Handbook of Applied Behavior Analysis: Integrating Research into Practice

Contents
Part I: Foundations
1: History of Applied Behavior Analysis
Early Beginnings
Skinner and His Influence on the Field of ABA
ABA and Autism Spectrum Disorder
Discrete Trial Training
Pivotal Response Treatment
Functional Analysis
Criticisms of ABA
Contemporary Applied Behavior Analysis
Summary and Conclusions
References
2: Ethics and Legal Issues
The Development of Ethical Standards and Guidelines in ABA
Certifying Body
Professional Association
Trade Associations
Accrediting Body
The Foundation for Growth of ABA
Learning from the Past to Shape the Future
Ethics from the Individual Practitioner Perspective
Ethics from the Systems Perspective
Leveraging the Ethics Code in Clinical Practice
Factors Influencing Ethical Decision-Making
Ethical Competence
Benefit and Understanding of Potential Reinforcement
Acknowledging Biases in Ethical Decision-Making
Ethical Delivery of ABA Services
Ethics and Cultural Considerations
Cultural Considerations from Association for Behavior Analysis International
Cultural Considerations from Behavior Analyst Certification Board (BACB)
Cultural Considerations from Behavioral Health Center of Excellence (BHCOE)
Legal Considerations in Applied Behavior Analysis
Fraud
Knowingly Billing at a Service Level Higher Than Actually Provided
Knowingly Billing for Services That Were Not Furnished, Including Falsifying Records
Knowingly Ordering Medically Unnecessary Items or Services for Patients
Billing for Appointments Patients Fail to Keep
Abuse
False Claims Act (FCA)
Anti-Kickback Statute (AKS) and Stark Law
Legal Relevance of Clinical Documentation
HIPAA & Privacy Laws
Conclusions and Ethical Decision-Making
References
3: Social Reinforcers
Introduction to Social Reinforcers
Importance of Attention in Human Interaction
Strengths and Limitations of Social Reinforcers
Strengths of Social Reinforcers
Limitations of Social Reinforcers
Social Reinforcers for Appropriate Adaptive Behavior
The Use of Social Reinforcers to Facilitate Critical Skills
Social Reinforcers for Maladaptive Behavior
Form of Social Reinforcers
Type of Attention
Content of Vocal-Verbal Attention
Quality of Attention
Other Factors that Influence the Effectiveness of Social Reinforcers
Magnitude of Attention Delivery
Immediacy of Attention Delivery
Schedule of Attention Delivery
Motivating Operations
Conditioning History
General Conclusions and Recommendations
References
4: Tangible Reinforcers: Conceptual Overview and Considerations for Practice
Overview of Tangible Reinforcers
Unconditioned Tangible Reinforcers
Conditioned Tangible Reinforcers
Generalized Conditioned Tangible Reinforcers
Summary
Considerations for Incorporating the Delivery of Tangible Reinforcers into Practice
Deprivation and Satiation
Considerations and Recommendations
Schedules of Reinforcement
Considerations and Recommendations
Immediacy of Reinforcement Delivery
Considerations and Recommendations
Duration of Reinforcement Delivery
Considerations and Recommendations
Assessing Preference
Considerations and Recommendation
Ethical Considerations When Programming Tangible Reinforcers
Reinforcement Versus Bribery
Choice
Changes in Ethicality of Tangible Reinforcers Over Time
Quantity and Quality of Tangible Reinforcers Delivered
Edible Reinforcers
Screen Time
Concluding Remarks
References
5: Automatic Reinforcement
Introduction and Support for Automatic Reinforcement
Common Topographies of Automatically Reinforced Problem Behavior
Functional Assessment
Interventions for Automatically Reinforced Problem Behavior
Antecedent-Based Procedures
Noncontingent Reinforcement (NCR)
Discrimination Training
Increasing Response Effort
Cognitive Behavior Therapy (CBT)
Exercise
Behavioral Contract
Instructional Procedures
Diet Manipulation
Consequence-Based Procedures
Feedback
Differential Reinforcement
Self-Monitoring
Timeout
Response Blocking
Response Interruption (RI)
Response Interruption and Redirection (RIRD)
Response Cost (RC)
Overcorrection
Other Punishers
Recommendations for Clinical Practice and Future Research
References
6: Reinforcer Thinning: General Approaches and Considerations for Maintaining Skills and Mitigating Relapse
Reducing Functional Reinforcers in Behavior Reduction Procedures
Using Compound Schedules with Discriminative Stimuli
Overview
Desired Response Pattern
Thinning Progression
Considerations
Some Strengths and Limitations of FCT with Discriminative Stimuli
Delay and Denial Tolerance Training
Overview
Desired Response Pattern
Thinning Progression
Considerations
Some Strengths and Limitations of Delay/Denial Tolerance Training
Reducing Extrinsic Reinforcers in Skill Acquisition Procedures
Transitioning from Continuous to Intermittent Schedules
Overview
Thinning Progression
Desired Response Pattern
Considerations
Some Strengths and Limitations of Transitioning from Continuous to Intermittent Schedules
Concluding Comments
References
7: Behavioral Momentum Theory
Resistance to Change as a Measure of Response Strength
Measuring Resistance to Change
Common Disrupters
Proportion of Baseline
Implications of Resistance to Change as Response Strength
Clinical Treatments for Resistance to Change
High-P Sequences
Choice-Based Interventions for Resistance to Change
A Theory of Behavioral Momentum: Extending the Concept of Resistance to Change
Resistance to Change and Response Rate
Operant vs. Pavlovian Processes
Behavioral Momentum Theory and Treatment Relapse
Validation of a BMT Account of Resurgence
Applications to Clinical Practice
Limitations of BMT
Response Strength Revisited
Conclusion
References
8: Differential Reinforcement Procedures
Differential Reinforcement of Alternative Behavior
Implementing DRA
Functional Communication Training
Differential Reinforcement of Incompatible Behavior
Differential Reinforcement of Other Behavior (DRO)
DRO Behavior Reduction Processes
Whole-Interval DRO
Momentary DRO
DRO Reinforcer
Setting the DRO Interval
Additional Considerations
Differential Reinforcement of Low Rate Responding (DRL)
Spaced-Responding DRL
Full-Session DRL
Interval DRL
Selecting the Appropriate DRL Procedure
References
Part II: Applied Behavior Analysis
9: Prompt and Prompt-Fading Procedures
Prompts
Use of Prompts
Procedures to Fade Prompts
Prompt Dependency
Variables that Influence the Selection of Prompt Topographies and Prompt-Fading Procedures
Conclusion
References
10: Stimulus-Stimulus Pairing
Chapter Overview
Conceptual Foundations
Stimulus-Stimulus Pairing
Why Stimulus-Stimulus Pairing?
