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OER
- A Candid Discussion on Sexuality and Safety in Behavior Analysis
- A Guide to Creating Meaningful Supervision Activities and Measures
- A Review of Treatment Options Using Script and FCT to Address Challenging Behavior
- ABA Terminology for Effective Practice
- Abuse and Autism Spectrum Disorder
- Acceptance and Commitment Therapy Flashcards
- Addressing Pseudoscientific Practices in Applied Behavior Analysis
- Advances in Functional Communication Training: Recent Procedural Refinements that Promote Durable Treatment Outcomes
- An Examination of Linear and Ratio Graphs
- An Introduction to Relational Frame Theory
- An Introduction to Verbal Behavior
- Applied Behavior Analysis Flashcards
- Are You Providing SUPER-vision?
- ASD and Sleep: Helping Children (and their families!) Get a Good Night’s Sleep
- Assessment and Treatment of Problem Behaviors within an Outpatient Clinic
- Autism from Age 2 to 26: What Can We Learn About Treatment from Longitudinal Studies
- B.F. Skinner on Education
- Better Outcomes Demand Better Graphing
- Beyond Instruction: Closing the Educational Gaps for Children with Autism
- Bridging for Success in Autism: Training and Collaboration Across Community Systems
- Chomsky vs. Skinner: In Their Own Words
- Conceptualizing Self-Determination from a Behavior Analytic Perspective
- Conceptualizing Sexuality Education for Individuals with Autism Spectrum Disorder
- Contracting: A Positive Way to Improve Family Dynamics and Learn New Skills
- Detecting and Troubleshooting Treatment Failures: A Crucial Component of Evidence-Based Practice of ABA
- Dialectical Behavior Therapy Flashcards
- Education-based Evaluations for Autism Spectrum Disorder
- Essential Competencies for Practitioners Working with Children Diagnosed with Autism
- Establishing Generative Learning for Children with Autism
- Ethical Decision Making: Navigating Complex Challenges in Behavior Analytic Work
- Ethics in Functional Analysis: Expert and Novice use of the Functional Analysis Risk Assessment Decision Tool
- Ethics of Punishment Panel Discussion
- Ethics of Standardization of Practice
- Ethics Potpourri: Philosophy, Research, Supervision, and Practice
- Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research
- Evidence-Based Practice of Applied Behavior Analysis
- Evidence-Based Practice: Myths and Realities
- Favors, Facts, and Fishnets: Shaping Autism Law and Policy
- Functional Behavior Assessment in Public Schools
- Functional Supervision: What It Is and What It Takes to Be a Successful Supervisor
- Grundlagen der visuellen Analyse
- Habilitation, Dishabilitation, and Rehabilitation: A Revolutionary Approach to Disability
- Higher Ed, ASD, and Sexuality
- How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas?
- How to Systematically Evaluate Treatments for Autism That Lack an Evidence Base
- Immediate Feedback: A Misconception of a Recommended Practice
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions
- Implementing Video Modeling with Learners with Autism Spectrum Disorders
- Improving Conversational Skills of College Students with ASD
- Improving the Lives of Students with Autism by NOT Focusing on their Disability
- Incorporating Social Peers into ABA Instruction to Teach Social Skills
- Incorporating Supervision Best Practices Into Clinical Work
- Integrating Technology into Practice: Why, What, Where, When, How
- Integrating the Topic of Sexuality for School-Aged Individuals with Autism
- Introduction to Acceptance and Commitment Training for Individuals with Developmental Disabilities
- Is It Training or Is It Feedback? Ensuring Proper Plan Implementation in 24-Hour Settings
- Leaving the Nest: Preparing for and Supporting the Transition to College
- Making Data Easy in Classroom Settings
- Mastering the Basics of Visual Analysis
- Matter of Great Consequence: The Standard Celeration Chart
- Navigating Higher Education with ASD
- PBIS in the Classroom
- Peer to Peer Support Builds Meaningful Social Relationships
- Performance Management in Clinical Settings
- Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment
- Practical Ethics for the Effective Treatment of Autism Spectrum Disorder
- Preparing and Supporting Individuals with Autism for Success in Higher Education
- Problem Behavior is Predictable and Preventable
- Programming for Success: Critical Elements of an Effective Intervention for Individuals with Autism
- Promoting Happiness Among Adults with Autism on the Severe End of the Spectrum: Evidence-Based Strategies
- Promoting Quality in Adult Services for People with Autism: Evidence-Based Strategies
- Promoting Successful Aging Through the Lifespan for Individuals with ASD and Intellectual and Developmental Disabilities
- Relational Frame Theory Flashcards
- Selecting, Confirming, and Maintaining an Alternative Method of Speaking for Non-Verbal Children and Adults
- Selling Hype or Giving Hope: Science and Pseudoscience in Autism Treatment
- Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem?
- Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules
- Supporting Diversity, Equity, and Inclusion with Explicit Instruction
- Teaching Listener Responding to Children with Autism
- Teaching Problem Solving to Increase Academic, Communication, and Social Skills
- Teaching Safety Skills to Children with Autism: What Works and What Doesn’t?
- Teleconsultation in Autism Treatment: Applications and Considerations
- The Effects of a Remote Behavioral Skills Training Package on Staff Performance in Conducting Functional Analyses
- The Effects of a Text Message Prompt on Conversation Between Dyads with Autism Spectrum Disorder
- The Generalization of Mands
- The Training Curriculum for Supervisors of ABA Technicians in Autism Programs
- The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP): An Overview
- Toward an Understanding of Assent with Individuals with Communication Disabilities
- Toward the Development of an Equity Focused Teacher-Student Interaction Tool
- Training Providers to Conduct Trial-Based Functional Analysis
- Training the Parent Trainer
- Training the Parent Trainer: Training and Ethical Considerations
- Treating Food Selectivity as Resistance to Change
- Treatment Strategies for Selective Eaters
- Using Behavioral Science to Improve Fidelity of Implementation of Behavior Support Plans in Schools
- Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting
- Verbal Behavior Flashcards
- Visual Support Strategies to Teach Recreation and Leisure Skills to Adults with Developmental Disabilities
- What Constitutes a Behavioral Approach to Autism Treatment?
- What Students and Educators Can Teach Us About Functional Behavior Assessment and Intervention in the Classroom
- What You Need to Know to Be a Behavior Analyst
- What’s in a Name? Exploring What it Means to Supervise
Lessons
- A A A Single-Page Course Video Test – Lesson – 160824
- A A A Single-Page Quiz Test – Lesson – 166668
- A Behavioral Systems Approach to Ethics Training and Supervision (Matthew T. Brodhead)
- A Behavioral Systems Approach to Ethics Training and Supervision (Matthew T. Brodhead)
- A Candid Discussion on Sexuality and Safety in Behavior Analysis – Lesson – 169546
- A Candid Discussion on Sexuality and Safety in Behavior Analysis (Standard) – Lesson – 169644
- A Case Study in the Misrepresentation of Applied Behavior Analysis in Autism: The Gernsbacher Lectures – Lesson – 146067
- A Case Study in the Misrepresentation of Applied Behavior Analysis in Autism: The Gernsbacher Lectures – Lesson – 2799
- A Guide to Creating Meaningful Supervision Activities and Measures – Lesson – 169550
- A Guide to Creating Meaningful Supervision Activities and Measures (Standard) – Lesson – 169652
- A Review of Treatment Options Using Script and FCT to Address Challenging Behavior – Lesson – 138497
- A Review of Treatment Options Using Script and FCT to Address Challenging Behavior (CP) – Lesson – 138510
- Abuse and Autism Spectrum Disorder – Lesson – 83708
- Abuse and Autism Spectrum Disorder (CP) – Lesson – 84061
- Academic Databases Lesson 1 Interactive Book
- Acceptance and Commitment Therapy for Generalized Social Anxiety Disorder: A Pilot Study – Lesson – 10717
- Acceptance and Commitment Therapy for Generalized Social Anxiety Disorder: A Pilot Study – Lesson – 146074
- Acquisition of Intraverbal Behavior: Teaching Children with Autism to Mand for Answers to Questions – Lesson – 10719
- Acquisition of Intraverbal Behavior: Teaching Children with Autism to Mand for Answers to Questions – Lesson – 146086
- Addressing Pseudoscientific Practices in Applied Behavior Analysis – Lesson – 158386
- Addressing Pseudoscientific Practices in Applied Behavior Analysis (Standard) – Lesson – 158424
- Advances in Functional Communication Training: Recent Procedural Refinements that Promote Durable Treatment Outcomes – Lesson – 138519
- Advances in Functional Communication Training: Recent Procedural Refinements that Promote Durable Treatment Outcomes (CP) – Lesson – 138524
- An Examination of Linear and Ratio Graphs – Lesson – 158370
- An Examination of Linear and Ratio Graphs (Standard) – Lesson – 158416
- Are You Providing SUPER-vision? – Lesson – 11844
- Are You Providing SUPER-vision? (CP) – Lesson – 11952
- Articulate Rise Content
- ASD and Sleep: Helping Children (and their families!) Get a Good Night’s Sleep – Lesson – 11865
- ASD and Sleep: Helping Children (and their families!) Get a Good Night’s Sleep (CP) – Lesson – 11953
- Assessing and Treating Vocal Stereotypy in Children with Autism – Lesson – 10721
- Assessment and Treatment of Problem Behaviors within an Outpatient Clinic – Lesson – 158384
- Assessment and Treatment of Problem Behaviors within an Outpatient Clinic (Standard) – Lesson – 158423
- Autism from Age 2 to 26: What Can We Learn About Treatment from Longitudinal Studies – Lesson – 191
- Autism from Age 2 to 26: What Can We Learn About Treatment from Longitudinal Studies (CP) – Lesson – 11791
- Autism, Athletics, and Activities (CP) – Lesson – 15093
- B.F. Skinner on Education – Lesson – 161436
- B.F. Skinner on Education (Standard) – Lesson – 161441
- Beta Testing Introduction
- Better Outcomes Demand Better Graphing – Lesson – 11846
- Better Outcomes Demand Better Graphing (CP) – Lesson – 11954
- Beyond Instruction: Closing the Educational Gaps for Children with Autism – Lesson – 11867
- Beyond Instruction: Closing the Educational Gaps for Children with Autism (CP) – Lesson – 11955
- Bridging for Success in Autism: Training and Collaboration Across Community Systems – Lesson – 158378
- Bridging for Success in Autism: Training and Collaboration Across Community Systems (Standard) – Lesson – 158420
- Chomsky vs. Skinner: In Their Own Words – Lesson – 141266
- Chomsky vs. Skinner: In Their Own Words (CP) – Lesson – 141366
- Classroom Application of a Trial-Based Functional Analysis – Lesson – 10723
- Conceptualizing Self-Determination from a Behavior Analytic Perspective – Lesson – 158364
- Conceptualizing Self-Determination from a Behavior Analytic Perspective (Standard) – Lesson – 158415
- Conceptualizing Sexuality Education for Individuals with Autism Spectrum Disorder – Lesson – 83707
- Conceptualizing Sexuality Education for Individuals with Autism Spectrum Disorder (CP) – Lesson – 84058
- Contracting with Kids: A Positive Way to Teach New Skills and Improve Family Dynamics – Lesson – 169554
- Contracting with Kids: A Positive Way to Teach New Skills and Improve Family Dynamics (Standard) – Lesson – 169660
