Concepts and Pinciples

Golden Steps ABA – Skill Acquisition Overview
Explains how to develop structured Skill Acquisition Plans (SAPs) and implement ABA-based interventions.
www.goldenstepsaba.com/resources/aba-skill-acquisition

Master ABA – Creating Meaningful Skill Acquisition Programs
Offers in-depth guidance on designing and implementing skill acquisition strategies tailored to individual learners.
www.masteraba.com/creating-a-meaningful-skill-acquisition-program-in-applied-behavior-analysis-aba

B.1. Identify and distinguish among behavior, response, and response class.

Summary:
Behavior refers to any observable and measurable action. A response is a specific instance of behavior, and a response class is a group of responses that serve the same function.

Resource:
Quizlet Flashcards on Behavior, Response, and Response ClassQuizlet+1Stuvia+1

B.2. Identify and distinguish between stimulus and stimulus class.

Summary:
A stimulus is any event or object that can influence behavior. A stimulus class is a group of stimuli that share common elements and have the same effect on behavior.

Resource:
Learning Behavior Analysis: Stimulus and Stimulus ClassLearning Behavior Analysis, LLC

B.3. Identify and distinguish between respondent and operant conditioning.

Summary:
Respondent conditioning involves automatic responses to stimuli (e.g., Pavlov's dogs salivating to a bell), while operant conditioning involves behaviors influenced by consequences (reinforcements or punishments).

Resource:
AllDayABA: Respondent vs. Operant ConditioningAllDayABA+1Pinterest+1

B.4. Identify and distinguish between positive and negative reinforcement contingencies.

Summary:
Positive reinforcement adds a stimulus to increase behavior (e.g., giving a treat), while negative reinforcement removes an aversive stimulus to increase behavior (e.g., turning off a loud noise).

Resource:
Quizlet Flashcards on ReinforcementQuizlet+1Stuvia+1

B.5. Identify and distinguish between positive and negative punishment contingencies.

Summary:
Positive punishment introduces an aversive stimulus to decrease behavior (e.g., adding chores), while negative punishment removes a desired stimulus to decrease behavior (e.g., taking away a toy).

Resource:
Learning Behavior Analysis: Punishment ContingenciesLearning Behavior Analysis, LLC

B.6. Identify and distinguish between automatic and socially mediated contingencies.

Summary:
Automatic contingencies occur without social mediation (e.g., scratching an itch), while socially mediated contingenciesinvolve another person delivering the consequence (e.g., teacher giving praise).

Resource:
AllDayABA: Automatic vs. Socially MediatedAllDayABA+1Pinterest+1

B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers.

Summary:
Unconditioned reinforcers are naturally reinforcing (e.g., food), conditioned reinforcers acquire value through association (e.g., money), and generalized reinforcers are conditioned reinforcers paired with many other reinforcers (e.g., tokens).

Resource:
Quizlet Flashcards on Types of ReinforcersQuizlet+1Stuvia+1

B.8. Identify and distinguish among unconditioned, conditioned, and generalized punishers.

Summary:
Unconditioned punishers naturally decrease behavior (e.g., pain), conditioned punishers acquire their effect through association (e.g., reprimands), and generalized punishers are conditioned punishers linked to multiple other punishers (e.g., a disapproving look).

Resource:
Learning Behavior Analysis: Types of Punishers

B.9. Identify and distinguish among simple schedules of reinforcement.

Summary:
Simple schedules include fixed ratio, variable ratio, fixed interval, and variable interval schedules, each defining how and when reinforcement is delivered.

Resource:
Helpful Professor: Reinforcement Schedule ExamplesHelpful Professor

B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.

Summary:
These are compound schedules involving combinations of simple schedules. For example, concurrent schedules involve two or more schedules operating simultaneously, while chained schedules require a sequence of responses.

Resource:
Learning Behavior Analysis: Compound SchedulesLearning Behavior Analysis, LLC

B.11. Identify and distinguish between operant and respondent extinction as operations and processes.

Summary:
Operant extinction involves withholding reinforcement for a previously reinforced behavior, leading to its decrease. Respondent extinction involves the repeated presentation of a conditioned stimulus without the unconditioned stimulus, weakening the conditioned response.

Resource:
AllDayABA: Extinction ProcessesAllDayABA+1Pinterest+1

B.12. Identify examples of stimulus control.

Summary:
Stimulus control occurs when a behavior is more likely to occur in the presence of a specific stimulus due to a history of reinforcement.

Resource:
Learning Behavior Analysis: Stimulus Control

B.13. Identify examples of stimulus discrimination.

Summary:
Stimulus discrimination involves responding differently to various stimuli based on which ones have been associated with reinforcement.

Resource:
AllDayABA: Stimulus Discrimination

B.14. Identify and distinguish between stimulus and response generalization.

