APPLIED BEHAVIOR ANALYSIS Principles and Procedures for Modifying Behavior APPLIED BEHAVIOR ANALYSIS Principles and Procedures for Modifying Behavior Edward P Sarafino The College of New Jersey JOHN WILEY & SONS, INC VICE PRESIDENT & EXECUTIVE PUBLISHER EXECUTIVE EDITOR SENIOR ACQUISITIONS EDITOR ASSOCIATE EDITOR EDITORIAL ASSISTANT SENIOR MARKETING MANAGER SENIOR PHOTO EDITOR PHOTO RESEARCHER SENIOR MEDIA EDITOR SENIOR PRODUCTION MANAGER ASSOCIATE PRODUCTION MANAGER ASSISTANT PRODUCTION EDITOR COVER DESIGNER COVER PHOTO CREDIT Jay O’Callaghan Christopher Johnson Robert Johnston Eileen McKeever Maura Gilligan Danielle Hagey Jennifer MacMillan Elle Wagner Lynn Pearlman Janis Soo Joyce Poh Yee Lyn Song Seng Ping Ngieng Michael Newman/PhotoEdit (top photo) Relaximages/Cultura/Getty Images (bottom photo) This book was set in 9.5/11.5 Novarese by Laserwords Private Limited and printed and bound by Courier Westford The cover was printed by Courier Westford This book is printed on acid-free 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www.wiley.com/go/returnlabel If you have chosen to adopt this textbook for use in your course, please accept this book as your complimentary desk copy Outside of the United States, please contact your local sales representative Library of Congress Cataloging-in-Publication Data Sarafino, Edward P Applied behavior analysis : principles and procedures for modifying behavior / Edward P Sarafino p cm Includes bibliographical references and index ISBN 978-0-470-57152-1 (pbk : acid free paper) Behavior modification I Title BF637.B4S268 2012 153.8’5—dc23 2011025717 Printed in the United States of America 10 To Jim ABOUT THE AUTHOR Edward P Sarafino received his PhD from the University of Colorado and immediately began his 32-year affiliation with the Department of Psychology at The College of New Jersey His scholarship continues to combine areas of health and behavioral psychology, particularly in his study of asthma In addition to having published dozens of research articles and chapters, he is the author of six books He is a member of Division 25 (The Experimental Analysis of Behavior) of the American Psychological Association and is a fellow of Division 38 (Health Psychology) He served as an officer (secretary) of Division 38, and has been a member of several committees of the Division and the Society of Behavioral Medicine When he is not working, he enjoys being with family and friends, traveling, hiking and other outdoor activities, and going to cultural events, especially music and visual arts TO CONTACT THE AUTHOR I would be pleased to receive comments and suggestions about this book from students and instructors so that I may consider those ideas for future editions You may contact me by e-mail at sarafino@tcnj.edu Edward P Sarafino PREFACE Psychologists have discovered a great deal of information about human behavior, but not all of the knowledge we have gained can be applied to improve the way people behave and function in their everyday lives The field of applied behavior analysis is unique in this respect, having developed a rich and varied system of methods, based on established principles of learning, that have been applied effectively toward improving people’s behavior Applications of behavior change techniques have been successful in almost all areas of psychology and in a wide variety of settings My goal in writing this book has been to create a clear and engaging teaching instrument that describes ways to analyze one’s own specific behaviors in terms of the factors that lead to and maintain them and ways to manage those factors to improve the behaviors I have drawn on research, theory, and my own and students’ experiences to explain and provide examples of the concepts and methods of applied behavior analysis in a comprehensive text The text is appropriate for several courses, especially those that focus on topics in applied behavior analysis, behavior modification, behavior therapy, and psychology of learning These courses are likely to be offered in departments of psychology, special education, and speech pathology Two general features of the students’ educational backgrounds shaped my writing First, students who use this book are likely to come from a variety of fields I have tried to make the material interesting and relevant to students from all fields by describing applications in psychology, education, counseling, nursing, and physical therapy Second, students who use this book are likely to vary in their academic level and preparation Although I aimed to make the content appropriate for upper-division students, especially juniors, I wrote with a straightforward writing style to make the content accessible to most sophomores, including those who’ve not taken an introductory psychology course The field of applied behavior analysis is enormously exciting, partly because of its relevance to the current lives of those who study it as well as to the individuals the students know or will work with in the future The field is also exciting because its knowledge is applied in so many different settings and can be used to change one’s own behavior Creating a book that is comprehensive in its coverage of behavior change principles and up to date in each area of application is a challenge I consulted thousands of articles and books in writing this text, which cites more than 1,000 references, over one-fifth of which were published in the last 10 years OBJECTIVES AND DISTINCTIVE FEATURES OF THIS BOOK Several important objectives guided the content and organization of my writing This text was designed to: • Cover a large majority of tasks or concepts that the Behavior Analyst Certification Board (www.bacb.com) has identified as the field’s essential content that should be mastered by all behavior analysts • Provide an understanding of the fundamental techniques of applied behavior analysis by presenting its concepts and procedures in a logical sequence and giving clear definitions and examples of each technique • Teach students how to pinpoint and define the behavior to be changed and how a response is determined by its antecedents and consequences • Teach usable, practical skills by specifically stating the purpose of each technique, describing how it is carried out, and presenting guidelines and tips to maximize its effectiveness • Describe why and how to design a program to change a behavioral deficit or excess by conducting a functional assessment and then selecting and combining techniques that can be directed at the