- Cooper, Heron, and Heward’s Applied Behavior Analysis (2nd ed.): Checkered Flag for Students and Professors, Yellow Flag for the Field – Lesson – 10725
- Cooper, Heron, and Heward’s Applied Behavior Analysis (2nd ed.): Checkered Flag for Students and Professors, Yellow Flag for the Field – Lesson – 146109
- Derived Manding in Children with Autism: Synthesizing Skinner’s Verbal Behavior with Relational Frame Theory – Lesson – 10727
- Derived Manding in Children with Autism: Synthesizing Skinner’s Verbal Behavior with Relational Frame Theory – Lesson – 146142
- Detecting and Troubleshooting Treatment Failures: A Crucial Component of Evidence-Based Practice of ABA – Lesson – 11823
- Detecting and Troubleshooting Treatment Failures: A Crucial Component of Evidence-Based Practice of ABA (CP) – Lesson – 11903
- Dreams, Goals, and Aspirations (CP) – Lesson – 15083
- Education-based Evaluations for Autism Spectrum Disorder (Standard) – Lesson – 169555
- Essential Competencies for Practitioners Working with Children Diagnosed with Autism – Lesson – 11793
- Essential Competencies for Practitioners Working with Children Diagnosed with Autism (CP) – Lesson – 11908
- Establishing a Deictic Relational Repertoire in Young Children – Lesson – 10731
- Establishing a Deictic Relational Repertoire in Young Children – Lesson – 146137
- Establishing Consumer Protections for Research in Human Service Agencies – Lesson – 150324
- Establishing Generative Learning for Children with Autism – Lesson – 138534
- Establishing Generative Learning for Children with Autism (CP) – Lesson – 138536
- Ethical Decision Making: Navigating Complex Challenges in Behavior Analytic Work – Lesson – 169541
- Ethical Decision Making: Navigating Complex Challenges in Behavior Analytic Work (Standard) – Lesson – 169636
- Ethics in Functional Analysis: Expert and Novice use of the Functional Analysis Risk Assessment Decision Tool – Lesson – 169549
- Ethics in Functional Analysis: Expert and Novice use of the Functional Analysis Risk Assessment Decision Tool (Standard) – Lesson – 169650
- Ethics of Punishment Panel Discussion – Lesson – 11805
- Ethics of Punishment Panel Discussion (CP) – Lesson – 11922
- Ethics of Standardization of Practice – Lesson – 83709
- Ethics of Standardization of Practice (CP) – Lesson – 84063
- Ethics Potpourri: Philosophy, Research, Supervision, and Practice – Lesson – 83704
- Ethics Potpourri: Philosophy, Research, Supervision, and Practice (CP) – Lesson – 84052
- Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research – Lesson – 83716
- Evaluating the Reliability and Sensitivity of the VB-MAPP as an Outcome Measure in Autism Research (CP) – Lesson – 84077
- Evidence-Based Practice of Applied Behavior Analysis – Lesson – 11795
- Evidence-Based Practice of Applied Behavior Analysis (CP) – Lesson – 11912
- Evidence-Based Practice: Myths and Realities – Lesson – 11808
- Evidence-Based Practice: Myths and Realities (CP) – Lesson – 11924
- Favors, Facts, and Fishnets: Shaping Autism Law and Policy – Lesson – 11811
- Favors, Facts, and Fishnets: Shaping Autism Law and Policy (CP) – Lesson – 11926
- Final Quiz
- Functional Analysis and Treatment of Arranging and Ordering by Individuals with an Autism Spectrum Disorder – Lesson – 10733
- Functional Analysis and Treatment of Arranging and Ordering by Individuals with an Autism Spectrum Disorder – Lesson – 146124
- Functional Behavior Assessment in Public Schools – Lesson – 83706
- Functional Behavior Assessment in Public Schools (CP) – Lesson – 84056
- Functional Supervision: What It Is and What It Takes to Be a Successful Supervisor – Lesson – 169551
- Functional Supervision: What It Is and What It Takes to Be a Successful Supervisor (Standard) – Lesson – 169654
- Google Form Survey
- H5P Quiz Test
- Habilitation, Dishabilitation, and Rehabilitation: A Revolutionary Approach to Disability – Lesson – 169547
- Habilitation, Dishabilitation, and Rehabilitation: A Revolutionary Approach to Disability (Standard) – Lesson – 169646
- Higher Ed, ASD, and Sexuality – Lesson – 11863
- Higher Ed, ASD, and Sexuality (CP) – Lesson – 11956
- How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas? – Lesson – 11813
- How Can We Increase the Impact of Behavior Analysis in Solving Problems in New Areas? (CP) – Lesson – 11928
- How to Systematically Evaluate Treatments for Autism That Lack an Evidence Base – Lesson – 11815
- How to Systematically Evaluate Treatments for Autism That Lack an Evidence Base (CP) – Lesson – 11930
- Identifying Your Scope of Competence in Autism Treatment (Shawn P. Quigley)
- Identifying Your Scope of Competence in Autism Treatment (Shawn P. Quigley)
- Immediate Feedback: A Misconception of a Recommended Practice – Lesson – 158390
- Immediate Feedback: A Misconception of a Recommended Practice (Standard) – Lesson – 158426
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions – Lesson – 134605
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions – Lesson – 134605
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions – Lesson – 134605
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions – Lesson – 134605
- Impacts of Integrity Failures on Common Reinforcement-Based Interventions (CP) – Lesson – 134613
- Implementing Video Modeling with Learners with Autism Spectrum Disorders – Lesson – 83713
- Implementing Video Modeling with Learners with Autism Spectrum Disorders (CP) – Lesson – 84069
- Improving Conversational Skills of College Students with ASD – Lesson – 83710
- Improving Conversational Skills of College Students with ASD (CP) – Lesson – 84065
- Improving the Lives of Students with Autism by NOT Focusing on their Disability – Lesson – 11825
- Improving the Lives of Students with Autism by NOT Focusing on their Disability (CP) – Lesson – 11905
- Incorporating Social Peers into ABA Instruction to Teach Social Skills – Lesson – 11829
- Incorporating Social Peers into ABA Instruction to Teach Social Skills (CP) – Lesson – 11938
- Incorporating Supervision Best Practices Into Clinical Work – Lesson – 11848
- Incorporating Supervision Best Practices Into Clinical Work (CP) – Lesson – 11957
- Increasing the Vocal Responses of Children with Autism and Developmental Disabilities Using Manual Sign Mand Training and Prompt Delay – Lesson – 10736
- Increasing the Vocal Responses of Children with Autism and Developmental Disabilities Using Manual Sign Mand Training and Prompt Delay – Lesson – 146081
- Integrating Technology into Practice: Why, What, Where, When, How – Lesson – 83719
- Integrating Technology into Practice: Why, What, Where, When, How (CP) – Lesson – 84083
- Integrating the Topic of Sexuality for School-Aged Individuals with Autism – Lesson – 83715
- Integrating the Topic of Sexuality for School-Aged Individuals with Autism (CP) – Lesson – 84075
- Interactive Book-Berries
- Interactive Book: Justice League
- Interactive Video
- Interactive Video
- Interactive Video
- Introduction to Acceptance and Commitment Training for Individuals with Developmental Disabilities – Lesson – 138539
- Introduction to Acceptance and Commitment Training for Individuals with Developmental Disabilities (CP) – Lesson – 138542
- Is It Training or Is It Feedback? Ensuring Successful Plan Implementation in a 24-Hour Setting – Lesson – 169552
- Is It Training or Is It Feedback? Ensuring Successful Plan Implementation in a 24-Hour Setting (Standard) – Lesson – 169656
- KeyCDN Rise Content
- LearnDash Lessons & Topics
- LearnDash xAPI Test
- Leaving the Nest: Preparing for and Supporting the Transition to College – Lesson – 169556
- Leaving the Nest: Preparing for and Supporting the Transition to College (Standard) – Lesson – 169662
- Lektion 1: Einführung
- Lektion 2: Änderung des Levels (Niveau)
- Lektion 3: Änderung des Slopes (Steigung)
- Lektion 4: Alles zusammenbringen
- Lesson
- Lesson
- Lesson
- Lesson
- Lesson
- Lesson
- Lesson 1: Introduction
- Lesson 1: Introduction
- Lesson 1: Introduction
- Lesson 1: Introduction
- Lesson 1: Introduction to Single-Subject Research
- Lesson 1: Introduction to Single-Subject Research
- Lesson 10: Formal and Thematic Control
- Lesson 10: Mutual Entailment
- Lesson 10: Teaching Trials
- Lesson 11: Combinatorial Entailment
- Lesson 11: Echoic Behavior
- Lesson 12: Copying a Text
- Lesson 12: Transformation of Stimulus Functions
- Lesson 13: Contextual Control
- Lesson 13: Taking Dictation
- Lesson 14: Arbitrarily Applicable
- Lesson 14: Textual Behavior
- Lesson 15: Implications and Applications
- Lesson 15: Verbal Relationships with Thematic Control
- Lesson 16: The Intraverbal
- Lesson 17: The Tact
- Lesson 18: The Mand
- Lesson 19: A Comparison of the Mand and the Tact
- Lesson 2 of Open Course
- Lesson 2: Behavior-Analytic Terminology: What It Is and When We Use It
- Lesson 2: Language
- Lesson 2: Language
- Lesson 2: Level Change
- Lesson 2: Level Change
- Lesson 2: Mediated Reinforcement
- Lesson 2: Setting Up and Arranging the Stimuli
- Lesson 20: The Audience
- Lesson 21: Other Forms of Verbal Behavior
- Lesson 22: Stimulus Features
- Lesson 23: Three Different Types of Extension
- Lesson 24: Generic Extension
- Lesson 25: Metaphorical Extension
- Lesson 26: Metonymical Extension
- Lesson 27: Mand Extension
- Lesson 28: Private Stimuli
- Lesson 29: Public Accompaniment
- Lesson 3 of Open Course
- Lesson 3: Case Studies
- Lesson 3: Functional Contextualism
- Lesson 3: Getting the Learner’s Attention
- Lesson 3: Slope Change
- Lesson 3: Slope Change
- Lesson 3: Verbal Behavior
- Lesson 30: Collateral Response
- Lesson 31: Common Properties
- Lesson 32: Response Reduction
- Lesson 33: Multiple Controlling Variables
- Lesson 34: Multiple Responses
- Lesson 35: Fragmentary Sources of Strength
- Lesson 36: Supplementary Stimulation
- Lesson 37: Prompt-Probe
- Lesson 38: Distorted and Impure Tacts
- Lesson 39: Fragmentary Recombination
- Lesson 4: Behavior-Analytic Terminology: Why We Use It
- Lesson 4: Derived Stimulus Relations
- Lesson 4: Presenting the Instruction
- Lesson 4: Putting It All Together
- Lesson 4: Putting It All Together
- Lesson 4: Types of Controlling Variables
- Lesson 40: Word Blends and Phrase Blends
- Lesson 41: Standard and Non-Standard Forms
- Lesson 42: Analyzing Humor and Literature
- Lesson 43: Main Thematic Source
- Lesson 44: Secondary Sources of Strength
- Lesson 45: Secondary Verbal Behavior
- Lesson 46: The Autoclitic Tact
- Lesson 47: The Autoclitic Mand
- Lesson 5: Conclusion
- Lesson 5: Correct and Incorrect Responses
- Lesson 5: Human Language and Cognition
- Lesson 5: Verbal Stimulus
- Lesson 6: Establishing Operation
- Lesson 6: Reinforcing Correct Responses
- Lesson 6: Relational Frames
- Lesson 7: Point-to-Point Correspondence
- Lesson 7: Providing Prompts
- Lesson 7: Relational Responding
- Lesson 8: Generalized Operants
- Lesson 8: Response Product
- Lesson 8: The Complete Discrete Trial
- Lesson 9: Formal Similarity
- Lesson 9: Multiple Exemplar Training
- Lesson 9: Probe Trials
- Making Data Easy in Classroom Settings – Lesson – 158382
- Making Data Easy in Classroom Settings (Standard) – Lesson – 158422
- Matter of Great Consequence: The Standard Celeration Chart – Lesson – 11832
- Matter of Great Consequence: The Standard Celeration Chart (CP) – Lesson – 11940
- Module 1: Introduction to Autism and the RBT Credential (with Richard Malott, Ph.D., BCBA-D)
- Module 10: Common Functions of Behavior (with Stephanie Peterson, Ph.D., BCBA-D)
- Module 11: Documentation and Reporting (with Alaina Valentine, BCBA)
- Module 12: Ethics and Professional Conduct for the RBT (with R. Wayne Fuqua, Ph.D., BCBA-D)
- Module 2: Introduction to Behavior Analysis (with Douglas Johnson, Ph.D.)
