EPY 658 FInal

What statement is necessary for saying we can understand behavior scientifically?

Assumption: human behavior is lawful, determined

Typical scientific method involves a 0.___________ method. The components are (6) 1. 2. 3. 4. 5. 6.

0. deductive 1. question 2. background research 3. hypothesis 4. experiment 5. analyze data 6. conclude

1. What are the components of behavioral skills training (BST)? 2.Describe the components of self-management. 3.Describe the 4 considerations for providing competency-based instruction

1. "Discuss the rationale and describe skill"- what the skill is this could be a job aid done vocally "Give written/ visual description and rationale" - what this skill is could be a job aid that breaks skills down in further steps on a permeant product. "Demonstrate skill" (model) model skills can be role-playing. Demonstrations that provide practice and opportunities for observation. Start by demonstrating simple skills and add more complex components as skills develop. Video modeling is also helpful for practice and rehearsal after the modeling was demonstrated. This is more systematic, and prompts can be implemented. "Provide practice opportunities"- This goes with modeling you want them to know about and know-how and through repeated trials and prompting they can build skills. "Deliver feedback"- a very important component in shaping, selecting, and maintaining behaviors. High-quality and well-timed feedback are essential. The feedback should be meaningful and understandable. Also, you want to have a respectful way of touching 3 very important components which are adequacy which is what was done well, diagnostic what was done incorrectly, and corrective or what needs to be done to increase or decrease a specific behavior. "Repeat steps 1-5". Via mastery in addition to ongoing performance management. Takes many trials and performance needs to be monitored for barriers that can be addressed with supportive feedback in addition to function matched interventions. 2.The components of self-management include observing your own performance which is essentially self-monitoring your behaviors. The act of recording is also self-monitoring this includes writing down or keeping a chart of behaviors or certain outcomes. Self-assessing or self-reflection. This includes awareness and attending to our own covert/overt behaviors and external stimuli in the environment. Setting goals, implementing consequences, and other strategies to stay successful and have positive behavioral changes or maintenance. How can we provide reinforcement for good behaviors and avoid burnout and maximize contact with reinforcement naturally? The final component mentioned in the reading was evaluating outcomes. How we select, shape, and maintain behaviors to have successful outcomes and the goals we need to address on how to achieve them and what behaviors need to be increased or decreased. 3."Use competency-based curriculum (scope and content)." - Look at the most recent task list from the BACB fieldwork requirements in addition to the Supervisor Training Curriculum Outline. Ethical codes should also be utilized. This is the first step because it's important to develop a competency-based curriculum based on the current task list. The goal is a generalization of skills you want a curriculum that will maximize contact with reinforcement naturally in the environment "Assess performance (initial and ongoing)." Take a sequential approach and prioritize concepts that way. For example, don't teach chaining if they don't know what chaining is well. Use skill hierarchies to maximize efficiency and motivation for skill-building. Simple concepts to more complex to determine the mastery criteria it's important to access skills initially then after. It's important to determine the depth of verbal skills and performance skills. This can also be (comprehensive assessment, self-assessment, or knowledge and/or performance skill) "Teach content (use BST)" see the response from question 1. This is a scientific evidence-based approach to teaching skills that can be used for any population to teach mastery criteria. The purpose for developing mastery criteria is how to program for generality and more natural contact with reinforcement. This should be purposeful in addition to teaching the feedback should include (adequacy, diagnostic, and corrective. Once an outline is made teach skills 1-5 and repeat (step 6)--> vocal description, written description, model and they demonstrate, feedback, repeat. Monitor performance" see the response from question 1- Takes many trials and performance needs to be monitored for barriers that can be addressed with supportive feedback in addition to function-matched interventions. Learning is an ongoing process this is a field in which science might alter different interventions that some people may have used for a long time. There is always new research and more room to develop skills. Some ongoing examples. include regular assessments, assess maintenance/ generalization, assess professionalism.

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1.___________- Improves behavior sufficiently to produce 2.______________ results for the participant(s)-Improvements in behavior must reach 3.___________ or 4.____________ significance. Extent to which changes in the target behavior(s) result in 5.__________ changes

1. Effective 2. positive 3. clinical 4. social 5. noticable

Responsibility Punishment -Choice and free will are closely tied with 1._______ discourage misbehaviors -2.________, move away from blame and punishment • Can the behavior be changed? How? -Focus on behavior caused by genes and learning history, more 3._______ and behavior change

1. "punishment" (reaction to punishment is whether we give credit or blame for some bx the typical view of blaming a person for their bx implies that the individual had a choice, the individual had free will or a choice to not engage in that bx which leads us to punish that individual bx with the goal to discourage that bx from occurring. "Punishment" because we are unsure if the bx will decrease) 2. Extenuating circumstances (when we analyze the environmental effects we move away from blaming the individual or the typical view which is inline with our view the more you understand environmental factors the less likely we are to blame the individual and this possibly removes the need to punish that individual if a bx does need to be decreased we might use a punishment contingency if the bx if we are warranted and reinforcement has been used and did not work) 3. compassion (f we change our view on whether or not an individual is to be blamed for a bx how do we determine if the bx can be changed and how can we make the bx change- when we focus on bx caused by genes and learning history we can then have more compassion for the person engaging in these bx as a result of the environmental factors and largely this allows us to make behavior change efforts if a bx needs to be changed a bx effort should be put forth)

1. arrange the levels of certification from least required education to most. 2.A supervisee failing to demonstrate competency in a task list item should result in rejection from the supervisee/supervisor relationship T/F 3. the most thorough way to assess a supervisees competence in a task list item is? 4. it is not recommended to instill ethics and professionalism into supervision T/F 5.A supervisor and supervisee can plan for ongoing mentorship and supervison after a former BACBA supervison has ended T?F 6. Supervison should be considered fully complete when? 7. what is the most through and appropriate. way to evaluate the effects of supervison?

1. (rbt, BCaCBA, BCBA. BCBA-D) 2. false 3. direct observation 4. false 5. true 6. both the hour requirement and competency requirement is met 7. direct observation and comparison of baseline competency data

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1.____________Demonstrates 2.___________ control over the occurrence and non-occurrence of the behavior (a functional relation is demonstrated)3._____________________ relationships

1. Analytic 2. experimental 3. functional and replicable

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition: • 1._____________ causations • 2.__________ cause and effect (physics, gravity if I push the water bottle it will fall over- this example is very clear we can see that the behavior caused the water bottle to fall over but this is not the case for all behavior) • Vs. respondent behavior • 3._________________ (no research to support this). Behavioral response • Public & 4._________________ • Both behavior, based on 5.______ of people who can talk about them • Private may be made 6.________ • Analyze behavior by examining the 7.__________!!

1. Antecedent causations 2. Mechanical 3. internal causation 4. public 5. number 6. public 7. environment Private = only observed by one individual - the person who is behaving --> these are both behavior / one is no more or less than the other --> you can make private events public by expressing thoughts and feelings. This can be vocal or with technology we can make private events public events. --> since both of these are behavior we should be analyzing both these events by examining the environment and the consequences that are maintaining that behavior. -> we can still examine antecedent's and how they effect behavior BUT that is not what is causing behavior it is the consequences that are effecting the future probability of behavior.

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA ______________-Investigates 2.__________ significant behaviors with immediate importance to the participant(s) -Examples include behaviors such as: •Social •Language •Academic •Daily living •Self-care •Vocational •Recreation and/or leisure

1. Applied 2. socially

Private Events (Johnston) Individual Qualities 1.__________ = summary of samples of behavior (not cause of the behavior they summarize) Overall... 2.________= summary of brief behavioral tendencies • 3.________. of behavior • 4.________ of immediate behavior • Is not 5.______ , is summary Overall... =summaries of past behavior • Not reliable prediction of. 6._______. behavior • Not cause of behavior

1. Attitudes 2. Mood 3. Label 4. Prediction 5. cause 6. future

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1._________Precise measurement of the 2.__________ behavior in need of improvement & documents that it was the 3.__________ behavior that changed •The behavior in need of improvement and it is a study of behavior (not about behavior) •The behavior must 4_____________ •Important to note whose behavior has change.

1. Behavioral 2. actual 3. subjects 4. measurable

Definition and Characteristics of Applied Behavior Analysis Attitudes of Science 1.___________:Practice of 2.__________ of phenomena of interest. •What all scientific knowledge is built upon •"Objective" is the key to gaining a better understanding of what is being studied

1. Empiricism 2. objective observation

Private Events (Palmer) Understanding Cognition • Account for all behavior with POB 1.____________ guided by interpretations • As we study more (experimentally), we'll know more... • It'll accumulate (like our VB?) Advantages of BA 2.______________ • Foundation of 3.__________

1. Experimental analysis 2. Parsimonious 3. EAB

Competency-Based and Expert Learning Approaches Teaching Content • 1._____________(BST) - effective & evidence-based • Give. vocal description/rationale • Give 2.___________________/rationale • 3.____________ the skill • Supervisee 4.___________* • Deliver 5.___________* • 6.__________________ FEEDBACK: "effective performance feedback includes: specifying the relevant behavior; delivering frequent and immediate feedback; and providing the feedback in a manner that is understandable and meaningful to the supervisee" -7.-___________ during performance, detailed after -Provide 8.________ how to respond to feedback Feedback: "information provided to the supervisee about some specific aspect of their performance that is meant to either support similar performance in the future or that is meant to change some aspect of that performance" 9.___________ = praise, specify behavior 10.__________= praise/empathy, specify behavior saw, specify target behavior

1. Behavioral skills training 2. rationale 3. written/visual description 4. Demonstrate 5. practices 6. Repeat 7. Unobtrusive 8. guidance 9. Behavior specific praise 10. Corrective feedback

Supervision Introduction and Collaboration Setting Foundation • 1._____________ effort = Goals, activities, relationship, outcomes • Smooth skill development • No collaboration = less 2.________, frustration, blame Clear communication = •.Understanding of 3.___________ • Focus of 4.________________ • 5.______________

1. Collaborative (activities you both want to complete during the supervision and discussing what the relationship to look like and what outcomes you both want to occur - this is where you build in the bidirectional aspect of the relationship by having this be a convo between supervisee and supervisor as opposed to just the supervisor outlining what the goals are for the supervisee and just explaining what activities they will engage in and the outcomes for supervision without the collaboration it is more likely they the supervisor and supervisee might see less value in supervision and there might be frustration in the supervision in general) 2. value(you didn't set the expectations or the goal so when one members expectations has unspoken expectations not meant it could lead to blame that's why clear communication is important explicit expectations, explicit goals, explicit explanation of activities that will be engaged in with a focus on the supervisee to develop skills - its having this collaborative nature that these skills will hopefully develop more smoothy - that includes communication from the supervisor to the supervisee that we are here to by and large to develop problem solving skills and decision making skills that are data driven these might include activities of training such as modeling activities or role playing with feedback) 3. importance 4. skill development 5. Expectations

Interpersonal Skills & Evaluating Supervision Compromising & Harmonizing Skills 1._____________ = making reasonable concession to select option agreeable to everyone 2._____________ can make compromise easier 3._________________= seeing 4.________ in different options, willing to develop new option to meet goals • 5._______ /listen others, understand perspective, acknowledge perspective, 6._________ generate solutions. Integrity = 7._________ , just, accountable, trustworthy

1. Compromising 2.Perspective-taking 3. Harmonizing 4. value 5. Invite 6. jointly 7.

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1.____________ Behavior change interventions are derived from 2.________ principles of 3. _____Better enable research consumer to derive other similar procedures from the same principle(s) -Assist in 4._________ discipline into a system instead of a "collection of tricks"

1. Conceptually systematic 2. basic 3. behavior 4. integrated

Private Events (Johnston) Advice and Memory • 1._____________. -->Environmental events • Memory study usually related to brain activity • Infer cognitive structures and processes • Difficult to falsify • Behavior change = ____________

1. Covert advice (private advice you are thinking so subvocal behavior exp. I need some water look at environmental events) 2.changed biologically 3. biologically

How did Skinner come up with radical behaviorism/ operant conditioning? 1.__________ a 3 term contingency with regard to species survival. A belief that all forms of life evolve as a selection with respect to function.

1. Darwinian selectionism aka selection by consequences

Private Events (Johnston) Private vs. Public 1._________: = # people who can 2._________ One person = 3.________ (if behavior is only observed by the person who is behaving it is private its NOT location). Not behaviorally 4.________ it does matter (behavior os behavior is behavior) Being unobservable does not mean 5.___________ from scientific investigation through 6.___________ or interpretation (we are studying natural events we are still interested in these if they are public or private ) -Study 7.____________ and natural events

1. Detectability 2. observe 3. public 4. meaningful 5. excused 6. EA 7. real

Definition and Characteristics of Applied Behavior Analysis Attitudes of Science 1. ______________:Assumption upon which science is 2._______. Presumption that the universe is a 3._________ and orderly place in which all 4.__________ occur as the result of other events •Events do not just occur at will •Events are related in 5.______________.

1. Determinism 2. Predicted 3. lawful 4. phenomena 5. systematic

Determinism & Free Will Location 1._______________ there are physical and nonphysical realms that can influence each other. Alludes to events taking place 2.__________ The simplest answer or explanation is oftentimes the most correct one. Somethings are impossible to measure like nonphysical realms this will lead to errors in ABA we argue that there is only a 3._____________. This is in alignment with 4._____________. The implications are: Removal of underlying cause of symptoms (bx) this removes prejudice and 5._____________ 6.____________ is based on the scientific assumption of parsimony - that complex phenomena should be explained by the simplest underlying principles possible. Behavior 7._____________= changed individuals biologically (what skinner believed whenever a behavioral change does occur it changes the individual biologically it doesn't change their minds or ideas that would be a nonphysical realm.

1. Dualism 2. somewhere else 3. physical realm 4. Parsimony 5. subjectivity 6. reductionism 7. change

Definition and Characteristics of Applied Behavior Analysis strategy Attitudes of Science 1______________:Basic 2.______________ in most sciences •Experiment: -carefully conducted comparison of some measure of the phenomenon of interest (3._______) under two or more different conditions in which only one factor at a time (4.____________) differs from one condition to another.

1. Experimentation 2. strategy 3. dependent variable 4. independent variable

1.____________ demonstrates functional relations between environmental variables and 2.____________. It is also used to determining environmental variables and contingencies maintaining problem behavior. Foundation for experimental science of behavior as method for assessing and 3. ___________________ variables for problem behavior and informs the 4.__________ of effective treatments.

1. Functional analysis 2. behavior 3. controlling 4. design

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1.________-Produces behavior changes that last over 2.___________ ... Appear in other 3. ____ (other than the one in which intervention was implemented)... -Or spread to other 4._____________ (those not directly treated by the intervention)

1. Generality 2. time 3 .environments 4. behaviors

Interpersonal Skills & Evaluating Supervision Communication Skills 1.________ communication, know desired 2__________, strategies, observe behavior of listener • 3.______________ In supervision • Supervisee state desired effects of communication • 4._________ communication (without jargon) • 5._______ for written product

1. Initiate 2. impact 3. Culturally responsive 4. Model 5. Templates

Responsibility Blame for Behavior Typical view • 1.____________ of misbehavior, an individual should know what they did was wrong • Should be 2._________ for misbehavior Behavioral perspective -3.__________behavior results from experiences -Typical view leads to not creating 4.______ -Typical view leads to not acknowledging 5.___________ role in defining standards -"Blaming" can be beneficial if reflected by a contingency that 6.________ behavior

1. Inner cause (that person is bad there is an inner cause for the misbehavior this person holds these other negative inner entities that causes them to behave in certain ways its widely held that the person should have known that their behavior is wrong or that they did know their behavior was wrong and in the typical view we are putting blame on the individual and the person should be....) 2. "punished" 3. Undesirable 4. contingencies (to change the bx in the future - think of prob behavior vs a mentalistic explanation he's just angry - we are removing the ability to help the student we cant blame or say they knew better because it removes the ability to change the bx or the environment or provide the opportunity for creating reinforcement) 5. societal (everything is learned through societal roles also we have to define and redefine what is desirable and undesirable bx when we are given an undesirable bx we must also ask why we are calling that bx undesirable and reflect on that. Is it undesirable due to social norms or is it harmful etc., It gets tricky with stimming etc. because the danger is undesirable to society with good reason.) 6. decreases (sometimes societal punishments do not actually decrease bx however there are situations when placing blame on a person can be beneficial and there is an actual punishment contingency in play. The environmental factors due punish behaviors but we should be examining those contingencies and taking data and looking at the environment is the intervention actually effective and decreasing the target bx)

Private Events (Palmer) Interpretation • 1.______ and purpose of science • Guide and 2._________ research:•Vs. speculation: Limitations • 3.________ facts but plausible (Not part of E.A) • Interpretation may lead to 4.__________ (easy to trail off and get away from foundations of. E.A but based on sepc. This leads us away from being parsimonious and guiding principles) • Interpretation may 5._______ research

1. Interpretation ( this is related to the second purpose of science so understanding natural phenomenon to understand we must apply E.A to other phenomenon which we may not be able to put under E.A) 2. organize (as we are able to make interpretations as tech develops we can then organize research related to those things. Interpretation still is based on E.A this is diff than speculation which doesn't have a basis --> kept parsimonious) 3. NOT this is related to the second purpose of science so understanding natural phenomenon to understand we must apply E.A to other phenomenon which we may not be able to put under E.A 4. speculation 5.cease

1. the official beginning of this field is easy to pinpoint because the term was coined in along with the first issue which journal? 1968 2. List 4 domains of behavior analytic science 3. what domain has the primary goal of improving lives and clients or patients? 4. which domain has the primary goal of creating theoretical accounts of all behavior consistent with existing data? 5. which domain has the primary goal of discovering and clarifying basic principles of behavior? 6. which domain has the primary goal of creating technology for improving socially significant behaviors and finding functional relations between socially significant behaviors and controlling variables? 7. which domain chooses behaviors of interest based on simply of study and ability to control all relevant variables in a lab setting? 8. Philosophical analysis is the primary activity of what domain? 9. designing, conducting, interpreting, and reporting applied experiments is the primary activity of which domain? 10. designing, conducting, interpreting, and reporting basic experiments is the primary activity of which domain? 12. An RBT that implements behavior protocol and collects data with the primary. the goal of changing behavior to improve the client's life is participating in which domain? 13. which domain is considered basic research? 14. which domain is the applied research branch? 15. which domain would choose to conduct research on socially significant behavior, rather than choosing behavior based solely on convenience to study? 16. the bridge between basic EAB research and ABA research is called? 17. EAB is considered a natural science, while ABA is soft science T/F 18. Major themes of applied research include intrinsic and extrinsic motivation T/F 19. designing and implementing a behavior change program is the primary activity of which domain?

1. JABA 2. behaviorism, EAB, ABA, professional practice guided by ABA 3. behavior science delivery 4. conceptual 5. EAB 6. ABA 7. EAB 8. conceptual 9. ABA 10. EAB 12. behavior service delivery 13. EAB 14 ABA 15. ABA 16. transitional ABA 17. false 18. false 19. B.S delivery

Determinism & Free Will Because we are determinist, we must redefine our experience: No instance of behavior is free of 1._______________ Mental explanations: parsimony and application (must be physical because it's the most simple and obvious and nonphysical is abstract and not measurable) don't assign casual status to a nonphysical domain 2._________________ must be redefined: must live with the consequence of our bx (we are still responsible for behavior) Specify 3.______________ (contingencies) for bx AND follow through (important for rules and verbal behavior). 4._____________ Engrained in our language. (look at behaving a certain way is still based off past contingencies and that are currently at play based off our history)* think of behavior like this and not free will... • Practice talking behaviorally - specify past and current contingencies at play • freedom from environmental variables is an 5._________.

1. Non-physical causation 2. responsibility 3. consequence 4. choice 5. illusion

Interpersonal Skills & Evaluating Supervision Noticing and Self-Reflection Skills • Notice own behavior, behavior of others, reflect on 1._________ variables leading to that behavior • Across all behaviors and skills (technical, 2.______, interpersonal) •Evaluate 3.________ with others - collaboration • Teach 4.________ and self-reflection skills

1. environmental 2. OTM 3. interactions 4. noticing

1. This is the approach to understanding behavior that assumes that a mental or "inner" dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior. 2.A fictitious or hypothetical variable that often takes the form of another name for the observed phenomenon it supposedly explains and contributes nothing to a functional account or pragmatic understanding of the phenomenon 3. Public behaviors are behaviors exhibited in public spaces, like stores or school 4. Briefly compare the causes of behavior from the mentalistic and behavioral perspectives/Give an example of a mentalistic proposition to the cause of behavior and the behavioral response

1. Mentalism 2. Explanatory fiction 3. False 4. To say behavior is caused by a personality trait is mentalistic for example if a client's guardian reported that he hits people because he has an aggressive personality. The mentalistic proposition, in this case, is that behavior is occurring from within the organism or in this case a personality that is also from within. This is also explanatory fiction because we are calling these behaviors a thing but this is an illusion. It is explaining the behavior, but the explanation does not function as an explanation just an illusion. The behavioral response would be to describe the behavior that is objective and measurable or the topography we can do this by taking data and run functional analysis to determine what is shaping and maintaining the behavior. Aggression can have multiple topographies and serve many functions such as escape or even attention. We need to focus on parsimony and one set of facts without adding variables that we can't measure or have control and control is the highest level we must address as BCBAs. If we focus on determinism, we can help make changes because we can apply the principles of behavior. We cannot apply the same principles to mentalism because of its mind/body issues, circular reasoning, exploratory fiction, and its general lack of describing the behavior. When we apply a behavioral response we can address interfering and dangerous behaviors such as aggression we cannot do that if we simply label it a personality trait

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition • 1.____________ = "The doctrine that the mind causes behavior too occur"(POB) • 2.____________="An entity or collection of entities assumed to cause behavior"(POB) (implies that antecedents cause behavior via an internal process) Behavioral response • 3.___________ "An approach that addresses all psychology in terms the principles of behavior"(POB) • Principles of behavior = Reinforcement and 4.________________ 5._____________ to dualism • Natural events are 6.__________ and are the physical realm • 7._________ living organism (we still analyze private events because they can be made public- we can share private events. Future technology can possibly made private events public. --> think subvocal behavior then private events can become natural events (we look at the whole person finger is not separate its one whole organism and that's how we evaluate)

1. Mentalism 2. mind 3. Radical behaviorism 4. punishment 5. opposition 6. observable 7. whole Now we are talking about the consequences that are shaping selecting and maintaining behavior. These are observable events and they tell us about behavior that is more or less likely to occur and also events signaling that a certain contingency is at play= MO and SD --> ABA also does not deal with dualism the idea that there is a physical realm and a non physical realm the non physical cannot effect the physical realm (we can about what we can observe = physical realm)

Problem Solving & Time Management OTM Skills Manage organizational system • 1.___________ - write it down • File emails, use 2.________ to manage • Increase efficiency, decrease 3._______ • Develop/maintain 4._______ system Design & conduct effective meetings • Set expectations, 5.____________ • Meet regularly & in private • Teach how to prepare 6.__________ • Value, components, model • Self-reflection for 7.__________

1. Mind sweep 2. strategy 3. interruptions 4. storage 5. taking responsibility 6. agenda 7. model 8. supervise Agenda= - teach value -teach components -provide model have them create one and give feedback -repeat till proficient

Interpersonal Skills & Evaluating Supervision Applying Interpersonal Skills Peer workplace relationships •1.________ fair treatment, monitor peer interactions, teach 2.__________ Multi-disciplinary collaboration • Shared 3.___________, respect, communication, perspective-taking Clients & families • Communicate 4._________ (speaking & listening) • 5.__________________ • 6.___________ & comfort

1. Model 2. conflict resolution skills 3. professional value 4. effectively 5. Culturally responsive 6. empathy

Private Events 1._________ behavioral outcome explained by the accumulated history of reinforced response classes 2._________ behavioral outcome explained by individual contingencies, the timing of environmental changes 3._______________: "an approach that addresses all psychology in terms of the principles of behavior" (POB) 4.__________ "an approach that restricts the science of psychology to only those independent and dependent variables that two independent people can directly observe" (POB)

1. Molar 2. Molecular 3. Radical behaviorism 4. Methodological behaviorism (Definition of radical vs methodological. Radical includes all private events and methodological restricts bx to independent and dependent variables that 2 independent people can directly observe. Radical believes we should understand and put the effort into private events and examine via POB. Methodological acknowledge it exists but they can't measure it with current tech.)

