” “Rig A t!” +Skinner. skinner. +_ aie tc aan +ABC chart. Formal similarity and point-to-point. +VISUAL SUMMARY OF A Cc +— THE VERBAL OPERANTS CONTROLLING STIMULUS - VERBAL BEHAVIOR CONSEQUENCE +_ Vocal (verbal $?) <— Formal similarity —> ~“Echoic behavior (vocal) +int-to-poi oy ne GCSR +| “Hi, how are you?” L- <— corresponcience — NIH how are you?"" ) +Written (verbal S°) Formelsimierity —— Textual behavior (vocal) +—. Hi, Now Oke yor? _ Point-to-point __, mat ” GCSR + q —_ correspondence * -~""Hi how are your"" | +~~ Vocal (verbal $°) —— Fonmebsiniarity —> Transcriptive shaver +a gi >| _ Point-to-point __. _ written GCSR +UME now are your” —_ correspondence Hi, Now Okt youu? +—, Any form (verbal $°) <— Formal similarity —+ Intraverbal behavior +. . (any form) +“Lh 7 Ro GCSR +— [ ""HL how are your"" +e cetrespen — xi ‘Fine, thank you.” } +— MO N/A Mand behavior (any form) Spe cuisetaa? +— Non-Verbal s° N/A Tact behavior (any form) GCSR +ABC chart Visual summary of the verbal operants. +Please Do Not Duplicate 91" +91,"PTB ABA Exam Study Manual Domain B:B.19 “~~ +ECHOIC e Elementary verbal operant. +a.k.a. Verbalimitation ° Spomer vooaly repeats the auditory (vocal) verbal behavior of — +vocal imitation. Gomer Speaker. . ; sat — +¢ The echoic response must have a history of generalized conditioned +reinforcement (GCSR). (B.7) _ +“INS: Vocally imitating/repeating/echoing what you hear. +e Avery important foundational skill. — +CHARACTERISTICS OF ECHOIC VERBAL BEHAVIOR _ +_ Antecedent (controlling stimulus): ‘VocalverbalS2. ti “(ai‘(SS*S*S*S*~*~*~C~C~*S*S:S 7 + Consequence: Must have history of GCSRs. | - +- DaAintetnenn} . Yes! The controlling stimulus and echoic behavior are ~ +Point-to-point correspondence: identical in content, | +«ntl atty Yes! The controlling stimulus and echoic behavior _| +Formal similarity: are both in the same sense mode (vocally spoken). | — +Table: Characteristics of echoic behavior. —~—~SCSC~C*~=“S~S*~*“‘s~“—sSCSsSCSsSS +Example: | +CONTROLLING ECHOIC VERBAL —_ +STIMULUS BEHAVIOR GCSR +Vocally spoken: Vocally spoken: “Yeah! We both said - +“Bear.” “Bear.” the same thing.” — +ABC chart Echoic 1. +CONTROLLING = ECHOIC VERBAL GCSR +_ STIMULUS BEHAVIOR _ +Vocally spoken: Vocally spoken: “Yeah! We love a +“Skinner.” “Skinner.” Skinner.” +ABC chart: Echoic 2. ~~ +e Echoic behavior is a type of duplic. _ +Duplic: Any verbal behavior that shares formal similarity and | -_ +point-to-point correspondence with its controlling stimulus. : +Other duplic relations include: Motor imitation, copying a text, +imitating signs. i +""4s: Duplicate, +92 © 2012 - 2024, Pass the Big ABA Exam —" +92,"—~ PTB ABA Exam Study Manual Domain B: B.19 +ECHOIC TRAINING ¢ Specific procedures are used to teach clients how to repeat another +— person’s sounds or words. +e Clients learn to imitate a trainer's sounds and words. +~ * Critical behavioral cusp (F.8) because exposes learners to +_ reinforcement produced through vocalizations. +e Needed to learn more advanced communication and verbal behavior. +— e Involves bringing vocal responses under the functional control of a +vocal S° (controlling stimulus) that have point-to-point +— correspondence and formal similarity. +Helping clients establish an echoic repertoire in order to +-— eis aseu. facilitate more complex verbal behavior. +_ ECHOIC TRAINING PROCEDURE(S): +« Shaping: The instructor differentially reinforces successive +- approximations that eventually match the original model. +— Example: The instructor says, “Hat,” and differentially reinforces the +client emitting sounds that progressively match the sample: h, h-a, +— until h-a-t is achieved. +e Promote naturally occurring opportunities or use incidental teaching. +a ¢ Pair the model with a specific reinforcer. +Example: The instructor says, “Coo,” and gives the client a cookie. This +_ makes a cookie the reinforcer for that vocal approximation. +a ¢ Capitalize on the sounds a client is already making/babbling. +Example: The client is saying, “Ga-ga-ga,” and the instructor joins in. +— Any client responses of “Ga-ga-ga” following the instructor saying, +“Ga-ga~-ga,"" are reinforced as imitations, establishing that +— contingency and increasing the opportunity for further shaping. +e Start with simple one-syllable words. +— e Start with vowels, then move on to consonants. +_ e Incorporate oral-motor imitation: Involves strengthening the client's +mouth movement. +— Example: Have the client blow on feathers to help increase physical +oral strength. +<{, BCBAs should collaborate with