- Module 3: Measurement — Defining and Recording Behaviors (with Ronald Van Houten, Ph.D., BCBA-D)
- Module 4: Preparing Graphs, Social Validation in ABA (with Alan Poling, Ph.D., BCBA-D)
- Module 5: Principles of Behavior (with Christopher Walmsley, Ph.D., BCBA-D)
- Module 6: Skill Acquisition I (with Jessica Frieder, Ph.D., BCBA-D)
- Module 7: Skill Acquisition II (with Denise Ross, Ph.D., BCBA)
- Module 8: Skill Acquisition III (with Kelly Kohler, Ph.D., BCBA-D)
- Module 9: Behavior Reduction Procedures (with Jonathan Baker, Ph.D., BCBA-D)
- Moral Behavior and the Development of Verbal Regulation – Lesson – 149251
- Navigating a Managed Care Peer Review: Guidance for Clinicians Using Applied Behavior Analysis in the Treatment of Children on the Autism Spectrum – Lesson – 150334
- Navigating Higher Education with ASD – Lesson – 11834
- Navigating Higher Education with ASD (CP) – Lesson – 11941
- On the Use of Fluency Training in the Behavioral Treatment of Autism: A Commentary – Lesson – 10738
- On the Use of Fluency Training in the Behavioral Treatment of Autism: A Commentary – Lesson – 146097
- PBIS in the Classroom – Lesson – 83711
- PBIS in the Classroom (CP) – Lesson – 84086
- Peer to Peer Support Builds Meaningful Social Relationships – Lesson – 158376
- Peer to Peer Support Builds Meaningful Social Relationships (Standard) – Lesson – 158419
- Performance Management in Clinical Settings – Lesson – 11836
- Performance Management in Clinical Settings (CP) – Lesson – 11942
- Permalink Test
- Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment – Lesson – 11850
- Practical and Ethical Methodologies for Assessing Function of Problematic Behaviors in the Natural Environment (CP) – Lesson – 11958
- Practical Ethics for Effective Treatment of Autism Spectrum Disorders: Expanding Dialogue (David J. Cox)
- Practical Ethics for Effective Treatment of Autism Spectrum Disorders: Expanding Dialogue (David J. Cox)
- Predictors of Burnout, Job Satisfaction, and Turnover in Behavior Technicians Working with Individuals with Autism Spectrum Disorder – Lesson – 150157
- Preparing and Supporting Individuals with Autism for Success in Higher Education – Lesson – 83718
- Preparing and Supporting Individuals with Autism for Success in Higher Education (CP) – Lesson – 84081
- Problem Behavior is Predictable and Preventable – Lesson – 11797
- Problem Behavior is Predictable and Preventable (CP) – Lesson – 11914
- Programming for Success: Critical Elements of an Effective Intervention for Individuals with Autism – Lesson – 11838
- Programming for Success: Critical Elements of an Effective Intervention for Individuals with Autism (CP) – Lesson – 11943
- Promoting Happiness Among Adults with Autism on the Severe End of the Spectrum: Evidence-Based Strategies – Lesson – 11817
- Promoting Happiness Among Adults with Autism on the Severe End of the Spectrum: Evidence-Based Strategies (CP) – Lesson – 11932
- Promoting Quality in Adult Services for People with Autism: Evidence-Based Strategies – Lesson – 11852
- Promoting Quality in Adult Services for People with Autism: Evidence-Based Strategies (CP) – Lesson – 11960
- Promoting Successful Aging Through the Lifespan for Individuals with ASD and Intellectual and Developmental Disabilities – Lesson – 83717
- Promoting Successful Aging Through the Lifespan for Individuals with ASD and Intellectual and Developmental Disabilities (CP) – Lesson – 84079
- Reducing Biases in Clinical Judgment with Single-Subject Treatment Design – Lesson – 10740
- Reducing Biases in Clinical Judgment with Single-Subject Treatment Design – Lesson – 146102
- Relational Frame Theory and Skinner’s Verbal Behavior: A Possible Synthesis – Lesson – 10742
- Relational Frame Theory and Skinner’s Verbal Behavior: A Possible Synthesis – Lesson – 146131
- Relational Frame Theory: Some Implications for Understanding and Treating Human Psychopathology – Lesson – 10744
- Relational Frame Theory: Some Implications for Understanding and Treating Human Psychopathology – Lesson – 146118
- RFT Lesson 2 H5P Interactive Book
- Rise – New Theme July 2022
- Selecting, Confirming, and Maintaining an Alternative Method of Speaking for Non-Verbal Children and Adults – Lesson – 11819
- Selecting, Confirming, and Maintaining an Alternative Method of Speaking for Non-Verbal Children and Adults (CP) – Lesson – 11934
- Selling Hype or Giving Hope: Science and Pseudoscience in Autism – Lesson – 134617
- Selling Hype or Giving Hope: Science and Pseudoscience in Autism – Lesson – 134617
- Selling Hype or Giving Hope: Science and Pseudoscience in Autism (CP) – Lesson – 134621
- Should You Order the Feedback Sandwich? Efficacy of Feedback Sequence and Timing – Lesson – 150229
- Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem? – Lesson – 11854
- Social Motivation Theories of Autism: Is Insensitivity to Social Reward Really the Problem? (CP) – Lesson – 11961
- Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules – Lesson – 83705
- Strategies for Promoting Complex Social Play in Children with Autism Using Photographic Activity Schedules (CP) – Lesson – 84054
- Supporting Diversity, Equity, and Inclusion with Explicit Instruction – Lesson – 169543
- Supporting Diversity, Equity, and Inclusion with Explicit Instruction (Standard) – Lesson – 169638
- Survey
- Teaching Effective Hand Raising to Children with Autism During Group Instruction – Lesson – 10746
- Teaching Effective Hand Raising to Children with Autism During Group Instruction – Lesson – 146091
- Teaching in the Natural Environment – Lesson – 15135
- Teaching in the Natural Environment (CP) – Lesson – 15140
- Teaching Problem Solving to Increase Academic, Communication, and Social Skills – Lesson – 11856
- Teaching Problem Solving to Increase Academic, Communication, and Social Skills (CP) – Lesson – 11962
- Teaching Safety Skills to Children with Autism: What Works and What Doesn’t? – Lesson – 138528
- Teaching Safety Skills to Children with Autism: What Works and What Doesn’t? (CP) – Lesson – 138531
- Teleconsultation in Autism Treatment: Applications and Considerations – Lesson – 11858
- Teleconsultation in Autism Treatment: Applications and Considerations (CP) – Lesson – 11904
- The Effects of a Remote Behavioral Skills Training Package on Staff Performance in Conducting Functional Analyses – Lesson – 169548
- The Effects of a Remote Behavioral Skills Training Package on Staff Performance in Conducting Functional Analyses (Standard) – Lesson – 169648
- The Effects of a Text Message Prompt on Conversation Between Dyads with Autism Spectrum Disorder – Lesson – 11840
- The Effects of a Text Message Prompt on Conversation Between Dyads with Autism Spectrum Disorder (CP) – Lesson – 11944
- The Generalization of Mands – Lesson – 83670
- The Generalization of Mands – Lesson – 83670
- The Generalization of Mands (CP) – Lesson – 83682
- The Training Curriculum for Supervisors of ABA Technicians in Autism Programs – Lesson – 158380
- The Training Curriculum for Supervisors of ABA Technicians in Autism Programs (Standard) – Lesson – 158421
- The Verbal Behavior Milestones Assessment and Placement Program (VBMAPP): An Overview – Lesson – 11860
- The Verbal Behavior Milestones Assessment and Placement Program (VBMAPP): An Overview (CP) – Lesson – 11963
- Tin Canny H5P Quiz Testing
- Toward an Understanding of Assent with Individuals with Communication Disabilities – Lesson – 158388
- Toward an Understanding of Assent with Individuals with Communication Disabilities (Standard) – Lesson – 158425
- Toward the Development of an Equity Focused Teacher-Student Interaction Tool – Lesson – 169553
- Toward the Development of an Equity Focused Teacher-Student Interaction Tool (Standard) – Lesson – 169658
- Training Providers to Conduct Trial-Based Functional Analysis – Lesson – 158374
- Training Providers to Conduct Trial-Based Functional Analysis (Standard) – Lesson – 158418
- Training the Parent Trainer – Lesson – 83714
- Training the Parent Trainer (CP) – Lesson – 84071
- Training the Parent Trainer: Training and Ethical Considerations – Lesson – 169544
- Training the Parent Trainer: Training and Ethical Considerations (Standard) – Lesson – 169640
- Treating Food Selectivity as Resistance to Change – Lesson – 158372
- Treating Food Selectivity as Resistance to Change (Standard) – Lesson – 158417
- Treatment Strategies for Selective Eaters – Lesson – 11799
- Treatment Strategies for Selective Eaters (CP) – Lesson – 11916
- Using Behavioral Science to Improve Fidelity of Implementation of Behavior Support Plans in Schools – Lesson – 138513
- Using Behavioral Science to Improve Fidelity of Implementation of Behavior Support Plans in Schools (CP) – Lesson – 138516
- Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting – Lesson – 11801
- Using Positive Behavioral Interventions & Supports to Help Children with Autism be Successful in the Gen-Ed Setting (CP) – Lesson – 11918
- Using Video-Based Group Instruction to Teach Social Skills to Individuals With Autism – Lesson – 169545
- Using Video-Based Group Instruction to Teach Social Skills to Individuals With Autism (Standard) – Lesson – 169642
- Video Progression Test
- Visual Support Strategies to Teach Recreation and Leisure Skills to Adults with Developmental Disabilities – Lesson – 11842
- Visual Support Strategies to Teach Recreation and Leisure Skills to Adults with Developmental Disabilities (CP) – Lesson – 11945
- Webinar Test
- What Constitutes a Behavioral Approach to Autism Treatment? – Lesson – 11803
- What Constitutes a Behavioral Approach to Autism Treatment? (CP) – Lesson – 11920
- What Students and Educators Can Teach Us About Functional Behavior Assessment and Intervention in the Classroom – Lesson – 11821
- What Students and Educators Can Teach Us About Functional Behavior Assessment and Intervention in the Classroom (CP) – Lesson – 11936
- What You Need to Know to Be a Behavior Analyst – Lesson – 11869
- What You Need to Know to Be a Behavior Analyst (CP) – Lesson – 11964
- What’s in a Name? Exploring What it Means to Supervise – Lesson – 83712
- What’s in a Name? Exploring What it Means to Supervise (CP) – Lesson – 84067
Pages
- 1.1 How does this work?
