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.