Determinism & Free Will Methods in Behavior Analysis Determined by what? -Inside individuals? 1._____. Vs genetics (different then mental realm) • Variables in the environment = variable of 2.___________ • Darwin Natural 3.___________-Individuals in population vary, specific traits that make those individuals more successful in their environments are inherited • 4._____________. the history of the evolution of a species or group, especially in reference to lines of descent and relationships among broad groups of organisms. • 5.___________ is the growth (size change) and development (structure change) of an individual organism

1. NO, yes to genetics 2. functional relations 3. selection 4.Phylogeny 5. Ontogeny

Problem Solving & Time Management OTM Skills Problem-solving & self-management • Skills & systems adequate? Consistently used? • 1.__________ may require new systems Considerations • 2.________ can produce dysfunction - 3____________ with others • Supervisee develop 4._______ strategies (not duplicate of supervisors) • Avoid 6._____________

1. New demands 2. Rigidity 3collaborate 4. own 5. collaborate 6. perfectionism

The Self (Johnston) Dreaming -Dreaming = 1.__________ -Primarily 2._______ ______ (Physical stimuli + 3._______ behavior = seeing/sensing/4._______) -As these behaviors 5.______. under varying degrees of stimulus control, able to behave in 6._______ of physical stimuli • Without physical stimuli =7._________ dreams

1. behavior (sleeping is behavior too (think dead mans test) it's an activity that is an unconditioned reinforcer) 2. seeing behavior (physical stimuli not present very low levels of stimulus control but still behavior of seeing (continuum of stimuli control )_ 3. verbal 4. awareness(Physical stimuli that we physiologically sense in some way seeing plus feeling + our verbal behavior our description of our physiological response is what we are seeing/ sensing/ aware of) 5. emitted 6. absence 7. nonsensical

Problem Solving & Time Management Structured Approach to Problem Solving Use & model structured approach: Complete steps in order & monitor quality of steps: Step 1: detect the problem • 1.____________- detecting subtle, small changes in behavior that precede a problem or indicate that a problem 2._______" • Describe 3.________, ask open-ended questions about situation, video model Step 2: define the problem • Identify 4._______ maintaining problem & 5._________ it is in • Ask open-ended questions Step 3: generate potential solutions -Address 6.___________ -Generate potential solutions 7._______ evaluating them -State expectations, encourage 8._______, set goal, write all solutions -Think of options outside 9._______, change environment, list problem environment Step 4: select an option on a pro-con analysis • Now 10.___________ -Strengths and considerations for each Step 5: implement and evaluate the solution • Team or individual selects solution & guidelines it will be 11.___________ • 12.________ from strategies that work & don't • Be 13.__________ making mistakes, look for information that indicates strategy is not working ****Teach to supervisees & use to address problems in supervision

1. Nuanced noticing 2. exists 3. subtleties 4. consequences 5. environment 6. functions 7. without 8. participation 9. resource constraints 10. evaluate! 11. evaluated 12. Learn 13. comfortable

Supervision Evaluation & Exploring Cultural Impacts Pathways to Cultural Responsiveness • 1.__________ practice to maintain responsive and caring environment • Learn! 2._________ trainings, colleagues, friends • Ask 3.____________ questions • Advocate for 4.________ community • Observe 5._________ behavior "Culturally responsive supervision should enhance the skills and growth of all individuals and the 6.__________ wherein they provide services."

1. Ongoing 2. Diverse 3. open-ended 4 inclusive 5. own 6. settings

1. According to behaviorism, where are the causes of behavior? 2. When talking about how behavior is lawful, what assumption is being exemplified? 3. In physics, a natural science, all phenomena are caused by physical, external events. This is also true in behavior and behavior science 4. At work I I had trouble filling out session notes. My supervisor made me attend a group training until I can do it correctly. A behaviorist would. say that my innate, internal session note ability was strengthened, and the next time I write a note my internal characteristics would be that cause of my success. 5. How might a behavior view intrinsic motivation (success inside) and extrinsic(motivated by external rewards). 6. Parent mentions that child lacks motivation because they would rather play games than do chores. How might a behavior view this? 7. What do you do with a parent with mentalistic causes of behavior?

1. Outside the organism- in the environment. 2. determinism 3. true 4. false( due to learning history with praise + envir.) 5. all causes of behavior are external, instrinsic cannot exist by itself, learning history, behavior is caused by physical world we don't notice dude to delay o lack of understanding the persons learning histpry_ 6. all organisms behave based learning history and current envir. Games produced more reinforcement must reduce response effort, manipl. ennvir, and increase value of reinforcers, restrict access etc. 7. ignore if doesn't impede therapy people dont like to hear free will isnt real discuss behaviorism when appropriate.

Supervision Introduction and Collaboration Supervision Introduction and Collaboration • Personnel Supervision and Management must have (1. __________)- > anyone's behavior; PSM -> any 2._________ Content • setting 3.___________ and goals, • 4.___________ behavior, • providing 5._____________, • 6.____________ (behavior-change procedures), • 7._______________ effects of supervision • BCBA supervises BCaBAs, RBTs, BCBAs in training

1. POB 2. supervision 3. expectations 4. assessing 5. feedback 6. function-based 7. evaluating

Definition and Characteristics of Applied Behavior Analysis strategy Attitudes of Science 1.___________The idea that 2._________, logical explanations must be ruled out, experimentally or conceptually, before more 3._________ or abstract explanations are considered•Helps scientists fit findings within the field's existing knowledge base.

1. Parsimony 2. all simple 3. complex

Match. the statement that is being violated: 1. my does poorly on his spelling tests because a traumatic event has harmed his short term memory tacts. 2. my son does things out of nowhere. sometimes he tantrums for no reason 3. Einsteins theory of relativity has been absolutely proven an undeniable truth

1. Parsimony 2. Determinism 3. Philosophic doubt

Competency-Based and Expert Learning Approaches Maintaining Effectiveness & Greater Expertise -1.__________feedback -2.___________ observation/discrimination skills, self-management skills, membership in community access to high-quality models -4.___________ learning - acquiring skill after watching someone else complete skill

1. Performance 2. Advanced 3. Observational

Definition and Characteristics of Applied Behavior Analysis strategy Attitudes of Science 1______________•The 2.__________ questioning of the truthfulness and validity of all scientific theory and knowledge•Involves the use of scientific evidence before implementing a new practice, then constantly 3.__________ the effectiveness of the practice after its implementation

1. Philosophic Doubt 2. continuous 3. evaluates

1.____________ Philosophical position of the truth value of a statement is a function how well a statement promotes effective action. A probabastic AB because of C philosophy. A doctrine that stresses the meaning of an idea lies in the observable practical 2.________ rather than dogma.

1. Pragmatism 2. consequences 3. dogma

Supervision Introduction and Collaboration Defining the Supervisory Relationship • Supervision as relationship =1.__________ • Responsive to individuals. 2.________ • Examine how 3.______ impacts the other • Convey 4.________ • Guide supervisee • 5._________ & dynamic • Awareness & commitment = 6.________ relationship

1. bidirectional 2. needs 3. bx 4. care 5. Evolving 6. positive

Supervision Introduction and Collaboration Benefits of Supervision For the supervisee • Competent model • Answers • Assistance • Learning opportunities • Safety net • 1._________ model* • 2._________________*• Explanations* •3.___________________* • Growth beyond req.* For the supervisor • New skills • Professional growth • Contributions to field • Flexible communication • Deeper understanding • Renew enthusiasm • Enrich professional life • Impact more and more people • Goal: 4. _________ and _________- based decision making A 5._________ is a coach who provides advice to enhance the 6._________ professional performance and development and a role model and support system for them.

1. Professional (how to act professionally how to develop own repertoire) 2. Reinforcement (explanations on why they are in engaging in specific ways or why they are requiring the supervisee to engage in certain intervention's or engage in certain modifications) 3. Resource 4. problem solving & data 5. mentor 6. mentee

Knowledge, Goals, & Problem Solving Factors of Reasoning Typical view •1.__________= what we know, think, assume. Behavioral view -Verbal behavior, effective if produces reinforcing outcomes (acceptance/agreement) regardless of 2.__________ -"Because the outcome of listeners accepting propositions reinforcers a 3.___________ behavior of offering them, we learn to emit propositions in ways that increase the likelihood of that result" -4.___________ and conclusion

1. Proposition 2. "truth" (propositions are really just verbal behavior that are effective if they produce a reinforcing outcome and these outcomes can include acceptance of the proposition or what is being said or agreement on what is being said. Let's say Ari at a soccer game and she knows nothing but you know everything and I provide a proposition that is verbal bx and say that was a really good play and explain why this is a verbal description of the behavior and it wasn't the play was offsides so that proposition wasn't "true" but since Dr. Ari knows nothing about soccer and she accepts and agrees the proposition would be effective because it received reinforcement from the outcome of acceptance of the proposition.) 3. speaker's 4. premises (We are always acting in ways to receive reinforcement/ reinforcer. We are changing and modifying our own behavior and other people's behaviors in order to get reinforcement. For propositions the reinforcement is acceptance. We are modifying our verbal behavior in order to receive that reinforcer of acceptance. In order to increase the likelihood of that proposition being accepted we give premises which are breakdowns of propositions or more likely to be accepted propositions that are built up in conclusions which is your ultimate proposition = verbal behavior)

Competency-Based and Expert Learning Approaches Mastery Criteria • 1._________ mastery criteria • 2._________ and/or performance skill • Then, teach others - 3._________ • 4.__________ (what the they are doing well) • 5.___________ (what they did wrong • 6.________ (what was done wrong how can I be corrected - do it the prescribed way) • Considerations for clinical environment &. 7._______________.

1. Purposeful 2. verbal 3. feedback 4. 5. 6. 7. generalization

Definition and Characteristics of Applied Behavior Analysis strategy Attitudes of Science ___________: The 2.__________ of experiments to determine the 3.____________ and usefulness of findings •Includes the repetition of independent variable conditions within experiments •Method for which 4._____________ are discovered

1. Replication• 2. primary method 3. reliability 4. reliability and usefulness

1. What are rights and values from a behavioral perspective? 2.Provide an argument for why we can scientifically study values. 3.Describe culture from a behavior analytic perspective. 4. Why is it important for practitioners to study and know radical behaviorism?

1. Rights from the behavioral perspective are statements that we make to others on how to obtain reinforcement when interacting with us. This is a statement so that means it's verbal behavior and it's similar to a rule in the sense that there will be reinforcement for you and there will be reinforcement for me if they do ______. There must be permission to engage in the contingency so that defines how people are allowed to or able to interact with us but we must also have permission to interact in specific ways. Rights are essentially mands describing contingencies for people around us or the speaker. This does not mean that anyone's rights are more valid or superior. I think I have the right to marry whom I want without discrimination but that does not mean that is true. Our definitions of values can vary but that does not make them better or worse than anyone else. Values are descriptions of our behavior and the behavior of others in different environments and contexts. It depends on whom we are around at any given moment that will dictate how we would consider behaving ethically. Rights and values also refer to what is desirable e or undesirable in a community. This means that it's those behaviors that are being reinforced or punished in certain communities it also statements about the behavior we are talking we are behaving verbally. We might differentiate between values and rights by saying that rights are typically more explicit in stating the reinforcers for engaging in specific behaviors while values are not as explicit in stating the reinforcer available. 2.Provide an argument for why we can scientifically study values. Behavior that is good has been reinforced so if we see an increase in behavior occurring in certain instances it's because that behavior is reinforced. When can examine values by looking at what behavior occurs in different environments and ask why the behavior occurs or doesn't occur in other contexts? Given our ability to define the environment and behaviors we are then able to examine and scientifically study why we might behave in certain ways or ethical ways in different environments. We can translate ethical statements rights and values into behavioral terms or POB by talking about those statements and pointing to the specific behavior that the statement is referring to or multiple behaviors and then we can study separately and look at the ABCs and study the contingencies the antecedents MO the consequences maintaining and shaping that behavior in different ways. It's important because it allows us to develop research questions. We see a change in behavior, and we study behavior change to some extent we can study values because we are studying statements of behavior and behavior itself. 3. Culture is everything that affects our behavior that involves others. There is the assumption of determinism that we have no choice we then would define culture as everything that affects our behavior that involves other people this is very similar to verbal behavior. Its verbal behavior because we are talking about behavior and discussing how we are talking about behavior which is culture. Behavior changes between groups and it's those specific groups that are providing us reinforcement or punishment for behaving in certain ways which helps explain why we behave differently in front of certain groups than others. Awareness of ourselves is influenced by others. awareness of the culture comes from others too they are explaining our culture explaining why we behave in certain ways or making statements about the behavior and it's our awareness of our culture that comes from others as well. We might be behaving in certain ways for example my reasoning behind ______ is ______ that is VB which is the result of social contingencies so any personal contributions that we may have made in a verbal instance are the result of other people this is operant selectionism which means that variations of behavior within a response class and certain variations of behavior receive reinforcement are operantly selected and other variations of that behavior in the response class are punished. This helps explain culture. 4.It's important to study because we want to remain close to the POB and remain in the POB of which is science but also acknowledging private and public events and the complexities of our operant conditioning that sometimes lead us down a mentalistic path and it's essential we stay away from mentalistic language and viewing mental events as an explanation of behavior or nouns that we possess because they do not explain behavior and therefore we cannot control behavior or make any behavior change. Events do not exist in a mental domain, and these don't cause behavior it's our SD, antecedents, MO, and the consequences which are all physical events that we can apply the POB to using radical behaviorism. This ensures that we can make real significant behavioral changes that will improve the rights of others. We can identify mentalism and explain the real causes of behavior, not exploratory fiction which will guide others to the environmental factors that may be shaping the contingencies and the punishment and reinforcement contingency that are increasing or decreasing the target behavior. Radical behavior allows us to keep the science but acknowledge complex things like values, blame, culture, creativity, etc. We can then use our own VB to explain behavior in behavior analytic terms to others and ensure consistency.

Supervision Evaluation & Exploring Cultural Impacts Writing Reflection 1.___________ =Describe impact (Good and bad) 2.__________ =Specific behaviors ( Good and bad ) Reflect on their 3.___________ 4.___________ = How you want to influence?

1. Roots 2. Trunk and branches 3. motives 4.acorns

Competency-Based and Expert Learning Approaches Scope of Supervision • 1.___________, prioritize basics • Determine 2._________ objectives • Develop 3.___________ • Order content to 4._____ motivation • Focus on opportunities in given 5.______ •6.________ throughout

1. Sequential 2. specific 3. skill hierarchies 4. maximize 5. setting 6. Ethics

1. Describe the advantages to reflecting on your influences. 2. Describe the importance of being culturally responsive and steps to practice being culturally responsive 3. Identify and describe two opportunities for cultural learning.

1. Some advantages to reflecting on my own influences are being aware of my past operant history. This affords me an opportunity to reveal what my ongoing professional development needs are or even be aware of the fact I have these needs. I've had great supervisors and not-so-great supervisors but it took me a bad supervisor initially to realize what a great one is because of the qualities they lacked. I found my supervisor based on these qualities that I learned I needed to have like sympathy, compassion, and empathy. Now I know what to avoid and what to look for. I also have been aware of different methods and teaching strategies that my old supervisor did better than my new one based on observation so it really goes both ways. I learned from my old supervisor what new skills I want to develop which is a totally different ABA approach so in a way my not-so-great supervisor actually changes the course of my sail. I now have gratitude for her as an influencer because she dud influence my life and made me aware of my models and heroes Greg Hanley because she thought my client needed to switch to SBT because he was too behavioral. I got curious and looked into what SBT is and now that's all I do this led me to future planning and caused me to change my own development needs. Awareness of learning history and models in addition to recognizing and ID certain changes will help development needs and these can be achieved just by reflecting on our own influences. 2.t's really important to be culturally responsive because diversity helps connect us and we can make progress together by learning from one another. We work together with common goals its important to practice being culturally responsive and being appreciative of differences because it's all a part of operant conditioning and verbal/ethical communities. This can allow us to remembrance inclusion and diversity both in our professional worldview but also in any environment. We study culture and the behavioral perspective it's only fitting to apply it to our field and create real change. Supervisors who are culturally responsive will access their own cultural experience and the contingencies that selected shaped and maintained their behaviors. This will allow for awareness of culture which paves the way to appreciate other cultures. We can then be aware of systems that may inhibit other people and tailor the system to fit their individual needs as they may differ from our own. This also allows for awareness of inequalities that may not be shared by us so therefore we may not be aware of them because it's not present in our past learning history. Together we can work towards equal opportunity for everyone in the field and embrace diversity which is a strength in any organization because it allows the expression of my varied human conditions. It's also important to realize that this is a lifelong practice and it's important to be culturally responsive and to just be humble. 3.. People respond differently to authority -Different groups organize in differing ways when adhering to rules or authority figures. This may lead to tension regarding supervisor and supervise relations when it may come to expectations. An example given is some may feel they cannot act unless given explicit directions or instruction to do so while others may view input as recommendations and follow the guidance in a looser fashion. One culture may find feedback to be very embarrassing while others may feel annoyed that the feedback is too PC. Discussing these differences with a supervisor and supervise will allow for a bidirectional relationship and expectations can be met in regards to authority and avoiding misunderstandings if these concerns or cultural differences weren't explicitly stated, 2. People may express emotions differently from others. - Different cultures may have varying ways of expressing emotions that may be hard to differentiate. It's important to hear opinions from a diverse group of individuals because they may interpret emotions that are conveyed differently. This can be done during group supervision so people can be exposed to different perspectives. Emotional responses, in general, may differ from our own and that may impact how we interpret the response. Some cultures cry when they show happiness and others may rarely display emotions but that doesn't mean they don't exist or one means more than the other regardless of the overt response. Emotions are tied to our culture and our verbal communities and being aware of this can allow us to be more sensitive and strengthen supervisory relationships in the long run.

1. Name and describe each step within the structure problem-solving approach outlined 2. Describe the 4 OTM skills outlined by LeBlanc, et al.

1. Step 1 of the approach is to detect the problem. You can't fix a problem if you don't know it exists. As the text mentions it's a lot harder to detect subtle cues that indicate that there may be an issue until it's more apparent or there is a lack of behavior when there is an expectation that behavior should be occurring. LeBlanc, et al refer to this as "nuanced noticing." There are ways to teach this to individuals providing multiple exemplars of video models and asking what they noticed etc. It's important to describe the subtle differences and ask open-ended questions to detect small subtle changes that could indicate a problem. Step 2 is defining the problem this includes identifying the consequences that could be maintaining or shaping the problem and examining the environment within that lens. It's important to ask open-ended questions to determine the functional determinants as described in the text. It's critical to look at the antecedents and the consequences in addition to the topography and not just the topography of the target behavior alone. by LeBlanc, et al. express that it's important for the supervisee a broad range of potential problems within the lens of the functional determinates. Step 3 is to generate potential solutions especially ones that address the function. There could be more potential solutions but it's important to consider overgeneralized strategies that may have led to reinforcement in the past response variability is essential. LeBlanc, et al. suggest brainstorming and generating potential solutions without evaluating them or judging this increases response variation. In addition, they mention stating expectations explicitly including setting goals and encouraging participation to write solutions. Disrupting stimulus control is done by changing the environment may also increase variability in responding. Intraverbal prompts may lead to hypothesized function as well to determine functional-based strategies based on the problem at hand. Step 4 is selecting an option based on pro and con analysis. This step is to critically evaluate if you can go forth with your decision based on actions conducted in prior steps after careful considerations such as did it address the function of the problem and matches available resources. Step 5 is implementing and evaluating the solution. A solution is carefully selected, and guidelines/parameters are set up to be evaluated. The goal of the solution is to be effective and efficient by evaluating the effects. It's also important to be comfortable with mistakes but to always learn from them and prevent them from being repeated. Looking for indicators if the strategy is not working can prevent problems in the future. Being comfortable and confident in trying different strategies can lead to success from learning from failures and successes in the field. 2. Planning and managing tasks and time- Planning involves assigning a time a day that will allow for maximum productivity. This can also involve breaking the task down into smaller more manageable steps. Start small steps first so it contacts reinforcement sooner to build momentum. It's also important to have an estimated time for each task. It's better to overestimate time than underestimate. Scheduling helps with protecting the plan based on time variables such as people may be more productive at night vs. morning so it's important to consider the time of day for actionable steps in addition to accommodating other opportunities. Managing systems for organizational materials and workspace using technology- we must be organized in an efficient way. Use good filing strategies with technology that are efficient but also decrease distractions and information overload. Technology is vital to our field and for HIPAA so reliable secure nonconfusing tech is important for the field and for learning to develop and maintain an efficient storage system Designing and conducting effective meetings-This skill is important for setting expectations and modeling and agendas. Meeting regularly and in private is important. LeBlanc, et al. mentions teaching the value of the agenda, teaching the components, providing a model, and having supervisees complete one for feedback. This provides an opportunity for self-reflection. The purpose of the meeting could be is for problem-solving or supervision performance and management but also includes other explicit purposes and implicit purposes such as setting deadlines, observing interactions, feedback, and modeling interpersonal skills. Problem-solving, decision making, and managing own behaviors. LeBlanc, et al. mentions self-monitoring OTM skills to determine if skills and systems are adequate and if they are consistently being used. There could be many variables such as events that happen outside of work that is new demands and require new systems. It could be helpful to ask for feedback based on other people's observations in addition to self-detection but avoid rigidity collaboration is best for varied responses and solutions

1. __________ provides an understanding of given phenomenon by enabling scientists to describe accurately. 2. _______________ knowledge consists of collection of facts about the 3. ________ events that can be quantified, classified, and examined for possible relations with other known facts. (this is part of 4._______________)

1. Systematic observation 2. descriptive 3. observed 4. description

Definition and Characteristics of Applied Behavior Analysis strategy Dimensions of ABA 1.___________Written description of all procedures in the study is sufficiently 2.______ and _____ to enable others to replicate it -All operative procedures are identified and described in detail & clarity -3.______________ technology.

1. Technological 2. complete and detailed 3. replicable

ABA is a scientific approach to discovering environmental variables that reliably influence social significant behavior and for developing a _____________ of behavior change that takes piratical advantage of those discoveries. ABA is to understand 2. ________ important behavior change. Behavior is the ______________ of all living organisms

1. Technology 2. socially 3. activity

1. Describe the behavior analytic perspective of the self 2. Describe the behavior analytic perspective of awareness. 3. Describe the behavior analytic perspective of dreaming

1. The BA perspective of the self is that it does not cause behavior there is only physical dimensions and not a mental realm. The cause of behavior is not inside the organism. The cause of the behavior is due to contingencies of behavior/ verbal behavior operant conditioning or past learning histories and casual chains. What environmental factors shape, maintain, and select our behaviors and ABCS help us explain behavior, and by applying POB we can better understand these private events. There is no way to observe and measure the self. The self does not align with determinism or parsimony. This is mentalistic and interpretations that are mentalistic in nature lead to speculation (circular reasoning, the mind-body problem, explanatory fiction on). When we speculate our interpretation might cease research. We can still acknowledge thoughts, cognitions, and emotions as verbal behavior and private events. For example, we know ourselves through contingencies involving others. We are dependent on reinforcement because verbal behavior is based on reinforcement from others. This allows others to help us observe and describe ourselves. They provide feedback based on aspects of the environment or what to attend to with awareness. We are dependent on verbal community so if we are describing the self, we are describing the environment. The contingencies and the combination of contingencies/ casual chain are what make our perspective unique it's our learning histories. 2.The BA perspective of awareness is that when we are aware we respond as organisms. We may be exposed to stimuli or certain environments, but awareness occurs when we respond in some way. These are sensations that we are aware of are different from just seeing. Daydreaming and zoning out is behaving but being aware means that privately we are responding to stimuli in the environment but when we tact items for example when I just looked up and saw my fan is on in my head a labeled the object like a fan. This is tacting and I privately responded with this verbal description which is verbal behavior. If I didn't tact the fan and my eyes scanned over and saw a box on the floor, I wouldn't have been aware of the fan because just looking is not awareness. At that moment my awareness was on the box. Awareness is what behavior analysts call consciousness. We are also unaware of our own behavior due to the automaticity. However, to be aware is to behave verbally. We are providing a verbal description of the behavior and what we are seeing or sensing. These descriptions we are labeling during private events or senses we are behaving verbally). 3.Behavioral analysts consider dreaming behavior as with sleeping. It's helpful to consider the Deadman's test a dead man can't sleep or dream. In our dreams we are mostly seeing stimuli there are low levels of physical stimulus control for the environment, but we are still seeing which is the primary behavior of dreaming. Physical stimuli with the addition of verbal behavior are seeing and awareness. The physical stimuli are still present, and we physiologically sense this in some way plus we also see it. Our verbal behavior based on the description of the physiological response is what we are sensing or aware of. Dreaming is also an activity that is an unconditioned reinforcer.

Knowledge, Goals, & Problem Solving (Fantino - Behavior analysis and decision making) 1.___________ = Two events are more likely to occur than one of the events alone -2.____________ stimulus control -Learning history, two events more likely to result in 3.______________ -One exposure to two events - low probability reinforcement, no longer say conjunctive events more 4._________ -Do children behave similarly?