- 1.1 How does this work?
- 1.1 How does this work?
- 1.1 How does this work?
- 1.1 How does this work?
- 1.10 Basic Steps for Evaluating an Intervention
- 1.10 Using DTT for Listener Responding
- 1.11 Measure Behavior During Baseline
- 1.11 Review
- 1.12 Implement the Intervention
- 1.13 Graph the Data and Use Visual Analysis
- 1.14 Knowledge Check
- 1.15 Parts of a Single-Subject Graph
- 1.16 Practice Identifying Parts of a Graph
- 1.17 Knowledge Check
- 1.18 Importance of Replication
- 1.19 Replication in Single-Subject Research
- 1.2 What will I learn?
- 1.2 Who is this for?
- 1.2 Who is this for?
- 1.2 Who is this for?
- 1.2 Who is this for?
- 1.20 Basic Effect
- 1.21 Review
- 1.3 What will I learn?
- 1.3 What will I learn?
- 1.3 What will I learn?
- 1.3 What will I learn?
- 1.3 Who is this for?
- 1.4 Autism
- 1.4 BCBA/BCaBA Task List
- 1.4 Definition of Stimulus
- 1.4 Purpose of Single-Subject Research
- 1.5 BACB Ethics Code
- 1.5 Baseline vs. Intervention
- 1.5 Definition of Discriminative Stimulus
- 1.5 Early Intensive Behavioral Intervention
- 1.6 Baseline vs. Intervention Example
- 1.6 Definition of Reinforcement
- 1.6 Standard 2.08
- 1.6 Three Parts of Discrete Trial Teaching
- 1.7 Definition of Punishment
- 1.7 Purpose of Baseline
- 1.7 Setting for Discrete Trial Teaching
- 1.7 Standard 2.10
- 1.8 Definition of Controlling Variable
- 1.8 Standard 3.11
- 1.8 Uses for Discrete Trial Teaching
- 1.8 Using Baseline to Describe Data
- 1.9 Knowledge Check
- 1.9 Listener Responding
- 1.9 Objectives
- 1.9 Review
- 1.9 Using Baseline to Make Predictions
- 10.1 Concept Map
- 10.1 Definition of Formal Control
- 10.1 Teaching Trials
- 10.10 Practice Deciding Next Step
- 10.11 Practice Identifying Instructor Error
- 10.12 Practice Completing the Data Sheet
- 10.13 Review
- 10.2 Definition of Mutual Entailment
- 10.2 Definition of Thematic Control
- 10.2 Determining the Prompt Level for a Teaching Trial
- 10.3 Formal Control Example #1
- 10.3 Sample Bidirectional Relations
- 10.3 Sample Teaching Trial
- 10.4 Bidirectional Relations
- 10.4 The Consequence for a Teaching Trial
- 10.4 Thematic Control Example #1
- 10.5 Arbitrarily Applicable Mutual Entailment
- 10.5 Consequences for Errors During a Teaching Trial
- 10.5 Formal Control Example #2
- 10.6 Increasing the Prompt Level During a Teaching Trial
- 10.6 Mutual Entailment Example
- 10.6 Thematic Control Example #2
- 10.7 Mutual Entailment Cues Example
- 10.7 Teaching Blocks
- 10.7 Thematic Control Example #3
- 10.8 Completing the Data Sheet for a Teaching Trial
- 10.8 Knowledge Check
- 10.8 Knowledge Check
- 10.9 Knowledge Check
- 10.9 Review
- 10.9 Review
- 11.1 Concept Map
- 11.1 Three Factors in Classifying Verbal Behavior
- 11.10 Combining Many Stimulus Relations Part 1
- 11.11 Combining Many Stimulus Relations Part 2
- 11.12 Combining Many Stimulus Relations Part 3
- 11.13 Deriving Vast Networks of Relations
- 11.14 Knowledge Check
- 11.15 Review
- 11.2 Definition of Combinatorial Entailment
- 11.2 Definition of Echoic Behavior
- 11.3 Combinatorial Entailment Example Part 1
- 11.3 Irrelevant Features of Echoic Behavior
- 11.4 Combinatorial Entailment Example Part 2
- 11.4 Echoic Behavior Example #1
- 11.5 Combinatorial Entailment Example Part 3
- 11.5 Echoic Behavior Non-Example #1
- 11.6 Combinatorial Entailment Example Part 4
- 11.6 Echoic Behavior Example #2
- 11.7 Combinatorial Entailment Example Part 5
- 11.7 Knowledge Check
- 11.8 Combinatorial Entailment Example Part 6
- 11.8 Review
- 11.9 Precision of Combinatorially Entailed Relations
- 12.1 Concept Map
- 12.1 Definition of Copying a Text
- 12.10 Setting and History Affect Function
- 12.11 Stimulus Relations Affect Functions
- 12.12 Relation of Opposition Example with Salt and Sugar
- 12.13 Mutually Entailed Relations of Opposition
- 12.14 Additional Stimulus Functions for Salt
- 12.15 Transformed Stimulus Functions for Sugar
- 12.16 Transformation of Stimulus Functions Example
- 12.17 Transformation of Stimulus Functions Based on Arbitrary Relations
- 12.18 Reinforcing Functions for Arbitrary Stimulus
- 12.19 Arbitrary Relation of More/Less Established
- 12.2 Definition of Transformation of Stimulus Functions
- 12.2 Irrelevant Features of Copying a Text
- 12.20 Transformed Functions Based on More/Less
- 12.21 Arbitrary Relation of Opposition Established
- 12.22 Transformed Functions Based on Opposition
- 12.23 Arbitrary Relation of Equivalence Established
- 12.24 Transformed Functions Based on Equivalence
- 12.25 Transformation of Functions is Part of the Relational Response
- 12.26 Example: Fear of Dogs and Chiens Part 1
- 12.27 Example: Fear of Dogs and Chiens Part 2
- 12.28 Example: Fear of Dogs and Chiens Part 3
- 12.29 Example: Fear of Dogs and Chiens Part 4
- 12.3 Copying a Text Example #1
- 12.3 Sample Psychological Functions of Stimuli
- 12.30 Example: Fear of Dogs and Chiens Part 5
- 12.31 Example: Fear of Dogs and Chiens Part 6
- 12.32 Example: Fear of Dogs and Chiens Part 7
- 12.33 Example: Fear of Dogs and Chiens Part 8
- 12.34 Example: Fear of Dogs and Chiens Part 9
- 12.35 Example: Fear of Dogs and Chiens Part 10
- 12.36 Example: Fear of Dogs and Chiens Part 11
- 12.37 Example: Sally and CavityJuice Part 1
- 12.38 Example: Sally and CavityJuice Part 2
- 12.39 Example: Sally and CavityJuice Part 3
- 12.4 Copying a Text Non-Example #1
- 12.4 Perceptual Functions of Stimuli
- 12.40 Example: Sally and CavityJuice Part 4
- 12.41 Example: Sally and CavityJuice Part 5
- 12.42 Example: Sally and CavityJuice Part 6
- 12.43 Example: Sally and CavityJuice Part 7
- 12.44 Knowledge Check
- 12.45 Review
- 12.5 Copying a Text Non-Example #2
- 12.5 Multiple Psychological Functions of Stimuli
- 12.6 Gorilla at the Zoo Stimulus Functions
- 12.6 Knowledge Check
- 12.7 Gorilla in Your Bathroom Stimulus Functions
- 12.7 Review
- 12.8 Bell and Dog Before Conditioning
- 12.9 Bell and Dog After Conditioning
- 13.1 Concept Map
- 13.1 Definition of Taking Dictation
- 13.10 Contextual Cues Example: Arbitrary Bigger/Smaller
- 13.11 Derived Contextual Cues Part 1
- 13.12 Derived Contextual Cues Part 2
- 13.13 Derived Contextual Cues Part 3
- 13.14 Crel Definition
- 13.15 Knowledge Check
- 13.16 Cfunc Definition
- 13.17 Transforming All Stimulus Functions Example
- 13.18 Multiple Stimulus Functions Example
- 13.19 Cfunc Example: Picture a Banana
- 13.2 Irrelevant Features of Taking Dictation
- 13.2 Relational Responding Based on Physical Properties
- 13.20 Cfunc Example: Taste of a Banana
- 13.21 Cfunc Example: Bananarama
- 13.22 Cfunc Example: Salt and Sugar Opposites
- 13.23 Common Functions for Equivalence Relations
- 13.24 Using Cfuncs to Change Functions for Equivalence Relations
- 13.25 Knowledge Check
- 13.26 Review
- 13.3 Relational Responding Based on Features of the Context
- 13.3 Taking Dictation Example #1
- 13.4 Different Cues for Different Frames
- 13.4 Taking Dictation Non-Example #1