behavior itself and its antecedents and consequences vii viii Preface • Illustrate why and how to collect and analyze data • Provide students with a handbook to help them design and conduct interventions to modify behaviors when they enter professional careers It is my hope that this text will serve as a handbook for students who become behavior analysts to design and conduct interventions to change clients’ behaviors Several features of this book and its companion website are seldom found in texts in applied behavior analysis or behavior modification This book has: • Case Study boxed material in almost all chapters, describing in some detail the application of behavior analysis methods with specific individuals to make behavior problems and the procedures to change them concrete • Close-Up boxed material in almost all chapters that presents theoretical or controversial issues and in-depth conceptual topics • Concept Check boxes, generally two per chapter, to test students’ basic grasp of the concepts and procedures in the preceding sections Some of the questions are ‘‘critical thinking’’ items that ask students to state an example from their reading or their own lives Answers are given at the end of the chapter • Lists of key terms (which are defined in the text and the glossary) and essay-type review questions • Lists of tips in about half of the chapters on how to apply specific techniques • A whole chapter with detailed reasons, procedures, and data forms for doing a functional assessment of a behavior, enabling students to define a behavior and determine its antecedents and consequences This material includes how to interpret data from a functional analysis with graphed examples • Material showing students how to graph data and a graphic analysis • Chapters on biofeedback, token economies, and rule-governed and verbal behavior • A chapter that describes how to get additional training and certification in applied behavior analysis • An online study guide on its companion website HOW THIS BOOK IS ORGANIZED I organized the chapters in this book so that the material within and across chapters occurs in an orderly sequence, establishing each conceptual foundation on which to add new information and principles The chapters and material within them are organized to build upon relatively simple concepts and techniques toward increasingly complex and specialized methods The book is divided into 28 relatively short chapters, each with a sufficient and manageable amount of information The chapters are divided into the following seven parts: • Part I: Introducing Applied Behavior Analysis Chapters to describe basic behavioral concepts and processes, how to identify and assess target behaviors, graphic analysis and research methods, and how principles of applied behavior analysis have been applied effectively to improve a wide variety of behaviors in many settings • Part II: Basic Operant Principles Chapter discusses positive and negative reinforcement and describes their many types with examples from everyday life Chapters and cover the processes and characteristics of extinction and punishment, describing types of and concerns about positive and negative punishers Chapter discusses the role of antecedents and stimulus control in producing specific behaviors And Chapter discusses motivating operations • Part III: Methods to Establish New Operant Behaviors Chapters 10 to 12 discuss the process of shaping, methods for shortcut stimulus control (prompting and fading), and behavioral chains • Part IV: Methods for Modifying Operant Behaviors Chapter 13 describes the need and procedures for functional assessments Chapter 14 covers ways to manage antecedents Chapters 15 and 16 discuss how to increase a behavior with basic and advanced reinforcement techniques Chapters 17 to 19 focus on methods to decrease problem behaviors And Chapter 20 covers ways to maintain improved operant behaviors 458 Author Index Poling, A., 123, 134, 193–194, 212, 216, 397 Polirstok, S R., 219 Polster, R., 100, 216, 241 Popkin, J., 235 Porritt, M., 212, 216, 397 Porterfield, J K., 111 Post, M., 301 Potoczak, K., 189 Poulin, F., 368 Poulos, C X., 310 Poulton, R., 307 Powell, J., 209 Powell, S., 204 Powers, M A., 279, 291 Premack, D., 214 Presland, I E., 108 Prinsen, H., 160 Prochaska, J O., 133 Puder, R., 129 Pumroy, D K., 233 R Rachman, S., 307–308 Radford, P M., 193–194 Ramberger, M., 355 Ramp, K A., 368 Rapoff, M A., 257 Rapport, M D., 112–113, 265 Rasey, H W., 150 Rasing, E J., 290 Rasmussen, E B., 113, 231 Rayner, R., 307 Redd, W H., 115, 125, 299 Redlin, J., 121 Reichenbach, H., 275–276 Reid, D H., 161, 298, 301 Reid, J B., 368 Reimers, T M., 178, 187 Reiss, M L., 169 Reitman, D., 349 Repp, A C., 108, 254, 256 Rescorla, R A., 315 Retting, R A., 119 Reynolds, C J., 174 Richards, C S., 133 Richman, D M., 206 Richman, G S., 169, 178, 189, 192 Rick, G., 126 Ricketts, R W., 275 Rilling, M., 126, 128, 160, 162 Rincover, A., 101, 249, 265, 287, 298 Ringdahl, J E., 194, 199, 203–204 Risley, T., 146 Risley, T R., 111, 156, 160, 198, 291, 396 Rispoli, M., 187 Rizley, R C., 315 Roane, H S., 98, 253 Roberts, M W., 111 Robertson, S J., 114 Rodin, J., 386 Rohrbeck, C A., 214 Rohsenow, D J., 310 Rohter, L., 360, 362 Rolider, A., 125 Romeo, F F., 235 Rortvedt, A K., 181 Rosales-Ruiz, J., 300 Roscoe, E M., 190 Rose, R., 199 Rosen, H S., 237 Rosen, L A., 237 Roth, D., 397 Rothblum, E., 147 Routh, D K., 145 Rowbury, T., 283 Rush, K S., 181 Rusiniak, K W., 311 Russo, L., 276, 279 Rutter, M., 306 S Sabo, B., 242 Safer, D J., 297 Sajwaj, T., 104 Salama, F., 204 Salend, S J., 174 Sanders, M R., 219 Santogrossi, D A., 220 Sarafino, E P., 94–95, 137, 140, 214, 233, 309, 315, 352, 356, 379, 386 Sasso, G., 194 Sasso, G M., 178, 187 Satterfield, B T., 397 Satterfield, J H., 397 Saunders, K J., 125 Saunders, M., 113, 266 Scattone, D., 178 Schaefer, H H., 150 Schaeffer, M H., 233 Schepis, M M., 161 Schlinger, H D., 240 Schlundt, D G., 178 Schneider, C., 309 Scholing, A., 307, 309, 316–317, 397 Schouten, E., 308 Schroeder, S R., 240 Schuster, J W., 158 Schwartz, I S., 388 Schwartz, S M., 129 Scott, R W., 146 Scotti, J R., 178, 182 Seligman, M E P., 312 Serna, L A., 298 Author Index Seys, D M., 275, 279 Shabani, D B., 399 Shadel,W G., 310 Shapiro, S T., 112, 265 Shaw, J., 108, 114 Shaw, R A., 243 Sheenan, M R., 297, 299 Sheldon, J B., 396 Sherick, R B., 387 Sherman, J A., 113, 297, 396 Shields, F., 222, 238 Shimoff, E., 151 Shore, B A., 178 Shores, R E., 158, 301 Shueman, S A., 396 Sidman, M., 126 Siegel, P S., 100 Sigafoos, J., 