• Duration 
• Frequency
• Percent of opportunities
• Latency
• Rate
• Interresponse time

Measures occurrence vs. non-occurrence in certain about of time/or across interval of time

• Whole interval
• Partial interval
• Momentary time sample

Discriminative stimulus

• A type of antecedent stimulus
• Indicates that reinforcement is available for a given bx
• Ex: if you drive on a freeway and see a sign for gas station = reinforcement is available for driving to the gas station (bx)

Collecting data on concrete outcomes (products) of the bx

• Examples of products from a bx: cigarette butts, washed dishes, nails bitten

• Bx must create tangible item as a result
• Product must last long enough to record
• Up to the analyst to determine correlation of bx from product left behind

• Observer doesn't have to constantly monitor person 
• Verification and scoring can occur later

• It's possible that the products could be hidden = changes score
• Other sources of product from environment = confounds result

• Provides an estimate of the duration of bx
• Provides information about where the bx is occurring or not occurring in session

• Duration
• Frequency
• Percent of opportunity
• Latency 
• Rate 
• Inter-response time

Discontinuous measurement methods

• Whole interval
• Partial interval
• Momentary time sample

• Because of it's inclusion of thinking, feeling, and other private events in the analysis of animal bx

• The Cumulative Record 
• The S-R-S contingency/Operant conditioning
• The "Skinner Box" or Operant Chamber

• Are formal methods to identify relative preference an individual exhibits for multiple stimuli 
• Esp. if they are unable to communicate verbally 

• Reinforcing value
• The only way to measure reinforcing value is with contingency of a behavior of interest

• Multiple stimulus without replacement
• Multiple stimulus with replacement
• Free operant 
• Paired choice

Mass trials

• Repeated presentation of the same SD with prompting to evoke a specific response
• Done to promote acquisition of a condition discrimination by repeated exposure to reinforce contingency

• Update charts weekly minimum
• Make every effort to record data while ensuring safety and welfare of client

Frequency of bx per unit time

• Can be compared even with different observation periods

• Used to identify common antecedent and consequence of problem bx
• Then data helps guess function for bx
• Includes: target bx, operational definition, method of collection, length of observation
• Many antecedents and consequences

Satiation

• BCBA
• BCBA-D
• BCaBA

Random reinforcement provided for behaviors, resembling natural environments

• Less dependent on structured environment for reinforcement
• Behavior is more generalized
• Ex: slot machine reinforcing gambling bx

Two types of antecedents

• Discriminative stimulus (S^d)
• Motivating operation (MO)

• Alters the:
• momentary probability of a bx
• value of consequences moment to moment

• Establishing operations
• Abolishing operations

• Objective and concise language
• Number of goals targeted and total number of goals in progress
• General skills targeted 
• People present during session 
• Effective interventions/reinforcers
• Measurable stmts of bx and any new problem bx

• Be respectful at all times
• Maintain privacy and confidentiality
• Communicate effectively and professionally
• Participation in treatment development
• Do not allow personal views to interfere

• Associate will communicate they are not able to be alone with client, as a caregiver must always be present and ready to participate 
• BI will ensure to inform their supervisor at the end of session

Caregiver asks BI to attend client's bday party 

• BI would decline as this would be a dual relationship and could affect BI's clinical judgement

Caregiver vents to BI about concerns with other BI and asks that they take over sessions

• BI would redirect caregiver to supervisor to ensure their concerns are addressed
• BI will remain within their professional scope and not make promises on services they may not be able to deliver

Per the BACB, any RBT found to be substantially non-compliant with supervision requirements will be:

• subject to immediate termination of their certification
• termination of their eligibility to be re-certified

• BI will encourage senior BI to communicate to the case supervisor if the current BIP is ineffective, it needs to be updated, or if they have questions or concerns
• BI will discuss the importance of implementing the BIP as outlined
• BI will communicate immediately with their supervisor to ensure all clinical team members are following BIP as intended 

• Engage in safety stance and elbow check procedures 
• Asking if client needs help
• Prompt if task is difficult and client is not showing further signs of agitation
• Wait client out if signals of increased agitation occur (ex: whining, groaning, change in body language)
• Use any strategy as necessary depending on level of agitation
• *Maintain neutral face expression and tone of voice

1. Applied
2. Behavioral
3. Analytic
4. Technological
5. Conceptual systems
6. Effective
7. Generality

• Applied interventions deal with problems of measurable importance

applied interventions deal with measurable bx (or reports if they can be validated)

AKA "labeling"

• is a verbal operant
• controlled by a non-verbal stimulus (ex: event, object, or property of an object)
• is maintained by non-specific/generalized social reinforcement

• Can be directly compared across different time periods that aren't the same in length
• Best to use when continuously tracking the occurrence of discrete bxs

• Directly related to the phenomena being studied
• Directly related to the reasons for recording the data in the first place

Refers to the extent at which a measurement produces the same value upon repeated testing

• Support and supervise RBTs
• Monitor performance of RBTs and others implementing bx services 
• Assist BCBAs in developing client's plan, performance assessment, and provide other bx services
• Provide mentorship for other BCaBAs if they are unfamiliar with client population

• Independently develop a client's plan
• Supervise another BCaBA or BCBAs

• Display a running total of bxs that occurred over a certain period of time
• Never decrease (slope downward) 
• Each point = 1+ more than the previous point

RBT ethics code 3.04: RBTs may not practice with new client populations without proper training and oversight.