1. The Conjunction Fallacy 2. Multiple (We have a story of a person and it describes who they are. She lives in Michigan has 2 cats and is a professor. She drives a Subaru but doesn't like snow. The conjunction fallacy is choosing the 2. ( I hate snow and I drive a Subaru more than I just drive a Subaru. Just because of the multiple SDs present we are more likely to select the 2 events vs the 1 event.) 3. reinforcement (t two events that cooccur are more likely to result in reinforcement as opposed to just one event. However when we see that just one exposure to two events resulting in a low probability of reinforcement means that future behavior is less likely to select 2 events or conjunctive events as being more likely to occur. 4. likely The following inequality uses variables to clearly illustrate the conjunction fallacy. Example: Event A= Tornado, Event B= Hail. The probability of a tornado (A) AND hail (B) is less probable (or equally) than just a tornado (A) or just hail (B)

1. Where does behavior exist? 2. Describe planning for a future event from a behavior analytic standpoint (i.e., what behaviors are involved and what is the cause of these behaviors?). 4. Define teleology. Include how teleology is related to mentalism. Provide an ABC example/description of positive reinforcement without being teleological.

1. The mentalistic proposition is that it gets stored in the mental domain. Then the behavioral view is that it's not stored in a mental domain, but we are still impacted physiologically. When we experience behavior change, we are biologically changed as an after effect of the bx history. Behavior does not exist in a physical void meaning it's not anywhere when it is not occurring because behavior is an interaction of an individual or an organism and the environment. This means that either someone is behaving, or we are describing their behavior outside of the behavior occurring this does not mean that the behavior is being held anywhere or exists in the mind or non-physical entities. More needs to be explored on this topic when we have the technology advances to do so. 2.Planning is not behavior influenced by outcome. These are associated behaviors that have a reinforcement history under different environments or different conditions. Usually, there is an SD or establishing operation that signals that it's time to prepare for an event by _____ or something to signal that it's time to engage in behavior that might lead to reinforcement. The behaviors of decorating, communicating, and shopping, etc. have been reinforced in the past. There are response classes at play like shopping and decorating may fall in the same response class of buying diff decorations. The contingencies don't happen because of planning for the future or needing stuff it was caused by the SD of let's say your boss telling you there is a $15 budget for the secret Santa and your past learning history suggests that praise will occur if you comply with company holidays. The contingency is set on that praise, the SD or establishing operations, past learning history of reinforcement even under different conditions and environments. The associated behaviors of planning something have therefore been reinforced under diff conditions that make future behaviors more likely therefore planning behavior is not influenced by outcome. 3.Teleology encourages mentalism by suggesting that behavior is caused by the expectation of future events or is dependent on future events. It encourages mentalistic language because its suggesting that we are expecting something or want something etc. These are just inferences of the mental process that is occurring between the behavior and the consequences or affecting the behavior as a whole. We can instead say that bx occurred to access the reinforcement or the reinforcer because we are expecting the consequence. In our contingencies, we can make the connection of wanting the reinforcer and getting the reinforcer by engaging in a behavior and receiving the consequences. When we look at behavior, we look at past consequences which influence the future probability of the behavior occurring or the probability that the consequence that is occurring to me right now is going to affect me in the future. However, how I behave now is due to the consequences of my behavior in the past. My behavior right now is not being controlled by future events but instead, my behavior is being affected by my past consequences and the past consequences are what influence my future behavior. Influences of behavior are therefore in the past and the present and not in the future like teleology suggests. Jonny really wants a video game that's coming out. Jonny must prove to his mom that he can do a better job with his chores and social behaviors at home because his mom is unsure if he deserves the game due to his behaviors at home with messiness and his interactions with his brothers. All week Jonny completes chores is nice to his siblings and gets good notes sent home from school. Jonny gets the consequence of receiving his game the day of release. Jonny's behavior is not influenced by the future outcome of getting his game. Johnny's behavior is an example of positive reinforcement because he has been reinforced in the past and he made the connection that if he engages in specific target behaviors it allows him access to reinforcement which is tangibles and praise in this case the added stimulus. There was an SD that signaled him to behave a certain way and that reinforcement may be available. Antecedent mom tells Jonny to clean up and be nice to his siblings. Behavior Jonny completes chores and is nice to his brothers. Consequence tangible and praise due to the contingencies at play and his past learning history and his behaviors in the present and not because of teleology which is behavior is caused by or an expectation of future events.

Supervision Introduction and Collaboration Defining Supervisory Roles Supervisory activities • 1.______________ • Monitoring performance • Guidance • Evaluating 2.___________ • Client & 3.____________ outcomes • Supervisor, mentor, sponsor

1. Training 2. effects 3. supervisee

Private Events (Johnston) Individual Qualities • 1.__________- enduring characteristics of an individual =2 __________ descriptions of behavior • Too 3._______ to make predictions of behavior • Assume to be real entity/cause when only summary • Distracts from investigating the 4._______.

1. Traits 2. summary 3. general 4. environment A summary of behavior not a cause we must look at contingencies that selected maintained and shaped that behavior that we have seen a person engage in multiple times. Traits are general summaries and its not enough or doesn't follow ABC to fully predict behavior

Supervision Evaluation & Exploring Cultural Impacts 1. The ethical code mandates that we don't discriminate and that we obtian training to increase competence with people of diverse backgrounds T/F 2. which of the following are cultural factors to consider (race, gender, sexual or., natrionality) 3. A culturally responsive supervisor addresses power imbalanced bwteen themselves and their supervisees T/F 4. Tips for alleviating comfort (ask open ended questions, listen thoughtfully, develop plan of action T/F 5. Dangerous assumptions are bad intentions, similar values or preferences, behaviors attributable to cultural identity T/F

1. True 2. All 3. true 4. true 5. true

T/F IV is is the variable that is manipulated its also called the 2.__________DV is the 3.____________ in ABA.

1. True 2. controlling variable 3. target behavior

Interpersonal Skills & Evaluating Supervision Perspective-Taking Skills -1.__________ what another person perceives, thinks, believes -Observing, predicting, responding 2._________ -Assume others' experiences 3._______ & their behavior is 4.____________ -"Assume that there is a 5._____________ for behavior and be kind to others whenever possible" • Behavior-analytic framework

1. Understanding 2. appropriately 3. unknown 4. understandable 5. reasonable explanation -observe behavior/ environment -predict subsequent bx -respond with accordance to private thoughts or emotions that another person may typically experience in that situation

Rights, Values, & Culture Natural Selection & Culture Variation = 1._______ in response classes, ________ in cultural practices Transmission & replication = • 2.__________ practices 3._______ between members of culture • 4.________ of cultural practice requires replication Selection= Cultural practice selected by 5._______ --> 6._________ approval

1. Variation, variation (just like we see diff variations in response classes like greetings and certain variations of the bx can be reinforced or punished for a specific person we can then see variation in cultural practices as well. In cultural practice we might also say the greetings too but there could be differences on how we say hello and its these variations that are selected and by selected we mean they are reinforced and when they are reinforced the are able to occur more likely or they could be punished in order for these cultural practices to change there has to be some transmission and replication) 2. cultural 3. transmitted (this means that the bx change doesn't happen with just one person but it another person has the same kind of behavior change and it spreads throughout the individuals with the same culture which then means there is a cultural practice that has changed this means there is many replications, instances, trials, of these cultural practice variations that are selected (reinforced) or punished) 4. selection 5. function 6. social (the way we reinforce social practices is via social approval so when we are talking about culture we are talking about bx that involves other people and if it involves other people likely there is social approval that is acting as the reinforcement for certain bx practices.)

Definition and Characteristics of Applied Behavior Analysis strategy Development of Applied Behavior Analysis •Skinner did not object to cognitive psychology's concern with thoughts & feelings (i.e., events taking place "inside the skin") •Referred to these as "private events" •They are behavior to be analyzed with the same conceptual & experimental tools used to analyze publicly observable behavior Radical behaviorism (Skinner's behaviorism) makes three assumptions about the nature of private events -Private events such as thoughts and feelings are 1._________ -Behavior that takes place within the skin is distinguished from other ("public") behavior only by its 2.______________-Private behavior has no 3._____________ properties & is influenced by (i.e., is a function of) the same kinds of variables as publicly accessible behavior. Radical behaviorism (Skinner's behaviorism)-Includes & seeks to understand 4._______ human behavior -Far-reaching & 5.____________ -Dramatic departure from other conceptual systems

1. behavior 2. inaccessibility 3. special 4. all 5. thoroughgoing

1. Define verbal behavior 2.Define the verbal operant mand. 3. Provide an ABC (antecedent, behavior, consequence) example of a mand. 4.Define the verbal operant tact. 5. Provide an ABC (antecedent, behavior, consequence) example of a tact

1. Verbal behavior is behavior that is reinforced by others this includes vocal and non-vocal communication. This extends into a verbal operant definition that states that a single instance of learned verbal behavior. Language is complex but it is learned behavior and it is controlled via operant conditioning and is considered learned behavior. This can be vocal and non-vocal but it's important to note that behavior is reinforced via mediation of another individual's behavior and the other person responds in a way that is conditioned to reinforce the speaker's behavior. This includes (vocal, writing, eye contact, pointing, gesturing, signing etc. Verbal behavior allows us to get what we want and avoid what we don't want. Skinner talks about the role of the speaker and the listener. The speaker plays a larger role in VB but the listener also plays a role and they respond in specific ways that reinforce the speaker. The speaker in a way also controls the environment in a sense via the behavior of the listener in addition to accessing the SR. The listener is the audience that reinforces the speaker's verbal behavior. 2.Verbal operant mands are considered elementary operant. The speaker makes a request for something they want or need. This Is controlled by motivating operations and the learning history with the SR. I believe this is the first verbal operant humans learn (baby crying for mothers' milk). In addition, mands are important for the listener because they allow to infer the MO that's evoking the speaker's behavior in real-time. I came home from work and my girlfriend says "turn on the AC" she is the speaker that tells me as the listener that she is not content with the temperature inside the room. This is the MO evoking her verbal behavior as the speaker (mand)/ request. MO Antecedent (hot room and wants new temperature) Mand (turn on ac)-specific reinforcement AC gets turned on. This is the specific reinforcement, and her response was determined by the MO that specified the reinforcement. 3.A Verbal operant tact is a label. The response is controlled by a nonverbal SD. The speaker names SD's including items actions that they have contact with via one of the receptors that control sense modes (vision, hearing, olfactory, -touch) or private events. This is also considered an elementary operant and has to do with learning histories. It's important for labeling the environment especially when present in that environment. Can only be a tact if the thing that is tacted is present and controlling the VB. I believe the classification includes nouns, verbs, prepositions, and adjectives. The antecedent is the controlling stimulus, and the SD is (visual-auditory, etc.) The consequence is generalized conditioned SRs (history). Antecedent (sees Pokémon poster) verbal behavior (says Pikachu) consequence gets praise for naming the Pokémon correctly (generalized reinforcer).

The Self (Rosenfarb Self-generated rules) Self-rules Research Intro • Rules can be used to quickly 1.______ behavior. = More resistant to 2._________/changes • Self-rules: rules made up by the individual • 3.________ rules: rules made by someone other than the individual • Effects of self-rules on acquisition and extinction? • Effects of external rules on acquisition and extinction? • Effects of "no rules" on acquisition and extinction?

1. acquire ( part of learning when we are learning a new behavior we are acquiring that behavior or we are in the acquisition stage of learning that behavior) 2. extinction 3. individual 4. External

Troubleshooting Supervision & Lifelong Learning Detecting Issues Indicators in supervisee's behavior - 1.________, avoidance • Reinforce supervisee 2._______ conversation, ask follow-up, make modifications • Require 3.______________ Indicators in supervisor's behavior • 4.__________ to supervisee • 5._________ of supervisee

1. affect 2. initiating 3. feedback 4. reactions 5. dismissive

Competency-Based and Expert Learning Approaches Identifying an Expert • Mission-based, 1.________, fluent skills • 2.___________ • Adjust 3._________ based on advances • Dependence/description of 4._______ for practice • Teach supervisees how to identify 5._______

1. analytical 2. Situational 3. practice 4. evidence 5. red flags

Competency-Based and Expert Learning Approaches Assessing Performance Initial • Comprehensive 1__________ • 2_______ -assessment • Knowledge and/or 3.__________ skill Ongoing • 4._________ assessment • Assess. 5.____________ /generalization • Assess 6.______________

1. assessment 2. self 3. performance 4. Regular 5. maintenance 6. professionalism

Supervision Evaluation & Exploring Cultural Impacts Learning Opportunities • We often 1._________ incorrectly • Better to assume 2.___________ • Better to assume different values/preferences (3.______________) • Better to not stereotype based on a person's 4._____________ • People respond differently to 5._______ • Discuss differences, 6. _______________ • People 7._________ in different ways • 8.__________ own & supervisee's communication style

1. assume 2. good intentions 3. perspective taking 4. cultural identity 5. authority 6. set clear expectations 7. communicate 8. Identify

Responsibility Control -POB - 1._____________"The parent or manager who refuses to control the behavior of children or employees only leaves the control to others and to accident" -Applying consequences is 2.________, maintained by others change of behavior • Mutual 3._________ Use positive reinforcement = feel more happy, less resentful • Use 4.___________ contingencies • Examine history of reinforcement

1. automaticity of reinforcement (-when we are manipulating the environment or providing procedures or interventions this can be seen as some level of control which from a free will standpoint is frowned upon free will should have no control by others etc., this conflicts with the behavioral perspective especially with the automaticity of reinforcement we do not need to be aware and often are not aware of contingencies in place that are affecting our bx. All bx is learned vis environmental factors which means that whether or not we are aware of it ....control is occurring) 2. behavior(-Johnston -contingencies or control will control bx whether or not an individual is facilitating it with purpose it is when we do it with purpose we are able to teach important bx that allow an individual to access reinforcers and to be independent beings and to learn in general when we do not facilitate this with attention then we are leaving it or leaving the learning to the environment without any facilitation which means those bx are still being controlled or learned but what bx are being learned and how they are being reinforced under what conditions is not being facilitated by individuals or being used by these people to increase misbehaviors which can lead to error and misbehavior and not as much contact with reinforcers or independence. So yes there is control in consequences but there is control in all behavior its whether or not this person is facilitating these consequences, interventions, procedures) 3. control (applying consequences, procedures interventions is bx in itself and its bx is maintained by the bx of others when their bx changes that reinforce the person who is providing the intervention so there is... • Mutual control its not one-way control which might make the concept of control a little more acceptable so when we are using control and interventions....we should be using positive reinforcement because we want to increase bx that allow people to access the rest of their environment that they might not otherwise learn all bx is learned and in order to for it to be learned reinforcement must be provided Baum stresses that using positive reinforcement makes you feel more happy and less restful than using punishment which is more aversive stimuli presentations that might lead to those sensations that we might call feeling resentful 4. direct-acting (Baum stresses direct-acting contingencies when we engage in that bx that results in the reinforcer as opposed to someone handing you a reinforcer for engaging in a bx for an individual. This relates to using preference assessments, reinforcement assessments, how this bx was targeted in the past, what interventions were helpful what procedures were not helpful to all impact the reinforcement contingencies that we are currently setting in play.)

Private Events (Palmer) Cognition • Cognition = 1.____________ • Private & public events in accordance with POB • Cognitive psychology • Acknowledges POB to some extent • But also inferences: 2.________________(beliefs) • Structures (memory stores) • Control processes (encoding) • No 3.____________(this is what palmer argues one is a special type of behavior with its own set of principles but this is a fictional explanation or falsified ******Again, cognition = 4.______, not representations

1. behavior 2. Hypothetical constructs 3. uniformity 4. behavior

Responsibility Credit & Blame • If we have free will, are responsible for our own behavior, able to have credit/blame for 1._________, too • People seek credit, 2.________ blame • Will point to 3.________ factors for blame • Avoiding 4._______________

1. behavior 2. avoid (we are much more likely to take credit for bx than blame that we are more likely to point our environmental factors for blame) 3. environmental (to remove ourselves from blame to point out that we did not have a choice and it was the environmental factors that is causing our bx- when we do that we are engaging in VB) 4. punishment (through our verbal bx it allows us to avoid punishment if we did this for credit they will point out the environmental factors that were causing their bx that affected their bx the learning history that led them to behave in a certain manner that is due credit that means they are avoiding reinforcement)

Verbal Behavior 1._____________ the activity of living organisms • "A muscle, glandular, or neuro-electrical activity" (POB) Behavior - rooted in 2.______________ - public and 3.___________ - Result of relationship between organism and 4__________ • (5. __________ and application). -Emphasis on 6.____________ Verbal Behavior • Definitions: Skinner- "behavior reinforced through 7._________ of other persons who must be responding in ways which have been 8.____________ in order to 9.__________ the behavior of the speaker Johnston "operant behavior that requires the presence of 10._________ its reinforcement" Topographies • Vocal • 11.__________ • Sign-language • 12.___________

1. behavior 2. biology 3. private 4. environment 5. Reciprocal 6. individual 7. mediation 8. conditioned precisely 9. reinforce 10. another person 11. written 12. gestures

Troubleshooting Supervision & Lifelong Learning Preventing & Addressing Burnout 1.________- emotional/physical exhaustion; cynical toward work & environment; feeling ineffective/unaccomplished -Most likely for 2.________, those who work with the most challenging & aggressive clients -Practice what you 3.________ supervisees - interpersonal, OTM, communication skills 4._________ - psychological, emotional, physical self-care • 5.___________= awareness of private events, understand contingencies maintaining behavior • 6.__________ behavior, replacing negative thoughts

1. burnout 2. new professionals 3. teach 4.self-care 5.Mindfulness = 6.Accepting

Troubleshooting Supervision & Lifelong Learning Strategies for Sustained Career Engagement & Enjoyment • Be aware of 1._______ as finish program • Be aware of difficulties of 2.________ as finish program • Be aware of 3._________ always • Continue to develop technical & 4. _________

1. burnout 2. transitioning 3. reinforcers 4. soft

Rights, Values, & Culture Origin of Rights Scientific Study of Values Typical view • Values are beyond science; science 1._______ what is "good and bad" bx • Behavioral perspective • Good = produce reinforcers; bad = produce punishers & 2.___________ • Can translate statements into behavioral terms about 3._____________ • Look at sources of control and 4.________ • Allows us to develop 5.___________ • Cultural values 6._____________

1. cannot answer (there is a notion that values cannot be explained by science it cannot tell us what is good behavior and what is bad behavior) 2. conditioned (Behavior that is good has been reinforced so if we see an increase in behavior occurring in certain instances its because that behavior is reinforced. When can examine values by looking at what behavior occurs in diff environments and why is it that it doesn't occur in others. Given our ability to define the environment and behaviors we are then able to examine and scientifically study why we might behave in certain ways or ethical ways in diff environments'.) 3. contingencies (antecedents, MO, SD learning history with behaving in certain ways and when it was reinforced and when that bx was punished. Talking about these statements in behavioral ways allows us to develop research questions. - we are still studying only bx) 4. learning history 5. research questions 6. change (we might feel in an ethical community some contingencies are held to us by other people and we don't agree with them we say that our bx perhaps changes or our VB changes in relation to those behaviors in the future. -we might say the change in a cultural value how do we know if there is a cultural value change? We see a change in behavior and we study behavior change. Yes to some extent we can study values because we are studying statements of behavior and behavior itself)

Private Events (Johnston) Emotions & Feelings • Tendency to assign ________ status • SOR (_______, organism, responses) • Infer organism • Cannot be _______ or falsified • Physical correlates are real, but don't attend to them • Difficult to detect • Taught inferences beyond physical • Varied reactions • _________ descriptions Emotions & Feelings as Inner Causes • No _________ dimensions • Can't investigate or disprove • _______ & don't investigate • Physical sensations real • Investigate ___________, look back to the ___________.

1. causal we recognize emotions and feelings as public and private events but not causal that's inference think mentalism 2. stimuli 3. studied 4.Mentalistic 5. physical 6. accept 7. origins 8. environment

Rights, Values, & Culture Culture Typical view • Accept we learn from communities' grow up in but believe compliance is a 1.___________ Behavioral perspective • Culture = everything that affects our behavior that 2.________other __________ • 3___________ behavior • Behavior changes between 4_________ • Awareness of 5.________ behavior comes from others • Personal contributions result of 6.________ contributions • 7.______________ selection

1. choice (its our community that teaches us things but behaving in certain ways is choice.) 2. involves other people (we have the assumption in determinism that we have no choice we then would define culture as everything that effects our behavior that involves other people. This is similar to VB) 3. Verbal (because we are discussing how we are talking about bx and really just talking about anything is culture itself) 4. groups(in those specific groups that are providing us reinforcment or punishment for behaving in certain ways which helps explain why we behave differ in front of certain groups than others) 5. our(its awareness of the culture comes from others too they are explaining our culture explaining why we behave in certain ways or making statements about the behavior and its our awareness of our culture that comes from others as well.) 6. social (we might be behaving in a certain way my reasoning behind ______ is ______ that is VB which is the result of social contingencies so any personal contributions that we may have is in a verbal instance is the result of other people this deals with operant behavior 7. Operant (means that variations of bx within a response class certain bx certain variations of bx receive reinforcement are operantly selected and other variations of that behavior in the response class are punished.)

Troubleshooting Supervision & Lifelong Learning Addressing Issues Open & compassionate conversation • Identify 1.___________ • 2._______ opportunity for both parties -Engage in 3._________ efforts to resolve -May need to 4.________ relationship • 5._________ difficulties, review conditions and procedures in contract, steps taken to resolve issue, 6.___________

1. clear purpose 2.Learning 3. reasonable 4.terminate 5. Acknowledge 6.next steps

Interpersonal Skills & Evaluating Supervision Interpersonal Skills - Affect success in practice and supervising • Affect long-term success in career and 1.__________ BACB ethics: communication, 2._________ A behavior analyst who is socially adept and skilled at compromising, active listening, and demonstrating 3._________ concern 4.________ more likely to collaborate well with others and build strong relationships with caregivers. Core Interpersonal Skills: -communication -noticing and self reflection -perspective taking -flexibility and compromise - integrity and accountability.

1. collaboration 2.collaboration 3. empathic 4. more likely

1. If a supervisor trains you until you preform a skill at a level they can deem you competent, you supervisor is engaging in? 2. A supervisee who can monitor the accuracy of data collection by collecting IOA data and use BST to train others is demonstrating competency

1. competency based training

Verbal Behavior BA Analyzing VB • Same with any 1.________ behavior • Explain most 2._________ features first • Analyze as 3.______________ • With countless 4._________ and settings • Typical approach rooted in 5._________ • Words have 6.____________

1. complex 2. simple 3. operant behavior 4. trials 5. mentalism 6. meaning

Knowledge, Goals, & Problem Solving Rules, Advice, & Instructions Rule-Governed Behavior • Complying with rules depends on reinforcement history for 1._________ • Behavior 2.______ under control of a rule = 3._______________ • Vs. contingency shaped behavior • Rule's effectiveness depends on 4.__________

1. compliance (they have been reinforced with complying with rules in the past through natural or social contingencies and it depends on who is providing the rules advice or instruction. If that person hasn't reinforced in the past for complying then it may not be strong this is why follow-through is so important like first ...then so rules can be effective SDs_ 2. emitted 3. rule-governed behavior (when can we tell if the behavior is rule-governed or contingency shaped? Is the behavior really under the control of a rule or did someone say a rule and that behavior is actually contingency shaped? We would look at the target bx and the past consequences for that bx. Did the bx occur immediately after the presentation of the rule or was the rule presented many times and the individual engaged in similar behaviors but not the target bx until their target bx was shaped due to their interactions with the consequences? Did it happen immediately after the rule or did they need to contact that contingency many times to determine if the bx is rule-governed or contingency shaped) 4. consequences

Responsibility Free Will & Control -Individual = cause of behavior = 1.________ of free will -More we know about environmental events, less likely to say the individual 2.____________ -No cause of behavior - must look at 3._______ -When history is unclear, free will is 4.____________.

1. component (-when we talk about the individual as a cause of bx that is "good" or "bad" that is all components of free will an individual who is free to cause and causes their own bx is said to have free will however when we are identifying the environmental factors ...) 2. had a choice (or that person had free will or had a choice. There are environmental factors for all bx and whether or not we are able to discern those based on our training or how salient those environmental factors is or even or knowledge of the person learning history is how well we are able to define those environmental factors to say what was controlling or causing the bx....) 3. learning history 4. easy way out (when environmental factors are not clear we are more likely to say that the individual caused those bx- this is an easy way out this person made a choice and they must deal with the consequences especially when it comes to misbehavior because making bx modification producers and interventions can be challenging so putting blame on the person or saying they had free will is an easy way out and excuse ourselves from making effective interventions and procedures. We must look at learning history and environmental factors these bx can be changed.)