160 Simons, A D., 397 Simpson, C., 202 Singer-Dudek, J., 230 Singh, N N., 114, 116, 256, 263, 387–388 Sisson, R W., 291 Skinner, B F., 96, 360, 377 379 Skinner, C H., 235 Slifer, K J., 150, 178, 189, 192 Sloane, H N., 115 Smalls, Y., 181 Smigel, J., 234 Smith, C L., 115 Smith, G J., 173 Smith, J E., 291 Smith, L K C., 279 Smith, M L., 397 Smith, R G., 134, 276, 279 Smith, S L., 216 Smith, T., 262 Smith, T W., 137, 140, 309, 386 Snycerski, S., 123, 134 Sobell, L C., 310 Sobell, M B., 310 Solberg, K., 136 Solnick, J V., 265 Spence, S H., 219, 302 Spencer, L., 134 Spooner, D., 173 Spooner, F., 169, 173 Sprague, J R., 178, 181, 299–300 St Peter Pipkin, C., 150 Staats, A W., 311 Stabb, S D., 283 Stainback,W C., 232 Stark, L J., 298 Steege, M., 194 Steege, M W., 187, 252 Stephens, C E., 240 Sterling-Turner, H E., 178 Stickney, M., 121 Stokes, T F., 237, 252, 297–299, 355 Storandt, M., 129 Storey, K., 178, 181, 301 Storms, M D., 385 Strain, P S., 158, 301 Strand, P S., 124 Stromer, R., 222 Strouse, M C., 396 Stuart, R B., 349 Sturmey, P., 171, 381 Sullivan, M A., 112, 231 Sullman, M J M., 202 Sulzer, B., 236 Sulzer-Azaroff, B., 169 Sundberg, M L 380 Suthons, E., 173 Swain, J C., 113 Swain, J J., 235 Swan, G E., 397 Swartzentruber, D., 96, 98–99 Sweeney-Kerwin, E J., 380 Switzer, E B., 113 T Tague, C E., 368 Tailby, W., 126 Taras, M E., 107, 116 Tarbox, A R., 302 Tarbox, J., 158 Tarbox, R S F., 158 Taylor, K L., 311 Teodoro, G M., 116 Tesch, D., 193 Test, D W., 169 Thomas, B R., 381 Thomas, D D., 178 Thomas, D R., 106 Thomas, G V., 308, 313 Thomas, J D., 108 Thomas, M., 397 Thompson, R H., 187, 282 Thursby, D., 178 Tierney, K J., 126 Tiger, J H., 124, 217 Timbers, G D., 365, 367 Timm, M A., 301 Tincani, M J., 194 Todd, J T., 97 Toneatto, A., 310 Toner, A., 194 Touchette, P E., 163 Townsend, D., 257 Townsend, N M., 114 Tracey, D A., 290 Trosclair, N., 179 Trosclair-Lasserre, N., 98 Troutman, A C., 155 459 460 Author Index Troy, W G., 396 Truax, P., 185 Truchlicka, M., 113 Tucker, J A., 291, 310 Turnbull, H R., 262 Twohig, M P., 257 U Upper, D., 133 V Valley-Gray, S., 349 Van Camp, C.M., 98 Van Houten, R., 107, 110, 112, 119, 125, 263–264, 274 Van Wagenen, 159 van Zwol, L., 308 Vander Tuig, J G., 208 VanDerHeyden, A M., 187 Vansteenwegen, D., 313 Varrell, J., 194 Vervliet, B., 313 Volkert, V M., 98, 179 Vollmer, T R., 123, 136, 150, 178, 194, 181, 194, 204, 248, 253, 396 Vuchinich, R E., 310 W Wacker, D., 178, 187, 194, 387–388 Wacker, D P., 126, 174, 178, 187, 199, 203–204, 206 Waguespack, A., 349 Wahler, R G., 106, 120–121, 129, 145, 386 Walker, H M., 218, 302 Wallace, I., 212 Wallace, M D., 97, 158, 190, 194, 198 Wallace, R F., 147, 298 Wallin, J A., 233 Walters, G C., 114–115 Walters, R H., 149 Ward, P., 216 Wasik, B H., 369 Watson, J B., 307 Weber, L H., 173 Weinberg, M S., 385 Weiner, H., 102 Weiss, R F., 220, 224 Welch, M W., 369 Weld, E M., 173 Wesolowski, M D., 276, 278 West, R C., 115 Wetzel, R D., 397 Whaley, D L., 349, 350 Whitaker, S., 254 White, A G., 265 White, G D., 110 White, M A., 108 Whitmarsh, E L., 187 Wilbur, C S., 156 Wilcoxon, H C., 311 Wilder, D A., 254, 351 Wilkinson, L A., 351 Wilkinson, L., 201 Williams, C J., 311 Williams, D C., 125 Williams, G E., 169 Williams, J A., 301 Williams, T I., 199 Williamson, D A., 235 Willis, T J., 253 Wilson, C C., 114 Wilson, G T., 290, 310, 397–398 Wilson, K G., 397 Winborn, L., 206 Wincze, J P., 106 Winkel, G H., 106 Winterling, V., 206 Witryol, S L., 213 Wixted, J T., 315–316 Wolery, M., 158 Wolf, M M., 108, 113, 146, 239, 266, 291, 297, 365, 367–368, 384, 387, 396 Wolfe, M M., 298 Wolpe, J., 308, 316 Wood, S J., 353 Woods, D W., 257 Woolfolk, A E., 398 Woolfolk, R L., 398 Work, W C., 214 Woster, S H., 181 Wright, C S., 178, 194 Y Yates, B T., 396–397 Young, L D., 146 Yu, D., 173 Z Zhou, L., 207 Ziegler, S G., 121 Zifferblatt, S M., 156 Zimbardo, P G., 133 Zimmerman, E H., 177 Zimmerman, J., 177 SUBJECT INDEX A A-B-C Log, 183 AB design, research method, 47 ABA design, research method, 47 ABAB design, 47 Abative effect, 135 Abolishing operations (AOs), 135, 203, 353 for punishment, 137 for reinforcement, 136–137 for substance abuse, 137 Achievement Place, 365–368, See also under Token economies Active methods to change behavior, 14 Activity reinforcers, 83–84 Advanced reinforcement procedures, 228–245, See also Group contingencies; Intermittent positive reinforcement; Token reinforcement systems lotteries, 233 Aggression/Aggressive behavior, 10, 96–98, 115 Albert an unconditioned response (UR), 307 Altering antecedent chains, 208–209 Alternating-treatment research designs, 56–57 Alternative behavior, 97–98, 100, 110–111, 187, 192, 200–202, 220–221, 249–252 in counterconditioning, 322–323 decreasing the effort needed to make, 207 differential reinforcement of, 252–253, 265, 280 reinforcing, 282–283, 288–289 using MOs that encourage, 206 Antabuse assurance program, 292 Antecedents, 119–130, See also Managing antecedents assuring, 300–302 for behavioral deficits, 199 for behavioral excesses, 199 chains, altering, 354 concept formation, 128 covert, 120–121 distant, 121–122 establishing operations, 123 functions, 122–123 discriminative function, 122 motivational function, 122 immediate, 121–122 learning, 123–128 noncontingent reinforcement as, 204 in operant conditioning, overt, 120–121 for respondent behaviors, 316–317 stimulus control, 119–130 stimulus equivalence, 125–127 stimulus generalization, 125–127 types of, 120–122 Anticipatory nausea, 311 Anxiety, 307, 344 Arithmetic calculations, 39 Association for the Advancement of Behavior Therapy (AABT), 391 Asthma, treating, 344–345 Attention, 187 as reinforcement, 179 Auditory prompts, 159–160 Autism, 69–72 in children, training in, 69–72 model intervention for, 71–72 repetitive/ritualistic behaviors, 70 self-injurious behavior, 70 interventions for, effectiveness, 72 Autogenic training, 326 Automatic reinforcement, 80, 180 Aversive activities, 109–110, 276–279, See also Overcorrection contingent exercise, 276 overcorrection, 276–279 physical restraint, 276 response blocking, 276 Aversive stimuli, 80, 274–276 physically aversive stimuli, 274–276 reprimands, 274 treatments involving, 387–388 Avoidance conditioning, 90 problems using, 90–91 Avoidance movements, 282 Awareness training, 256 Axes, graphs, 42 B Backup reinforcers, 86 Backward chaining, 170–171 Bar graphs, 40 Baseline, 38 Basket-hold time-out, 269, 383 Bed-wetting, correcting, 65 urine alarm apparatus, 65 Behavior-altering effect, 135 Behavior Analyst Certification Board (BACB), 390 461 462 Subject