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Posts
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
- 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
- 2.10 Accuracy and Precision in Behavior Analysis
- 2.10 Knowledge Check
- 2.10 Mediated Reinforcement Example #1
- 2.11 Mediated Reinforcement Non-Example #1
- 2.11 Theories of Language
- 2.11 Using Non-Technical Terminology
- 2.12 Addressing Mentalistic Language
- 2.12 Mediated Reinforcement Non-Example #2
- 2.12 Traditional Theories of Language
- 2.13 Mediated Reinforcement Example #2
- 2.13 RFT Approach to Language
- 2.13 Using Technical Terminology
- 2.14 Mediated Reinforcement Example #3
- 2.14 Review
- 2.14 Review
- 2.15 Knowledge Check
- 2.16 Review
- 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?
- 2.3 Arranging the Stimuli
- 2.3 Mentalistic Terminology
- 2.3 The Dark Side of Language
- 2.3 Unique Features of Language
- 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 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 Knowledge Check
- 2.6 Practice Arranging Stimuli
- 2.6 Symbolism and Language
- 2.7 Behavior-Analytic Terminology vs. Other Fields
- 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
- 2.9 Accuracy and Precision
- 2.9 Generativity Example
- 2.9 Irrelevant Features of Mediated Reinforcement
- 3.1 Concept Map
- 3.1 Definition of Verbal Behavior
- 3.1 Difficulty Paying Attention
- 3.10 Interventions are Part of the Context
- 3.10 Knowledge Check
- 3.10 Review
- 3.11 Correlations Between Psychological Events
- 3.11 Review
- 3.12 Limitations of Correlations
- 3.13 Importance of Contextual Variables
- 3.14 Attitudes and Smoking
- 3.15 Do Attitudes Cause Smoking?
- 3.16 Attitudes Before Behavior or After?
- 3.17 Prediction without Influence
- 3.18 Depression Example #1
- 3.19 Depression Example #1: Analysis
- 3.2 Concept Map: Functional Contextualism
- 3.2 Irrelevant Features of Verbal Behavior
- 3.2 Saying the Learner’s Name
- 3.20 Depression Example #2
- 3.21 Depression Example #2: Analysis
- 3.22 Birth Control Example #1
- 3.23 Birth Control Example #1: Analysis
- 3.24 Birth Control Example #2
- 3.25 Birth Control Example #2: Analysis
- 3.26 Knowledge Check
- 3.27 Traditional Theories of Language
- 3.28 Lack of Focus on Context
- 3.29 RFT Focus on the Context of Language
- 3.3 Analytic Goal of Functional Contextualism
- 3.3 Sliding the Array
- 3.3 Verbal Behavior Example #1
- 3.30 Review
- 3.4 Defining Psychological Event
- 3.4 Finger Swipe
- 3.4 Verbal Behavior Non-Example #1
- 3.5 Array Reveal
- 3.5 Functional Contextualism vs. Traditional Psychology
- 3.5 Verbal Behavior Non-Example #2
- 3.6 Combining Verbal and Non-Verbal Methods
- 3.6 Prediction AND Influence
- 3.6 Verbal Behavior Non-Example #3
- 3.7 Focus on Manipulable Variables
- 3.7 More Verbal Behavior Examples
- 3.7 Requiring an Orienting Response
- 3.8 Common Mistakes to Avoid
- 3.8 Defining Manipulable Variable
- 3.8 Even More Verbal Behavior Examples
- 3.9 Context
- 3.9 Knowledge Check
- 3.9 Yes, Even More Verbal Behavior Examples
- 4.1 Concept Map
- 4.1 Three Basic Types of Controlling Variables
- 4.10 Trained and Derived Equivalence Relations
- 4.11 Foxy Equivalence Part 1
- 4.12 Foxy Equivalence Part 2
- 4.13 Foxy Equivalence Part 3
- 4.14 Foxy Equivalence Part 4
- 4.15 Foxy Equivalence Part 5
- 4.16 Foxy Equivalence Part 6
- 4.17 Foxy Equivalence Part 7
- 4.18 Foxy Equivalence Part 8
- 4.19 Foxy Equivalence Part 9
- 4.2 Derived Stimulus Relations
- 4.2 Establishing Operations
- 4.20 Multiple Types of Stimulus Relations
- 4.21 Comparative Speed Relation Example
- 4.22 Knowledge Check
- 4.23 Networks of Derived Stimulus Relations
- 4.24 Sampson Network Part 1
- 4.25 Sampson Network Part 2
- 4.26 Sampson Network Part 3
- 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 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
- 4.40 Review
- 4.5 Directly Trained Relations
- 4.6 Derived Stimulus Relation
- 4.7 Stimulus Equivalence Example Part 1
- 4.8 Stimulus Equivalence Example Part 2
- 4.9 Stimulus Equivalence Example Part 3
- 5.1 Definition of Verbal Stimulus
- 5.2 Irrelevant Features of Verbal Stimulus
- 5.3 Verbal Stimulus Example #1
- 5.4 Verbal Stimulus Non-Example #1
- 5.5 Non-Verbal Features of a Verbal Stimulus
- 5.6 More About Irrelevant Features
- 5.7 Knowledge Check
- 5.8 Review
- 6.1 Definition of Establishing Operation
- 6.10 Establishing Operation vs. Discriminative Stimulus Part 2
- 6.11 Establishing Operation vs. Discriminative Stimulus Part 3
- 6.12 Establishing Operation vs. Discriminative Stimulus Part 4
- 6.13 Establishing Operation vs. Discriminative Stimulus Part 5
- 6.14 Knowledge Check
- 6.15 Review
- 6.2 Irrelevant Features of Establishing Operation
- 6.3 Establishing Operation Example #1
- 6.4 Establishing Operation Example #1 Continued
- 6.5 Establishing Operation Example #2
- 6.6 Deprivation
- 6.7 Aversive Stimulation
- 6.8 Establishing Operation Example #3
- 6.9 Establishing Operation vs. Discriminative Stimulus Part 1
- 7.1 Definition of Point-to-Point Correspondence
- 7.10 Knowledge Check
- 7.11 Review
- 7.2 Irrelevant Features of Point-to-Point Correspondence
- 7.3 Point-to-Point Correspondence Example #1
- 7.4 Point-to-Point Correspondence Non-Example #1
- 7.5 Point-to-Point Correspondence Non-Example #2
- 7.6 Point-to-Point Correspondence Non-Example #3
- 7.7 Point-to-Point Correspondence Example #2
- 7.8 Point-to-Point Correspondence Example #3
- 7.9 Point-to-Point Correspondence Example #4
- 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