1. when describing procedures we strive for relevance to principle. Descriptions of procedures should not only be precisely technological but relate to basic behavioral principles, and show how the procedures can be derived from those principles 2. when describing procedures we strive to make behavior change that proves durable over time, appears in a wide variety of environments, and spreads to a wide variety of other behaviors. Changes in the clinic. to need to extend and endure after clinic visits stop 3. "if the application of the behavior techniques does not provide large enough efforts for practical value, then the application has failed" - When we aim to change behavior, set the goal that would produce meaningful, socially significant changes. 4. In the behavioral application, the behavior, stimuli, and/ or organism under a study are chosen because of their importance to man and society, rather than their importance to theory. While basic researchers may study lever-pressing in rats, in the application, socially significant behaviors and environments are targeted. 5. descriptions of procedures are written preciously and fully, with techniques involved completely identified and described. The best rule of thumb. for evaluating this is to ask whether a typically trained reader could replicate the process 6. application demonstrated reliable control of behavior through proper experimental design. Judgments about the effectiveness of procedures are reached by evaluating data. 7. ABA practitioners measure and change behavior, rather than self-reported verbal descriptions (unless the verbal descriptions are behaviors of interest)

1. conceptually systematic 2. generality 3. effective 4. applied 5 .technological 6. analytic 7. behaviral

Private Events (Johnston) Learning to Respond to Private Events Teaching new skill • Time of 1.____________. Under appropriate condition =. Difficult to establish when events are private... Antecedent Behavior = Stomach hurts "I feel nauseated" Consequence =Attention & tangible 2.________ for stomach hurting (Looking pale/green, holding tummy, not eating, lethargic ) • Public 3._____________ • Physical sensations 4.______ across occasions and individuals

1. consequence 2. Stimulus class 3. accompaniments 4.vary When teaching a new skill is the timing of the consequence this is very important because you want to reinforce that specific behavior. Must be CAB in some antecedents but not others. This is very difficult when the behavior is unobservable we rely on public accompaniments. Look at ABC naming of the private event the consequence of naming a private event or sensation could be attention and tangible for example. You are reinforcing appropriately naming that ______. Look at signs they may feel sick look at stimulus class....Hey does your tummy hurt and they have the behavior and then reinforce. What if their stomach didn't hurt? What if it was their head so behavior of saying I feel nausea could be a faulty stimulus control and now the behavior is being praised for the wrong condition. We have many trials to reliably teach and tact these sensations. Of course these vary across people and locations etc. This makes private events more complex.

Cause & Effect and Mentalism Historical Causes of Behavior • Behavior • Dead man's test • Whole living organism • Relationship between organism & 1._______, biological change • Automaticity of contingencies • Molecular vs 2.__________ analysis • Momentary vs. 3.___________ contingency effects

1. environment, 2. molar 3 .aggregate Relationship between organism and environment biological change - it is the environment that is causing the behavioral change and the history with the environment that causes the behavior we engage in- historical causes of behavior =- environmental past historical - antecedents but mostly consequences Automaticity of contingencies- we are so unaware of them think operant behavior all behavior is leaned shape selection and maintenance Molecular vs. molar analysis: Molecular = individual contingencies how we are seeing behavior because of one contingency in the past and aggregate is multiple contingencies we tend to focus on molecular because we look at specific contingencies but also think verbal behavior....this is an aggregate contingency effect Momentary vs. aggregate contingency effects.

Responsibility Responsibility • Discuss responsibility to determine the application of 1.___________ • What consequence? Will it reduce behavior? Or just aversive? • What is responsibility? • Contingency is obvious, the 2_________ is responsible • Hold people responsible by 3._________ with contingency • Behaving in ways 4._______ deems useful, acting responsibly • 5.________ responsible behavior • "To say we hold someone responsible is to say we hope to 6._______the person's behavior by punishing or reinforcing it."

1. consequences (when we are discussing responsibility its usually how do we apply consequences for engaging in a bx how do we determine if the person is responsible for bx and then we have to ask what is the consequence must consider....If its just aversive we are pairing ourselves with an aversive and not actually changing the bx that might be reinforcing the bx instead...in the typical view when the contingency is obvious we say that the person is responsible such as if we push a peer we lose a token if we say this clearly and they still engage then we would say this person is responsible = typical view ...) 2. individual 3. following through (we hold people responsible by following through with contingencies I am holding you responsible for pushing your peer by taking a token and if....) 4. society (let's say recycling or a person sees a student about to push a peer and the other student stops it by notifying the teacher society might deem this as a useful bx) 5. Reinforce 6. change (we are holding them responsible we should be following through with a reinforcement contingency or punishment contingency)

Private Events (Palmer) Observability • Observability as a 1._______( some private events are less ore more observable) • Not a 2.___________ of the behavior (behavior is behavior is behavior) • Detectability and development of tools • Not observable = private (3._______) = not a part of experimental analysis

1. continuum 2. property 3. for now

When a systematic covariation between two events is found this relationship is called = 1. ___________ can be used to predict the relative probability that one event will occur, based on the presence of another event. This is part of 2. ____________________ and 2 events are 3._____________

1. correlation 2. prediction 3. co occurring

Rights, Values, & Culture Cultural Engineering • Many 1.__________ within geographical and geopolitical boundaries • Individual member of 2.________ cultural groups • 3._________________ • 4._____________. "the systematic application of behavioral science to change targeted 5._________ practices" • For practices to survive, must benefit members in multiple ways 6._________ and be passed on 7. ___________ & ____________.

1. cultures 2. multiple 3. Verbal communities 4. Cultural engineering (by applying ABA to cultural practices that means we are defining those cultural practices as bx and we are trying to reinforce the new cultural practice bx and possibly punish cultural practice bx) 5. cultural 6. selection 7. (transmission & replication)(here must be reinforcement but there also must be reinforcement in multiple ways it cant just be one person providing reinforcement and that person leaves that practice wont survive. There must be some contrived but also natural contingencies at play we talk about this for bx change for our individual clients we work with they must come into contact with some natural reinforcement in order for these contingencies to survive as opposed to the contrived contingencies that we are setting up. They must also be passed on in terms of cultural practices from person to person as opposed to just one person upholding a cultural practice.)

Knowledge, Goals, & Problem Solving (Fantino - Behavior analysis and decision making) Information -When is information that does not affect the 1.____________ in place an establishing operation? - 2.___________ = behavior that does not affect the current schedule in place -Observing maintained for 3.___________ Observing not maintained for 4.________ (Unless could be used to 5.___________)

1. current schedule 2. observing (We are calling observing the behavior that does not affect the current schedule at play. When is observing where observing does not affect the current schedule but we are still observing (gathering information) maintained and when is it not.... From research, we found that...) 3. good news (observing = gathering information when the reinforcer is not available is maintained for good news) 4. bad news (we may look at this an aversive) 5. advantage (can create opportunity for problem-solving we can use that time or information to engage in another behavior as an SD that other behavior that can produce reinforcement is available.)

Determinism & Free Will Typical scientific method • 1._________________ • Question -> • Background research -> • Hypothesis (theory) -> • Experiment -> • Analyze data, conclude -> • Report Behavior analysis • 2.____________,____________. & ______________. • Define 3._____________ -> • Collect data -> • Analyze data (theory) • Rejection of theories where events take place 4._________________

1. deductive method 2. description, prediction, control 3. environment 4. somewhere else

Knowledge, Goals, & Problem Solving Problem Solving -Situations no behavior immediately available resolve 1.________ or aversive -"Problem-solving behavior is behavior that alters the situation so 2._________ that solves the problem can be 3.________" -4.____________ = behavior that removes/alters the situation -5._____________ skill of solving problems

1. deprivation 2. behavior 3. emitted 4. solution (exp: we have a key and the key is not fitting in the lock this is an aversive situation because this behavior that has been reinforced many times is no longer being reinforced by giving us access inside the door. Problem-solving behavior is then emitted to solve the problem so whipping the key shining a flashlight in the hole the behavior that alters the situation is the solution (what resolved the aversive stimulus that is currently present). 5. develop (these are individual behaviors and that have been possibly reinforced under different conditions in the past therefore we can start to develop problem-solving skills as exposure to different problems and behaving in different ways that have been reinforced in the past.)

Competency-Based and Expert Learning Approaches Teaching Observing • Carefully and precisely 1.______ behavior • Consider and describe 2._______behaviors • 3.______ learning - skills to acquire after supervision • Use 4._______ to teaching observational learning observational learning sequence A) describe sequence of events B) predict if the desired outcome was obtained C) consider if that response occurrences vs a diff response D) ID potential decision points E) discuss degree of cultural responsiveness F) compare other standard approaches G) ID back up plans H). develop a plan for trying out and evualting a new skill

1. describe 2. alternative 3. Life-long learning 4. BST

1. order 6 steps to preform competency based staff trainings 2. what is the most common reason that a problematic performance from a staff member may occur 3 .Discuss a time in your personal or professional life where you had to compromise/harmonize. Describe the skills you exhibited to compromise, what went well, and how you might have behaved differently after this week's reading.

1. describe skill, provide rationale, provide written summary, describe target skills ,demonstrate skills (model), traniee practices and gets immediate feedback, continue steps till. competency observed) 2. lack of motivation 3.Recently, I really wanted to start a nano fish tank, but I just moved into a new apartment with my partner with no closet, but it has an additional small room that we use for storage. We haven't gotten time to organize and decorate the way we were used to living in the past. The place has been a mess since October due to our busy schedules. I went to go set up the tank and my partner freaked out at me due to not even having a functional closet, we have been using boxes and suitcases to store clean clothes in. The compromise was that we build a bunch of storage racks and get storage bins before I set up a shrimp tank. At first, I was annoyed because I didn't see what a fish tank had to do with the closet being nonfunctional. Eventually, the closet got done but not my nano tank maybe after finals (self-compromise)! After digesting this week's reading, I would have behaved differently. I would have listened to my girlfriend's perspective. I wear scrubs and a work T-shirt, so I don't have to struggle every morning as she does at 5 am to dress for work. I never asked her why it bothered her so much or asked for her perspective. Another thing that was mentioned was trying to make sense of the other person's perspective if I didn't have a closet but a shrimp tank that's a little backward. I eventually agreed with her, but I would have agreed with her a lot sooner after this reading. I appreciate her view and understand that she wants a shrimp tank too, but the closet was more important at the time. Ultimately, we jointly came to a solution built on each other perspectives and harmonized with a shred goal of optimal effects for our shared environment.

Behavior analysis- focus on 3 components, 1. ____, 2_______3,_______ they also define the environment, 4, _____________, and analyze data. * they reject events that take place 5.____________.

1. description 2. prediction 3. control 4. collect data 5. somewhere else ( Rejection of theories where events take place somewhere else skinner rejected theories like this like nonphysical realms or inside the mind. As behavior analysts, we are creating theories on behaviors we have seen and observed/ defined. We then can collect data on the)

3 levels of understanding science 1. 2. 3.

1. description 2. prediction 3. control

Responsibility Credit for Behavior Typical view • People 1._________ credit for their accomplishments and successes • More 2.____________ to encourage individuals who have more creativity Behavioral perspective • 3._________ behavior result of experiences • Reinforce behavior, not 4.____________ • Define features of 5.__________, reinforce behavior with those features

1. deserve 2. profitable (we might see this for other behaviors as well like someone is more intelligent or more athletic. These are nouns and its implied we possess these entities and they cause behavior - when we are engaging in sports we might call that athletic behavior but no individual has more or less of this behavior) 3. Desirable (All behaviors including desirable behavior is the result of experiences, learning history and consequences that have reinforced our behaviors under certain contingencies or conditions) 4. individuals (in the typical view we give credit to the individual the person making the vases we might say wow you are so creative we are calling that person creative we are giving them that person credit but when we talk about POB and providing reinforcement we are talking about reinforcing behavior we are not reinforcing an individual because that would not be targeting the specific bx we might be reinforcing a diff bx there is no reinforcing the individual) 5. creative behavior (perhaps its creativity or intelligence or athleticism etc. We then reinforce the bx that has those features and how we see those behaviors increase and more likely to increase in the future.)

1. Which of the following is not a level of understanding of science (prediction, description, control, determinism) 2. Of the levels of understanding which. dimension is the highest level of understanding? 3. Of the levels of understanding which. dimension is the lowest level of understanding? 4. If someone says that they think behavior or other natural events occur out of nowhere or with no cause they are not in line with what assumption of science? 5. This attitude of science requires that all. simple, logical, explanations for phenomenon be ruled out before considering more complex... 6. Scientists maintain a healthy level of skepticism they must stay open to the possibility that their findings are wrong what attitude of science? 7. The attitude of science that describes basic strategy. Identifying and manipulating the factors that influence to derive functional relations. 8. The practice of objective observation and measurement of phenomenon called 9. BA assume that behavior and other natural events are lawful and occur as a result of other events this describes 10. fully accepting the results of a single experiment as base of scientific knowledge without repeating to further confirm the results would. violate 11. scientists continually question the truthfulness of what is regarded as fact. They must be willing to set aside their most cherished beliefs and replace them with the knowledge derived from new discoveries. 12. Accidental, a philo position that holds that events occur by accident or without cause. is antithetical to this attitude? 13. in the prescientific era, knowledge was the product of contemplation, spec, personal opinion and common. sense this kind of thinking goes againts? 14. A scientists who derives knowledge about the universe by being able to reliability manipulate variables to control the occurrence and no occurrence of phenomenon is in line with what attitude of science. 15. A scientists rejects new data and olds their old beliefs this rejects what attitude os. science? 16. Theres a new treatment plan with good results but just a first study rather then use it researchers repeat the experiment in diff context what attitude? 17. holding a complex abstract explanation for phenon. rather than a more simple explanation with less assumptions would violate 18. "If we are to use the methods of science in the feild of human affairs, we must assume behavior is lawful and determined......"- skinner what attitude? 19. The phio. base acknowledges the existence of mental events but does not consider them in analysis of behavior? 20. this phio consider thinking or sensing stimuli from hurt tooth diff that public events such as oral reading or sensing sounds from music. 21. This term defined by the "approach to the study of behavior which assumes that a mental or inner dimensions exists that differs from the a behavioral dimension. This dimension is normally referred to in term of its neural psych spiritual; etc hypothetical properties. 22. the pilo. would accept private events like thoughts as part of the analysis of behavior. 23. the pilo. would reject private events like thoughts as part of the analysis of behavior.

1. determinism 2. control 3. description 4. determinism 5. parsimony 6. philosophic doubt 7. experimentation 8. empiricism 9. determinism 10. replication 11. Philo, doubt 12. determinism 13. empiricism 14. determinism 15. P. doubt 16. replication 17. parsimony 18. determinism 19. metho. behaviorism 20. radical 21. mentalism 22. radical 23. metho.

1.____________ is the view that behavior is the result of physical influences and an assumption of science. The implications are there is always a 2._________ cause for the behavior. These are hereditary and environmental. We don't understand all the factors. We cannot state the factors with certainty we rely on 3.__________ and experimentation.

1. determinism 2. physical 3. philosophic doubt

Knowledge, Goals, & Problem Solving Rules, Advice, & Instructions -Rules, advice, instructions = verbal 1._________, present response/consequence relationship -2.____________ with relationship = context for giving rule -Social reinforcer provided intermittently for 3.______________ 4.___________for speaker and listener

1. discriminative stimuli (stimuli that are present in the environment that signal that reinforcement may be available for the target behavior) 2. Experience (e This is really describing a response consequence relationship when you are given a rule or advice, instructions etc. we are saying that if we engage in this behavior this consequence will occur. It's our experience with this relationship that allows us to give these rules to others or give them advice etc. This may be due to your own experience with the response consequences relationship can be nonvocal or nontextual and these rules get passed) 3. compliance (for maintaining these rules. It is more effective if the person comes into contact with the contingency) 4. Efficiency (the listener doesn't need to learn or come into contact with those contingencies repeated times in order for the future behavior to be maintained shaped it acquired they can heed the rule advice or instruction from the speaker. This is also efficient for the speaker because the response effort of giving rule advice or instruction is often less effortful than setting up or modeling the contingency many times if the person in complying with the rule= rule-governed)

Supervision Evaluation & Exploring Cultural Impacts Collaboration Changing world, 1.________ becoming more apparent • Some react to change or differences with fear or need to be the same, but diversity brings learning, 2.__________, and connection Cultural differences impact supervision Strong supervisory relationships require 3._________ • Unavoidable 4._________. based on experience and skill • Supervisor responsible to managing 5.__________ • Acknowledge and embrace differences in 6._______________

1. diversity 2. progress 3.collaboration 4. hierarchy 5. supervision quality 6. cultural identity

Problem Solving & Time Management Organizational and Time Management (OTM) "planning & prioritizing activities, goal-setting, organizing materials" • Important throughout professional & personal life • Goal is 1.______________ • Indicator of 2._________ skills • Include in 3._____________

1. effectiveness & efficiency 2. caseload management 3. training/supervision

Definition and Characteristics of Applied Behavior Analysis strategy Development of Applied Behavior Analysis B.F. Skinner-Founder of 1.___________ of behavior -Wrote extensively •Very influential in the guiding practice of the science of behavior & in proposing the application of the principles of behavior to new areas •Walden Two (1948) •Science and Human Behavior (1953) •About Behaviorism (1974) -Philosophy of science became known as 2._________________. Radical behaviorism-Attempts to explain 3.___________ behavior, including 4.__________ behavior (e.g., thinking & feeling).5.___________ behaviorism-Philosophical position that considers behavioral events that can- not be 6.______________ observed to be outside the realm of the science. Mentalism -Approach to understanding behavior that assumes that a 7._________ or "inner" dimension exists that differs from a behavioral dimension & that phenomena in this dimension either directly cause or at least mediate some forms of behavior-Relies on 8.________. constructs and explanatory fictions-Dominated Western intellectual thought & most psychological theories (e.g., Descartes, Freud, Piaget)-Relies on the premise of 9.____________ (e.g., "knowledge") •A fictitious variable that often is simply another name for the observed behavior that contributes nothing to an under- standing for the variables responsible for developing (or maintaining) the behavior 10._____________ view of the cause & effect. 11.___________ Rejects all events that are not 12. _____ defined by objective assessment -Restrict activities to 13.__________ of behavior -Makes no scientific manipulations; does not address causal questions. 14.______________ Rejects all events that are not operationally defined by objective assessment •Deny existence of "15._________________" or consider them outside the realm of scientific account. methodological behaviorists acknowled the existence of mental events but do not consider them in the analysis of behavior -Use scientific manipulations to search for 16._________ relationships between events 17.________ view since it ignores major areas of importance.

1. experimental analysis 2. radical behaviorism 3. ALL 4. private events 5. Radical 6. publicly 7. mental 8. hypothetical 9. explanatory fiction 10. a circular 11. Structuralism 12. operationally 13. descriptions 14. Methodological behaviorism 15. public 16. functional 17. restricted

1. This statement is correct: Juan reinforced Lily by clapping after her performance 2. Personnel Supervision and Management is only important knowledge for supervising behavior analysts. 3. There are many purposes for supervision. 4. The supervisor is responsible for supervisee outcomes only (not client outcomes 5. Once a positive supervisory relationship is established, no work needs to be done to maintain it. 6.There are no benefits for the supervisor in supervision. 7. More collaboration in setting a supervision foundation will lead to less frustration and blame 8. The supervisor should provide the supervisee with the supervisee's goal for supervision. 9. We can assume our supervisee has the same definition of feedback as we do 10. Feedback is always negative.

1. false 2. false 3. true 4. false 5.false 6. false 7. true 8. false 9. false 10. false

1. The feedback sandwich can be universally used with no further considerations 2.Ethics should not be taught throughout the supervision curriculum. 3.A curriculum (planned sequence) is essential for supervision 4. An adequate mastery criteria is 80% for all types of skills. 5. After a skill has been mastered, there is no need for ongoing assessment 6.Behavioral skills training (BST) can only be used for training adult supervisees/BCBAs in training 7.Experts continue their specific practice methods despite new, relevant research. 8. Once someone is a BCBA, they have no new skills to further develop. 9.Self-observation can be taught

1. false 2. false 3. true 4.false 5.false 6. false 7. false 8. false 9. true

1. according to the BACB standards you are not permitted to be paid for supervised hours that count toward certification to prevent unethical behaviors. 2. To begin supervised hours you need 3. BACB suggest including these in supervision contract 4. how long should you keep your docs for?

1. false 2. to begin coursework, complete contract, secure qualified person 3. statement of objectives, BACB requirements on restricted and non restricted, statement of responsibilities 4. 7 years

1. Communication skills cannot be taught. 2. We should assume there is a reasonable explanation for behavior

1. false 2. true

1. Palmer argues for analyzing public and private behaviors under different principals 2. the behavior interpertation of why complex behavior has a lack or order is due to the lack of observability 3. to master nature it is not necessary to control every variable 4. Private and public behavior are defined by location privacy of home vs privacy park 5. B.A do not account for feelings and emotions 6. some private behavior (thinking) can be made public 7. individual qualities (traits, attitudes, moods) provide reliable predictions of future behavior.

1. false 2. true 3. false 4. false 5. false 6. true 7. false

1. from the behavior analytic. perspective, other people have no impact on how we "know" ourselves. 2. there are times, like when driving, that we are unaware that we are responding/behaving 3. we are unable to explain dreams from behavior analytic perspective 4. self reinforcement is a special type of reinforcement procedure 5. using rules helps individuals behave in accordance with the schedule of reinforcement in play.

1. false 2. true 3. false 4. false 5. true

1. According to behavior analysts, creativity is possessed and some people have more creativity than others 2. identifying the conditions where we say behavior is creative may allow us to understand the meaning of creative. 3. This statement is correct: Elaine reinforced Jerry by laughing at his joke 4. According to behavior analysts, responsibility is comprised of self-awareness and choice 5. Our tendency to point to extenuating circumstances to remove blame from ourselves may be maintained by avoiding punishment. 6. According to behavior analysts, our conscience makes us feel guilt for misbehavior 7. Punishment has the same definition in larger society and behavior analysis 8. Applying consequences is behavior

1. false 2. true 3. false 4. false 5. true 6. false 7. false 8. true

1. mentalism looks to the environment as a cause of behavior. 2. In mentalism the mind or inner dimension is argued to cause behavior. 3. the reason that we have minds because we have thoughts is an example of circular reasoning 4. when we say a phrase like my brain is tired there is neuroscientfic proof in the assertion. 5. Describing individual qualities like intelligence can be thought of as organizing/ catagorizing different behaviors. 6. a dead man can lay down so this is behavior

1. false 2. true 3. true 4. false 5. true 6. flase

1. cognition represents a behavioral process 2. methodological behaviorists study do not private events 3. According to radical behaviorists, we possess knowledge. 4. Ideas are verbal behavior 5. Saying "the rat pressed the lever because he knows it will result in the delivery of a food pellet" is teleological and mentalistic 6. Behaviors can be caused/guided by future events. 7. Problem-solving is behavior and we may develop problem-solving skills. 8. Behavior analysts do not recognize reasoning as behavior. 9. Information (e.g., good news) can be a reinforcer/maintain observing behavior 10. Humans always behave optimally (optimizing access to reinforcers).

1. false 2. true 3. false 4. true 5. true 6. false 7. true 8. false 9. true 10. false

1. If you follow the guidelines in the LeBlanc text, there should be no issues in your supervisory relationships. 2. If you use the structure problem solving approach, you should never have to terminate a supervisory relationship. 3. It's important to build relationships with your professional peers to combat the difficulties of transitioning into your career as a behavior analyst. 4.Burnout is most likely for new professionals.

1. false 2.false 3. true 4.true

1. We should assume our supervisees will bring us, their supervisors, all problems without prior teaching/reinforcement. 2. The steps of the structured approach to problem solving can be completed in any order. 3. During brainstorming, it is critical to evaluate solutions as they are presented. 4.As supervisors, we should assure our supervisees it is okay and expected to make mistakes. 5. OTM skills should be included in training/supervision. 6. Planning is critical for both time management and task management 7. Creating agendas offers an opportunity for the supervisee to engage in self reflection. 8.Once an organizational system is developed it should be maintained permanently

1. false 2.false 3.false 4. true 5. true 6. true 7. true 8. false

1. The dependent variable is is manipulated the independent variable is the target behavior T/F 2. We are not able to make casual statements within the prediction level of understanding T/F 3. The philosophic doubt attitude of science implies that behavior analysts must accept all experiment results as truth 4. an intervention is technological if another teacher would be able to read the program and implement it with high fidelity (little to no mistakes). 5. The POB can only be applied to people with autism. 6. Radical behaviorists do no believe that the principles of behavior can explain private events. 7. Mentalism is the notion that the mind causes behavior to occur.

1. false 2. true 3. false 4. true 5. false 6. false 7. true

Cause & Effect and Mentalism Behavior Speak • Mentalism & grammar • Learning history of behavior • Behavior analysis/science-based vocabulary Acting as listener and speaker = 1._______________ • Editing your own writing • Reading your own writing • Listening to yourself talk and then clarifying • Thinking! (2._______________)

1. forms own verbal community 2. intraverbals

Supervision Introduction and Collaboration Creating Supervisory Relationship • Acknowledge 1.__________ components • Learning process • 2.____________ • Welcoming perspectives/3.__________ • Communication/4._____________ 5.____________ = • Previous definition • Preferred method of feedback • In-person mode •Written • Private discussion

1. foundational 2. Attentiveness 3. diversity 4. feedback 5. feedback

Determinism & Free Will Methods in Behavior Analysis 1._______________ = change in dependent variable (DV) due to manipulation of the independent variable (IV) • IV - variable that is 2.____________ • Controllingvariable • DV - 3._____________ behavior • Cause and 4._________ • Assumption: human behavior is lawful, 5._________ = Necessary for saying we can understand behavior scientifically.