Index Behavior changes behavior change methods acceptability, question of, 387–388 ways to maintain, 297–302 equivalent responses, teaching, 299 general case training, 299 probe for generalization, 300 promoting generalization of behavior, 297–300 training with everyday antecedents, 297–298 widening stimulus control, 299 Behavior modification (BM), 12 Behavior of Organisms, The, 15 Behavior therapy (BT), 12 Behavior(s) acquiring, 5–11, See also Operant conditioning; Respondent conditioning active methods to change, 14 analysis, development, 14–17 behavior analysts, 11 behavior modification, 12 behavior therapy, 12 changing, 5–11 covert, development, heredity in, learning, maturation, reflexes, rooting reflex, diagnoses, external, 2–3 internal, 2–3 meaning, 2–4 motor, outcomes of, overt, pragmatic methods to change, 14 self-management, 12 traits, verbal, what is not, Behavioral approach test, 316, 331 Behavioral assessments, 30–34 accuracy of, 30–34 assessing data reliability, 33–34 developmental and normative comparisons, 32 timing of, 30–34 continuous recording, 31 interval recording, 31 real-life recording, 31 time sampling, 31 validity of, 31–32 Behavioral chain, 23 Behavioral contracts, 348–358 benefits of using, 351–352 components of, 349 antecedents, 349 consequences, 349 monitoring process, 349 target behaviors, 349 negotiating the terms of, 349–351 settings for applying, 351 classrooms, 351 clinics or institutions, 351 home, 351 work setting, 351 using, 349–352 Behavioral deficits, 13, 20 Behavioral excess, 13, 208 Behavioral goals, See Goals, behavioral Behavioral medicine, 73 Behavioral methods, 12, 16–17, 63–64, 68–70, 73, 296–297, 385–386 Behaviorism, 14–16 personality, 14 psychology and, 14 Biofeedback, 339–347 applications, 341–346 BP biofeedback, 340 certification in biofeedback treatment, 341 Biofeedback Certification Institute of America (BCIA), 341 electroencephalograph (EEG) biofeedback, 340 galvanic skin response (GSR) biofeedback, 340 and heart failure, 345 heart rate (HR) biofeedback, 340 instrumentation, 340–341 measurement, 340–341 respiratory biofeedback, 344 thermal biofeedback, 340 training and developmental level, importance of, 341 Biopsychosocial model, 73 Blocked-response conditioned establishing operation, 379 Blocking, 313–314 Blood pressure (BP) biofeedback, 340 Board Certified Associate Behavior Analyst (BCABA), 400 Board Certified Behavior Analyst (BCBA), 400 Booster programs, 302 Brain stimulation as reinforcer, 82 Burst, extinction, 96–98 C Cancer treatment reactions, 310–311 Caption, graphs, 42 Careers in behavior analysis, 398–399 Cause–effect, 47 Certification in biofeedback treatment, 341 Chaining behaviors, 166–176 analyzing, 167–169 Subject Index backward chaining, 170–171 description, 167 forming, 167–169 forward chaining, 170 self-prompting methods to learn, 174 task analysis, 168–169 teaching, 169–173 total-task presentation, 171–172 Changing respondent behaviors, 320–337 Changing-criterion research designs, 55–56 Characteristics of Applied Behavior Analysis, 13–14 behavioral deficit, 13 behavioral excess, 13 environment, importance, 13 learning, importance, 13 target behaviors, 13 Chemical methods, 140 Child’s difficulties, correcting, 64–66, See also under Autism bed-wetting, 65 operant conditioning, 65 respondent conditioning, 65 oppositional behavior, 64 Chronic headache, treating, 343–344 migraine headache, 343 tension-type, 343 Classroom conduct, improving, 67–68 Classroom programs, 290–291 Classrooms, token economies in, 368–369 Clinical significance, 58 Cognitive approaches, 354–355 applying self-instructions, 354 distract ourselves, 355 negative self-instructions, 354 positive self-instructions, 354 re-perceive the antecedents, 355 think about the benefits, 355 Cognitive methods, 12, 75–76, 352, 358, 397 Cognitive processes, 11 Community-based reinforcement approach, 292 Community-reinforcement approach, 291 Competing responses, 97–98, 100, 108, 110, 201–202, 249–253, 256–258, 265, 276, 289 in counterconditioning, 322 reinforcing, 282–283 Complex behaviors, 23–24 Computer-aided modeling, 334–335 Computer-aided shaping, 151 Computer-assisted instruction (CAI), 67 Concept formation, 128 Conditioned emotional response (CER), 307–309, 321, 357 anxiety, 307 direct experience role in, 307–308 fear, 307 inborn processes and, 309 indirect experience role in, 307–308 463 phobia, 307 reinstatement, 322 renewal, 322 spontaneous recovery, 322 Conditioned motivating operations (CMOs), 138 Conditioned punishment, 107 Conditioned reinforcement, 81 Conditioned reinforcers, tokens as, 229 Conditioned response (CR), 5, 307 Conditioned stimulus (CS), 5, 307 Conditioning, 5–8, See also Operant conditioning; Respondent conditioning Consumable reinforcers, 81–83 Contact desensitization, 329 Contingency contracts, See Behavioral contracts Contingent exercise, 273, 276 Continuous recording, 31, 182 Continuous reinforcement (CRF), 100, 221, 236 Cost–benefit ratio, 59 documenting, 396–397 Counterconditioning, 321–323 Counterproductive reinforcers, 218–219 Covert antecedents, 120–121 Covert behaviors, 2, 22–23 Cumulative graphs, 41, 240–241 D Data, 26–28, See also Reliability, data collecting, issues in, 27 data sheets, 27–28 duration, 26 frequency, 26 latency, 27 magnitude, 26–27 problems in graphic analyses, 45–46 quality, 27 trial, 27 trials-to-criterion, 27 types of, 26–28 Data in behavior analysis, 37–62, See also Graphing data to measure changes, 38–42 organizing data, 39–40 arithmetic calculations, 39 tables, 39–40 using data, 38–39 baseline, 38 intervention, 38 Defining Applied Behavior Analysis, 11–14 Delayed prompting, 163 Delaying reinforcement, 222–223 Dependent research variable, 47 Deprivation, 88, 123, 138–139 Description, Applied Behavior Analysis, 1–18 464 Subject Index Desensitization, 327–332, See also Systematic desensitization Developmental disabilities instructions for, 68–72 training children with autism, 69–72 training people with mental retardation, 69 self-management for children with, 75–76 Diagnoses, behavior, Differential reinforcement, 252–256 decreasing a behavior with, 252–256 differential reinforcement of alternative behavior (DRA), 252–253 differential reinforcement of incompatible behavior (DRI), 252–253 differential reinforcement of low rates (DRL), 256 full-session DRL, 256 interval DRL, 256 spaced-responding DRL, 256 differential reinforcement of other behavior (DRO), 253–255 interval DRO, 254 momentary DRO, 254 variations of, 254 functional communication training, 253 Dilemmas, 383–388 in