Responsibility as a Professional
Act in the best interest of clients, maintain competence through continued education,
avoid multiple relationships and conflicts of interest.
Follow the law and all professional standards.

Responsibility in Practice
Deliver high-quality, evidence-based services.
Obtain informed consent.
Individualize treatment plans based on client needs.
Use least restrictive procedures and ensure client dignity

Responsibility to Clients and Stakeholders
Protect confidentiality and privacy.
Communicate effectively and truthfully.
Involve clients and caregivers in decision-making.
Terminate services appropriately when no longer needed

Responsibility to the Profession
Promote the values and reputation of behavior analysis. Accurately represent credentials and competencies. Report ethical violations appropriately. Support the professional growth of others.

G-1 Design and evaluate positive and negative reinforcement procedures

G-2 Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction

G-3 Design and evaluate time-based reinforcement (e.g., fixed-time) schedules

G-4 Identify procedures to establish and use conditioned reinforcers (e.g., token economies)

G-5 Incorporate motivating operations and discriminative stimuli into behavior-change procedures
G-6 Design and evaluate procedures to produce simple and conditional discriminations
G-7 Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most)

G-8 Design and implement procedures to fade stimulus and response prompts (e.g., prompt delay, stimulus fading)

G-9 Design and evaluate modeling procedures

G-10 Design and evaluate instructions and rules

G-11 Shape dimensions of behavior

G-12 Select and implement chaining procedures

G-13 Design and evaluate trial-based and free-operant procedures
G-14 Design and evaluate group contingencies

Time-Based Reinforcement Schedules: non-contingent reinforcement (NCR) strategies where reinforcement is delivered independently of the target behavior after a fixed or variable time interval.

G.3 Design and Evaluate Time-Based Reinforcement Schedules 👈

Conditioned Reinforcer: a stimulus that becomes reinforcing by being paired with an unconditioned (primary) reinforcer or another conditioned reinforcer

B.7 Unconditioned, Conditioned, and Generalized Reinforcers👈

Stimulus Prompts/Response Prompts/Prompt Delay, Stimulus Fading:Stimulus prompts are modifications to the materials or cues used to make the correct response more obvious and easier to identify. Response prompts are aids added to the learner’s response, helping them produce the correct behavior. Prompt delay is a procedure where a delay is inserted between the presentation of the discriminative stimulus (SD) and the delivery of a prompt, to increase the likelihood of independent responding. Stimulus fading is the gradual removal or modification of added features to a stimulus (e.g., color, size, position) that were initially used to make the correct response more likely.

Stimulus Prompts, Response Prompts, and Fading - Section G-4👈 

Emergent Relations/Generative Performance: Emergent relations refer to untrained or unlearned relations between stimuli that arise due to prior learning experiences. These relationships emerge spontaneously without the need for direct teaching. Generative Performance refers to the application of learned behavior to new situations.

Emergent Relations and Generative Performance in Verbal Behavior: Unlocking the Power of Cognitive Connections - ABA Study Guide👈

B.21 Emergent Relations and Generative Performance👈