1. functional relation 2. manipulated 3. target 4. effect 5. determined

Variables in environment = variables in _____________

1. functional relations

Knowledge, Goals, & Problem Solving (Johnston) Behavior Caused by Purpose/Goals Typical view • Behavior is due to/guided by 1.______ outcomes • 2.__________: phenomena dependent on/caused by future events Behavioral view -Influences of behavior can be in the 3._____or 4.______ -5.__________invokes mentalism/mental process -Don't say: expects, knows, thinks, figures out, in order to, trying to, makes the connection, associates, learns that, imagines, understands, wants

1. future 2. teleology 3. past (we can say the bx occurred in order to get the consequence because they are expecting the consequence think contingencies they want the reinforcer they make the connection with the reinforcer and that's why the bx occurs but also remember this is essential past consequences are influencing the future probability of bx the consequence's that occur right now is going to effect me in the future. How I behave now is due to consequences with my bx in the past. My bx now is not being controlled or caused by future events.) 4. present 5. teleology (this encourages mentalistic language it suggests that we are expecting something we want something we know something etc. These are just inferences of a mental process that is occurring between the bx and the consequence or effecting the bx at all. To get rid of this mentalistic perspective remove the following terms from ABC...) *when we remove these words we can show that the bx is being affected by past consequences and the past consequences will influence, affect future bx. Don't say these words in relation to the cause of bx. As radical bx we can analyze private events using POB BUT we are not calling them causes of bx as radical behaviorists therefore remove these words from our contingencies.

Definition and Characteristics of Applied Behavior Analysis strategy Development of Applied Behavior Analysis Fuller (1949)-One of the first studies to report the 1.__________ application of operant behavior-Participant: 18-year-old boy with profound mental retardation -Arm-raising response was 2.__________ by injecting a small amount of a warm sugar milk solution into participant's mouth every time he moved his right arm. Ayllon & Michael (1959)-"The Psychiatric Nurse as a Behavioral Engineer"-Formed the basis for branch of behavior analysis that would later be called 3.____________ Described techniques based on principles of behavior to improve the functioning of chronic psychotic or mentally retarded residents. 1960s-Researchers began to apply principles of behavior in an effort to improve 4._________ important behavior -Techniques for measuring behavior & controlling & manipulating variables were sometimes unavailable, or 5.___________Little 6_________ was available. -No ready outlet for publishing studies •Difficult to 7._____________________. Despite limitations in the 1960s many applications of behavior principles were made Application of behavior principles to 8.____________ is a major area of impact Provided the foundation for: -behavioral approaches to curriculum design -instructional methods -classroom management -generalization and maintenance of learning. 1968- Formal beginning of contemporary applied behavior analysis-Journal of Applied Behavior Analysis (JABA) began publication -"Some Current Dimensions of Applied Behavior Analysis" (Baer, Wolf, & Risley) Journal of Applied Behavior Analysis (JABA)-First journal in U.S. to deal with 9.__________ problems & gave researchers using methodology from the experimental analysis of behavior an 10._________ for publishing their findings -Flagship journal of ABA "Some Current Dimensions of Applied Behavior Analysis" (Baer, Wolf, & Risley) "Some Current Dimensions of Applied Behavior Analysis" (Baer, Wolf, & Risley) 11__________________ of the new discipline (ABA)-Defined the criteria for judging adequacy of 12______________ in ABA & outlined the scope of work for those in the science -Most widely 13__________ publication in ABA -Remains standard description of the disciplineBaer, Wolf, and Risley (1968) recommended the following 14___________ defining 15___________________ for research or behavior change programs: BATCAGE -Behavioral -Applied -Technological -Conceptual -Analytic -Generality -Effective

1. human 2.conditioned 3. applied Behavior analysis (ABA) 4. socially 5. inappropriate in a plied settings 6. funding 7. communicate among themselves about their findings 8. education 9. applied 10. outlet 11. founding fathers 12. research and practice 13. cited 14. seven 15. signposts

Rights, Values, & Culture Origin of Rights Typical view • Originate with the 1.___________ Behavioral perspective • 2.___________ defines and sanctions individual's rights • Learn verbal 3.__________ from ethical community • Don't always 4._______with influence • Mutual contingencies in ethical communities support 5.____________

1. individual 2. Ethical community (it is the way the people around us tell us we can ask to be treated but also we can treat other people that defines what we say is a right. When asked to be talked to professionally when I'm around my parents my definition of talking to be respectfully is going to be different to my work community and in this community, I was modeled and had contingencies that have been reinforced and modeled for talking to someone respectfully or professionally but with around my parents its not as formal but there is still a way to be spoken to that's respectful and not yelling etc. So it can vary across communities but also intersect at the same time.) 3. repertoire (we learn how to talk about these through our ethical communities so the way I learn to be talked to a certain way comes from this community of my family and friends and the way I talk about being talked to professionally didn't come from family or friends but it come from my professional life. So its diff ethical communities that are shaping those behaviors but also shaping how we talk about those behaviors.) 4. agree (I might not agree with DR. ARI on how to write a professional email or perhaps the parents feel they can talk me any way they want because they are my parent-we might not always agree with the influence but it is our community that is changing and shaping every instance of bx is coming into contact with the environment in a diff way that then leads to diff bx in the future. If we don't agree with an influence we might say our definition of those ethics changed in the future or the behavior also changed in the future.) 5. our rights

Responsibility Responsibility Typical view • Responsibility for behavior is assigned to the 1.___________ • 2.________ and choose the best course of action • Without choice, without 3.__________ Behavioral perspective -Self-aware = 4.________behavior, skill 5._______and reinforced by verbal community -Behavior is 6.___________ -Responsibility on individual removes 7.__________ to provide effective procedure/intervention.

1. individual 2. Self-aware 3. blame/credit (then making a choice for the best course of action Societal view- if the person does not have a choice or becomes clear that or more clear the environmental factors are we are less likely to say that the individual had a choice this actually goes against free will when they learn about environmental factors they are more likely to say that the individual did NOT have a choice) 4. tact (act verbal bx that is taught and reinforced by others or the verbal community in order to know the self you have to have others teach you and maintain your understanding of yourself) 5. prompted 6. determined (choice in typical view conflicts with determinism - we believe that behavior is determined by environmental factors and therefore no choice our choice and our preferences are all due to learning history and the environmental factors that are in play currently) 7. opportunity (just like with blame we cannot analyze behavior to create new contingency's to reinforce etc. the typical view is that it's up to the individual to make changes and to make their own choices but our bx is actually determined by environmental factors and past learning history),

Rights, Values, & Culture Behavior Analysis & Changing Culture • Approach culture by examining behavior of the 1.________________ • Cultural practice emerge when members find it 2. ____________ • Cultural practice described as rights and values, conflict with 3._______ practices • When changing cultural practices, may encounter 4.____________ • "behavior that mitigates or eliminates 5.__________ sources of control, especially in the context of social contingencies"

1. individual (and because a culture is made up of a group of members we would look the specific behavior of specific individuals in that culture as well we are still analyzing specific bx of an individual but we are doing it multiple times across diff individuals in order to understand the culture when we see a change in culture practice there has to be some benefit to the new set of cultural practice) 2. beneficial (just like with all bx there must be reinforcement available for this new bx in order it to be acquired maintained and generalized across settings and across time. When we are talking about cultural practice for individual bx there must be reinforcement aka benefit for that cultural practice for that bx) 3. existing (when we have a new cultural practice that deals with rights values it may conflict with an existing practice which makes it take time for this practice to get adopted especially if we don't find these values or rights as beneficial to the individual there is not reinforcement then the new rights or values may be more difficult to adapt.) 4. counter control 5. aversive (n adopting a new cultural practice that's a right or value but members aren't finding it beneficial so not receiving reinforcement we might say there is some bx that mitigates or eliminates this aversive sense of control that is new rights and values)

Free will is behavior as a result of 1.________ outside of physical determinants. Its engrained in our everyday 2.__________

1. individual choice 2. language

Troubleshooting Supervision & Lifelong Learning Identifying & Resolving Problems in the Supervisory Relationship - Problems inevitable -Common cause of strained/damage relationship is 2.______ of supervision • From one or both individuals 3.______/hurting other - due to 4.______ histories, -biases, -5._____________ style, 6.___________ differences • They are 7.__________ opportunities!

1. inevitable 2. quality 3. offending 4. personal 5. communication 6. cultural 7. Learning

Responsibility Creativity Typical view • Creativity is an 1.___________ that is present in varying degrees Behavioral perspective • Creative behavior = 2.________, no special status • 3.___________, more or less than others • Result of reinforcement histories which may be 4.__________________.

1. inner quality 2. operant behavior (behavior is behavior creative behavior = operant behavior/ behavior is learned and so is creative behavior somebody might have more depending on who is observing that behavior if somebody is more versed in the behavior they might be less likely to call that behavior creative especially if they know your influences and the environmental factors that have impacted your bx because its those environmental factors that are impacting your behavior again its these histories whether or not you are exhibiting these creative behaviors or variations of the behavior which we might call creative so under what circumstances are we calling the behavior creative and again it's the result of.....) 3. Not possessed 4. manipulated. (these are shaping selecting and maintaining this bx that are creative or not creative etc.)

The Self (Johnston) Seeing Typical/everyday view: • The _______ is sensing/seeing Behavioral response: • ________ system is seeing • Seeing = we are _______ that we are seeing • _________ and motivating operations influence our awareness of what we are seeing • _______ behavior

1. inner self 2. Visual 3. aware ( being aware means you are verbally describing it) 4. Discrimination training 5. verbal (awareness is based on Verbal behavior which is on your verbal community what we see is based upon what we have been trained to see SDs, MO, that evoke certain awareness behaviors)

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition - cause of behavior 1.___________ organism • Neural • Brain fog (Neural - brain fog , nerves are fried, brain is tired, brain is hazy, these are physical variables think antecedents) Behavioral response • Not describing neural activity, describing physical variables (2._____) • Neuroscience • Correlation or causation? There is some but 3.____________ are NOT casual events.

1. inside 2. MO 3. antecedents

Supervision Evaluation & Exploring Cultural Impacts Dive into Reflection • Personal and professional values 1.________ Mentor Tree = • Roots = 2._________ mentors • Trunk = basic 3.________________ • Branches - current 4._________ • Acorns - 5.___________

1. intertwined 2. critical formative 3. professional repertoires 4. influences 5. next gen

Verbal Behavior Basis of Evaluation • All behavior is 1._________ • Verbal behavior is 2.________ • Use C&P to explain all behavior 3.________. • Emphasis of our attachment to VB

1. learned 2. behavior 3. shapning

Troubleshooting Supervision & Lifelong Learning Transitioning into Your Career Reasons difficult • Complex tasks, large scope • Higher demands ,less 1._____/________ • Complexity in 2._________ relationships •Working with others who ares significantly 3._______- • Supervisory duties = New skill, little 4._____ Combat these difficulties: -develop 5.___________ , OTM, 6.______ • Build relationship with peer

1. less oversight/deadlines 2. interpersonal 3.stressed 4.support 5. problem-solving 6. communication skills

Competency-Based and Expert Learning Approaches Curriculum • Job model = 1._______________ • Job aid, 2._________ for specific tasks • Need 3__________ = 4.________ sequence • 5.________ completion of curriculum • 6.__________ responsiveness/sensitivity -Self-evaluation & 7.__________ -8.___________ & multicultural readings/discussions

1. list of responsibilities 2. task analyses 3. curriculum 4. planned 5. Track 6. cultural 7. reflection 8. diversity

Knowledge, Goals, & Problem Solving Factors of Reasoning Typical view • Rules of 1.________ = deductive and inductive reasoning Behavioral view • Patterns of 2._______ responding resulting in high agreement • 3.__________ labels • Removing special status and 4.________. allows us to analyze and predict behavior

1. logicality (there are innate rules in reasoning and in logic inductive/ deductive) 2. verbal (we can consider these diff kinds of behaviors or reasoning as they are just behavior they can be described as patterns of rule responding that result in a high agreement or in reinforcers. Whether one calls one deductive or inductive reasoning is just a matter of cultural labels) 3. cultural 4. mentalism (remove these and we can predict behavior but not focus on a special status which allows us to change our own behavior so we can contact more reinforcers same goes for clients.)

Knowledge, Goals, & Problem Solving (Johnston) Where does behavior exist? Typical view Knowledge stored in 1.___________, brain, mind Behavioral view -2.____________ change, history of behavior, stored physiology of the brain? • Behavior is not 2.________ when not occurring • Behavior is the 3.__________ between organism and environment

1. mental domain 2. biological ((Not stored in mind or mental domain but we are still impacted physiologically within bx change we have biologically changed this change isn't necessarily bx or where bx its more possibly an aftereffect of bx its history of bx one possibly is where we are biologically changed is the brain) 3. not anywhere (either someone is behaving or we are describing how they are behaving outside of that bx is not occurring this does not mean behavior is being held anywhere else.) 4. interaction

1. I have a client that was diagnosed with autism since she was three. Now most of the session isis talking about her feelings and home life. my program is based on ______ and is not _________. 2. daily living skills are an example of what dimension? 3. Once we implemented a new intervention the crying decreased while his language increased the teacher commented on how well they are doing and they are involved in school activties what dimension of ABA is this scenerio? 4. Which is not behavior criterion according to Baum? (the behavior must need improvement, the behavior must be measurable, whos behavior has changed must be known. the behavior is one that everyone agrees should be studied). 5. to say that a study is analytic the experimenter must control the _________ and ______ of behavior. 6. Noell has written a treatment plan. she had her supervisee pick up the plan and carry it out to see if she had written it 7. Behavior A. choose to study behavior itself, rather than using overt behavior to attempt to study some internal process or mentalistic construct. This exemplifies which dimension of ABA? 8. When setting goals for discharge from therapy, the behavior A and client stakeholder work together and determine goals that are meaningful and represent socially sign. quality changes for the client rather than being happy with small behavioral changes even if they may be considered statistically significant. This explemlifies which dimension of ABA? 9. Behavior analysts create procedures that can hopefully be used in many environments and with many kids of client participants. This exemplifies which dimension? 10. behavior A. create procedures and technologies based on lab reaserch and I.D POBr This is what dimension? 11. ABA prac. is working with a client and hoping to conduct some research as well. He selects hand clapping as a target behavior not because it was socially sig. but because its an easy to observe measure what does this violate? 12. A college is implanting a subjective self image porgram and using a subjective scale what does violate? 13. when writing a task A. you. write a sufficiant level of detail so people can read and implement the intervention what dimension is this? 14. Therapist says intervention was successful because of statistical significance the behavior went from 8 to 5 (SIB_ what is wrong with this reduction? 15. Scientits in a lab study rats the target behavior is pressing levers. They are chosen for ease of measurement. Since its EA not ABA its not an issue that they violated this dimension. 16. the parent of a client really wants you to improve her self esteen rather than target a mentalistic concept you target smiling and positive statements about self image. This is an example of what dimenison? 17. Colleage found an article on pop psychology website what dimension does this violate? 18. you have worked with a client for months now you are considering discharging because she went from not being able to sit at school to sitting all day what dimension is this? 19. Using experimental designs and data to convincingly show that our interventions have caused a change in behavior is related to what dimension of aba? 20. when choosing a target behavior for intervention, the BA always chooses behaviors based on social sig. This is related to what dimension? 21. an intervention that works for only one particular client in one particular environment, and with one particular behavior does not quite fit in with which dimension of ABA?

1. mentalism, conceptually systematic 2.applied 3. applied 4. the behavior is one that everyone agrees should be studied 5. occurrence, nonoccurence 6. Technologically 7. Behavioral 8. effective 9. generality 10. conceptually s. 11. applied 12. behavioral 13. technological. 14. effective 15. applied 16. applied 17. conceptually systematic 18. effective 19. analytic 20. applied 21. generality

Supervision Evaluation & Exploring Cultural Impacts Mentor Tree -Roots = Parents, grandparents, family friends, friends -Trunk and branches = Past faculty advisors, past supervisors = 1.____________ -Acorns = 2.__________, students

1. mentors 2.Supervisees

Responsibility Conscience Typical view • Conscience makes us feel guilty or ashamed for 1.___________ Behavioral perspective -Misbehavior previously 2._________ -Sensations 3._______ from "punishment" paired with misdeed and 4._________ -Misbehavior evokes sensations - 5._____ to call them guilt or shame -Like all feelings, 6.______, many opportunities develop complex behavior & feelings

1. misbehavior 2. "punished" (no inner self - in our past especially as children we had our misbehavior "punished" or punishment attempt for some kind of bx) 3. evoked 4. verbal reprimand (either an aversive reprimand evoking sweating blushing etc. Those sensations are paired with the misdeed and the verbal reprimand of another individual. When these behaviors happen in the future it evokes the same sensations...) 5. taught )we might then call these your conscious or feelings of guilt or shame because we are feeling these sensations then describing them to someone the other person might say oh you feel guilty or you might feel shameful or this might tell us that we should or should not have engaged in a behavior) 6. VB (verbal behavior is responses to private events there are many opportunities to develop these responses under diff conditions, antecedents, and environments to develop complex feelings these are complex and might help explain these complexities)

1. why are pre written or one size fits all not considered practiced in ABA? 2. Is an RBT practicing in a new city alone ethical? 3. BCBA makes comment on new approtch you read from a peer reviewed another aba person says its not ABA because its not discrete trial. 4. during an assessment you take a verbal description of behavior without observing it it is this ABA?1. why are pre written or one size fits all not considered practiced in ABA?

1. must be individualized not ethical for practicing ABA 2. NO must be from accredited BCBA 3. they are doing naturalistic teaching not all aba is at a table discrete trials are not required 4. yes report assesments are important for starting up ABA

Knowledge, Goals, & Problem Solving (Fantino - Behavior analysis and decision making) Base-Rate Neglect -Why do we overemphasize case-specific information and 1._________ general probabilities? -Instance of 2.____________ -Non-human organisms do not neglect 3._____________ -Human experience with 4._______________ -Pre-existing association between events prevents 5.___________ from experience

1. neglect (We take one instance of something occurring and despite having larger statistics we base our decisions on just one instance. Think covid...) 2. multiple control (here are multiple SDs within our environment that are affecting our bx). 3. general probabilities(they always go to the general probabilities or the schedule in place as opposed to one-off instances) 4. matching tasks 5. learning (perhaps in the past when we have acted in accordance with one-off stories we have been more likely to receive a reinforcer than going with the general probability and that learning history affects how we behave now.)

Knowledge, Goals, & Problem Solving (Johnston) Ideas Typical view • Ideas can occur out of the blue, 1.______ detected Behavioral view • No difference between having idea and having 2.__________ • Idea = 3._______ behavior or behavior • 4.____________ conditions • 5.______________ not just cause for inventing mental/no cause

1. no origin 2. behavior (there is no difference in behaving and having the verbal behavior of describing an idea or bx that you are going to engage in or simply just engaging in that bx of whatever that idea was this is just a label we are providing for a bx) 3. verbal 4. Environmental 5. Uncertainty (by saying it happened out of the blue removes our ability to look at the environmental conditions that did evoke that behavior. If we cant find it then we still cannot justify saying there is no cause or origin therefore ideas = bx)

Rights, Values, & Culture Origin of Rights Non-Social Contingencies • Behavior in-part developed from 1.____________ • Without other humans, no verbal community = no 2._____________

1. non-social contingencies(bx that is learned in the absence of another person - behavior is an interaction between an organism and the environment the environment does not require another person - when we learn not to touch a hot pot there's no other person = non social contingency our bx is in part developed by non social contingencies however it is others that develop our verbal behavior) 2. verbal behavior(we wouldn't have a verbal community = no verbal behavior)

Knowledge, Goals, & Problem Solving Behavior Analysis & Decision Making • Behavior analysis little research on 1._______ human choice and decision making Can be analyzed by behavior analysts • 2.__________ (Stimulus control, conditioned reinforcers, learning history) • BA advances (Instructional control/rules, stimulus equivalence, 3.__________) • Research 4.__________________

1. nonoptimal (not optimal because it's not in accordance with the schedules of reinforcement or its verbal behavior that is different from other verbal behavior that is considered more truthful.) 2. Environmental factors (, Mos, and reinforcers which stimuli are conditioned reinforcers how they have become conditioned reinforcers and we pay very close attention to learning history as well. What contingencies have a person experienced in the past and how does it affect they're responding now.) 3. matching to sample 4. methodologies (we can study decision making. We analyze specific behaviors we take data, graph, analyze, etc. Decision making is bx and we analyze bx)

Rights, Values, & Culture Rights Typical view • Rights as 1.________, thing that is possessed, physical status Behavioral perspective • Statements about how to 2.______________ • 3.____________ behavior • Must obtain 4.__________ to engage in contingency • Rights statements = 5._________ describing contingencies for others to engage in around/with the speaker • Not inherently valid or 6._________

1. noun 2. obtain reinforcement (we are essentially making a statement on. How to obtain reinforcement when interacting with you. If it's a statement its verbal behavior and its also like a rule statement there will reinforcement for you and reinforcement for me) 3. Verbal 4. permission (how other people are allowed or able to interact with us but you must also get permission to interact with us in certain ways.) 5. mands 6. superior(just because I say I have the right to be spoken to professionally does not mean that it's necessarily true. What is talking to me professionally mean? What is the definition of that? The email we will always start with a greeting. Our definitions could vary but that does not make them better or worse than anyone else but its my definition and my request for how others may talk to me that will lead to reinforcement from me and also praise from me to that person for engaging in that way.)

Knowledge, Goals, & Problem Solving Reasoning Typical view • Reasoning = 1._______ = a thing, process Behavioral view • Reasoning = behavior = 2._______ • No special quality or 3._______ • Can 4._________ arguments

1. noun 2. verbal behavior 3. status (we examine the behavior by examining the functions and under what conditions they occur) 4. appreciate (if something is reasoned well we can appreciate good arguments just as we can appreciate other behaviors for being "good" or "high quality" You can break down soccer like this or verbal behavior is done also.)

Knowledge, Goals, & Problem Solving (Johnston) Knowledge & Understanding Typical view • Knowing as a 1.______________ Behavioral view • Knowing = behaving in ways said to show 2._________________ • Based on observations of 3.__________ • What are the circumstances of saying something is known? • Knowing 4.______ vs. knowing 5._______

1. noun (its thing we possess) 2. understanding 3. of behavior 4. how 5. about (must be distinguish in order to be a BCBA we have to know both how to analyze bx how to write bx interventions modify bx its all-knowing how and then we also have to know about POB and the fundamentals that support the knowing how. Knowing how is the physical participation in bx the knowing about is mostly verbal bx and knowing how to discuss a certain topic. We can test this via exams quizzes etc. Knowing bx is now being observed as bx as opposed to just asking "do you know about DRA" we could say yes I know about it but can we provide a definition provide multiple examples this is what we know and can be quizzed on etc. We can also say do you know how to implement DRA with high fidelity can you write a procedure. Can you teach others the same procedure= knowing how? These are all bx we are behaving in a way that shows we have an understanding of DRA.)