efforts to change behavior, 384–388 examples, 386–387 Direct assessment methods, 182–185, 214–216, 231, 316, See also Observation of behavior naturalistic observations, 214 structured tests, 216 Direct experience in CERs, 307–308 Direct target behavior assessment methods, 29 Discrimination training, 124 Discriminative stimuli (SD s), 122–125, 200–202 developing or introducing new SD s, 200 eliminating existing SD s for problem behavior, 201 managing, 201–202 manipulating SD s for desirable behavior, 201–202 modifying existing SD s, 200 Distant antecedents, 121–122 Duration, 26, 146 schedules, 243 E Echoic verbal behavior, 377 Echolalia, 70 Education, 67–68 classroom conduct, improving, 67–68 computer-assisted instruction (CAI), 67 instructional methods, enhancing, 67 on-task behavior, 67 personalized system of instruction (PSI), 67 programmed instruction, 67 Electroencephalograph (EEG) biofeedback, 340 Electromyograph (EMG) feedback, 340, 343–345 Emetic therapy, 310 Emotional reactions, 115 Employment and community settings, 74 organizational behavior management, 74 Environmental prompts, 160 Epilepsy, 343 Escape, 187 conditioning, 89 problems using, 90–91 escape/avoidance reactions, 115 as reinforcement, 179 Establishing operations (EOs), 123, 134–135, 202, 216, 353 for punishment, 137 for reinforcement, 136–137 Ethical issues in therapy and research, 388–393 Ethical safeguards in research, 391–393 in treatment settings, 390–391 Ethics, 383–394 Everyday behaviors, shaping in, 148–149 Evocative effect, 135 Exclusion time-out, 111, 264 Exposure, 321 External behaviors, 2–3 Extinction, operant, 93–103, 145, 247–259, See also Differential reinforcement effectiveness, enhancing, 249–250 effectiveness, factors affecting, 99–102 combining other actions, 100–101 continuous reinforcement, 100 instruction in the new contingencies, 102 intermittent reinforcement, 100 past pattern of reinforcement, 100 relevant reinforcers, knowing and controlling, 99–100 for positive reinforcement, 94–95 problems in applying, 250–252 creating danger, 250 dealing with characteristics of extinction, 250–252 process and characteristics of, 95–99 aggression, 96–98 alternative behavior, 97 competing response, 97 extinction burst, 96–98 gradual decline of behavior, 98–99 reappearance of behavior, 98–99 reinstatement, 99 renewal, 99 reinforcement in, identifying and controlling, 248–252 eliminating behavior’s reinforcers, 249–250 identifying behavior’s reinforcers, 248 Extinction, respondent, 315, 321–323 Extraneous research variables, 47 Extra-stimulus prompt, 158, 200 Subject Index F Fading, 160, 236 prompts, 300 response prompt fading, 161 sizes of fading steps, 162–163 stimulus prompt fading, 162 Fear, 307 Fear Inventory, 316 Fear, treating, 332–335 computer-aided modeling, 334–335 videotaped modeling, 334–335 virtual reality exposure, 335 in vivo exposure therapies, 332–334 flooding, 332–333 gradual in vivo exposure, 332 modeling, 334–335 participant modeling, 334 virtual reality exposure, 334–335 Feasibility issues in functional assessment, 193–194 Feedback, 86 First-order conditioning, 314 Fixed-interval (FI) reinforcement, 237–238, 241–242, 245 Fixed-ratio (FR) reinforcement, 237–238, 240 Flooding, 321 Food refusal, 223 Forward chaining, 170 Frequency, 26, 146, 316 Full-session DRL, 256 Functional analysis, experimental methods in, 185–191 learning, 190–191 procedure, 187–189 analog assessments, 187 attention, 187 escape, 187 receptive labeling, 188 systematic environmental manipulations, 185 variations and data interpretations, 189–190 Functional assessment, 177–196, 290, See also Functional analysis attention as reinforcement, 179 behavior, 178–180 definition, 178 direct methods, 182–185, See also individual entry escape as reinforcement, 179 from functional assessment to program design, 191–193 data, interpreting, 191–192 structured descriptive assessments, 192 unstructured descriptive assessments, 191–192 indirect methods, 181 interviews, 181–182 questionnaires, 181–182 limitations of, 193–194 feasibility issues, 193–194 methodology issues, 194 performing, 180–191 of respondent behaviors, 316–317 strengths of, 193–194 better and early treatment, 193 Functional communication training, 253 Functional relation, 47 Future challenges for ABA, 395–401 enhancing the image of, 397–398 improving the field, 396–397 documenting cost–benefit ratios, 396–397 effectiveness, 396–397 increasing the scope of, 397 integrating therapy approaches, 397 G Galvanic skin response (GSR) biofeedback, 340 General case training, 299 General principles for psychologists, 389 Generalization, 315 Gestural prompts, 157 Goal acceptability, 384–387 deciding, 384–385 Goals, behavioral behavioral goals, identifying and defining, 21–22 outcome goals, 21 subgoals, 21 and target behaviors, 20–25 Goniometer, 29 Gradual in vivo exposure, 333 Graphic analysis, 42–46, 291 clarifying, 44–45 data problems in, 45–46 decreasing baseline trend, 45 excessive variability, 45 increasing baseline trend, 45 initial, 43–44 trends, 43 Graphing data, 40–42 bar graphs, 40 cumulative graphs, 41 line graphs, 40 preparing graphs, 42 axes, 42 axis scaling and labels, 42 caption, 42 data points, 42 phase lines and labels, 42 types of graph, 40–42 Group-based research, 54 average response, 54 between-subjects designs, 54 experimental methods, 54 465 466 Subject Index Group-based research, (contd.) mean, 54 nonexperimental methods, 54 significant difference, 54 Group contingencies, 233–236 administering, 235–236 advantages, 235 dependent, 233 disadvantages, 235 independent, 233 interdependent, 233 setting up, 235–236 H Habit reversal, 256–257 awareness training, 256 social support method, 257 Health and sports, 72–74 Health psychology, 72–73 Heart rate (HR) biofeedback, 340 High-probability behaviors, 82 Hypertension, treating, 342–343 I Immediate antecedents, 121–122 Immune system functioning, 309 Improved behavior, lasting, 295–297 booster programs, 302 regression of behavior, 295 relapses, 295–297 In vivo exposure therapies for fear, 332–334, See also under Fear, treating Inborn processes and CERs, 309 genetics role, 309 Increasing assistance, 163 Independent research variable, 47 Indirect assessment methods, 181, 231, 316, See also under Functional assessment Indirect experience in CERs, 307–308 Indirect target behavior assessment methods, 29–30 interviews, 29 questionnaires, 30 rating scales, 30–31 Informed consent, 280, 391 Institutional review board (IRB), 388 Institutional settings, token economies in, 369–370 Instructions, 156 Integrating