• Must restrict work to populations that they are trained to work with and continue to receive regular supervision from BCBA
• Ensures that RBT gives competent care to unique challenges endemic to that group 

• Gain reinforcing properties through pairing with other conditioned (learned) or unconditioned reinforcers

• Things that satisfy a biological need 
• Ex: food, water, etc.
• Hard-wired in our bodies to react to because of importance to the functioning of our bodies 

• Term B.F. Skinner used to describe verbal operant
• The response is reinforced by characteristic consequences
• Are under the control of relevant conditions of deprivation or aversive stimulation

• Need to know the variables controlling a response
• Mand is said to identify its reinforcer

• Individual freely engages with any items in a richly seeded environment
• engagement time with each is recorded 
• motivation operations will be changed by the response requirement

• Present 2 choices at a time, from a larger list (usu. 7-12 items)
• Each item is presented with every item on the list, so individual can pick the item they like the best

• Consequences for problem bx are manipulated in an experimental alternating design
• Helps identify types of antecedents and consequences that evoke a problem bx
• Exposes problem bx and the contingencies that maintain it to find the function of bx

• analyst is verifying a relationship 
• goal of FA = to reinforce different problem bx with various consequences

• Calculate difference between client's chronological age and their developmental age
• Linked to child's chronological age compared to the age of their actual skills
• Used to close the gap quickly and effectively

• Present skills with specific criteria (objective performance measure) that need to be mastered before skill is considered mastered
• Skills are organized into long-term, short-term, and instructional goals (broader to narrow focus)

• Organized in progressive manner and is part of a coordinated curriculum
• Gives examples of what to teach in which order 
• Includes teaching materials

• Target social bx and requires the presence of 1 or more similarly skilled peers (a limitation)
• Without peers, any program is ineffective
• Usu. emphasize skills like: verbal bc, understanding body language, define and interpret emotions

• Calculate quotient score which can be compared against standard deviation 
• Determines where the user performs
• Ex: 100% above average, 120% above avg

• Can be achieved in 6-12 months time 
• Uses broad and general statements ex: student will read sight words at the 2nd grade level
• Generates several suitable short term goals
• Allows for tx decision and identifies discrete bx for that skill

• Typically achieved on time frame of few weeks to few months
• Are collection of specific related skills that support the long term goal
• Ex: for reading sight words = identify letters in variety of fonts

• Used to teach a complex skill
• Consists of small bx linked together to accomplish a terminal goal

When is chaining recommended?

When a client can only:

• perform some of the steps
• consistently misses/skips steps
• is completing steps incorrectly

• Consists of inter-locking operants of instruction
• incorporate particular student and teacher interactions that predict whether the student bx will be controlled by particular stimuli and setting events

This is a description of how to teach and respond to the bx of a learner usually in ABC format

• Antecedent - the MOs, SDs, and other setup that needs to be arranged prior to bx occurring 
• Bx/response definition - objective description of target bx
• Consequence - the teacher response usually providing a particular prescribed reinforcer or punisher differential to correctness of learner's response

• Prompting all beginning steps until last step, last step is being taught
• Uses motivation of finished product of bx as reinforcer after the most independent step (without prompt)
• Ex: flipping a pancake and getting to eat after

• Teach by having child independently complete first step, then prompt the rest

• Used if child can complete more steps at beginning of a chain
• Advantages = first steps are usually the most simple

• Teach the entire chain of behavior within a task, one after another
• Walk child through each step, with prompting as needed
• No reinforcement given after each step, only once the task is completed

• Sequential modification
• Introduce to Natural Maintaining Contingencies
• Train Sufficient Exemplars
• Train Loosely
• Program Common Stimuli
• Train to Generalize

• delivery of reinforcement comes after a random delay of time from the last delivery
• ex: dog approaches human with leash throughout the day and chances of walking are lower if walk just occurred, higher if its been a few hours or more

• change in operant bx that occurs when a particular type of stimulus is presented
• SD = the bx only occurs in its presence and does not occur in its absence
• S delta = bx does not occur in its presence

occurs when bx initially evoked (controlled) by one SD becomes under control of another SD

Differential reinforcement of higher rates of bx

strengthening a response that is physically impossible to perform simultaneously with some other non-preferred response

Reinforcement is contingent upon any/all bx excluding a specific response

• ex: reinforcing a client every 5 mins that goes by where they don't yell or stim

Reinforcement is contingent upon only a specific response to occur

• Usually this bx has the same function as a bx being targeted for reduction

• Is a procedure that depends on the interval of time between trials
• Used to reduce a rate of bx, responses are only reinforced if a specific latency has occurred since the last response

• trying to decrease the inter-trial interval (gap) between responses
• causing an increase in the rate of a specific behavior

• type of reinforcement is given for a bx that is impossible to physically perform at the same time as a problem bx
• ex: sitting vs. standing

an environmental variable that both has an effect on:

1. the consequences for a bx
2. the bx itself

MOs are linked to stimuli

• they modify (increase or decrease) the effectiveness of a stimulus as a punisher or reinforcer

• quality of sleep
• illness
• family life problems 
• medication changes
• note these events and report to supervisor
• be respectful that some of these things are difficult to share

1. That the client has services
2. Their diagnosis information

Follow up with supervisors and inform if asked to do something out of scope

• RBT must contact supervisor before doing a functional analysis and must be supervised by the BCBA
• RBT must be aware of their skill competency limitations and act accordingly

• RBTs do not accept gifts or give gifts to clients 
• Can accept small gifts with no street value or monetary value to prevent damage to rapport
• Must be carefully considered, can ask for more time to ask supervisor