Responsibility Novel/Creative Behavior Typical view • Creative behavior = 1.___________ Behavioral perspective • Can operant behavior be 2.____________? • Variations of behavior tied by environment - 3.________________

1. novel behavior 2. novel (Johnston argues that its operant behavior which is learned behavior there's not really novel behavior. When we are reinforcing behavior we are reinforcing the response class, reinforcing behaviors that are maintained that hold the same function when we are reinforcing a behavior. Exp: The behavior of saying "hi" we might say hi in many ways but the function of me saying hi is attention and possibly a greeting back. Some diff bx that fall under this response class is "hi" "hello" "howdy" etc. These look like diff bx but they all fall under the same response class by being maintained by some type of greeting or response back. We wouldn't say these behaviors are truly novel when within response classes there is.....) 3. response class (This is typical in all behavior back to the vase example- by making a vase we might make a variation of a vase it looks similar perhaps we used a diff texture. The behavior of making these vases all serves the same function. We see the finished product we receive praise for the finished product. The sensory input of making the vases or the sensation all remain the same even though they might look slightly diff these are variations in behavior all maintained by the same function. Within a lag schedule, we can reinforce novel responding- lag schedule is when reinforcement is available only when the behavior emitted is different from the previous behavior in one way or another or more than 1 specified way so lag schedule of 1 means that behavior emitted must be different from the 1 previous behavior. Lag schedule 3 = means the behavior to receive reinforcement must be different from the 3 behaviors exhibits of behavior We would be able to call this behavior but really note that operant behavior is NOT novel there are variations of behavior within response classes****)

Teaching Self-Management • Self-1.________, self-2.________, 3.______ -assessing, goal setting, manipulating own consequences, evaluating outcome • Can replace 4._______ supervision • 5.________ self-management opportunities early in supervision • Work-life 6.__________ • Avoid 7.___________

1. observation 2. monitoring 3. assessing 4. frequent 5. Identify 6. balance 7. burnout

Verbal Behavior Typical VB Explanations • Rules of grammar = Learned patterns, summaries of 1._________ • Mental lexicon= Impact on behavior • Meaning? • ID 2. ______ and _______ • ID consequence • ID specific behaviors BA VB - New Vocabulary • Behavior is 3.____________ • Verbal behavior is 4._________ • Our 5.___________ (VB) about behavior and verbal behavior are learned • Understanding behavior impacts our 6._______________ • Understanding 7.__________ behavior impacts our practice

1. observations 2. SD + MO 3. learned 4. learned 5. beliefs 6. practice 7. verbal

Definition and Characteristics of Applied Behavior Analysis strategy Definition of Applied Behavior Analysis (DOMAINS) Four domains -Behaviorism -Experimental analysis of behavior (EAB) -Applied behavior analysis (ABA) -Professional practice *Behavior analysts may work in 1.___________ the four domains. Domains are interrelated & influence one another. Behaviorism-Theoretical & 2._______ issues-Conceptual basis of behavior principles as they relate across many spectrums. Experimental analysis of behavior (EAB)- 3.__________ research -Experiments in 4.________ settings with both human participants and 5.___________ subjects -Goal of discovering & clarifying fundamental principles of behavior. Applied behavior analysis (ABA)- 6___________ research -Experiments are aimed at discovering & clarifying 7.___________ relations between socially significant behavior & its controlling variables -Desire to contribute to further development of a 8._________and___________ technology of behavior change. Professional practice Providing behavior analytic services to 9.___________-Design, implement, & 10. _______ behavior change programs that consist of behavior change tactics derived from fundamental principles of behavior •Discovered by 11._________ researchers •Experimentally validated for their effects on socially significant behavior by 12.________ researchers

1. one or two 2. conceptual 3. basic 4. laboratory 5. non human 6. applied 7. functional 8. humane and effective 9. professionals 10. evaluate 11. basic 12. applied

Verbal Behavior Is VB specifically human? • 1.___________ behavior • Learned behavior that is selected, shaped, and maintained by 2._________ • Hart & Risley Child's talking correlated w/ family VB • Fixed action pattern • Patterns of behavior not learned through operant conditioning • 3.____________ behavior? • Humans provide community for other animals? (Cannot switch listener-speaker roles)

1. operant 2. consequences 3. respondent

Cause & Effect and Mentalism Analyzing Private & Public Behaviors 1.____________ : behavior • Consequences of behavior • Learned behavior 2._____________ :Antecedent stimuli 3._______ behavior. • NOT 4.____________ • OBSERVABLE • Unlearned (reflex) & learned =(5.______________)

1. operant 2. respondent 3. elicit 4. INFERRED 5. stimulus-stimulus pairing) Even with learned its still the antecedent stimuli that is eliciting behavior -the NS is paired with the CS vis stimulus- stimulus pairing so that NS then elites the respondent behavior as well. The B.A perspective is that we can observe behavior and talk about all public and private behavior as being operant behavior or respondent behavior these respondent behaviors are more talking about reflexes you can respond reflexively via learned and unlearned instances but when talking about developing new behaviors we are talking about operant behavior. There is no proof that there is a internal causation/ entity responsible for behavior like it is in the case for mentalism. - we can still infer in public behavior

1. According to Skinner's radical behaviorism, what we traditionally call "language" is.. 2.Allowing private events in behavior analysis is mentalistic. T/F 3.What are some benefits and limitations to using interpretation to describe natural phenomena/behavior? 4.Describe an ABC example (antecedent, behavior, consequence) of how we might learn to respond to a private event. 5. Describe the radical behaviorist arguments against mentalism 6. Compare and contrast public events (i.e., overt behavior) and private events (i.e., covert behavior) and provide an example of each.

1. operant behavior 2. False 3. (The only benefit I can think of is the reinforcement one feels by participating in hypothetical constructs. It seems more "humanistic" it allows us to feel like we have more control than we do believe in things like free will or simply saying I don't feel good or I did this only because I feel like it. These thoughts or actions can be private or public and when they are public it's very likely somebody will reinforce their statement in a mentalistic manner that is based on interpretations. Interpretation is what the majority of people do to describe phenomena and behavior and the irony is that it's based on operant conditioning and determinism. Interpretations are not facts sure there are plausible but they cannot be subject to experimental methodology. This can lead to speculation which goes further away from E. and in turn further from parsimony and this could cease research. Usually, when somebody has a thought like he doesn't feel well or I don't feel well we are observing but we are not observing enough by also looking at the environment and the ABC contingency) 4. We cant observe private events they are inside the skin its also harder to establish when events are private this is rather complex . Pain is a good example and allows us to teach functional communication or how to cope. Antecedent head hurts--->Behavior rubs and puts pressure on eyes---> C.attentiion and tangible. The child in this example did not express they were in pain which would make it public but we looked at the behavior and determined a consequence based on public accompaniments. We looked at ABC naming of the private event the consequence of naming a private event or sensation could be attention and tangible for example. We are reinforcing appropriately naming and we looked a stumlus classes we can ask hey does your headhurt they can say yes. If its yes when really they didn't have a headache but just needed sensory input now we have the behavior under faulty stimulus control. Pain responses vary across people and settings so many trials are needed to tact sensations and teach functional responses. 5. Radical behaviorism is based on understanding behavior as it relates to environmental factors vs "the mind" or a mental realm. All behavior public and private are behaviors the same way and are not different so cognition and emotions are behavior they are just private until they are verbalized or observed ("behavior is behavior is behavior"). We are talking about the consequences that are shaping selecting and maintaining behavior. These are observable events and in the physical realm, and they tell us about behavior that is more or less likely to occur and events signaling those certain contingencies are at play. The mind-causing behavior is exploratory fiction. Mentalism adds extra variables that are not parsimonious. Mentalism has circular reasoning and is not linear or has order like radical behaviorism. There is no control in mentalism which is our highest level of understanding only speculation and inferences. This makes it impossible to explain the behavior that's not an illusion of an explanation. Behavior is not inside the organism like mentalism believes this lacks a physical dimension and is known as the mind-body problem which is both adding extra variables and is furthering circular reasoning. Mentalism believes personalities and zodiac signs help determine behavior but these are just exploratory fiction and these are not a "thing." We must focus on one set of facts to be parsimonious. There is no uniformity to mentalism which goes against the belief in determinism. In conclusion, radical behaviorists look at what is objective and measurable and can be subjected to experimental analysis EAB and are not interested in making exploratory fiction and circular reasoning to make speculations based on things we could never measure like the mind (not possible with current tech). Mentalism is also dualistic which radical behaviorists are not. 6. covert is an action/behavior that is observable (public event) this means that it can be observed by more than 1 person other than the person engaging in the behavior. Covert is a private event and cannot be observed by other than the person engaging in the behavior. Covert is less effortful because you are not vocalizing, and it avoids social punishment. I can think mean thoughts about somebody to myself and never say them, so nobody sees it or hears my emotions, so I don't face consequences like if I made it overt. Both are the same in terms of POB just because it's private or public doesn't mean it gets treated differently in terms of analyzing or reinforcement/punishment contingencies. Overt behavior is much easier to experiment on because we can observe and measure it EAB. Covert behavior can become overt via verbalizing or made public later by recalling a memory to a friend for example. There are still physical or environmental causes that go back to the POB that still apply to both equally this includes operant conditioning. Example of overt: Antecedent: Bored, Behavior tells roommate I am bored, Consequence -roommate suggests we go see a movie. In this example, I was bored which is covert but I made it overt telling my roommate that I was bored which is now overt because my behavior was observed by another individual I told him with my words that I was bored and got attention. I could have kept this thought to myself, but I didn't, and it was observed by my roommate and I got reinforcement. Example of covert: A: Classmate talking B: thinking they are annoying and calling them names in my head C: Classmate keeps talking annoyed feeling intensifies. They have overt behavior, but my emotions are covert because they are not made public and kept private. By doing this I avoided social consequences/ punishment. My feelings are not observable or detectable by anyone other than me.

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition - cause of behavior inside organism • Psychic • Conscious • The self and autonomy (The self inside of me that is separate from my behavior this consciousness is given autonomy in a non physical realm that does its own thing and causes behavior as well) - this lacks 1._________ dimensions Behavioral response • These lack physical dimensions, explanation • 2.____________ problem • Study the self • This explanation 3._______ research • POB

1. physical 2. mind body problem 3. ceases non physical entity the mind that effects the physical entity the body)- circular reasoning adding extra variables how could a non physical entity be effecting the body.

Private Events (Palmer) Complex behavior - lack of 1._______ • Features not 2._________ before (how can we explain how it occurred?) • Different 3._________ in same setting (Exp. Question what day is it? Day differs how do we explain diff responses in same setting think math examples how can we solve math we were not trained on before) • Future events 4.______ behavior (think about deadlines and how a test might impact future behavior) • 5.____________ behavior (we think about thoughts as a stream of consciousness so how are we able to convey one part of that stream to others about what we are thinking about.) • Behavior controlled by 6.____________. (PTSD) • 7.____________ behavior (tacts) 8.____________ interpretation: order within the individual, analyze hypothetical level (is is in line with mentalistic thinking there is a stream within us that we are able to organize further and then behave or we are able to look into out short term memory or long term memory and then behave . This is based on inferences that happen within us and then gets analyzed at a hypothetical level. Thinking of memories like drawers then behave.) 9.___________ interpretation: behavioral phenomenon, lack of order due to lack of 10._________________. (these are still behaviors we are not able to see the order or appears to be lack of order because they are instances of private behavior but if we can break down these diff complex behaviors into individual specific behaviors we. Can still explain and analyze them through concepts of behavior)

1. order 2. encountered 3. response 4. controlling 5. stream 6. memories 7. verbal 8. Cognitive interpretation 9. Behavioral interpretation 10. observability

The Self (Johnston) The Self Typical/everyday view • We know ourselves better than others know us Behavioral response -We know ourselves only through the contingencies established by 1._______ -Others 2.______ us to observe and describe ourselves. -Without verbal community, would not be 3.________. -We 4.________ what is important to others -Many contingencies, own behavior = 5.__________ "You cannot step outside of yourself and look back to see yourself from a different perspective because you cannot escape your own perspective" (You cannot escape your own perspective you would be engaging verbally and naming these behaviors and how you do that is dependent on your own personal learning history.)

1. others (we rely on verbal behavior so the notion of the self being an independent being all the thoughts coming from being independent is missing that key component of verbal behavior being dependent on reinforcement from another person) 2. teach (we are learning from contingencies with others we are learning to talk which is dependent on others and its others that guide and prompt us to talk about our behaviors also.) 3. aware (Teach us what aspects to pay attention to or verbally discuss what aspects of the environment to attend to when discussing behavior or attend to at all if we did not have these others and verbal communities we would not behave verbally and because we would not behave verbally we would not be aware ... we are entirely dependent on a verbal community to establish our self. Self means describing our behavior describing the environment also.) 4. observe 5. unique perspective(so many diff contingencies and trials of behaving verbally. With diff individuals in diff settings with diff functions countless variations SDs and stimuli this makes verbal behavior complex but with our own behavior there is many diff contingencies as well that you are describing and analyzing etc. Its that combo of contingencies that makes your own unique perspective. You are not losing the individual perspective in BA you do have your own set of contingencies in play that are diff from other people and that creates your own perspective)

Competency-Based and Expert Learning Approaches Teaching Self-Observation & Reflection • Self-observation= Attending to own 1______/______ behavior, external stimuli correlates of own behavior • Self-2.__________ • Observing and 3._______ own performance • Explicit 4._________ and practice • Teaching 5.___________

1. overt/covert 2. reflection 3. evaluating 4. instruction 5.awareness

Supervision Evaluation & Exploring Cultural Impacts Culturally Responsive • Assess and understand one's 1.______ cultural experience • 2._________ and appreciate others' cultural experience • 3._________ to meet diverse needs • Identify and challenge 4.__________ • Embrace diversity and 5.__________ • Accept 6.________ practice • Understand power 7.__________, be humble re: culture

1. own 2. Learn from 3. Tailor systems 4. inequalities 5. inclusion 6. lifelong 7. differentials

The Self (Johnston) Consciousness/Awareness Typical/everyday view • When 1._______, are aware • Imply inner person Behavioral response • When 2.________, respond • Respond without awareness, driving, daydreaming, talking • Being aware =3.________ = verbally behaving • 4._________ does not equal awareness • Can 5.___________ respond • Often unaware of our 6________ ______, and variables impacting our behavior • Awareness =7.______________ • No mind, no self, only 8.___________ control

1. perceive (this implies that there is a person within us and there is an inner person who perceives and is therefore aware of that thing) 2. aware (We perceive something but we are only aware when we respond in some way to that thing. These do happen physiologically (sensations) whether we are aware of that thing is diff than the seeing) 3. verbal description 4. Looking 5. privately(privately we are responding to diff stimuli in the environment. We can be looking around and tacting items or privately responding) 6. own behavior 7. consciousness (If we are aware this is what we call consciousness) 8. environmental control(to be aware is to behave verbally. When we are aware of something we are providing a verbal description of our behavior of what we are sensing we are naming which is verbal behavior naming these private events of sensing = behaving verbally)

Definition and Characteristics of Applied Behavior Analysis strategy Development of Applied Behavior Analysis Behavior analysis is comprised of three major branches A) Behaviorism the 1.________ of the science of behavior 2._______ analysis of behavior B) (EAB) & C) Basic research-Applied behavior analysis (ABA): Development of a technology for 3.___________ behavior •Can only be understood in the context of the 4.____________ & basic research traditions & findings Psychology in the early 1900s was dominated by the study of states of 5._________, images, & other mental processes •Watson is recognized as moving the field of psychology in a new direction -Argued that subject matter for psychology should be the study of 6._______ behavior, not states of mind or mental processes -Early form of behaviorism known as 7._________ (S-R) psychology (Watsonian behaviorism) -Created foundation for the study of behavior as a natural science •B.F. Skinner's The Behavior of Organisms (1938/1966)-Formally began the 8._________ branch of behavior analysis -Summarized his laboratory research from 1930-1937-Discussed two types of behavior 9.__________ and 10.__________.

1. philosophy 2. experimental 3. improving 4. Philosophy 5. conciousness 6. observable 7. stimulus-response 8. experimental 9. respondent 10. operant

Supervision Evaluation & Exploring Cultural Impacts Culture Culture as shared verbal and overt behaviors shaped by 1.____________ • ABA field not 2.____________ • Women in Behavior Analysis (WIBA), Black Applied Behavior Analysis (BABA) • https://thewiba.com • https://babainfo.org • BACB responsibility as supervisor •Do not 3._______, do not 4.________, component to supervise others different from you.

1. social community 2. diverse 3. demean 4. discriminate

Determinism & Free Will But what about freedom? Freedom • From physical constraints • In feeling • To make our own choices • Spiritually Free will is behavior is a result of individual choice outside of 1.___________ • Engrained in our language Determinism - behavior is entirely a result of physical influences • Assumption of science Free Will vs. Determinism 2.__________ to prove free will or determinism.... Implication of free will: -We control our choice's, and they are 3.______ by other factors -Choices are influenced by past experiences (preference assessments as an example) -4.__________ to change target behavior Implications of determinism: (inverse of free will) -5.___________ and environmental factors (with or without humans determines our behavior) -there is always 6.________ cause and that's it doesn't go back and forth between public and nonpublic) - 7.________ fully understand all factors - Cannot state factors with complete certainty -Philosophic doubt and 8.______________

1. physical determinants 2. impossible 3. not 4. unable 5 hereditary 6. physical 7. do not 8. experimentation

Radical Behaviorism • "If behavior is entirely physical in nature and does not involve events that are said to exist in a mental domain, it follows that behavior is susceptible to influence only by other physical events, which means that "mental events" cannot explain behavior." Radical behaviorism - "the philosophy of the 2._________, which focuses on behavior as a purely physical phenomenon and avoids mentalism in all forms Why Study/Know radical behaviorism? Understanding/continued practice of radical behaviorism helps..... • avoid conceptual backsliding encouraged by everyday 3._____________ • ensure consistency between 4._______ and practice • continued interpretation of behavioral issues in 5.____________ terms • 6._________ and avoid mentalistic explanations • guide practice and others to the environmental factors affecting behavior

1. physical events, 2. science of behavior analysis 3. mentalistic language 4. science 5. behavior analytic 6. identify

Knowledge, Goals, & Problem Solving (Johnston) Behavior Caused by Purpose/Goals- Typical view • 1._________ behaviors influenced by the outcome Behavioral view • Associated behaviors have 2._______ history under 3._________ environments • 4.__________ classes • Establishing 5._____________

1. planning 2. reinforcement (the associated bx with planning something have been reinforced before possibly under diff conditions and environments. Exp plan a party, decorating, communicating these bx have been reinforced in the past) 3. different 4. response (shopping and decorating may fall in same response class of buying diff kinds of decorations) 5. operations (the SD is the mom saying you have to buy this stuff evoked the bx of purchasing the decorations. This contingency did not involve planning for the future it was not caused by the dads birthday and needing stuff for it - it was due to past bx and SD of mom this is an establishing operation because praise was likely and did occur.)

Competency-Based and Expert Learning Approaches • Feedback sandwich=start with a positive end with a 1.__________ • Dilutes 2.__________ feedback •May lead to confusion (poor 3._________ of maintain/change bx) • Positive feedback becomes SD/conditioned 4._________ stimulus SHOULD BE.... -5.______________ -Change performance - Delivered neutrally/kindly

1. positive 2. corrective 3. discrimination (confusion on what behavior needs to be maintained or altered the person may be confused on what part of their performance needs to be changed - corrective feedback gets lost because of + - +) 4. aversive (depending on how the feedback is delivered in may be aversive that means positive feedback may become conditioned aversive stimuli- may lead to avoidance or escape maintained behaviors - the role of positive feedback is to maintain and increase that specific behavior. 5. Individualized )feedback should be individualized as supervisees how they prefer feedback - we should also be measuring behavior change - measure skill that received feedback and modify it based on results)

Responsibility Creativity Typical view • Creativity is a thing we can 1.________ varying amounts of Behavioral perspective • Typical view removes the ability 2.________ creative behavior • To understand the meaning (of creative, or any other qualifier) - must look at conditions word is 3._____________ • Since developed, the label must be useful to the 4.______________ • Label of creative depends on 5._______ with behavior, unclear influences

1. possess 2. managed (under what conditions might we say that person A is very creative vs. person B since creative is a word in our vocab that we use to describe individuals- this word has some function and importance to society ...) 3. emitted 4. community (how we figure out when is this word being used to describe bx and when is it not- we are likely to call a person or product creative depending on their own history with that bx that is said to be creative...) 5. history (especially if there are unclear influences of the product or the behavior that is being creative or the behavior that is being done. Let's say we are making vases person A is highly technical they have different glazes shapes etc. Person B has little experience making vases or looking at vases at art they are unaware that person A vase was inspired by _________. This person B might look at person A vase and say oh wow that's so creative. That shows how the history of their own experiences with this behavior and they are unaware of the influences that impact this behavior is more likely to call this behavior creative. Now we have person C whose favorite type of art is vases they study all the vases they are very aware of every kind of vases and artists etc. They are therefore aware of the influences on person A vase so person C might feel that person A vase is not creative sub vocally because if they said this verbally there could be social consequences or punishers. This is an example of how what we view as creative depends on our own learning history with that behavior we are calling creative and our own understanding of the environmental influences that are impacting the individual that may or may not be creative.)

Rights, Values, & Culture Origin of Rights Values Typical view • Value as noun, thing that is 1.__________ physical status Behavioral perspective • Description of our behavior, behavior of others, in different 2.__________ • Rights and values refer to acceptable/desirable action within a 3._________ • Both statements = 4.____________ • Rights more explicitly state reinforcers

1. possessed (this is similar to how we talk about rights we consider values something we possess) 2. environments (t depends on who we are around at any given moment is going to dedicate how we would consider behaving ethically) 3. community (that means that its those behaviors that are being reinforced or punished in certain communities its mot just the behaviors but also statements about the bx we are talking we are behaving verbally) 4. verbal behavior 5. reinforcers (we might differentiate between values and rights by saying that rights are typically more explicit in stating the reinforcers for engaging in a specific behaviors while values are not as explicit in stating the reinforcer available.)

The Self (Johnston) Verbal Community Typical/everyday view The self = 1.______ of preferences, feelings, thoughts Behavioral response -Rely on self when unable to identify 2.________ factors -Need to analyze 3._________ • No evidence of physical or 4.______ entity of a self •Learn to describe public behavior lead by 5.____________ All verbal behavior! VB is. 6.-________! "Operant behavior that 7.______ the presence of another person for its reinforcement" • Prompted with "you" leads to idea of 8.____________ • Analyze environment to discern how VB 9.___________

1. source (, the typical view is that the self is what is causing this it is a inner entity within us there is a true version of ourselves and that is what we call the self) 2.external (we use the self as a scapegoat when we are unable to identify external factors for our behaviors or feelings we will rely on the self as what is causing or describing why we are behaving a certain way as opposed to identifying external factors or perhaps we aren't able to identify those external factors but this reliance on the self (mentalism) takes away our institutive or MO for diving in deeper for external factors that are contributing to our behaviors) 3. verbal behavior(thoughts are private events but they are verbal behavior when we are describing our behavior or talking about self we are behaving verbally. If you are talking you are behaving verbally. So in order to analyze the self we need to analyze the verbal behavior related to discussing the self.) 4. inner (the self is a non physical entity there is no evidence of their being a self in a non physical realm or even as a inner entity) 5. pronouns( describe our behaviors by saying "I" like I did ______ and in early childhood this is prompted by what did you do? Using "I" and "you" insinuates that there is a self. Can lead to intrinsic motivation statements: "why did you do this" I did this because ________ (I felt like it/ I guess I just wanted to go for a walk). With our vocab it sounds like we are alluding to inner self that wanted a thing as opposed to looking at external environment and saying I have engaged in this behavior in the past by going on walks in diff parks and that was enjoyable so I'm going to go on a walk in this new park...When we are describing something we are behaving verbally) 6. learned (The way that we discuss ourselves is also learned. Johnston really pushes for the need to analyze verbal behavior and the verbal behavior of discussing ourselves to really understand what we are talking about when discussing the self.) 7. requires. Verbal behavior is behavior that another person is necessary to provide reinforcement for that behavior. Prompted with "you" leads to idea of inner self 8. inner self 9. develops (When we are discussing the self that is verbal behavior. Our verbal behavior is dependent on other individuals. When we are naming the self we are engaging verbally to engage verbally about the self is to engage with others about the self. So our verbal behavior is dependent on other individuals. Even our fundamental selves are dependent on external factors as it self a verbal behavior.) Verbal community:we are not able to remove the verbal community we rely solely on the verbal community to establish our self- Johnston... thoughts as the source of our preferences and our feelings we talked about preferences as part of our learning history and behaviors that resulted in reinforcers in the past are going to be ones that are going to be more likely to engage in the future which maybe how we describe preferences. We talked about feelings and our response to private events are ways that we communicate these things we call feelings. They are not causes of behavior. Sub vocal or vocal behavior is behavior.

Definition and Characteristics of Applied Behavior Analysis strategy Watson• S-R Only publicly observable events • Goal: 1______________ Mediational S-O-R neo-behaviorism • Inferences of 2.________ processes • Operationalism B.F. Skinner & Radical Behaviorism • 3.__________ events cannot explain bx • C&P can explain verbal behavior, private events. Behaviorism Rejection of theories where events take place somewhere else • Intervening variables - nonphysical events • Hypothetical constructs - unobserved, hypothetical Mentalism - the mind causes behavior to occur (POB) Mentalists infer causes they've never observed; radical behaviorists infer behavioral processes to private events based on behavior often observed (POB) Explanatory fiction - to call a behavior or process a thing (POB) Methodological behaviorism - psychology = study of events 2 can observe • NOOO 4._______ ______

1. prediction and control 2. internal 3. mental 4. No inferences ever

The ability to predict to a certain degree of confidence is a useful tool prediction =enables 1. _____________ . 2. __________= highest level of scientific understanding. Because we can predict we can also "cause" 3. __________________ exists when a well-controlled experiment demonstrates that a specific change in one event 4. ___________ variable) is reliably produced by a specific manipulation of another event the 5. _____________ the change in the dependent variable was unlikely the result of other extraneous factors (confounding variables). This part of control 6. true or false IV = 7.__________________ DV= 8.____________________

1. preparation 2. control 3. functional relation 4. dependent 5. independent 6. True 7. a variable which you manipulate 8. .target behavior or the variable that is being manipulated or tested/ measured

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition • Mind= • Thoughts, feelings, emotions • Place/space or verb/adverb (Place/space or verb adverb ("I have something in mind, or I am minding my own business") Behavioral response • Thoughts, feelings, emotions are 1.______________. • Verbs 2.___________ behavior • Mind causing behavior is an 3.____________ = to call a behavior or process a thing (POB)

1. private events 2. describe 3. explanatory fiction

Private Events (Palmer) 1.___________ "observable, if at all, only to the behaving organism" • Challenge for 2.___________ research • POB •Complete account of behavior Analyzing private events - (3.__________) • Be........4._____________ "behavioral phenomena do not obey one set of principles when we observe them and a second set when we do not" -Includes cognitive phenomena -Parsimony -Lab to applied

1. private events (its not location it depends on observability if they cannot be observed by more than one person they are private) 2. experimental there is no intraobserver agreement which means more than one person observing a target behavior and comparing data to see if the data matches etc. Think back to the attitudes of science we cant do good science with private events but they still matter. Private events can be behaviors themselves we want to study it to fully understated behavior as behavior. 3. Uniformity analyze events in the same way as public all behavior can be analyzed in the same way 4. Cautious Palmer urges caution because private event might not be observable outside of the person who is behaving we should be cautious because we are interpreting in out analysis we can support out interpretations with POB -analyze events in the same way as public all behavior can be analyzed in the same way. No special kind of behavior. (behavior is behavior is behavior) we analyze same way and talk about it the same way f-uture tech might allow us to measure private events. We often go from. Lab to applied work this is how scientific practices work.