- 13.5 Many Cues Are Words or Phrases
- 13.5 Taking Dictation Non-Example #2
- 13.6 Sample Contextual Cues
- 13.6 Taking Dictation Example #2
- 13.7 Cues Often Used for Equivalence Relations
- 13.7 Knowledge Check
- 13.8 Contextual Cues Acquire Function via Multiple Exemplar Training
- 13.8 Review
- 13.9 Contextual Cues Example: Bigger/Smaller
- 14.1 Concept Map
- 14.1 Definition of Textual Behavior
- 14.10 Example of Non-Arbitrary Application Part 6
- 14.11 Vast Relational Networks
- 14.12 Vast Relational Networks and Physical Properties
- 14.13 Vast Relational Networks and Deriving Novel Solutions
- 14.14 Review
- 14.2 Arbitrarily Applicable Definition and Example
- 14.2 Irrelevant Features of Textual Behavior
- 14.3 Arbitrary Applicability and Contextual Control
- 14.3 Textual Behavior Example #1
- 14.4 Relational Frames Are Not Always Arbitrarily Applied
- 14.4 Textual Behavior Non-Example #1
- 14.5 Example of Non-Arbitrary Application Part 1
- 14.5 Textual Behavior Non-Example #2
- 14.6 Example of Non-Arbitrary Application Part 2
- 14.6 Textual Behavior Non-Example #3
- 14.7 Example of Non-Arbitrary Application Part 3
- 14.7 Textual Behavior Example #2
- 14.8 Example of Non-Arbitrary Application Part 4
- 14.8 Knowledge Check
- 14.9 Example of Non-Arbitrary Application Part 5
- 14.9 Review
- 15.1 Concept Map
- 15.1 Review of Formal Control
- 15.10 Other Language Units as Relational Networks
- 15.11 Relating Sets of Relations
- 15.12 Analogies as Relating Relations Example Part 1
- 15.13 Analogies as Relating Relations Example Part 2
- 15.14 Analogies as Relating Relations Example Part 3
- 15.15 Analogies as Relating Relations Example Part 4
- 15.16 Metaphors as Relating Relations Example Part 1
- 15.17 Metaphors as Relating Relations Example Part 2
- 15.18 Metaphors as Relating Relations Example Part 3
- 15.19 Metaphors as Relating Relations Example Part 4
- 15.2 Derived Stimulus Relations and Language Development
- 15.2 Review of Thematic Control
- 15.20 Metaphors as Relating Relations Example Part 5
- 15.21 Problem Solving
- 15.22 Problem Solving Example Part 1
- 15.23 Problem Solving Example Part 2
- 15.24 Problem Solving Example Part 3
- 15.25 Problem Solving Example Part 4
- 15.26 Problem Solving Example Part 5
- 15.27 Problem Solving Example Part 6
- 15.28 Problem Solving Example Part 7
- 15.29 Problem Solving Example Part 8
- 15.3 Applications of RFT
- 15.3 Formal Control Strengthens Single Response Form
- 15.30 Problem Solving Example Part 9
- 15.31 Problem Solving Example Part 10
- 15.32 Problem Solving Example Part 11
- 15.33 Problem Solving Example Part 12
- 15.34 Rules and Contingency-Shaped Behavior
- 15.35 Contingency-Shaped Behavior Example
- 15.36 Rule-Governed Behavior Example
- 15.37 Challenge of Understanding Rule-Governed Behavior
- 15.38 RFT and Rule-Governed Behavior Example Part 1
- 15.39 RFT and Rule-Governed Behavior Example Part 2
- 15.4 Language Units and Relational Networks
- 15.4 Review
- 15.40 RFT and Rule-Governed Behavior Example Part 3
- 15.41 RFT and Rule-Governed Behavior Example Part 4
- 15.42 RFT and Rule-Governed Behavior Example Part 5
- 15.43 The Power of Rules
- 15.44 RFT and the Dark Side of Language
- 15.45 Harmful Effects of Language
- 15.46 Dominance of Verbal Relations
- 15.47 Bidirectional Transformation of Stimulus Functions
- 15.48 Bidirectional Transformation of Aversive Functions
- 15.49 Escape and Avoidance of Aversive Words and Thoughts
- 15.5 Sentences as Relational Networks Part 1
- 15.50 Example: Avoiding Anxiety Part 1
- 15.51 Example: Avoiding Anxiety Part 2
- 15.52 Example: Avoiding Anxiety Part 3
- 15.53 Example: Avoiding Anxiety Part 4
- 15.54 Example: Avoiding Anxiety Part 5
- 15.55 Rampant Rule Following
- 15.56 Rule Following and Behavioral Rigidity
- 15.57 Acceptance and Commitment Therapy (ACT)
- 15.58 ACT: Loosen or Weaken Verbal Relations
- 15.59 ACT: Weaken Transformation of Stimulus Functions
- 15.6 Sentences as Relational Networks Part 2
- 15.60 ACT: Limit Rule Following
- 15.61 Other RFT Applications and Implications
- 15.62 Review
- 15.7 Sentences as Relational Networks Part 3
- 15.8 Sentences as Relational Networks Part 4
- 15.9 Stories as Relational Networks
- 16.1 Definition of Intraverbal
- 16.10 Knowledge Check
- 16.11 Review
- 16.2 Irrelevant Features of Intraverbal
- 16.3 Intraverbal Example #1
- 16.4 Intraverbal Non-Example #1
- 16.5 Intraverbal Non-Example #2
- 16.6 Intraverbal Example #2
- 16.7 Intraverbal Example #3
- 16.8 Intraverbal Example #4
- 16.9 Intraverbals and Conversation
- 17.1 Definition of the Tact
- 17.10 Knowledge Check
- 17.11 Review
- 17.2 Irrelevant Features of the Tact
- 17.3 The Tact’s Controlling Variable
- 17.4 Tact Example #1
- 17.5 Tact Non-Example #1
- 17.6 Tact and Response Topography
- 17.7 Complexity of the Tact’s Controlling Stimulus
- 17.8 The Tact and Reference
- 17.9 Tact Example #2
- 18.1 The Mand’s Controlling Variable
- 18.10 The Mand and Current Reinforcement
- 18.11 Knowledge Check
- 18.12 Review
- 18.2 Definition of the Mand
- 18.3 Mand Example #1
- 18.4 Mand Example #2
- 18.5 The Mand and Characteristic Reinforcement
- 18.6 Review of Establishing Operation
- 18.7 Mand Non-Example #1
- 18.8 Mand Non-Example #2
- 18.9 The Form of a Mand
- 19.1 The Listener Benefits from a Tact
- 19.2 The Speaker Benefits from a Mand
- 19.3 Mand vs. Tact: Who Benefits
- 19.4 Mand vs. Tact: Controlling Variables
- 19.5 Mand vs. Tact: Controlling Variables Part 2
- 19.6 Review
- 2.1 Classification of Stimuli and Responses
- 2.1 Origins of Behavior-Analytic Terminology
- 2.1 Public and Private Language
- 2.1 Setting Up a Discrete Trial Teaching Session
- 2.1 Types of Changes in Data Patterns
- 2.10 Accuracy and Precision in Behavior Analysis
- 2.10 Knowledge Check
- 2.10 Mediated Reinforcement Example #1
- 2.10 Using a Band to Estimate Level: Too High
- 2.11 Mediated Reinforcement Non-Example #1
- 2.11 Theories of Language
- 2.11 Using a Band to Estimate Level: Just Right
- 2.11 Using Non-Technical Terminology
- 2.12 Addressing Mentalistic Language
- 2.12 Mediated Reinforcement Non-Example #2
- 2.12 Practice Using a Band to Estimate Level
- 2.12 Traditional Theories of Language
- 2.13 Comparing Level in Baseline to Level in Treatment
- 2.13 Mediated Reinforcement Example #2
- 2.13 RFT Approach to Language
- 2.13 Using Technical Terminology
- 2.14 Example #1: Comparing Level Between Conditions
- 2.14 Mediated Reinforcement Example #3
- 2.14 Review
- 2.14 Review
- 2.15 Example #2: Comparing Level Between Conditions
- 2.15 Knowledge Check
- 2.16 Practice Detecting a Change in Level
- 2.16 Review
- 2.17 Detecting Smaller Changes in Level
- 2.18 Practice Detecting a Smaller Change in Level
- 2.19 Detecting a Change in Level with Variability
- 2.2 Definition of Level
- 2.2 Fill Out Top of Data Sheet
- 2.2 Three Ways of Explaining Behavior
- 2.2 Uses of Language
- 2.2 What is Verbal Behavior?