Summary:
Stimulus generalization occurs when a behavior is elicited by stimuli similar to the original stimulus. Response generalization happens when different responses produce the same effect.

Resource:
TruBXD: Stimulus vs. Response GeneralizationTruBxD

B.15. Identify examples of response maintenance.

Summary:
Response maintenance refers to the continued performance of a behavior after reinforcement has been withdrawn.

Resource:
Learning Behavior Analysis: Response Maintenance

B.16. Identify examples of motivating operations.

Summary:
Motivating operations are environmental events that alter the effectiveness of a reinforcer and change the frequency of behavior associated with that reinforcer.

Resource:
AllDayABA: Motivating Operations

B.17. Distinguish between motivating operations and stimulus control.

Summary:
While both influence behavior, motivating operations affect the value of a reinforcer, whereas stimulus control involves the presence of a stimulus signaling the availability of reinforcement.

Resource:
Learning Behavior Analysis: MO vs. Stimulus ControlLearning Behavior Analysis, LLC

B.18. Identify and distinguish between rule-governed and contingency-shaped behavior.

Summary:
Rule-governed behavior is controlled by verbal statements about contingencies, while immediate consequences directly influence contingency-shaped behavior.

Resource:
AllDayABA: Rule-Governed vs. Contingency-ShapedAllDayABA+1Pinterest+1

B.19. Identify and distinguish among verbal operants.

Summary:
Verbal operants are functional units of language defined by their antecedents and consequences. The primary verbal operants include:BehaviorPREP

• Mand: A request controlled by a motivating operation and reinforced by a specific consequence.

• Tact: Labeling or describing the environment, evoked by a nonverbal stimulus and reinforced socially.

• Echoic: Repeating verbal behavior with point-to-point correspondence and formal similarity.

• Intraverbal: Responding to verbal behavior with different verbal behavior, without point-to-point correspondence.

• Textual: Reading written words aloud, with point-to-point correspondence but no formal similarity.

• Transcription: Writing or spelling words that are spoken, with point-to-point correspondence but no formal similarity.QuizletBehaviorPREP+1Pass the Big ABA Exam+1Pass the Big ABA Exam+1Pass the Big ABA Exam+1

Resource:
AllDayABA: Verbal OperantsAllDayABA+7AllDayABA+7BehaviorPREP+7

B.20. Identify the role of multiple control in verbal behavior.

Summary:
Multiple control occurs when a single verbal response is influenced by multiple variables. There are two types:Quizlet+1BehaviorPREP+1

• Convergent Multiple Control: Multiple sources evoke a single response.

• Divergent Multiple Control: A single antecedent evokes multiple responses.BehaviorPREP

Resource:
AllDayABA: Multiple Control in Verbal BehaviorAllDayABA

B.21. Identify examples of processes that promote emergent relations and generative performance.

Summary:
Emergent relations and generative performance refer to untrained behaviors that arise from teaching certain relations.Processes promoting this include:Behavior Analyst Certification Board+6BehaviorPREP+6Pass the Big ABA Exam+6

• Stimulus Equivalence: Teaching reflexivity, symmetry, and transitivity.

• Relational Frame Theory: Understanding derived relational responding.

• Multiple Exemplar Training: Teaching with varied examples to promote generalization.Pass the Big ABA Exam+3BehaviorPREP+3Learning Behavior Analysis, LLC+3

Resource:
AllDayABA: Emergent Relations and Generative PerformanceLearning Behavior Analysis, LLC+9AllDayABA+9AllDayABA+9

B.22. Identify ways behavioral momentum can be used to understand response persistence.

Summary:
Behavioral momentum refers to the resistance of behavior to change. Behaviors reinforced at higher rates are more likely to persist when conditions change. This concept is useful in maintaining desired behaviors during disruptions.AllDayABA+2BehaviorPREP+2Quizlet+2

Resource:
AllDayABA: Behavioral Momentum

B.23. Identify ways the matching law can be used to interpret response allocation.

Summary:
The matching law states that the proportion of responses matches the proportion of reinforcements received. It's used to predict how individuals allocate their behavior among choices based on reinforcement rates.BehaviorPREP+1Learning Behavior Analysis, LLC+1

Resource:
AllDayABA: Matching Law and Response AllocationAllDayABA

B.24. Identify and distinguish between imitation and observational learning.

Summary:

• Imitation: The immediate replication of a model's behavior.BehaviorPREP

• Observational Learning: Learning that occurs by watching others and later replicating the behavior, not necessarily immediately.Path 4 ABA | BCBA and RBT Exam Prep+6Learning Behavior Analysis, LLC+6AllDayABA+6BehaviorPREP

Resource:
AllDayABA: Imitation vs. Observational Learning