therapy approaches, 397 Intermittent positive reinforcement, 236–243 fixed-interval (FI), 238 interval schedules, 237–238 ratio schedules, 237 schedules, 237–239 variable-interval (VI), 239 Intermittent reinforcement, 100, 222 effects of, 239–243 interval schedules during an intervention, 240–241 ratio schedules during an intervention, 239–240 reinforcement schedules after intervention ends, 241–243 Internal behaviors, 2–3 Interobserver agreement (IOA), 33 Interrater reliability, 33 Interval DRL, 256 Interval recording, 31 Interval schedules, 237–238, 240–241 Intervention, 38 evaluating questions, 392 Interviews, 29, 181–182, 214 Intraverbal verbal behavior, 377 Isolation time-out, 111, 264 L Latency, 27, 146 Latent inhibition, 313–314 Leaning, 236 Learned food aversion, 311 Learning, Legal issues in therapy and research, 388–393 Lemon-juice therapy, 105, 108 Limited hold, 243 Line graphs, 40 Lotteries, 233 M Magnitude, 26–27, 146, 316 Managing antecedents, 198–210 altering antecedent chains, 208–209 altering motivating operations (MOs), 202–206, See also under Motivating operations (MOs), 202–206 behavioral deficits, 199 behavioral excesses, 199 changing response effort, 206–208 existing antecedents, 199–201 identifying, 199 modifying/altering, 200–201, See also Discriminative stimuli (SD s) developing or introducing new SD s, 200 manipulating motivating operations and response effort, 200–201 modifying existing SD s, 200 Mands, 377–379 training, 379–381 Maturation, Meditation, 326 Subject Index Mental retardation mild, 69 moderate, 69 profound, 69 severe, 69 training people with, 69 Meta-analysis, 22 Methodology issues in functional assessment, 194 Migraine headache, 343 Mindful awareness, 326 Model intervention for children with autism, 71–72 Modeling, 9–10, 216, 334–335 fears acquired through, 10 prompts, 157–158 Modified tutoring procedure, 56 Mother–child social interactions, 64 Motivating operations (MOs), 88, 135–138, 202–206 abative effect, 135 abolishing operations (AOs), 135 altering, 202–206 abolishing operations (AOs), 203 establishing operations (EOs), 202 reducing or reversing, 203–206 applying, 138–140, 353 deprivation, 138–139 satiation, 138–139 behavior-altering effect, 135 conditioned motivating operations (CMOs), 138 establishing operations (EOs), 135 evocative effect, 135 unconditioned motivating operations (UMOs), 137 value-altering effect, 135 Motivation, 88–89, 132–142, See also Motivating operations (MOs) altering the consequence itself, 139–140 behavior analytic view, 134–135 chemical methods, 140 defining, 133–135 traditional views, 133–134 broad motives, 133 desire and readiness to change, 133–134 preparation stage, 133 Motivational function, 122 Motor behaviors, Multidimensional programs, 288, 290–291 broad, community-based programs, 291 classroom programs, 290–291 individual’s behavior, improving, 290 Multiple-baseline research designs, 49–54 limitation of, 52–54 multiple-baseline-across-behaviors design, 50–51 multiple-baseline-across-situations design, 52 multiple-baseline-across-subjects design, 52 Muscle relaxation, 323 467 N Narrowing, 354 Natural punishment, 106 Natural reinforcement for behavior, 79–80, 214, 223, 300–302 assessing, 301–302 assuring, 301 increasing, 301–302 Naturalistic observations, 214 Negative punishment, 106–107, 262 Negative reinforcement, 80–81, 223–224 administering, 224 in escape and avoidance, 89–91 extinction for, 95 time of using, 223 Negative self-instructions, 354 Negative vocalizations, 282 Neuromuscular disorders, treating, 345–346 Neutral stimulus, 307 Nocturnal enuresis, 65 Noncontingent reinforcement as antecedent, 204 Nonexclusion time-out, 112, 264 Nonvocal verbal behaviors, 378 O Observation of behavior, 182–185 interpreting the data, 185 making observations, 182–183 A-B-C Log, 183 continuous recording, 182 structured descriptive assessment, 182 summary record, 185 unstructured descriptive assessment, 182 On-task behavior, 67 Operant behavior changes, 287–304 checklist of behavior change methods, 289 designing a program, combining methods in, 288–291 maximizing and maintaining, 287–304 possible methods, identifying and deciding, 288–290 Operant conditioning, 6–7 antecedents in, consequences in, 6–7 respondent conditioning and, relating, 7–9 in urine alarm apparatus, 65 Operant extinction, 94–95 Operant target behaviors, 22–24 covert behaviors, 22–23 defining, 22–24 overt behaviors, 22–23 Oppositional behavior, 64 Organizational behavior management, 74 Outcome goals, 21 468 Subject Index Overcorrection, 110, 276–279 positive practice, 276 restitution, 276 Overshadowing, 313–314 Overt antecedents, 120–121 Overt behaviors, 2, 22–23 P Pain behaviors, 85 Parenting and parent–child relationships, 64–66 correcting a child’s existing difficulties, 64–66, See also Child’s difficulties, correcting parenting skills, training in, 64 Partial reinforcement, 222 Participant modeling, 334 Peer review, 280 Peer-administered reinforcement, 219 Personality, 14 Personalized system of instruction (PSI), 67 Phase lines and labels, graphs, 42 Phobia, 307 Physical guidance prompt, 155 Physical restraint, 276 Physically aversive stimuli, 107–108, 274–276 Physiological effects, 82 Physiological measures, 316 Physiological reactions, 309 Physiological test, 331 Pictorial prompts, 159 Positive practice, 276 Positive punishment, 106–107, 262, 273–285, See also Aversive activities; Aversive stimuli cautions in using, 279–281 informed consent, 280 most effective but least restrictive treatment, 279–280 peer review, 280 safety of the target person and caretakers, 279 contingent exercise, 273 to decrease a behavior, 273–285 effective use of, 282–283 administering punishers, 282–283 punisher magnitude, 283 reinforcing alternative behaviors, 282–283 selecting best punishers, 282 timing of punishment, 283 using instructions, 283 varying the punishers, 283 ethics in using, 279–281 problems with, 274–279 supervision of procedures, 280–281 training of procedures, 280–281 Positive reinforcement, 80–87, 213–218 activity reinforcers, 83–84 administering, 218–223 easy criteria, 220 by extraneous counterproductive reinforcers, reduction, 218–219 gradually thin and delay reinforcement, 221–223 peer-administered reinforcement, 219 people who can, 219–220 self-administered reinforcement, 219–220 target behavior, 220–221 brain stimulation as reinforcer, 82 consumable reinforcers, 81–83 direct assessment methods, 214–216 enhancing reinforcer effectiveness, 216–218 explaining or demonstrating, 216 modeling, 216 public posting, 216 