speech-language pathologists (SLPs) +~ “4 — when focusing on evoking vocalizations, especially with individuals +_ who have delayed speech. (H.8) +—~ MAND e Elementary verbal operant. +* The speaker asks for (or states, demands, implies, etc.) what they +~ want or need. +_ “18M: Demand/command your wants and needs. +e Controlled by motivating operations and a history of specific +— reinforcement. +HHI: Client gets the specific thing they asked for. +— e Reinforcement must be the item requested. +e First verbal operant humans learn. +~ e Should be the first verbal operant taught. +_ Please Do Not Duplicate 93" +93,"PTB ABA Exam Study Manual Domain B: B19 —-~ +MAND Thdulic: Baby crying for milk, etc. - +(Cont'd) ¢ Mands allow the listener to infer the MO evoking the speaker’s verbal — +behavior in-the-moment. +Example: If Marnie says, “Close the window,’ this tells the listener that — +Marnie (the speaker) doesn’t like the current temperature, which is the +MO evoking her mand (request). ~ +* Types of mands: Request; command; prayer; question; advice; _ +warning; offer; permission; call. +Example: — +TYPE OF MAND EXAMPLE _ +Request: | “May I have a napkin?” | _ +Command: “Put your shoes away, right now.” +Prayer: “Please let me pass my exam.” | +. Question: “Do you have this in a size medium?” | +Advice: “You must try this new restaurant.” | - +Warning: “Don't go in there!” | ~ +Offer: “Can | get you a coffee?” ™ +Permission: “Can | go out tonight?” | —_ +Call: “Hey you, come here.” | —~ +© enna ETT +CHARACTERISTICS OF MAND VERBAL BEHAVIOR - +Antecedent (controlling stimulus): |MO SCS | — +Form of verbal behavior: Any form (vocal, signed, written, etc.). — +Consequence: Receiving the specific thing requested. | +Formal similarity: N/A +nn nee nn . Table: Characteristics of mands. -_ +Ie Why is point-to-point correspondence and formal similarity missing — +“{\ from mands? Because mands are not controlled by a verbal S?! +Example: - +CONTROLLING MAND VERBAL - +STIMULUS | _BEHAVIOR REINFORCEMENT _ +inti f . +MoO: Hunger. Poin ng to food Food given. +option chart. — +ABC chart. Mand 1. +94 © 2012 - 2024, Pass the Big ABA Exam" +94,"—~ PTB ABA Exam Study Manual Domain B: B.19 +MAND +— (Cont‘d) A ~ C +_. CONTROLLING MAND VERBAL +STIMULUS __—s—_ BEHAVIOR REINFORCEMENT +~ MO: Deprivation of | se ey Spee Money handed +money. ” over. +— money, now. +ABC chart, Mand 2, +TWO TYPES OF MANDS: +— 1. Regular mand (a.k.a. mand): A mand that can be reinforced by a +listener. +— 2. Extended mand: A mand for which a reinforcer is probably not going +to be delivered (e.g,, telling your cat to make dinner). Includes two +~~ variations: +_ e Magical mand: Mands for which reinforcement has never been +delivered in the past. +—_ THINK: Wishing manas. +Example: | wish | had a million dollars (no matter how many times it +“> gets said, the wish still hasn’t come true). +¢ Superstitious mand: Mands for which reinforcement sometimes gets +~ delivered incidentally or accidentally. +_ Example: When your car stalls, you say, “Come on! Start!” and + sometimes your car starts, but it has nothing to do with you asking it +— to start. +“MAND TRAINING e Procedures to teach clients to express their needs and wants. +_. e First, assess the client’s mand repertoire, and the extent to which MOs +control verbal behavior (e.g., does the child try to communicate +— wanting something or wanting to escape something). +¢ Involves bringing verbal responses under the functional control of MOs. +— THINK: If there’s no MO, then the verbal behavior is not a mand. +Establishing appropriate means of communication for +-_ oy hae . people with communicative disabilities; reducing +_ Vk twee challenging behaviors; equipping clients with tools to get +their basic needs met. +— 4 7 fH 7H HH 6 4H 4H 44 45 +CAUTION: Barriers to developing mand repertoires: When there are +— stronger contingencies (or extensive histories of reinforcement) for +challenging behaviors that result in needs being met. +~~ 7 7H ft] 3H EE 6 6 6m! 6 lO +_ Example: Joseph cries whenever he needs help. His mother typically +. responds to the crying. This has decreased the rate of saying, “I need +— help”. +Please Bo Not Duplicate 05" +95,"PTB ABA Exam Study Manual Domain B: B19 ~~ +MAND TRAINING go +(Cont’d) . PROCEDURE — +1. Identify which mand form to use (e.g., vocal, ASL, PECs). a +2. Assess MOs to establish when motivation is high. Capture high MO +opportunities because this will be a good time to train mand — +responses. +Example: Teach a client to request (mand) for