Problem Solving & Time Management Structured Approach to Problem Solving STEPS: 1. detect the __________ 2. define the _________ 3. __________ possible __________ 4. select solution based on _____________ 5. implement solution and _________

1. problem 2. define 3. generate, solutions 4. pro/con analysis 5. evualuate

Private Events (Johnston) Responding to Mentalism: Attend to mentalistic terms and phrases Especially in 1._____________: 2._______ mentalistic terms and phrases with 3____________: • Continue to learn in ABA program • Use scientific vocabulary

1. professional environments 2. Analyze 2. POB

Interpersonal Skills & Evaluating Supervision Evaluating Effects of Supervision - outcomes Data from client • Is the client making 1._________ ? • Assess programming, client/supervisee 2._______ Data from supervisee • Evaluate performance in relation to 3.________ curriculum • 4._________ • Case 5.______________ • Social 6.________ of supervision Data from caregivers and others • 7.________ interactions and 8._____ Data from supervisor • Evaluate 9._______ responses to supervision

1. progress 2. relationship 3.competence 4. fidelity checks 5. conceptualization 6. validity 7. observe 8. ask 9. own

1. These events are natural events that can be observed and measured by two or more people 2.These events can be observed only by one person 3. Private events were called this by Skinner 4. Because they can only be measured by one person, radical behaviorists reject private events as worthy study and only are concerned with public events. 5. Which of the 4 types of behaviorism discussed by Baum accepts mind body claim (logical, radical, molar, methodological ) 6. which branch.of behaviorism was unique in that it did not embrace the contemporary SOR model of mediated behaviorism according to Moore? 7. The. following are principles of radical behaviorism according to Moore expect (pragmatism, selection by consequences, behavior is subject matter itself, acceptance of mentalism). 8. Ralph values health I can tell. because he eats veggies. Someones asks me. why he eats veggies I say because he values his health this is.. 9. When asked to list examples of fruit I list apples, plums, and fruits the error discussed by Baum is? 10. frued oral fixation due to traumatic behavior due to suppress trauma. radical behaviorism would say....

1. public 2. private 3. covert 4. false 5. Methodological 6. Radical 7. acceptance of mentalism 8. circular reasoning 9. category mistake 10. explanatory fiction

Supervision Introduction and Collaboration Purposes of Supervision • Increase 1.__________ of services and client outcomes • Develop 2._________ skills • Professional and 3._________ repertoire • Case 4.________________ • 5._________ of supervision practices-A lot!! • Opportunity for 6._________ relationship

1. quality 2. practical 3. ethical 4. conceptualization (we develop a case, conducting assessments, writing treatment plans, implementing the treatment plan, evaluating treatment plan and making changes. - each have diff steps within them) 5. model 6. meaningful

Is it radical or methodological behaviorism? 1. private events are worthy of studying at part of behavior. 2. private events are not worthy of studying at part of behavior. 3. private behavior is influenced by the same kinds of variables as public 4. the only way a behaviorist can study emotion is to count things with IOA like duration of crying how many tears fall 5. one way to determine how many negative thoughts a client has is to ask them to keep track on a notepad. 6. emotions can only be measured by measuring heart rate of galvactic skin response 7. a behaviorist would refer to a psychologist if their clients problems were destructive. thoughts rather than behavior challenges 8. private events such as thoughts and feelings are behavior 9. no. matter how difficult for us to measure. everything a person. does is. the subject. matter of science 10. common. issue of cognitive pscyh is that they are concerned with events inside the skin a proper behaviorist only focuses on things on. the outside 11. behavior that takes place within the skin is distimguished from other behavior only by. its inaccessibility 12. emotions are outside of the realm of science we can treat what they say is bothering them. 13. IOA can be helpful but some of our subject. matter can only be observed by one individual

1. radical 2. methodological 3. radical 4. methodological 5. radical 6.methodological 7. methodological 8. radical 9. radical 10. methodological 11. radical 12. methodological 13. radical

Definition and Characteristics of Applied Behavior Analysis strategy Development of Applied Behavior Analysis Respondent behavior = 1. ___________ behavior -Ivan Pavlov (1927/1960) -Respondents are 2.__________("brought out") by stimuli that immediately precede them -Antecedent stimulus & response it elicits form a functional unit called a 3.____________-Involuntary responses -Occur whenever 4._________ stimulus is present-S-R model Operant behavior= Behavior is shaped through the 5.__________ that immediately follow it-Three-term contingency 6._____________. model-Behaviors are influenced by stimulus changes that have followed the behavior in the 7. _____. Experimental analysis of behavior (EAB)-Named as a new science by 8._______ -Outlined specific methodology for its practice: •The rate or 9._______ of response is the most common dependent variable •10.__________ or continuous measurement is made of carefully defined response classes •11._______________ experimental comparisons are used instead of designs comparing the behavior of experimental & control groups •Visual analysis of 12._____________ data is preferred over statistical inference •A description of 13.___________ relations is valued over formal theory testing Skinner & colleagues conducted many laboratory experiments between the 1930s and 1950s -Discovered & verified the 14.__________ principles of 15.____________ behavior -Same principles continue to provide the empirical foundation for behavior analysis today.

1. reflexive 2. elicited 3. reflex 4. eliciting 5. stimulus 6. S-R-S 7. past 8. skinner 9. change 10. response classes 11. within subject 12. visual analysis 13. functional 14. basic 15. operant

Knowledge, Goals, & Problem Solving Probability Matching • Humans match proportion of responding to the probability of 1.______________ • Do not see the same in 2._________ • Past experiences of matching and

1. reinforcement 2. non-human animal 3. instructions

The Self (Johnston) Self-reinforcement • Target behavior being reinforced (There is two behaviors to analyze here for self reinforcement) • Behavior of 1.________ target behavior • 2.__________ own behavior and approximation to target behavior • Target behavior may have 3.________. reinforcing properties • Just ~_________________~

1. reinforcing (no special contingency) 2.Discriminate (study the target behavior that is being reinforced) 3. conditioned(There is behavior of reinforcing that target so manipulating a stimulus because you have engaged in that behavior. This requires discriminating your own behavior and how it approximates the target behavior (how close was the behavior engaged in to the target behavior) . There is also the notion that you have deemed the target behavior since you have deemed it to be your target behavior has some conditioned reinforcing properties occur. When you are then changing the environment after engaging the environment was that reinforcing behavior or was the behavior reinforced just from engaging in the behavior.) 4. reinforcement(Look at environment this is just other examples of reinforcement perhaps these are maintained by rules and we learned to engage in these behaviors due to other people giving us rules for engaging in the behavior or privately engaging.)

Knowledge, Goals, & Problem Solving (Johnston) Purpose Typical view • 1._________ a purpose or want • 2.________ cause current or future behavior Behavioral view • 2.__________identifies activity/thing as potentially reinforcing

1. report 2. feelings (self -report of why we felt like it or I feel like going to the zoo or I want to eat ______ and its these feelings that are causing bx or will cause bx in the future_ 3. identifies (You are essentially self-identifying MO as being hungry or bored etc. We are engaging in bx that have resulted in reinforcement in the past it is not the want or the feeling that is causing the bx it's the past learning history that will affect future bx under similar conditions or MO.)

Verbal Behavior Speaker & Listener Johnston "operant behavior that 1.______ the presence of another person for its reinforcement" The contingencies that regulate verbal behavior arise from the practices of people in the 2._________ . This refers to the customary ways that people reinforce the behavior of a 3. ____________. (the other person is not static it is a dynamic relationship) We react to our own behavior. by.... • 4_____________ • Problem solving *Listening as 5.___________ behavior. Could be 6.___________. This is behavior because.... • Brain imaging •Echoic behavior • Joint control • Echoic & tact behaviors • Intraverbal behavior • Inferring, thinking, evaluating • Listeners fundamental to VB def. & are also 7.____________(Individuals can form their own 8.________________by listening to their own verbal behavior.

1. requires 2. verbal community 3. speaker 4. editing 5. sub-vocal 6. private 7. speakers 8. verbal communities

Verbal Behavior 1._____________: a set of responses that either • Are similar on at least one response 2._____________, or • Share the 3.__________ of reinforcement and punishment, or • Serve the same 4.____________ (produce the same outcome)" (POB) **Describes 5._____________ behavior. There are 6.______________ response classes and verbal responses classes/ verbal operants . 7._______= "Requesting.Verbal relation where the form of the response is determined by a MO.Specifies its own reinforcer." 8.__________="Naming.Verbal behavior where the form of the response is controlled by a nonverbal SD." 9._________= Under control of SD, no formal similarity between SD and the behavior. 10.___________= Vocal imitation.Formal similarity between the vocal SD and the behavior.

1. response class 2. dimension 3. effects 4. function 5. operant 6. functional 7.Mand 8. tact 9. I.V 10. echoic

The Self (Rosenfarb Self-generated rules) Self-rules Research Method -29 undergrads, assigned to 3 groups 1) Make your own rule (self-rules) 2) Here's a rule (external rules) 3) Nothing about rules (no rules) • Move circle into corner with buttons to earn points, look at lights (there is a screen with keyboard and you have to move the circle on the screen into the corner using buttons and using lights. When you move it to the corner= points) • Acquisition (There where 2 diff schedules available and they were available at diff times. There was short pauses between the two schedules) • DRL 5 sec - light on bottom right (is is differential reinforcement of low responding for 5 seconds there was a light available at the right) • FR 8 - light on left corner (This was also available but not at the same time so fixed ratio of 8, 8 responses of pushing the button resulted in the circle moving) • Maintenance (Same schedules however there was no pause between the two schedules) • Continue acquisition without pauses • Extinction (Lights came on but not schedule in effect because the circle was not able to be moved) • Never move circle Self-rules Research Discussion -Acquisition • Self-rules and external rules = 1.____________ • Self-rules = earning points before and after stating accurate rules (So we see more access to reinforcement more accurate responding- when we have rules this tells us that when we are working with individuals who are verbal we should be stating the rules/ instructions - telling them the best way to respond to get access to reinforcement) Extinction: - Extinction • All participants 2._________ change in responding • Decrease in responding following 3._______ • Less variability in 4._________. group • Decrease and increase following 5._____________

1. schedule-typical behavior(means that with FR responding we see that same behavior here same with the DRL that's also a schedule typical behavior) 2. immediate 3. FR 4. no rules (than the rules group there is a little bit of a difference in the rules group being a little more resistant to extinction but for the most part less variability in the rules group and changing behavior so decreasing responding in all groups.) 5. DR. (we see a change in individuals who came just from the low rates in +/- because its less apparent that the schedule is no longer in effect Rules help us learn and contact reinforcers)

Definition and Characteristics of Applied Behavior Analysis strategy Definition of Applied Behavior Analysis Applied behavior analysis is:- A 1._________ approach to improving socially significant behavior...-In which procedures derived from the principles of behavior are 2._________ applied to improve 3.________ significant behavior... -And to demonstrate 4._________ that the procedures employed were responsible for the improvement in behavior. Six key components: -Guided by attitudes of methods of 5. _____ inquiry -All behavior change procedures are 6_______ & implemented in a systematic, 7___________ manner -Only procedures 8___________ derived from the basic principles of behavior are circumscribed by the field -Focus is 9. _____ behavior -Seeks to make meaningful improvement in important behavior -Seeks to produce an analysis of the factors responsible for 10.____________________

1. scientific 2. systematically 4. socially 5. successfully 6. scientific 7. described 8. technological 9. technological 10. conceptually 11. socially significant 12. improvement

Supervision Introduction and Collaboration Expectations • Define roles, process, 1.________ • 2.___________ /professionalism • Timeliness • Quality of assignments •3.____________ to feedback • 4.___________ goals & expectations

1. scope 2. Interpersona 3. Responsiveness 4. Supervisee

Definition and Characteristics of Applied Behavior Analysis Basic Characteristics of Science Systematic approach for 1.____&______ knowledge about the natural world. 2__________:To achieve a thorough understanding of the phenomena under study •ABA - 3_______________ behaviors-Seeks to discover the 4___________ truths (not those held by certain groups, organizations, etc.) Three different types of investigations provide different levels of understanding: -5_____________ -6____________ -7_____________ Each level contributes to the overall knowledge base in a given field.

1. seeking and organizing 2. Purpose 3. Socially significant 4. natural 5. description 6. prediction 7. control

The Self (Johnston) Sensing Typical/everyday view • Sensations are private, the self is private, the 1._________ sensations Behavioral response -Awareness based on 2.___________ -Aware of stimuli relevant to our 3._______ behavioral needs -Behavior of 4.________ (seeing, hearing, feeling, tasting) under control of environmental stimuli - 5._________ and operant learning history -6.________ of stimulus control -"Learning history leads us to respond in ways that do not entirely match 7._________ events"

1. self processes (this mentalistic standpoint is vague its explanatory fiction doesn't explain behavior no physical dimension unable to study unable to explain mentalistic in general is vague in its nature) 2. learning history (this is verbal behavior is thus based on learning history because verbal behavior is learned) 3. immediate 4. sensing 5. Respondent (In respondent through stimulus- stimulus pairing a UR can be paired with a NS to illicit conditioned response. We might see that with some sensations. 6. Continuum((hese stimuli effecting us physiologically sometimes is very salient like smelling some raw chicken that has gone bad it can be very salient super rancid so we are able to be effected by that sour chicken and be aware of that sensation and we are verbally describing it and throwing it away. Now what if there was bad chicken but it wasn't as salient there is a continuum of stimulus control of bad chicken smell but not as strong that's the sentimental stimuli but we are still able to sense it and from practice we are able to verbally describe) 7. physical (Stimulus control or maybe some verbal behavior and rules where we are able to imagine things without it being present due to our history of physiologically seeing something and being aware/ being able to reproduce that without the physical stimuli being present due to mass learning trials with it being present.)

Troubleshooting Supervision & Lifelong Learning Planning for a Sustained Career & Lifelong Growth • Becoming BCBA feels like finishing great goal. -Just the start of career as behavior analyst! • Long/fulfilling career requires planning, 1.____________ , decision- making • Threats to enjoyable career • Difficulties 2.___________ • Loss of 3.__________ • 4.___________

1. self-monitoring 2. transitioning 3. reinforcers 4.Burnout

Verbal Behavior 1._____________- the differential reinforcement of only the behavior that more and more closely resembles the target behavior (POB) Mom says "mama" Initial: baby says "aaa" I Intermed: baby says "maaa" Target: baby says "mama" Mom 3.________________ with praise Mom says "mama" Initial: N/A Intermed: baby says "aaa" Target: baby says "maa Mom 4.___________ reinforcement with. praise. Based off the consequences this is 5._____________.

1. shaping 2. reinforces 3. reinforcement 4. no 5. differential reinforcement

Supervision Evaluation & Exploring Cultural Impacts Continued Development • Determine the 1.______ that need refining • Must practice within 2.________ 3.___________ the people who will help get you there • Immediate colleagues • Conferences • Research • Email

1. skill 2. competence 3. determine

Troubleshooting Supervision & Lifelong Learning Evaluating & Addressing Contributors to the Issue • Use 1._________ problem-solving approach • Assess 2._______ of issue • Seek information 3._______ • Share 4.____________ • 5._________ (compromise/harmonize) 6.__________= address specific contributing factors 7._________ = engage in self-evaluation Self-evaluation • Recognize 8.________ in problem - consider thoughts/feelings & narrative assigned • Reflect on supervisory practice and 8.__________.

1. structured 2. scope 3. compassionately 4. resources 5. Negotiate 6. Narrow scope 7. Broad scope 8. role. 9. history & biases

Private Events (Johnston) Thinking • Cannot measure, assume everyone does.... • Verbal behavior, private, 1.__________ • 2.____________ reinforcing • May be made 3._______= When 4._______(no one can see it) • Less 5._________ (to think vs speak) • Avoid 6.____________ • Not special behavior still analyze with POB

1. subvocal 2. Automatically 3. public 4. covert (overt = observable) 5. effortful 6. social punishment

The Self (Johnston) Personality Typical/everyday view • The personality is the 1.______ of who we are • Personality underlies and 2.______ our behavior Behavioral response •Personalities 3________ cause behavior • 4._________ of behavior-Equivalent to the "self" • To analyze behavior, examine 5.______

1. sum total 2. explains 3. do not 4. Summary (similar to how we view traits just large summaries of behavior and that they do not cause behavior) 5. environment(We must do this if we want to predict behaviors, to analyze, to change, to control, to change bx in the future etc. We must look at the ABCs of a given behavior as well as defining that behavior clearly in order to do those things We might describe personality is exp: helpful person--> introvert when we analyze these traits we talk about the behavior related to why I might say that I am helpful because we look at the behavioral history and see how many times how frequently help was given to another person. Trying to provide assistance etc. all speprate individual behaviors that might more generally label as helpful. To figure out why these behaviors occur they would need to be individually analyzed. Possibly being helpful at home received a lot of reinforcement high quality and that continues and these behaviors occurred more often due to reinforcement received because the behavior was increased in the future the reinforcer of social attention. The same can be applied to introvert what made hanging out in large crowds punishing. Must examine sep. occasions and individual behaviors. Our personalities do not entirely dictate our behavior like the typical standpoint but there are many situations where I am not helpful or many situations where there is hanging out with a lot of people enjoyable. Why did that behavior occur under THOSE conditions what was the motivation what reinforcers were available was there satiation of social praise so did hanging out with people cause social reinforcement under that context?)

Supervision Introduction and Collaboration (knowledge check) 1. who has direct oversight responsibility for perfromance and training expierences? 2. what implies an ongoing valued relationship?(mentor, sponsor) 3. who endorses someone for an advancement opportunity? 4. do the roles of mentor and supervisor and sponser always have been be served y different people? 5. Which statement is transactional and. directive? (A) please bring these graphs of prob behavior data to supervision next week vs. (B) can you think of a reason why they are canceling sessions more?) 6. which statement implies an ongoing and valued relationship? (A) tell me something I can do differently to help you feel confident in growing skills. B) you need to conduct a expiremeental FA

1. supervisor 2.mentor 3. sponser 4. No 5. B 6. A

Supervision Evaluation & Exploring Cultural Impacts Reflect on Influences Influencers: from childhood, school, 1.________ Advantages • 2._________ of own learning history • 3.__________ for influencers • Awareness of 4.___________ • Identify 5._________ and change • 6.____________ needs • How become supervisor? • Have prereqs? • Hired because well qualified? • Their supervisors?

1. supervisors 2. Awareness 3. Gratitude 4. models 5. replication 6. Development

Definition and Characteristics of Applied Behavior Analysis strategy Attitudes of Science A Definition of Science •Science is... -A 1.___________ approach to the understanding of natural phenomena... -As evidenced by 2.__________, and control... -That relies on 3.__________ as its fundamental assumption... -4._______ as its prime directive... -5._______ as its basic strategy... -6.____________ as its necessary requirement for believability... 7._____ as its conservative value... -And 8.__________ as its guiding conscience.

1. systematic 2. description_ 3. determinism 4. empiricism 5. experimentation 6. replication 7. parsimony 8. philosophical doubt

Problem Solving & Time Management OTM Skills Task management & time management -Planning critical for both 1._____________= prioritizing, planning, completing steps of tasks • Actionable steps 2._____________: planning what time, what you will do in time, how long tasks will take • 3._____________ • Make schedule Make accommodations for other opportunities Know your 4.___________

1. task 2. time 3. Overestimate 4. prime time

Problem Solving & Time Management Focus on 1._______ problem-solving skills ________= no immediate behavior likely to work in situation.Multiple solutions, = must choose 3.______ option. Disagreement on qualification for problem • Different values, learning histories 4._______= evoked by problem (MO), manipulating stimuli to respond to -May be difficult to provide problem - teach & 5._________

1. teaching 2. Problem 3. best 4. Problem-solving 5. reinforce

Private Events (Palmer) Purpose of Science: (1) Discovery of principles, applied to ___________. this is done through experimental analysis we then apply that info to diff technology our discover of principles has lead us the discovery of medicine and prevention work etc. (2) _______________ the whole/ natural phenomena ( first discovering the principles of science and then interrupt with those principles we discovered via experimentation) • To 3.________ nature, precise control of every variable(our highest level of understanding is from functional analysis or control we are manipulating one variable and seeing how another variable is affected behavior is a natural event but some are private..) • To explain, only need one discovery with experimental control... • 4.___________ systematic Experimental analysis: • Unlikely to control 5.______ natural phenomena • Conduct experimental analysis when we can and extend findings (interpret)

1. technology 2. understand 3. master 4. conceptually 5. all

Definition and Characteristics of Applied Behavior Analysis Attitudes of Science •Science as a 1._________ of attitudes (Skinner, 1953) •Definition of science lies within the 2._________ of scientists, not the test tubes, spectrometers, electron accelerators 3.___________ they use •Only known as science due to an overriding idea of "scientific method"-Fundamental assumptions about the nature of events •Scientific attitudes that guide the work of all scientists include: DEERPP (deer peepee) 4.____________,___________,_____________,_____________ ___________,____________.

1.set 2. behavior 3. materials 4.Determinism -Empiricism -Experimentation -Replication -Parsimony -Philosophic doubt

Definition and Characteristics of Applied Behavior Analysis 3 levels of understanding Description-Collection of facts about 1______________events that can be_2__________, classified, & examined for possible relations with other known facts-Often suggests 3.___________ or questions for additional research. Prediction-Relative 4._________ that when one event occurs, another event will or will not occur-Based on repeated observation revealing 5.__________ between various events-Demonstrates 6.____________ between events -No causal relationships can be interpreted -Enables 7.____________________. Control-The 8.__________ level of scientific understanding. -9___________relations can be derived: •Specific change in one event 10_______________ •Can reliably be produced by specific manipulations of another event 11____________ •And the change in the dependent variable was unlikely to be the result of other extraneous factors 12__________ -Events can only really be "13_______________" -Nearly impossible to factor out all other possible "causes"

1. the observed 2. quantified 3. possible hypothesis 4. probability 5. covariation 6. correlations 7. preparation 8. highest 9. functional 10. dependent variable 11. independent variable 12. confounding variables 13. co-related

Cause & Effect and Mentalism Causes of Behavior Mentalistic proposition "The only reason we suppose that each of us has a mind is that we all know that we have 1.______________." Behavioral response • 2.__________________ • Lacks 3.__________ for behavior • "When we fail to identify and appreciate how behavior really works, we miss opportunities to be more 4._______ in our daily lives."

1. thoughts 2. Circular reasoning 3. explanation 4. effective

Supervision Evaluation & Exploring Cultural Impacts Learning Opportunities • There are different notions of 1.________ • Time is important but 2._______ in different ways • People express 3.________ differently • Religious and moral practices • Expression of 4._____________ defined by dominant group • Society becoming more diverse, change to 5._____________ • Initiate 6._____________

1. time 2. valued 3. emotions 4. belief appropriateness 5. definitions 6. conversations

Competency-Based and Expert Learning Approaches Competency-Based Instruction • Individual acquires skills to perform tasks through 1._________ and supervision Competency-based instruction teaches how to complete tasks to 2.________ competence Know about & know 3._______ Considerations • Use competency-based 4.________ • 5.___________ performance • 6.________ content (BST) • 7.___________ performance

1. training 2. pre- determined 3. how 4. curriculum 5. Assess 6.Teach 7. Monitor

1. The notion that behavior is determined is an assumption of science and behavior analysis 2. B.F skinner rejects that genetics impact. behavior 3. Ontogeny are individual changes that occur during an individuals lifetime. 4. One implication of determinism is that we are unable to have an effect on the clients target behavior 5. From the deterministic perspective, we must completely remove the notion of responsibility

1. true 2. false 3. true 4. false 5. false

1. Reflecting on your influences can provide an opportunity to feel gratitude for your influencers 2. When thinking about your influences as a mentor tree, the acorns represent your critical formative mentors 3. Behavior analysts are only able to practice within their competence. 4. Supervisory relationships do not have a hierarchy. 5. Supervisors must not demean or discriminate supervisees 6. Being culturally responsive is a lifelong practice. 7. Identifying your own communication style is beneficial in having positive communication with others. 8. Asking open ended questions is helpful for learning about cultures different from your own.