reinforcer sampling, 216 using varied reinforcers, 216 extinction for, 94–95 feedback, 86 high-probability behaviors, 82 identifying, 213–216 interviews, 214 motivating operations (MOs), 88 physiological effects, 82 questionnaires, 214 reinforcers reinforcing, 82 reinforcers, types of, 81–87 saccharin as reinforcer, 82 sensory stimulation, 82 social reinforcers, 84–85 strengthening, 213–218 tangible reinforcers, 81–83 tokens, 86–87 visual exploration as reinforcer, 82 Positive self-instructions, 354 Post-reinforcement pauses, 240 Pragmatic methods to change behavior, 14 Preferred Items and Experiences Questionnaire (PIEQ), 214–215, 356 Preloading, as a motivating operation, 88 Premack principle, 83–84 Prioritizing, in addressing behavior, 24–25 Professionals in applied behavior analysis competence and training of, 390 Program design, 177–196 checking and adjusting, 291–295 antabuse assurance program, 292 assessing program’s progress, 291–292 community-based reinforcement approach, 292 correcting the program, 294–295 diagnosing program’s shortcomings, 292–294 improving a program, 292–295 traditional program, 292 Subject Index improved behavior, lasting, 295–297 Programmed instruction, 67 Programmed punishment, 106 Programmed reinforcement, 79–80 Programmed reinforcers, 214 Progressive muscle relaxation, 323–325 controversial aspect of, 324 Prompts/Prompting, 155, 354, See also Stimulus prompts auditory prompts, 354 delayed prompting, 163 gestural prompts, 157 modeling prompts, 157–158 physical guidance prompts, 155 pictorial prompts, 354 response prompts, 155 verbal prompts, 155, 354 Psychoanalytic theory, 14–15 Psychosomatic medicine, 73 Punishing events, types of, 107–114 aversive activities, 109–110 physically aversive stimuli, 107–108 reprimands, 108–109 response cost, 112–114 time-out, 110–112 Punishment, 7, 104–118, 356, See also Response-cost punishment abolishing operations for, 137 advantages, 114–115 complete suppression, 115 gentle teaching, 116 positive side effects, 114 rapid results, 114 conditioned, 107 considerations in using, 267–270 defining, 105–107 disadvantages, 115–117 aggressive behavior, 115 emotional reactions, 115 escape/avoidance reactions, 115 establishing operations for, 137 future use of, 115–116 natural, 106 negative, 106–107, 262 positive, 106–107 programmed, 106 unconditioned, 107 use, question of, 116–117 Q Qualitative shaping, 146 Quality, 27 Questionnaires, 30, 181–182, 214 469 R Rating scales, 30–31, 316 Ratio schedules, 237 effects during intervention, 239–240 fixed-ratio (FR), 238 variable-ratio (VR), 238 Ratio strain, 240 Reactivity, 32 Readiness, 133 Real life, shaping in, 148–149 Real-life recording, 31 Receptive labeling, 188 Recycling trash, 207 Reflexes, Regression of behavior, 295 Reinforcement, 6, 78–92, See also Advanced reinforcement procedures; Conditioned reinforcement; Differential reinforcement; Negative reinforcement; Positive reinforcement; Thinning reinforcement; Unconditioned reinforcement abolishing operations for, 136–137 attention as, 179 automatic, 80, 180 controlling, 249 defining, 79–81 delaying, 222–223 effectiveness of, influencing factors, 87–89 reward value, 87–88 timing, 87–88 escape as, 179 establishing operations for, 136–137 in extinction, identifying, 248–252 motivation, 88–89 natural, 79–80 procedures to increase behavior, 212–226 programmed, 79–80 schedules effect after intervention ends, 241–243 variations on, 243 tangible, 180 Reinforcer sampling, 216 Reinstatement, 99, 322 Relapses, 295–297 Relaxation techniques, 323–327, 331 autogenic training, 326 breathing, 327 mantra, 327 meditation, 326 meditation stimulus, 327 mindful awareness, 326 visual object, 327 Reliability, data, 33–34 assessing, 33–34 interrater reliability, 33 point-by-point agreement method, 33 470 Subject Index Renewal, 99, 322 Repetitive/ritualistic behaviors, 70 Reprimands, 108–109, 274 Research methods in behavior analysis, 37–62, See also Changing-criterion research designs AB design, 47 ABA design, 47 ABAB design, 47 advanced research designs, 49–60 alternating-treatment designs, 56–57 basic research designs, 46–49 single-subject designs, 46 dimensions of evaluation, 57–59 amount and importance, 58–59 clinical significance, 58 cost–benefit ratio, 59 generalization and durability, 57–58 social validity, 58 functional relation, 47 group-based research, 54 multiple-baseline designs, 49–54, See also individual entry preparing a report, 59 resulting changes in behavior, evaluating, 57–59 reversal designs, 47 problems in using, 48–49 variables in, 47 cause–effect, 47 dependent variable, 47 extraneous variables, 47 independent variable, 47 Respiratory biofeedback, 344 Respondent behaviors, See also Changing respondent behaviors consequences for, 317 Respondent conditioning, 5–6, 306–318 antecedents for, 316–317 fear inventory, 316 specific recent antecedents, 316 anticipatory nausea, 311 assessing respondent behaviors, 315–316 behavioral approach test, 316 direct assessment methods, 316 indirect assessment methods, 316 cancer treatment reactions, 310–311 events, after conditioning, before conditioning, in everyday life, 307–309 factors and phenomena in, 312–315 blocking, 313–314 CS–US timing and intensity, 312 discrimination, 315 extinction, 315 first-order conditioning, 314 generalization, 315 latent inhibition, 313–314 overshadowing, 313–314 second-order conditioning, 314–315 functional assessment of, 316–317 learned food aversion, 311 learning positive reactions, 311 operant conditioning and, relating, 7–9 physiological reactions, 309 preparing to change, 315–317 substance use and abuse, 309–310 emetic therapy, 310 taste aversion learning, 311 in urine alarm apparatus, 65 Respondent extinction, 321–322 Respondent methods in self-management, 357 Respondent target behaviors, 24 defining, 24 Response blocking, 276 Response cost, 112–114, 230–231 Response-cost punishment, 261–272 advantages, 262 differential reinforcement and punishment, 265 disadvantages, 262 issues with, 270 using, question of, 262–263 decision on, 262–263 Response deprivation hypothesis, 84 Response effort changing, 206–208 decreasing to make alternative behavior, 207–208 increasing to make problem behavior, 207 Response prompts, 155 fading, 161 Restitution, 110, 276 Reversal design, research method, 47 problems in using, 48–49 Reward value, 224 Rooting reflex, Rule-governed behavior, 374–382 process of, 375 usefulness, 375–376 occasions in which, 376 S S-delta (S ), 124 Saccharin as reinforcer, 82 Satiation, 88, 138–139 Scallops, 241 Schedule of