something when — +they want or need that thing. +3. MOs must be in effect during mand training. _ +4. Best to use incidental teaching arrangements. (G.13) _ +Example: Teaching a client to ask for food when the client is +actually hungry. — +5. Contrive MOs by manipulating wants/needs to increase the value +of desired items/conditions. — +Example: Present a milkshake without a straw; a portable music +player without headphones; French fries without ketchup; or — +require the client to ask to be pushed on a swing. _ +6. Use prompting and prompt fading as needed to promote errorless, +independent responses. (G.7) — +7. Use items/activities that your client has strong motivation for, and +lead with the most valuable. — +8. Use items/activities you can only use for a short time to contro! +access and limit duration of access. ~~ +Example: A snack (e.g,, Cheerios, M&Ms, pretzels) that can be _ +available for a short period of time, so that the client must practice +manding for it several times, vs. a trip to Disneyland. _. +9. Use items/activities that are easy to deliver and/or remove. +Example: A trinket toy is easy to deliver and/or remove, while a trip = —. +to Disneyland is not. +10. Use items/activities that are consistently effective and avoid _ +working with items that the client is not always into. +Nl. Start out by using words involving a response form already inthe ~~ +client’s repertoire. _. +Example: If your client doesn’t exhibit vocal language, you may +need to start with pointing or gestures, assuming that is something — +the client is able to do. +12. Teach complex mand targets after initial mand targets achieve _ +mastery. +86 © 2012 - 2024, Pass the Big ABA Exam _" +96,"“~~ PTB ABA Exar Study Manual Domain B: B.19 +MAND TRAINING Example: +— (Cont'd) Wands + adjectives: “I want the purple marker.” +~~ . Mands + prepositions: “| want the toy on top the shelf.” +—_ Longer mand utterances:| “Book.” “Want book."" ""| want book."" “| want book please.” +— Mand for information: “What is your name?” “Who ate all the cheese?” “Why +THINK: (WH-questions) | did Abigail leave?” +Mand for attention: “Watch me jump.” “Look at my report card.” “Look at me.” +| Mand for others to act: | “Get me water, please.” “Move out of my way.” +“ es Table: Complex manas. +~~ INTRAVERBAL e¢ Elementary verbal operant. +— e The speaker differentially verbally responds to another's verbal $°. +THINK: Verbal behavior that is controlled by other verbal behavior. +— e A verbal response to a verbal S? that does not have point-to-point +correspondence with that verbal SD. +—_ THINK: They don't match in content. +Example: Responding to questions, filling in the blank, free association, +singing songs, telling stories, describing activities, and explaining +— problems. +¢ Reinforced by a generalized conditioned reinforcer (GCSR). (B.7) +— Example: Social validation, moving on to the next question, and go on. +_ CHARACTERISTICS OF INTRAVERBAL BEHAVIOR: +Antecedent (controlling stimulus): | Verbal S°. +' Form of verbal behavior: Any form (vocal, written, signed, etc.). +» Consequence: Must have history of GCSRs. +Pgint-to-point correspondence: | NO!!! The verbal response differs in content +— P P ‘ from the verbal S°. +— oo | Table. Characteristics of intraverbal behavior. +Example: +“ INTRAVERBAL +CONTROLLING STIMULUS BEHAVIOR REINFORCEMENT +Verbal S> +— Verbally spoken: “What Saying, “Pass the Big GCSR +is the best BCBA exam ABA Exam.” +~~ prep in the world?” +— ABG Chart intraverbdl 1, +o——™ +__ Please Do Not Duplicate 97" +97,"PTB ABA Exam Study Manual Domain B: B19 -—. +INTRAVERBAL A a 7 +(Cont'd) “ _ +INTRAVERBAL +MUS BEHAVIOR REINFORCEMENT = +Verbal $°.(any form) ta — +Vocally spoken: “Skinner.” Writing: Behavior. GCSR +ABC chart: Intraverbal 2. —~ +INTRAVERBAL TRAINING —« Procedures for teaching clients how to respond to another person's - +verbal behavior. _ +YailAiss Teaching conversation skills. +¢ Most difficult verbal operant to assess. — +¢ Prior to training, must assess all levels of intraverbal responding. +Example: —_ +Simple: Fill-ins and songs: | “Old Mcdonald had a a — +Compound: Verbal $° When asked, “What is your favorite fruite” | +paired with nonverbal S°: | responding with a picture of a banana. ; +Conditional: Absence of — | When asked, “Where do we sleep?” — +non-verbal stimuli: answering, “In a bed”. +Function-altering: When told, “Tell your teacher | am picking +Demonstrating intraverbal | you up early”, and telling the teacher upon | ~~ +behavior at later time: arriving at school. +