ABA Terminology for Effective Practice (Standard)

Lesson 1: Introduction
9 Pages
1.1 How does this work?
1.2 What will I learn?
1.3 Who is this for?
1.4 BCBA/BCaBA Task List
1.5 BACB Ethics Code
1.6 Standard 2.08
1.7 Standard 2.10
1.8 Standard 3.11
1.9 Objectives
Lesson 2: Behavior-Analytic Terminology: What It Is and When We Use It
14 Pages
2.1 Origins of Behavior-Analytic Terminology
2.2 Three Ways of Explaining Behavior
2.3 Mentalistic Terminology
2.4 Non-Technical Terminology
2.5 Technical Terminology
2.6 Knowledge Check
2.7 Behavior-Analytic Terminology vs. Other Fields
2.8 Cognitive, Clinical, and Behavior-Analytic Terminology
2.9 Accuracy and Precision
2.10 Accuracy and Precision in Behavior Analysis
2.11 Using Non-Technical Terminology
2.12 Addressing Mentalistic Language
2.13 Using Technical Terminology
2.14 Review
Lesson 3: Case Studies
10 Pages
3.1 Consultation with Mrs. Howell Part 1
3.2 Consultation with Mrs. Howell Part 2
3.3 Consultation with Mrs. Howell Part 3
3.4 Consultation with Mrs. Howell Part 4
3.5 Operant Conditioning
3.6 Decreasing Behavior
3.7 Knowledge Check
3.8 Interacting with Mrs. Howell
3.9 Additional Cases
3.10 Review
Lesson 4: Behavior-Analytic Terminology: Why We Use It
27 Pages
4.1 Our Value
4.2 Recall Mrs. Howell
4.3 Reason #1: Informed Representation
4.4 Reason #2: Demonstrated Competence Part 1
4.5 Reason #2: Demonstrated Competence Part 2
4.6 Reason #2: Demonstrated Competence Part 3
4.7 Reason #3: Increased Effectiveness Part 1
4.8 Reason #3: Increased Effectiveness Part 2
4.9 Reason #3: Increased Effectiveness Part 3
4.10 Knowledge Check
4.11 Reason #4: Proactive Discipline Part 1
4.12 Reason #4: Proactive Discipline Part 2
4.13 Reason #5: Fluency and Flexibility Part 1
4.14 Reason #5: Fluency and Flexibility Part 2
4.15 Reason #5: Fluency and Flexibility Part 3
4.16 Reason #5: Fluency and Flexibility Part 4
4.17 Reason #5: Fluency and Flexibility Part 5
4.18 Reason #5: Fluency and Flexibility Part 6
4.19 Reason #5: Fluency and Flexibility Part 7
4.20 Reason #5: Fluency and Flexibility Part 8
4.21 Reason #5: Fluency and Flexibility Part 9
4.22 Reason #5: Fluency and Flexibility Part 10
4.23 Reason #6: Responsible Supervision Part 1
4.24 Reason #6: Responsible Supervision Part 2
4.25 Reason #6: Responsible Supervision Part 3
4.26 Knowledge Check
4.27 Review
Lesson 5: Conclusion
4 Pages
5.1 Behavior-Analytic Terminology
5.2 Accuracy and Precision
5.3 Reasons for Accurate and Precise Terminology
5.4 Review
Final Quiz for ABA Terminology for Effective Practice (Standard)
ABA Terminology for Effective Practice by Melissa C. Mackal & Robert Wallander is © 2022-2024 FoxyLearning LLC and distributed under CC BY-NC-SA
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3.4 Consultation with Mrs. Howell Part 4

ABA Terminology for Effective Practice (Standard) Lesson 3: Case Studies 3.4 Consultation with Mrs. Howell Part 4
This is the open-access version of this module and your progress is not tracked or recorded
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When the behavior of students in this class is observed directly, it is true that there are fewer disruptive behaviors occurring than in other classes in the same school. However, some students continue to act out and disrupt. When asked about the non-responders, Mrs. Howell acknowledges that some students bring “baggage” to her class that no system could likely address. She also states, “no system is perfect.” Nonetheless, Mrs. Howell is absolutely convinced her approach produces results superior to those brought about by “old-fashioned” reinforcement. What do you think?

Mrs. Howell observing a boy holding up a paper airplane during consultation in front of a classroom for Part 4.
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