1. true 2. false 3. true 4. false 5. true 6. true 7. true 8. true

1. Conceptually systematic means discussing behavior or behavior change in terms of principles of behavior? 2. Our values cause us to behave ethically? 3. The behaviors we refer to as ethical are shaped by our ethical communities. 4. From a behavioral perspective, rights refer to desirable behaviors. 5. We are unable to discuss values from a behavior analytic perspective. 6. Behavior does NOT develop when other people are absent (under non-social contingencies) 7. Individuals are unable to be part of more than one cultural group. 8. Understanding radical behaviorism is important for practitioners.

1. true 2. false 3. true 4. true 5. false 6. false 7. false 8. true

1. Verbal behavior is learned 2.Verbal behavior cannot be explained under the principle of shaping in B.A 3. Private behaviors are behaviors that are in our own home 4. Response classes are formed on similar functions only 5. mand is the only verbal operant that specifies. its own reinforcer 6. Individuals can form their own verbal community by listening to their own verbal behavior. 7. Verbal operants are unable to provide explanation of listening

1. true 2. false explains VB 3. false 4. false 5. true 6. true 7. false

Rights, Values, & Culture Natural Selection & Culture • Natural selection 1._________ behavior • Contingencies of 2._____________ • Contingencies of reinforcement (3._______) -Special contingencies maintained by 4._______!!!!! • Selection of 5.____________= 6.__________ time frame • Variation • 7.____________ • Replication • 8.___________

1. underlies (we talk about contingencies in 3 diff ways) 2. species survival (things for safety and nourishment) 3. Brief time frame(these happen in a brief time frame all the emphasis that we put in consequences needing to be delivered quickly and we can see bx change happen quickly too.) 4. social environment 5. cultural practices (we have culture we have a selection on culture practices and this happens in a longer tine frame because culture practices are made up of individual behaviors we cant just look at one person we need to see how one persons bx is diff than another persons bx within the same culture to talk about culture practice. Cultural practice can change but it takes a longer time their bx can change across people settings and time frames we see longer changes in these contingencies.) 6. Longer 7. Transmission 8. Selection

Supervision Evaluation & Exploring Cultural Impacts Learning Opportunities People have different preferences and 1.________ • Learning history, reinforcers, experience with stimuli, 2.______ to behaviors • 3._______ reinforcers • 4._________ network -There are power differences between people • Can be 5._______ by differences in culture and identity • Determined by group membership and 6.______ • Can lead to supervisees feeling do not have 7.________ • Supervisor responsible for 7.________

1. values 2. response 3. Assume 4. Diverse 5. magnified 6. privilege 7. access 8. addressing

Rights, Values, & Culture Ethics Typical view 1. ___________ drive contingencies Behavioral perspective • 2.____________ drive values • 3._________ create ethical standards - rules of appropriate/inappropriate behavior • 4.___________ for behavioral practices within a community that involves how its members deal with one another" • Formally and 5.__________ practiced • 6.___________- groups of individuals who reinforce or punish certain behavioral practices.

1. values (our values drive us to behave in certain ways I value honesty and because I value honesty that I behave in a certain way. This suggests that the values are causing bx) 2. Contingencies (our learning history and our consequences that cause us to behave in certain ways and we might call that way we behave in the verbal community as ethical ways of behaving- it's the contingencies that drive values its how our social community is reinforcing or punishing the certain way we behave or when we talk about behaving in certain ways we might call ethical - I behave honestly because its important to be honest its ethical bx I value it - this is all reinforced or punished from the verbal community. If you behaved honestly as a child after it was modeled and you got praise that's an example of how our social contingencies are creating ethical standards and ethical behaviors. It's the consequences from others that drives us to behave in certain ways and we might label these as ethical ways.) 3. Social contingencies (Individuals within a community are providing reinforcement for a certain behavior practice and providing punishment for others we might label this as ethics. This is also formally and informally practiced. Court= formal speaking to a judge we give the oath to tell the truth that is a formal way of stating that we will be behaving ethically there is a contingency there of behaving honestly and there is the contingency of the law if you lie then the bx will be punished by the law. We also have informal- if we lie to our mom we could be grounded. This is an informal way of upholding honesty.) 4. Label 5. informally 6. ethical communities (What is an ethical community? An ethical community is a certain group of individuals who reinforce or punish certain practices we might find that we are in many ethical communities. Our inner family vs work we will behave in certain ways like our friends we might tell our friends something we wouldn't tell our work colleges. How we behave in those diff communities and in front of certain people is an example of how it is the contingencies that those individuals within those communities are presetting to you that are affecting how we are behaving.)

Rights, Values, & Culture Origin of Rights Discussing Rights & Values • Establish that values statements are learned 1.______________ • Learn to talk when young, 2._________, continue to learn VB • VB = statements of beliefs and 3.________ • Hold that these values statements are learned, 4.__________ outside of learning history • Discuss how convictions were 5._________ • Agreement of how to address 6.___________ questions

1. verbal behavior. (first step we learn to talk when we are young how we talk about things and what we say is influenced by our verbal community we imminate and model the individuals around us.) 2. verbal community (over time if their are a policeman there verbal bx will be broader on laws than my vocab its evident that they learned how to talk about law and they are still learning VB when we learn to talk we are learning statements about our beliefs and convictions) 3. conviction (how did they learn those convictions? We might give an example of a value statement that was learned and connect to the ethical community across settings and people in our learning history) 4. do not exist (these statements of convictions beliefs and values are learned and do no exist outside of our learning history. Bring it back to the value statement is learned and identify where they might have learned that value statement.) 5. learned 6. behavioral (this is a good framework on how to talk about behavior. If we can talk about behavior as being learned we can they talk about making bx changes. Verbal statements of values and ethics and rights are learned as well when we do that we can then address discussing how they are learned and further developing that convo.)

Troubleshooting Supervision & Lifelong Learning Know Your Values & Reinforcers & Maintain Access to Them Guide decision-making • Know your 1._______ • Define your values & 2.________ -Set goals around accessing 3._______ • May be placed in position that fulfills & 4.______ with your value

1. why 2. mission (reinforcers) 3.reinforcers 4.conflicts

1. Nothing happens out of nowhere describes 2. Scientists accept the simplest explanation of a phenomenon rather than male more assumptions 3. Knowledge about the world is derived by observing and measuring events 4. no explanation of phenomenon should last forever, we should question theories 5. Findings are confirmed by repeating experiments to see if the same results are aquired 6. scientists answer questions by carefully manipulating variables to derive. functional relations.

1.Parsimony 2.Determinism 3. empiricism. 4. philosophic doubt 5. replication 6. experimentation

1. Scientists continually question the truthfulness of what is regarded as fact. What is this attitude called? 2. ________ is needed to determine the reliability of experimental findings. 3. Demonstrating functional relations between environmental events and behavior requires ________. 4. List and define the levels of understanding in science 5. ______________ requires that all simple, logical explanations for the phenomenon under investigation be ruled out, experimentally or conceptually, before more complex or abstract explanations are considered. 6. Measuring a dependent variable (behavior) while manipulating an independent variable (an environmental event) and holding all other variables constant across observations is 6.________________. 7. Scientists presume that the universe is a lawful and orderly place in which all phenomena occur as the result of other events. What is this scientific attitude called? 8. Determinism is an assumption of science, behavior analysis included, and contends that behavior is a result of _____________. 9. Operant conditioning is also known as "selection by consequences T/F

1.Philosophic doubt 2.Replication 3. Functional analysis/control 4. Description is the systematic observation and collection of facts based on an observed event that can be quantified. In ABA we use many quantifiable measurement tools including frequency, duration, rate, etc. These facts can be collected and observed for possible relationships with other factors/ facts that are established Prediction is the systematic covariation/ correlation between two events. A common mantra of psych scholars is "correlation is not causation." This is important to remember in ABA as well. This can be used to predict factors or an event that could happen based on the presence of another variable. For example, my client hates dislikes hot weather every time he goes outside above 90 degrees he meltdown. There is likely a correlation between those two events but further analysis needs to be conducted.Control is the highest level of understanding because we can predict things with some confidence therefore we can also cause events to occur. I personally do this every day in SBT/PFA because of how this particular ABA is structured we can turn off problem behavior before it starts and that is the hope but it would not be possible without control. Control= functional relation. The dependent variable is produced reliably by manipulating the independent variable to produce a change in the dependent not based on other unaccounted factors/ confounding variables. *Each of these levels contributes to the understanding of science 5. Parsimony 6. experimentation 7. determinism 8. physical influences 9. true

The Self (Johnston) Self-control Typical/everyday view • 1_______ causes the control Behavioral response -"engaging in the same behavior we have learned in 2.______ the behavior of others" -Physical 3.________ -Change the 4.______________ -Manipulate 5.________ conditions -Manipulate 6._______ variables -Use 7._______ and other substances

1.Self 2.influencing 3. restraint ( Sitting on hands so you don't bite nails this is response blocking) 4. stimuli (manipulating environmental variables) 5. deprivation (Have snack before going to dinner to prevent overeating or paying too much money) 6. emotional(Watch sad movie to cry to produce behaviors) 7. drugs (changes behavior how we are describing behavior and verbal behavior)

Definition and Characteristics of Applied Behavior Analysis strategy Additional Characteristics of Applied Behavior Analysis. Offers society an approach toward solving problems that is: APEDO -Accountable -Public -Doable -Empowering -Optimistic Accountable-Created by the focus on: 1.___________ environmental variables that reliably influence behavior •Reliance on direct & 2._______ measurement to detect changes in behavior -Detect successes and failures -Allow changes to be made Public: 3.___________ explicit, & 4.___________-Of value across a broad spectrum of fields Empowering-Provides practitioners with real 5.__________ that work -Raises 6._____________ -Increases confidence for 7.__________ challenges Doable-Not prohibitively complicated or 8._______________ Variety of individuals are able to implement principles and interventions -Does involve more than learning to do some procedures. Optimistic-Possibilities for 9._________ individual (Strain et al., 1992) -Detect small 10.________ in___________ -Positive outcomes yield a more optimistic attitude about future successes -Peer-reviewed 11.____________ provides many examples of success.

1.accessible 2. frequent 3. visible 4. straightforward 5.tools 6. self assurance 7. difficult 8. arduous 9. each 10. improvements in preformance 11. literature

Problem Solving & Time Management A)__________ purposes of a meeting: 1. supervison performance mangement 2. communication 3. problem solving 4. product management / generation B)__________ purposes of a meeting: 1. setting deadline 2.observing interactions 3. providing feedback 4. modeling interpersonal skills

A) explicit B) implicit

Which of the following is the highest level of understanding in science? A. Control B. Prediction C. Description

A. Control

Seven Dimensions of ABA"_____" refers to the fact that the experiment demonstrates a functional relation between the manipulated events and the dependent variable.

Analytic

Seven Dimensions of ABA"_____" refers to affecting improvements in socially significant behaviors that enhance and improve lives.

Applied

Seven Dimensions of ABA_____ of all individuals must be analyzed (not just the person of interest).

Behavior

Seven Dimensions of ABA"_____" refers to the fact that the chosen behavior must be the one in need of improvement (not some other behavior or a verbal description of the behavior).

Behavioral

Which of the following is an attitude of science? A. Rationalism B. Free will C. Determinism D. Structuralism

C. Determinism

Seven Dimensions of ABA_____ describes the types of interventions used in ABA.

Conceptually systematic

1. Describe the typical view and behavioral perspective of credit. 2. Describe the typical view and behavioral perspective of blame. 3. Describe the typical view and behavioral perspective of responsibility

Credit and blame deal with responsibility. The typical view of credit is that people deserve credit for their accomplishments and successes in life. It's related to creativity because it's more efficient or profitable to push and encourage those who "possess" creativity or other traits like intelligence or athleticism as discussed in lectures and reading. These are all nouns and it, therefore, implied that we possess these entities and that's what causes behavior. The behavioral perspective is that desirable behavior is the result of experiences as with all behavior. When a person engages in an activity or completes a project for example they are exposed to consequences and contingencies that shape select and maintain their behaviors. So, for credit, we might give somebody credit or let's say social praise for completing the project. We are more likely to give them credit in the form of reinforcement the less we know about the project or the subject because we have not had those learning histories. That person could have plagiarized the whole project but since I have no knowledge of this topic, I would not be able to distinguish that. We are not reinforcing the individual but rather the individual's behavior or completing that project The typical view of blame is that the inner cause is problem behavior/ misbehavior and the person who engaged in the behavior should know what they did is wrong. The blame should be put on the individual and they should be punished in the societal sense of the word. This differs from the behavioral perspective because just as desirable behavior we cannot look at problem behavior as the inner cause because we cannot apply POB. The typical view does not allow for the creation of contingencies to change the behavior in the future. We cannot blame people or say they knew better because that removes control and we can't manipulate the environment so they can contact reinforcement for alternate behaviors that are more contextually appropriate. The typical view also does not lead to the acknowledgment of societal roles. These are in a state of flux and our operant conditioning is very much entangled in this web. It's therefore tricky to define what is undesirable if the behavior did not cause explicit harm to individuals themselves or others i.e. .stimming. Blaming however could be beneficial if the behavior decreases in the future. Societal punishments often do not reduce behaviors though we call them punishment like a lot of incarcerations. Blaming is beneficial if there is a punishment contingency in play meaning the behavior does reduce. I'm not saying I agree with this but cancel culture comes online in terms of online behavior or public shaming. We should be examining the environment and looking at past learning history and not assigning blame to the individual because that won't decrease the target behavior. The typical view of responsibility is that just like we with credit and blame we call those different components of responsibility where like this responsibility is given to the individual themselves. People should be self-aware and choose the best outcome. If we have fewer choices or the environmental factors are very clear we are less likely to say the person had a choice, to begin with. This is actually contradictory to free will because we are saying that the person did not have a choice when we know the environmental factors, therefore, no free will. The behavioral perspective is that when we are self-aware we are tacting out our behaviors which is reinforced by the verbal community. They teach us about ourselves and reinforce our behaviors or verbal behaviors so we can learn about ourselves. Behavior is determined which conflicts with the typical view of choice. Behavior is determined by environmental factors and therefore the choice is removed and choices and preferences are just a part of our operant conditioning/learning histories past and present. When we say an individual is responsible in the typical view we lose the ability to provide effective procedures or implement certain interventions. Just like with blame we need the ability to analyze behavior and create shape, maintain new contingencies by analyzing the environment and antecedent conditions, past learning history, etc.

Which level of understanding is described here: The structure (i.e., form) of a response is detailed and the frequency of its occurence is counted.

Description

The levels of understanding that science provides include:

Description, Prediction, and Control

Attitudes of the Science of BehaviorAccording to _____, we assume the lawful nature of behavior and learning and we can look for the relations between such phenomena and environmental variables.

Determinism

Attitudes of the Science of Behavior_____ states that all phenomena occur as a result of other events that can be studied by science.

Determinism

Attitudes of the Science of Behavior_____ states that everything happens for a reason, even if we don't know what that reason is. Determinism

Determinism

Attitudes of the Science of Behavior_____ states that the universe is a lawful and orderly place. cause and effect

Determinism

History- Methodological Behaviorism

Differ from structuralists (avoid mentalism/ make no scientific manip to search for functional relationships) instead they use the scientific method to look for functional relations between events) They acknowledge the existence of mental events but not consider them in analysis of behavior This is still restrictive bc it ignores areas of major importance

There are physical and non physical realms that influence each other this is describing? This alludes that events are taking someplace else.

Dualism

Seven Dimensions of ABA"_____" refers to the fact that whatever you do must improve the behavior under investigation to a practical degree.

Effective

Attitudes of the Science of BehaviorWithout _____, science is considered pseudoscientific.

Empiricism

Attitudes of the Science of Behavior_____ is it important in a science because bias can change the results of studies; outcomes will not be trustworthy without it.

Empiricism

Attitudes of the Science of Behavior_____ is the practice of objective observation in the phenomena of interest.

Empiricism

Attitudes of the Science of Behavior_____ results in methods and studies that are open to anyone's observation and don't depend on the belief of the individual.

Empiricism

Attitudes of the Science of Behavior_____ is meant to investigate if a functional relation exists.

Experimentation

Attitudes of the Science of Behavior_____ is the basic strategy of most sciences.

Experimentation

History/Founders_____ is a fictitious variable that often is simply another name for the observed behavior that contributes nothing to an understanding of the variables responsible for developing or maintaining the behavior.EXAMPLE: rat presses lever because it "knows" it will get food

Explanatory fiction

History- EAB

Formally began with publication by skinner called Behavior of Organisms (1938) This book defined respondent and operant Respondent = reflexive behavior as in the tradition of Ivan Pavlov. Respondents are elicited or brought out by the stimuli that immediately proceeds them. The antecedent stimulus (bright light) and the response (small pupils) it elicits. This forms a functional unit called a reflex. (Involuntary) What about spontaneous or involuntary? —>HYPOTHETICAL CONSTRUCTS Presumed but unobservable entities that could not be manipulated in the experiment. Skinner could not find possible antecedents. Skinner found that behavior changed less by the stimuli that precede it though important and more by the consequences that follow it. S-R-S = 3 TERM CONTIGENCY This is also called OPERANT BEHAVIOR: this is based on the consequences or the stimulus changes that have followed the behavior in the past. Named new science, Experimental Analysis of Behavior:

When a well-controlled experiment demonstrates that a specific change in a dependent variable is reliably produced by specific manipulations of an independent variable, what is said to exist?

Functional relation

Seven Dimensions of ABA_____ may or may not occur without direct programming.

Generality

Seven Dimensions of ABA_____ refers to the fact that behavior change must:- Last over time, with different people, and in different environments- Occur in other behaviors not directly treated Generality

Generality

Implications of determinism: (inverse of free will)

Hereditary and environmental factors (with or without humans determines our behavior) there is always a physical cause and that's it doesn't go back and forth between public and nonpublic) Do not fully understand all factors Cannot state factors with complete certainty Philosophic doubt and experimentation

Because we are determinist, we must redefine our experience by......

Mental explanations: parsimony and application (must be physical because it's the most simple and obvious and nonphysical is abstract and not measurable Explanation? Responsibility: Redefine responsibility: must live with the consequence of our bx (we are still responsible for behavior) Specify consequences (contingencies) for bx AND follow through (important for rules and verbal behavior) think follow through Choice: Engrained in our language (look at behaving a certain way is still based off past contingencies and that are currently at play based off our history)* think of behavior like this and not free will... Practice talking behaviorally-specify past and current contingencies at play

History/FoundersMentalism is done with _____ and _____. hypothetical constructs; explanatory fictions

Mentalism

History/Founders_____ is an approach to explaining behavior that assumes that a mental or "inner" dimension exists that differs from a behavioral dimension and that phenomena in this dimension either directly cause or at least mediate some forms of behavior, if not at all.

Mentalism

Can you prove free will? Why would free will be bad?

No and not determinism either but with free will you cannot change target behavior

Is behavior determined inside individuals?

No! (These are nonpublic they take place somewhere else) We support theories about events that take place in this physical realm based off behaviors that we have observed and defined. Vs. genetics (yes this is diff from the mental realm)

Attitudes of the Science of Behavior_____, an important element of empiricism, involves a third party recording the relevant information (unbiased).

Objectivity

Operant selection by consequence requires variation in behavior . Behaviors that result in the best outcomes are selected to survive leading to more adaptive repertoires. This is describing _________________

Ontogeny

Ontogeny

Ontogeny is the growth (size change) and development (structure change) of an individual organism

Attitudes of the Science of Behavior_____ involves choosing the explanation with the least extraneous variables and the fewest assumptions. Parsimony

Parsimony

Attitudes of the Science of Behavior_____ is established BEFORE you consider complex or abstract explanations.

Parsimony

Attitudes of the Science of Behavior_____ refers to when all simple, logical explanations for the phenomenon under investigation are ruled out (experimentally or conceptually).

Parsimony

Attitudes of the Science of Behavior_____ refers to continuously questioning the truthfulness of what is regarded as fact.

Philosophic doubt

Germ theory- if new study came out that challenged the validity the scientific community would further investigate the results rather then assuming its wrong because germ theory has been "proven as fact" what is this attitude?

Philosophic doubt

What level of scientific understanding is described here: Repeated observations reveal that two events covary with each other.

Prediction

Which level of understanding is described here: A scatterplot reveals that problem behavior is more likely to occur in the afternoon.

Prediction

Attitudes of the Science of Behavior_____ is the primary method to determine the reliability and usefulness of findings.

Replication

Attitudes of the Science of Behavior_____ is the repeating of the experiment and the repeating of the manipulation of the independent variable within the experiment.

Replication

History- Radical Behaviorism

Skinners assumptions on private events Private events such as thoughts and feeling are behavior Behaviors that take place within the skin is distinguished from behavior that takes place from other public behavior only by its inaccessibility Private behavior is influenced by (i.e., its function of the same kinds of variables as publicly accessible behavior) This created —> Radical Behaviorism: that seeks to understand all human behavior "What is felt or introspectively observed is not some nonphysical world of consciousness mind, or mental life but the observers own body. ****************(what the book is based on) One's responses with respect to private stimuli are equally lawful and alike in kind to one's responses with respect to public stimuli. These are critical to understanding behavior one must resist mentalistic approaches SKINNER—> Behavior is the function of environmental circumstance and their context.

Seven Dimensions of ABA"_____" refers to the fact that all procedures are identified and described with detail and clarity so they can be replicated; they need to be operationally clear.

Technological

1) Describe some considerations for setting a supervisory foundation and expectations for supervision. Be sure to include points for the supervisor and supervisee. Note why these foundations and expectations are important.

The supervisory foundation is essential for ensuring there is a collaborative effort between the supervisor and the supervisee. The supervisor and the supervisee should discuss goals, outcomes, activities etc. This includes activities that both parties want to complete during the supervision and discussing what the relationship might look like such as setting expectations so that outcomes can occur for both the supervisor and the supervisee. This is a bidirectional relationship and it's not just the supervisor telling the supervisee what to do or just outlining the goals and activities for the supervisee. Without collaboration, it's more likely the supervisor or the supervisee even both parties will find the supervision of less value. This could lead to frustration in the supervision experience in general and inhibits smooth skill development. There could also be blame present. The supervisor might be blaming the supervisee for certain behaviors but the expectations were unclear or not verbalized so the supervisee is left to try to piece the puzzle together. This can go both ways the supervisor may go out of their way to collaborate but they aren't being met with the bidirectional relationship standards. Both members need to express expectations and not leave unspoken which is why clear communication is vital. Clear communication involves explicitly expressing expectations, goals, explanations of activities that involve the supervisee developing skills. The collaborative nature provides a way for skills to build more smoothly and so that problem-solving skills can be developed in addition to making data-driven decisions. This includes modeling skills with or without clients such as role-playing but with feedback that can help provide helpful explanations on behaviors that need to increase or decrease for the supervisee to be successful in this field. Without these expectations and this foundation, the supervisee and the supervisor might be left feeling frustrated, and ultimately it's the clients that will suffer. Great supervisors mold great supervisees that will go on to be great supervisors that's why it's so important to go above and beyond as a supervisor because it has ripple effects in the environment.

T/F Behavior change= changed individuals biologically (what skinner believed whenever a behavioral change does occur it changes the individual biologically it doesn't change their minds or ideas that would be a nonphysical real

True

Seven Dimensions of ABAFor ABA to be _____, the experimenter must be able to control the occurrence and nonoccurrence of the behavior.

analytic

Seven Dimensions of ABAList the seven dimensions of ABA (hint: BATCAGE)

applied; behavioral; analytic; technological; generality; effective; conceptually systematic

Seven Dimensions of ABAFor something to be _____, all interpretations of the data and results should be discussed in terms of the basic principles (shouldn't use something to reinforce a behavior if literature doesn't show that will be helpful!).

conceptually systematic

Seven Dimensions of ABAFor something to be _____, all procedures and interventions must be described in terms of the basic principles of behavior (reinforcement, punishment, stimulus control, extinction, motivating operations).

conceptually systematic

Which level of understanding is described here: A BCBA demonstrates a replicated increase in their client's problem behavior when, and only when, they present demands.

control

What level of scientific understanding is described here: A collection of facts about the observed events that can be quantified, classified, and examined for possible relations.

description

Science's purpose is to achieve a thorough understanding of phenomena under study; in ABA, these phenomena are _____, _____, and _____.

description; prediction; control

Attitudes of the Science of Behavior List the attitudes of the science of behavior (hint: DEERPP).

determinism; empiricism; experimentation; replication; parsimony; philosophic doubt

History/FoundersA(n) _____ is an unexplained phenomenon (e.g., possible existing) that cannot be observed or experimentally manipulated.EXAMPLE: Freud "id," "ego," super-ego"

hypothetical construct

Seven Dimensions of ABABehavior must be _____ in some way.

measurable

Seven Dimensions of ABAABA conducts studies _____ behavior, not _____ behavior (don't look at responses to questionnaires etc.).

of - about

Being able to successfully implement a procedure based on how well its written is an example of which dimension of behavior?

technological

Phylogeny

the history of the evolution of a species or group, especially in reference to lines of descent and relationships among broad groups of organisms