- 2.20 Detecting a Change in Level with Variability
- 2.21 Example #1: Predicted Treatment Level
- 2.22 Example #1: Actual Treatment Level
- 2.23 Example #2: No Level Change
- 2.24 Practice Detecting a Change in Level with Variability
- 2.25 Example of Detecting a Change in Level with Increased Variability
- 2.26 Example of Detecting a Change in Level with Increased Variability
- 2.27 Example of Detecting a Change in Level with Increased Variability
- 2.28 Example of Detecting a Change in Level with Increased Variability
- 2.29 Example of Detecting a Change in Level with Increased Variability
- 2.3 Arranging the Stimuli
- 2.3 Estimating Level Visually
- 2.3 Mentalistic Terminology
- 2.3 The Dark Side of Language
- 2.3 Unique Features of Language
- 2.30 Practice Detecting a Change in Level with Increased Variability
- 2.31 Review
- 2.4 Examples of Level
- 2.4 Form and Structure of Language
- 2.4 Language and Suffering
- 2.4 Non-Technical Terminology
- 2.4 Order and Arrangement of the Stimuli
- 2.5 Practice Estimating Level
- 2.5 Reminders for Arranging the Stimuli
- 2.5 Technical Terminology
- 2.5 The Bright Side of Language
- 2.5 Verbal Behavior Is Behavior
- 2.6 Distinguishing Feature of Verbal Behavior
- 2.6 Estimating Level and Variability
- 2.6 Knowledge Check
- 2.6 Practice Arranging Stimuli
- 2.6 Symbolism and Language
- 2.7 Behavior-Analytic Terminology vs. Other Fields
- 2.7 Estimating Level When Data Are Variable
- 2.7 Knowledge Check
- 2.7 Knowledge Check
- 2.7 Listener Trained to Mediate Reinforcement
- 2.8 Cognitive, Clinical, and Behavior-Analytic Terminology
- 2.8 Defining Features of Mediated Reinforcement
- 2.8 Generativity and Language
- 2.8 Review
- 2.8 Using a Band to Estimate Level
- 2.9 Accuracy and Precision
- 2.9 Generativity Example
- 2.9 Irrelevant Features of Mediated Reinforcement
- 2.9 Using a Band to Estimate Level: Too Low
- 20.1 Definition of the Audience
- 20.10 Audience Non-Example #1
- 20.11 Places and Audience Control
- 20.12 Listeners and Audience Control
- 20.13 Places and Audience Control
- 20.14 Knowledge Check
- 20.15 Review
- 20.2 Irrelevant Features of the Audience
- 20.3 The Audience as Listener
- 20.4 The Speaker as Listener
- 20.5 The Audience Controls Large Groups of Responses
- 20.6 First Type of Audience Control
- 20.7 Second Type of Audience Control
- 20.8 Third Type of Audience Control
- 20.9 Audience Example #1
- 21.1 Verbal Behavior Includes Any Response Mode
- 21.2 Sign Language, Morse Code, and Braille
- 21.3 American Sign Language
- 21.4 ASL Intraverbal
- 21.5 Definition of Verbal Behavior
- 21.6 Review
- 22.1 Verbal Behavior and Novel Stimuli
- 22.10 Stimulus Features of “Dog” vs “Chicken”
- 22.11 Stimulus Features of “Dog” vs “Fox”
- 22.12 Knowledge Check
- 22.13 Review
- 22.2. The Extended Tact
- 22.3 Stimulus Features
- 22.4 Stimulus Features Example #1
- 22.5 Stimulus Features Example #2
- 22.6 Relevant and Irrelevant Stimulus Features
- 22.7 Stimulus Features of “Dog”
- 22.8 Stimulus Features of “Dog”
- 22.9 Stimulus Features of “Dog” vs “Horse”
- 23.1 New Situations
- 23.2 Types of Extension
- 23.3 Review
- 24.1 Definition of Generic Extension
- 24.2 Generic Extension Example #1
- 24.3 Generic Extension Non-Example #1
- 24.4 Generic Extension Non-Example #2
- 24.5 Generic Extension Echoic Example
- 24.6 Generic Extension Intraverbal Example
- 24.7 Generic Extension and the Order of Words
- 24.8 Knowledge Check
- 24.9 Review
- 25.1 Definition of Metaphorical Extension
- 25.2 Metaphorical Extension Example #1
- 25.3 Number of Shared Features
- 25.4 Striking Differences in Irrelevant Features
- 25.5 Review of Generic Extension
- 25.6 Other Verbal Operants
- 25.7 Knowledge Check
- 25.8 Review
- 26.1 Definition of Metonymical Extension
- 26.2 Metonymical Extension Example #1
- 26.3 Metonymical Extension Example #2
- 26.4 Metonymical Extension Example #3
- 26.5 Metonymical Extension Example #4
- 26.6 Metonymical Extension Example #5
- 26.7 Knowledge Check
- 26.8 Review
- 27.1 Review of Types of Extension
- 27.2 Review of the Mand
- 27.3 Mand Extension Example #1
- 27.4 Mand Extension Example #2
- 27.5 Mand Extension Example #3
- 27.6 Mand Extension Example #4
- 27.7 Review
- 28.1 Public Stimuli and the Verbal Community
- 28.2 Private Stimuli and the Verbal Community
- 28.3 Definition of Private Stimulus
- 28.4 Nervous System Receptors
- 28.5 Private Stimuli Receptors
- 28.6 Public Stimuli Receptors
- 28.7 Private Stimulus Example
- 28.8 Private Stimulus Non-Example
- 28.9 Review
- 29.1 Four Ways
- 29.2 Definition of Public Accompaniment
- 29.3 Public Accompaniment Example
- 29.4 Public Stimuli and Collateral Private Stimuli
- 29.5 Public Accompaniment Non-Example
- 29.6 Review
- 3.1 Concept Map
- 3.1 Consultation with Mrs. Howell Part 1
- 3.1 Definition of Slope
- 3.1 Definition of Verbal Behavior
- 3.1 Difficulty Paying Attention
- 3.10 Example of Slightly Decreasing Slope
- 3.10 Interventions are Part of the Context
- 3.10 Knowledge Check
- 3.10 Review
- 3.10 Review
- 3.11 Correlations Between Psychological Events
- 3.11 Practice Describing Slope of Data #2
- 3.11 Review
- 3.12 Estimating Slope with Variable Data
- 3.12 Limitations of Correlations
- 3.13 First Step in Estimating Slope with Variable Data
- 3.13 Importance of Contextual Variables
- 3.14 Attitudes and Smoking
- 3.14 Second Step in Estimating Slope with Variable Data
- 3.15 Do Attitudes Cause Smoking?
- 3.15 Third Step in Estimating Slope with Variable Data
- 3.16 Attitudes Before Behavior or After?
- 3.16 Estimating Slope with Variable Data Example #1: Connect First and Last Data Points
- 3.17 Estimating Slope with Variable Data Example #1: Connect High and Low Data Points
- 3.17 Prediction without Influence
- 3.18 Depression Example #1
- 3.18 Estimating Slope with Variable Data Example #1: Adjust Angle of Original Slope Line
- 3.19 Depression Example #1: Analysis
- 3.19 Estimating Slope with Variable Data Example #2
- 3.2 Concept Map: Functional Contextualism
- 3.2 Consultation with Mrs. Howell Part 2
- 3.2 Example of Increasing Slope
- 3.2 Irrelevant Features of Verbal Behavior
- 3.2 Saying the Learner’s Name
- 3.20 Depression Example #2
- 3.20 Estimating Slope with Variable Data Example #2: Connect First and Last Data Points
- 3.21 Depression Example #2: Analysis
- 3.21 Estimating Slope with Variable Data Example #2: Connect High and Low Data Points
- 3.22 Birth Control Example #1
- 3.22 Estimating Slope with Variable Data Example #2: Adjust Angle of Original Slope Line
- 3.23 Birth Control Example #1: Analysis
- 3.23 Estimating Slope with Variable Data Example #2: Be Wary of Single Data Points
- 3.24 Birth Control Example #2
- 3.24 Estimating Slope with Variable Data Example #2: Do Not Let Single Data Points Overly Influence Estimate of Slope
- 3.25 Birth Control Example #2: Analysis
- 3.25 Estimating Slope with Variable Data Example #3
- 3.26 Estimating Slope with Variable Data Example #3: Connect First and Last Data Points
- 3.26 Knowledge Check
- 3.27 Estimating Slope with Variable Data Example #3: Connect High and Low Data Points
- 3.27 Traditional Theories of Language
- 3.28 Estimating Slope with Variable Data Example #3: Adjust Angle of Original Slope Line
- 3.28 Lack of Focus on Context
- 3.29 Estimating Slope with Variable Data Example #3: Adjust Angle of Original Slope Line Again
- 3.29 RFT Focus on the Context of Language
- 3.3 Analytic Goal of Functional Contextualism
- 3.3 Consultation with Mrs. Howell Part 3
- 3.3 Example of Decreasing Slope
- 3.3 Sliding the Array
- 3.3 Verbal Behavior Example #1
- 3.30 Estimating Slope with Variable Data Example #4: Connect First and Last Data Points
- 3.30 Review
- 3.31 Estimating Slope with Variable Data Example #4: Connect High and Low Data Points
- 3.32 Practice Estimating Slope of Data
- 3.33 Comparing the Slopes of Two Phases
- 3.34 Predicting Slope Based on Baseline
- 3.35 Comparing Observed Slope to Predicted Slope
- 3.36 Describe the Baseline Slope
- 3.37 Intervention to Decrease Slope
- 3.38 Compare Observed Slope to Baseline Slope
- 3.39 Compare Treatment Slope to Baseline Slope
- 3.4 Consultation with Mrs. Howell Part 4
- 3.4 Defining Psychological Event
- 3.4 Example of Flat Slope
- 3.4 Finger Swipe
- 3.4 Verbal Behavior Non-Example #1
- 3.40 Determine if Treatment Caused Change in Slope
- 3.41 Practice Detecting a Change in Slope
- 3.42 Detecting a Change in Slope with Greater Variability
- 3.43 Detecting a Change in Slope with Greater Variability
- 3.44 Practice Detecting a Change in Slope with Greater Variability
- 3.45 Review
- 3.5 Array Reveal
- 3.5 Example of Increasing Slope with Greater Variability
- 3.5 Functional Contextualism vs. Traditional Psychology
- 3.5 Operant Conditioning
- 3.5 Verbal Behavior Non-Example #2
- 3.6 Combining Verbal and Non-Verbal Methods
- 3.6 Decreasing Behavior
- 3.6 Example of Decreasing Slope with Greater Variability
- 3.6 Prediction AND Influence
- 3.6 Verbal Behavior Non-Example #3
- 3.7 Focus on Manipulable Variables
- 3.7 Knowledge Check
- 3.7 More Verbal Behavior Examples
- 3.7 Practice Describing Slope of Data #1
- 3.7 Requiring an Orienting Response
- 3.8 Common Mistakes to Avoid
- 3.8 Defining Manipulable Variable
- 3.8 Even More Verbal Behavior Examples
- 3.8 Example of Flat Slope
- 3.8 Interacting with Mrs. Howell
- 3.9 Additional Cases
- 3.9 Context
- 3.9 Example of Slightly Increasing Slope
- 3.9 Knowledge Check
- 3.9 Yes, Even More Verbal Behavior Examples
- 30.1 Private Stimulation and Collateral Responses
- 30.2 Definition of Collateral Response Part 1
- 30.3 Definition of Collateral Response Part 2
- 30.4 Knowledge Check
- 30.5 Review
- 31.1 Properties Common to Both Public and Private Stimuli
- 31.2 Definition of Common Properties
- 31.3 Common Properties Example
- 31.4 Review
