4.16 Reason #5: Fluency and Flexibility Part 4

Returning to the example of Mrs. Howell, if she was agreeable with the BCBA’s perspective on behavior in her class and spoke in accurate non-technical terminology, the next step would be to delicately share (without imposing) that behavior analysis is concerned with how the sequence of events fit into the operant A-B-C model. Mrs. Howell may then be open to speaking of events in her class as meeting at least the definition of antecedents and consequences, possibly aversive or inadvertently reinforcing. To further illustrate the importance of reason #5, consider the following scenario…

Mrs. Howell, a woman in glasses, is standing in front of a group of children during a consultation.
Mrs. Howell
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