reinforcement, 221 Scientific orientation, 14 Secondary gains, 85 Second-order conditioning, 314–315 Seizure disorders, treating, 343 Self-administered reinforcement, 219–220, 356 Self-injurious behavior, 70 Self-instructions, 354 Subject Index Self-management, 12, 75–76, 352–358 antecedents management in, 353–355 altering antecedent chains, 354 making environmental changes, 354 using cognitive approaches, 354–355 using narrowing methods, 354 benefits of, 75 for children with developmental disabilities, 75–76 goals in, 352–353 broad goals, 352 self-monitoring and behavioral contracts, 353 managing consequences in, 356 punishment, 356 self-administered consequences, problems with, 356 self-administered reinforcement, 356 respondent methods in, 357 Self-monitoring techniques, 32 Self-talk, 28 Sensory stimulation, 82 Shaping, 143–153, 220, See also Qualitative shaping aspects of shaping methods, 149–151 conducting shaping, 150 shaping ‘steps’, 149–151 computer-aided shaping, 151 description, 144–148 problem behaviors, 149 in real life, 148–149 everyday behaviors, 148–149 shortcuts to, 151 successive approximations, 145–146 Shortcut stimulus control methods, 154–165, See also Prompting transferring stimulus control, 160–163, See also individual entry Single-subject research designs, 46 Social reinforcers, 84–85 pain behaviors, 85 secondary gains, 85 Social support method, 257 Social validity, 58 Spaced-responding DRL, 256 Specific recent antecedents, 316 Sphygmomanometer, 340 Spontaneous recovery, 322 Sport psychology, 73–74 Stages of change model theory, 133 Starting response, 220 Stimuli, Stimulus control, 128–129, 299 description, 128 promoting, 129 Stimulus discrimination, See Discriminative stimuli (SD s) Stimulus equivalence, 125–127 Stimulus generalization, 125–127, 297 Stimulus hierarchy, developing, 328–329 imaginal, 328 471 symbolic, 328 in vivo, 328 Stimulus prompts, 158–160 auditory prompts, 159–160 environmental prompts, 160 extra-stimulus prompt, 158 fading, 162 pictorial prompts, 159 within-stimulus prompt, 158 Structured descriptive assessment, 182 Structured test of behavior, 29 Structured tests, 216 Subjective units of discomfort scale (SUDS), 316, 321, 357 Substance use and abuse, 309–310 Subtracted stimulus, 80 Successive approximations, 145–146 Sucking reflex, Summary record, 185 Systematic desensitization, 327–332 behavioral approach test, 331 contact desensitization, 329 effectiveness, 330–332 physiological test, 331 procedure, 329–330 relatively weak CSs, 331 relaxation, 331 stimulus hierarchy, developing, 328–329 T Tables, 39–40 Tacts, 379 training, 379–381 Tangible reinforcement, 81–83, 180 Target behaviors, 13, 19–35, See also Operant target behaviors assessing, 25–34 direct assessment methods, 29 indirect assessment methods, 29–30 questionnaires, 30 rating scales, 30 strategies for, 29–30 structured tests, 29 goals and, 20–25 identifying, 19–35 prioritizing, 24–25 reinforcing, 220–221 respondent target behaviors, 24 Task analysis, 168–169 Taste aversion learning, 311 Tension-type headache, 343 Textual verbal behavior, 377 The Association for Persons with Severe Handicaps (TASH), 279 Thermal biofeedback, 340 Thinning, reinforcement, 221–223, 236, 300 472 Subject Index Thinning, reinforcement, (contd.) continuous reinforcement (CRF), 221 gradual, 221–223 intermittent reinforcement, 222 partial reinforcement, 222 schedule of reinforcement, 221 Time-out, 110–112, 261–272 basket-hold time-out, 269 exclusion time-out, 111, 264 isolation time-out, 111, 264 issues with, 267–269 nonexclusion time-out, 112, 264 Time sampling, 31 Timing behavioral assessments, 31 continuous recording, 31 interval recording, 31 real-life recording, 31 time sampling, 31 Token economies, 360–372 Achievement Place, example, 365–368 a day in one’s life at, 367 daily point system, 366 effectiveness, 367–368 merit system, 366 purpose of, 365–367 structure of, 365–367 weekly point system, 366 benefits, 370–371 choosing, and backup consequences, 362–363 in classrooms, 368–369 implementing, 362–365 in institutional settings, 369–370 managing the consequences, 363–364 phasing out the program, 364–365 problems of, 370–371 setting up, 362–365 starting, 362 usual settings for, 361–362 in worksites, 369 Token reinforcement systems, 229–232 administering, 230–232 administrator, consequences, 231–232 backup reinforcers, availability, 232 choosing tokens and backup consequences, 231 managing consequences, 231–232 number of tokens, 232 phasing out token program, 232 pros and cons of using, 229–230 setting up, 230–232 tokens as conditioned reinforcers, 229 Tokens, 86–87 backup reinforcers, 86 Total-task presentation, 171–172 Traditional program, 292 Training in behavior analysis, 399–400 graduate training, 399–400 fall, 400 spring, 400 summer, 400 training programs, identifying, 399 Traits, Transcription verbal behavior, 377 Transferring stimulus control, 160–163 delay approaches, 163 fading, 160, See also individual entry increasing assistance, 163 Treatment acceptability, 387 assessing, 388 involving aversive stimuli, 387–388 Treatment approach for changing problem behaviors (TFPDPP), 370 Treatment settings, ethical safeguards in, 390–391 Trend lines, 44 Trial, 27 Trials-to-criterion, 27 Two-factor theory, 90 U Unconditioned motivating operations (UMOs), 137 Unconditioned punishment, 107 Unconditioned reinforcement, 81 Unconditioned response (UR), Unconditioned stimulus (US), 5, 307, 321 Unstructured descriptive assessment, 182, 191–192 Urine alarm apparatus, 65 V Value-altering effect, 135 Variable-interval (VI) reinforcement, 239 Variable-ratio (VR) reinforcement, 238 Verbal behavior, 2, 376–382 types of, 377–379 echoic, 377 intraverbal, 377 mands, 377–379 tacts, 379 textual, 377 transcription, 377 Verbal prompts, 155 instructions, 156 Videotaped modeling, 334–335 Virtual reality exposure, 334–335 Visual exploration as reinforcer, 82 W Within-stimulus prompt, 158, 200 Worksites, token economies in, 369 ... APPLIED BEHAVIOR ANALYSIS Principles and Procedures for Modifying Behavior APPLIED BEHAVIOR ANALYSIS Principles and Procedures for Modifying Behavior Edward P Sarafino The College... Cataloging -in- Publication Data Sarafino, Edward P Applied behavior analysis : principles and procedures for modifying behavior / Edward P Sarafino p cm Includes bibliographical references and index... Analysis 395 Improving the Field of Applied Behavior Analysis 396 Integrating Therapy Approaches 397 Enhancing the Image of Applied Behavior Analysis 397 Careers and Training in Behavior Analysis 398