- 32.1 Speaker and Verbal Response-Products
- 32.2 Private Stimulation of Verbal Response-Products
- 32.3 Private Stimulation of Verbal Response-Products Part 2
- 32.4 Definition of Response Reduction
- 32.5 Response Reduction and Common Properties
- 32.6 Review
- 33.1 Multiple Controlling Relationships
- 33.2 Multiple Control
- 33.3 Definition of Multiple Controlling Variables
- 33.4 Multiple Controlling Variables Example #1
- 33.5 Multiple Controlling Variables Example #2
- 33.6 Multiple Controlling Variables Example #3
- 33.7 Multiple Controlling Variables Example #4
- 33.8 Review
- 34.1 Review of Multiple Controlling Variables
- 34.2 Definition of Multiple Responses
- 34.3 Multiple Responses Example #1
- 34.4 Multiple Responses Example #2
- 34.5 Knowledge Check
- 34.6 Review
- 35.1 Multiple Controlling Variables
- 35.2 Definition of Fragmentary Sources of Strength
- 35.3 Fragmentary Sources of Strength and Alliteration
- 35.4 More Fragmentary Sources of Strength and Alliteration
- 35.5 Fragmentary Sources of Strength and Literature
- 35.6 Fragmentary Sources of Strength Non-Example
- 35.7 Knowledge Check
- 35.8 Review
- 36.1 Weak Operant Response
- 36.2 Definition of Supplementary Stimulation
- 36.3 Supplementary Stimulation Example #1
- 36.4 Supplementary Stimulation Non-Example #1
- 36.5 Supplementary Stimulation Example #2
- 36.6 Supplementary Stimulation Non-Example #2
- 36.7 Knowledge Check
- 36.8 Review
- 37.1 Review of Supplementary Stimulation
- 37.2 Definition of Prompt and Probe
- 37.3 Prompt Example #1
- 37.4 Probe Example #1
- 37.5 Formal Prompts and Probes
- 37.6 Thematic Prompts and Probes
- 37.7 Self-Prompts and Self-Probes
- 37.8 Knowledge Check
- 37.9 Review
- 38.1 Tacts Benefit the Listener
- 38.2 Fishing Example
- 38.3 Review of Establishing Operations
- 38.4 Definition of Distorted or Impure Tact
- 38.5 Review
- 39.1 Recombinations of Response Fragments
- 39.2 Fragmentary Recombination Example #1
- 39.3 Fragmentary Recombination Non-Example #1
- 39.4 Fragmentary Recombination Example #2
- 39.5 Review
- 4.1 Concept Map
- 4.1 Evaluating Slope and Level Together
- 4.1 Our Value
- 4.1 Presenting the Instruction
- 4.1 Three Basic Types of Controlling Variables
- 4.10 Example #1: Compare Actual Data to Predicted Data
- 4.10 Knowledge Check
- 4.10 Review
- 4.10 Trained and Derived Equivalence Relations
- 4.11 “Different” Means Slope OR Level Is Different From Prediction Line
- 4.11 Foxy Equivalence Part 1
- 4.11 Reason #4: Proactive Discipline Part 1
- 4.12 Example of Treatment Data That Are Different From Predicted Data
- 4.12 Foxy Equivalence Part 2
- 4.12 Reason #4: Proactive Discipline Part 2
- 4.13 Example #2: Estimate the Baseline Slope
- 4.13 Foxy Equivalence Part 3
- 4.13 Reason #5: Fluency and Flexibility Part 1
- 4.14 Example #2: Extend Line into Treatment Phase
- 4.14 Foxy Equivalence Part 4
- 4.14 Reason #5: Fluency and Flexibility Part 2
- 4.15 Example #2: Compare Actual Data to Predicted Data
- 4.15 Foxy Equivalence Part 5
- 4.15 Reason #5: Fluency and Flexibility Part 3
- 4.16 Foxy Equivalence Part 6
- 4.16 Practice Detecting a Change Between Treatment and Baseline #1
- 4.16 Reason #5: Fluency and Flexibility Part 4
- 4.17 Foxy Equivalence Part 7
- 4.17 Reason #5: Fluency and Flexibility Part 5
- 4.17 Sample Data for an Intervention to Decrease Behavior
- 4.18 Determine if Actual Data Are Different from Predicted Data
- 4.18 Foxy Equivalence Part 8
- 4.18 Reason #5: Fluency and Flexibility Part 6
- 4.19 Example of No Change in Either Slope or Level
- 4.19 Foxy Equivalence Part 9
- 4.19 Reason #5: Fluency and Flexibility Part 7
- 4.2 Appropriate and Inappropriate Variations of the Instruction
- 4.2 Derived Stimulus Relations
- 4.2 Establishing Operations
- 4.2 Practice Estimating Level
- 4.2 Recall Mrs. Howell
- 4.20 Determining if the Intervention Caused a Change in Level
- 4.20 Multiple Types of Stimulus Relations
- 4.20 Reason #5: Fluency and Flexibility Part 8
- 4.21 Comparative Speed Relation Example
- 4.21 Reason #5: Fluency and Flexibility Part 9
- 4.21 Sample Data for an Intervention to Increase Behavior
- 4.22 Knowledge Check
- 4.22 Reason #5: Fluency and Flexibility Part 10
- 4.22 When Treatment Data Are Different
- 4.23 Networks of Derived Stimulus Relations
- 4.23 Practice Detecting a Change Between Treatment and Baseline #2
- 4.23 Reason #6: Responsible Supervision Part 1
- 4.24 Introduction to Final Practice Items
- 4.24 Reason #6: Responsible Supervision Part 2
- 4.24 Sampson Network Part 1
- 4.25 Practice Detecting a Change Between Treatment and Baseline #3
- 4.25 Reason #6: Responsible Supervision Part 3
- 4.25 Sampson Network Part 2
- 4.26 Knowledge Check
- 4.26 Review
- 4.26 Sampson Network Part 3
- 4.27 Review
- 4.27 Sampson Network Part 4
- 4.28 Sampson Network Part 5
- 4.29 Six Degrees of Kevin Bacon
- 4.3 Definition of Derived Stimulus Relation
- 4.3 Example of a Slope Change AND a Level Change
- 4.3 Look at the Learner
- 4.3 Reason #1: Informed Representation
- 4.3 Review
- 4.30 Words and Relational Networks
- 4.31 Words and Expanded Relational Networks
- 4.32 Knowledge Check
- 4.33 Derived Stimulus Relations and Symbolism
- 4.34 Derived Stimulus Relations and Generativity
- 4.35 Derived Stimulus Relations and the Properties of Language
- 4.36 Derived Stimulus Relations and Non-Human Animals
- 4.37 Derived Stimulus Relations and Verbal Ability
- 4.38 Derived Stimulus Relations and Language Development
- 4.39 Knowledge Check
- 4.4 Derived Stimulus Relation Example
- 4.4 Example of a Slope Change with NO Level Change
- 4.4 Reason #2: Demonstrated Competence Part 1
- 4.4 Reminders for Presenting the Instruction
- 4.40 Review
- 4.5 Directly Trained Relations
- 4.5 Example of NO Slope Change with a Level Change
- 4.5 Practice Identifying the Entire Antecedent Part 1
- 4.5 Reason #2: Demonstrated Competence Part 2
- 4.6 Derived Stimulus Relation
- 4.6 Example of NO Slope Change and NO Level Change
- 4.6 Practice Identifying the Entire Antecedent Part 2
- 4.6 Reason #2: Demonstrated Competence Part 3
- 4.7 Determining if Treatment Data Are Different Than Baseline Predicts
- 4.7 Practice Deciding Next Step
- 4.7 Reason #3: Increased Effectiveness Part 1
- 4.7 Stimulus Equivalence Example Part 1
- 4.8 Example #1: Estimate the Baseline Slope
- 4.8 Practice Identifying Instructor Error Part 1
- 4.8 Reason #3: Increased Effectiveness Part 2
- 4.8 Stimulus Equivalence Example Part 2
- 4.9 Example #1: Extend Line into Treatment Phase
- 4.9 Practice Identifying Instructor Error Part 2
- 4.9 Reason #3: Increased Effectiveness Part 3
- 4.9 Stimulus Equivalence Example Part 3
- 40.1 Definition of Word Blend and Phrase Blend
- 40.2 Word Blend and Phrase Blend
- 40.3 Blending Basic Verbal Operants
- 40.4 More Information on Blends
- 40.5 Review
- 41.1 Fragmentary Recombinations and Standard Forms
- 41.2 Fragmentary Recombinations and Non-Standard Forms
- 41.3 Definition of Standard and Non-Standard Forms
- 41.4 Neologisms
- 41.5 Review
- 42.1 Thematic Control in Literature, Poetry, and Humor Part 1
- 42.2 Thematic Control in Literature, Poetry, and Humor Part 2
- 42.3 Thematic Control in Literature, Poetry, and Humor Part 3
- 42.4 Thematic Control in Literature, Poetry, and Humor Part 4
- 42.5 Formal Control in Literature, Poetry, and Humor
- 42.6 Review
- 43.1 Definition of Main Thematic Source
- 43.2 Main Thematic Source Example #1
- 43.3 Main Thematic Source Non-Example #1
- 43.4 Main Thematic Source Example #2
- 43.5 Main Thematic Source Non-Example #2
- 43.6 Review
- 44.1 Secondary Sources of Strength
- 44.2 Intraverbal and Echoic Secondary Sources of Strength
- 44.3 Definition of Secondary Sources of Strength
- 44.4 Secondary Sources of Strength Example
- 44.5 Knowledge Check
- 44.6 Review
- 45.1 Review of Primary Verbal Behavior
- 45.10 Secondary Verbal Behavior and Copying a Text
- 45.11 Secondary Verbal Behavior and Taking Dictation
- 45.12 Secondary Verbal Behavior and Textual Behavior
- 45.13 Secondary Verbal Behavior and the Intraverbal
- 45.14 Secondary Verbal Behavior and Mands and Tacts
- 45.15 Review of the Tact
- 45.16 Review of the Mand
- 45.17 Response-Product of the Speaker’s Own Verbal Behavior
- 45.18 Seeing That We Are Seeing
- 45.19 Discriminating That We Are Hearing
- 45.2 Complex Verbal Behavior
- 45.20 The Autoclitic
- 45.21 Autoclitic Example
- 45.22 Autoclitic for Tact and Echoic
- 45.23 Review
- 45.3 Ordering and Grouping of Responses
- 45.4 Free Association “Train of Thought”
- 45.5 Passive Voice
- 45.6 Functional Unit in Verbal Behavior
- 45.7 Phrases as Single Verbal Responses
- 45.8 Definition of Secondary Verbal Behavior
- 45.9 Secondary Verbal Behavior and Echoics
- 46.1 Definition of the Autoclitic Tact
- 46.10 Autoclitic Tact Example #6
- 46.11 Generic and Metaphorical Extension and the Autoclitic Tact
- 46.12 Variety of Autoclitic Tacts
- 46.13 Knowledge Check
- 46.14 Review
- 46.2 Autoclitic Tact Example #1
- 46.3 Autoclitic Tact Non-Example #1
- 46.4 Autoclitic Tact Example #2
- 46.5 Autoclitic Tact Example #3
- 46.6 Form of Autoclitic Tact
- 46.7 Autoclitic Tact Example #4
- 46.8 Autoclitic Tact Example #5
- 46.9 Metonymical Extension and the Autoclitic Tact
- 47.1 Review of the Autoclitic Tact
- 47.2 Definition of the Autoclitic Mand
- 47.3 Autoclitic Mand Example #1
- 47.4 Autoclitic Mand Non-Example #1
- 47.5 Autoclitic Mand Example #2
- 47.6 Autoclitic Impure Tact
- 47.7 Form of Autoclitic Mand
- 47.8 Knowledge Check
- 47.9 Review
- 5.1 Behavior-Analytic Terminology
- 5.1 Concept Map
- 5.1 Correct Response
- 5.1 Definition of Verbal Stimulus
- 5.10 Practice Identifying the Type of Response Part 2
- 5.11 Practice Identifying the Type of Response Part 3
- 5.12 Review
- 5.2 Accuracy and Precision
- 5.2 Does Language Mediate Derived Stimulus Relations?
- 5.2 Example of Correct Response
- 5.2 Irrelevant Features of Verbal Stimulus
- 5.3 Derived Stimulus Relations = Language
- 5.3 Example of Error
- 5.3 Reasons for Accurate and Precise Terminology
- 5.3 Verbal Stimulus Example #1
- 5.4 Example of Scrolling
- 5.4 Review
- 5.4 Review
- 5.4 Verbal Stimulus Non-Example #1
- 5.5 Example of Selecting Multiple Pictures
- 5.5 Non-Verbal Features of a Verbal Stimulus
- 5.6 Example of Responding Too Quickly
- 5.6 More About Irrelevant Features
- 5.7 Example of Responding Too Slowly
- 5.7 Knowledge Check
- 5.8 Example of Disruptive Behavior
- 5.8 Review
- 5.9 Practice Identifying the Type of Response Part 1
- 6.1 Concept Map
- 6.1 Definition of Establishing Operation
- 6.1 Positive Reinforcers
- 6.10 Establishing Operation vs. Discriminative Stimulus Part 2
- 6.10 Practice Identifying Instructor Error Part 2
- 6.11 Establishing Operation vs. Discriminative Stimulus Part 3
- 6.11 Practice Identifying Instructor Error Part 3
- 6.12 Establishing Operation vs. Discriminative Stimulus Part 4
- 6.12 Review
- 6.13 Establishing Operation vs. Discriminative Stimulus Part 5
- 6.14 Knowledge Check
- 6.15 Review
- 6.2 Delivering the Reinforcer
- 6.2 Irrelevant Features of Establishing Operation
- 6.2 Relational Frames and Psychological Events
- 6.3 Derived Stimulus Relations as Learned Behavior
- 6.3 Establishing Operation Example #1
- 6.3 Immediacy of Reinforcer is Important
- 6.4 A Relational Frame
- 6.4 Don’t Provide Too Little Reinforcement
- 6.4 Establishing Operation Example #1 Continued
- 6.5 Don’t Provide Too Much Reinforcement
- 6.5 Establishing Operation Example #2
- 6.5 Relational Framing
- 6.6 Deprivation
- 6.6 Relational Frames Are Patterns of Responding
- 6.6 Remove Reinforcer Before Next Trial
- 6.7 Aversive Stimulation
- 6.7 Error Correction Procedure
- 6.7 Review
- 6.8 Establishing Operation Example #3
- 6.8 Practice Deciding Next Step
- 6.9 Establishing Operation vs. Discriminative Stimulus Part 1
- 6.9 Practice Identifying Instructor Error Part 1
- 7.1 Concept Map
- 7.1 Definition of Point-to-Point Correspondence
- 7.1 Prompts
- 7.10 Knowledge Check
- 7.10 Knowledge Check Part 4
- 7.10 Relational Response Example: Fruit Part 1
- 7.11 Knowledge Check Part 5
- 7.11 Relational Response Example: Fruit Part 2
- 7.11 Review
- 7.12 Relational Response Example: Balls Part 1
- 7.12 Review
- 7.13 Relational Response Example: Balls Part 2
- 7.14 Relational Response Example: Stars Part 1
- 7.15 Relational Response Example: Stars Part 2
- 7.16 Relational Response Example: Stars Part 3
- 7.17 Responding Based on Relative Size
- 7.18 Relational Response Example: Stars
- 7.19 Bidirectional Relations
- 7.2 Irrelevant Features of Point-to-Point Correspondence
- 7.2 Relational Responding Definition
- 7.2 When Prompts Are Used
- 7.20 Mutual Entailment
- 7.21 Combining Relations
- 7.22 Relation Between A and B
- 7.23 Relation Between B and C
- 7.24 Relation Between A and C
- 7.25 Combinatorial Entailment
- 7.26 Stimulus Functions Based on Relation of Size
- 7.27 Stimulus Functions Based on Relation of Size
- 7.28 Transformation of Stimulus Functions
- 7.29 Features of Relational Responding
- 7.3 Full Physical Prompts
- 7.3 Point-to-Point Correspondence Example #1
- 7.3 Relational Responding Oreo Example
- 7.30 Non-Arbitrary Relational Responding
- 7.31 Arbitrary Relational Responding
- 7.32 Arbitrary Relations Example: Coins
- 7.33 Features of Relational Frames
- 7.34 Arbitrary Relational Response Example: Triangles
- 7.35 Clue for Arbitrary Relational Response
- 7.36 Stimulus Functions for Arbitrary Relational Response
- 7.37 Arbitrary Relational Response
- 7.38 Features of Arbitrary Relational Response
- 7.39 Clue for Arbitrary Relational Response
- 7.4 Partial Physical Prompts
- 7.4 Point-to-Point Correspondence Non-Example #1
- 7.4 Relational Responding Pigeon Non-Example Part 1
- 7.40 Contextual Cues for Arbitrary Relational Responses
- 7.41 Arbitrarily Applicable Relational Responding and Derived Stimulus Relations
- 7.42 Types of Relational Frames
- 7.43 Families of Relational Frames
- 7.44 Knowledge Check
- 7.45 Review
- 7.5 Gestural Prompts
- 7.5 Point-to-Point Correspondence Non-Example #2
- 7.5 Relational Responding Pigeon Non-Example Part 2
- 7.6 Point-to-Point Correspondence Non-Example #3
- 7.6 Relational Responding Pigeon Example
- 7.6 Reminders for Using Prompts
- 7.7 Knowledge Check Part 1
- 7.7 Point-to-Point Correspondence Example #2
- 7.7 Sample Relational Responses
- 7.8 Knowledge Check
- 7.8 Knowledge Check Part 2
- 7.8 Point-to-Point Correspondence Example #3
- 7.9 Knowledge Check Part 3
- 7.9 Point-to-Point Correspondence Example #4
- 7.9 Relational Frame
- 8.1 Components of a Discrete Trial
- 8.1 Concept Map
- 8.1 Definition of Response-Product
- 8.10 Generalized Operant Example #2
- 8.11 Generalized Operant Example #3
- 8.12 Knowledge Check
- 8.13 Relational Responding as a Generalized Operant
- 8.14 Dragging Triangles as an Operant
- 8.15 Dragging Triangles as an Operant: Context
- 8.16 Dragging Triangles as an Operant: Response
- 8.17 Dragging Triangles as an Operant: Effect
- 8.18 Dragging Triangles as a Generalized Operant
- 8.19 Sample Relational Frames
- 8.2 Definition of Operant
- 8.2 Reponse-Product Example #1
- 8.2 The Antecedent
- 8.20 Knowledge Check
- 8.21 Review
- 8.3 Multiple and Private Response-Products
- 8.3 Operant Example #1
- 8.3 The Behavior
- 8.4 Operant Example #1 – Common Function
- 8.4 Response-Product Non-Example #1
- 8.4 The Consequence
- 8.5 Knowledge Check
- 8.5 Operant Example #1 – Similar Forms
- 8.5 Response-Product Non-Example #2
- 8.6 Operant Example #2
- 8.6 Response-Product Example #2
- 8.6 Review
- 8.7 Definition of Generalized Operant
- 8.7 Knowledge Check
- 8.8 Generalized Operant Example #1 Part 1
- 8.8 Review
- 8.9 Generalized Operant Example #1 Part 2
- 9.1 Concept Map
- 9.1 Definition of Formal Similarity
- 9.1 Using Probes to Determine Prompt Level
- 9.10 MET Example Part 1: Bigger/Smaller
- 9.10 Practice Completing the Data Sheet
- 9.11 Knowledge Check
- 9.11 MET Example Part 2: Bigger/Smaller
- 9.12 MET Example Part 3: Bigger/Smaller
- 9.12 Review
- 9.13 MET Example Part 4: Reinforcing Mutual Entailment
- 9.14 MET Example Part 5: More Examples
- 9.15 MET Example Part 6: Context
- 9.16 MET Example Part 7: Arbitrary Relation
- 9.17 MET Example Part 8: Arbitrary Relation
- 9.18 MET Example Part 9: Derived and Arbitrary Relation
- 9.19 MET Example Part 10: Context Predicts Reinforcement
- 9.2 Conducting a Probe Trial
- 9.2 Irrelevant Features of Formal Similarity
- 9.2 Multiple Exemplar Training and Generalized Operants
- 9.20 MET Example Part 11: Arbitrarily Applicable Relational Response
- 9.21 MET Example Part 12: Class of Responses
- 9.22 MET Example Part 13: Same Effect
- 9.23 MET Example Part 14: Given Context
- 9.24 MET Example Part 15: Relational Response as Generalized Operant
- 9.25 Naming and Equivalence Classes
- 9.26 Families of Relational Frames
- 9.27 Knowledge Check
- 9.28 Review
- 9.3 Correct Response During Probe Trial
- 9.3 Feature #1 of Multiple Exemplar Training
- 9.3 Formal Similarity Example #1
- 9.4 Feature #2 of Multiple Exemplar Training
- 9.4 Formal Similarity Example #2
- 9.4 Use Least to Most Prompting for Incorrect Responses
- 9.5 Feature #3 of Multiple Exemplar Training
- 9.5 Formal Similarity Example #3
- 9.5 Provide Prompts Until Correct Response
- 9.6 Formal Similarity and Self-Reinforcement
- 9.6 Multiple Exemplar Training Example: Imitation
- 9.6 Rules for Completing Data Sheet During Probe Trial
- 9.7 Formal Similarity Example #4
- 9.7 Multiple Exemplar Training Example: Imitation
- 9.7 Sample Data Sheet Completion for Probe Trial
- 9.8 Knowledge Check
- 9.8 Knowledge Check
- 9.8 Practice Deciding Next Step
- 9.9 Multiple Exemplar Training for Relational Responding
- 9.9 Practice Identifying Instructor Error
- 9.9 Review
- Antecedent Behavior Relations
- Becoming an RBT
- Children with Autism
- Clinical Video 1
- Clinical Video 2
- Consequences
- Contingencies
- Introduction
- Introduction to Behavior as a Science
- Knowledge Check
- Knowledge Check
- Knowledge Check
- Knowledge Check
- Public and Private Language
- The Dark Side of Language
- Topic
- Topic
- Uses of Language