Stimulus-Stimulus Pairing Research
Early Research
Reviews of the Stimulus-Stimulus Pairing Literature
Overall Effectiveness of the SSP/Results Obtained
Procedural Variations
Discrimination Training
Response-Independent/-Dependent Pairings
Recent Research
Implications for Research and Practice
Conclusion
References
11: Psychological Modeling and the Treatment of Obsessive-Compulsive and Related Disorders
Psychological Modeling
The Treatment of Obsessive-Compulsive and Related Disorders
Modeling and OCRDs
Obsessive Compulsive Disorder
Imaginal Exposure
Hoarding Disorder
Group Treatment for Hoarding Disorder
Body Dysmorphic Disorder
Hair Pulling (Trichotillomania) and Skin Picking (Excoriation) Disorder
Summary
References
12: Conditional Discrimination: What’s in a Name?
Simple and Conditional Discriminations
Conditional Discriminations and Relational Responding
Misconceptions
Conditional Discrimination Research
Basic Research
Applied Research
Implications
Future Research
Clinical
Conclusion
References
13: Auditory–Visual Discriminations: Stimulus Control, Teaching Procedures, and Considerations
Stimulus Discrimination
Types of Discriminations
Simple Discrimination
Conditional Discrimination
Antecedent Stimuli
Auditory Stimuli
Visual Stimuli
Stimulus Disparity and Stimulus Salience
Assessing and Teaching Stimulus Discriminations
Procedural Arrangements
Go/No-Go Procedures
Go-Left/Go-Right or Yes/No Procedures
Do-This/Do-That Procedures
Matching-to-Sample (MTS) Procedures
Teaching Procedures
Simple Discriminations
Conditional Discriminations: Simple-Conditional and Conditional-Only
Procedural Components and Arrangements
Issues and Modifications to Consider when Establishing Stimulus Control
Identifying Unwanted Sources of Control
Strategies to Mitigate Unwanted Sources of Stimulus Control
Conclusion
References
14: Instructive Feedback: Applications in Applied Behavior Analysis
Variations of Procedure
Antecedent Versus Consequence
Classification of Targets
Schedule of Delivery
Modalities
Populations
Instructional Contexts
Groupings
Settings
Instructors
Other General Research Findings
Skill Acquisition
Maintenance
Generalization
Social Validity
Behavioral Mechanisms
Future Directions
Clinical
Research
References
15: Generalization
Definitions and Historical Background
Types of Generalization
Other Generalization Outcomes
Programming Tactics for Generalized Behavior Change
Exploitation of Current Functional Contingencies
Train Diversely
Incorporate Functional Mediators
Other Important Considerations
Assessing the Individual and the Stimuli
Determining the Reinforcement Schedule
Establishing a Plan with Others
References
16: Response Interruption and Redirection
Redirection Procedures of Automatically Reinforced Behavior
Literature Review Method
Inclusion Criteria
Exclusion Criteria
Summary of Redirection Literature
Redirection Efficacy
Measures and Interpretations of Efficacy
Target Behavior Measurement
Supplemental Measures
Mechanism of Behavior Change
Comparative Studies and Relative Efficacy
Redirection and Promoting Appropriate Behavior
Redirection and Noncontingent Competing Stimuli
Redirection and Differential Reinforcement of Appropriate Behavior
Recommendations for Promoting Appropriate Behavior
Individualizing and Contextualizing Redirection Treatment Packages
Treatment Package Components to Improve Redirection Efficacy
Redirection and Differential Reinforcement of Other Behavior (DRO)
Redirection and Verbal Reprimands
Redirection and Response Blocking
Redirection and Response Cost
Recommendations for Treatment Package Components
Contextualize Redirection Treatment Packages
Identify Problematic Contexts
Promote Contextually Appropriate Behavior
Redirection to Contextually Appropriate Behavior
Social Acceptability Considerations
Redirection Procedural Variations
Treatment Integrity and Redirection Thinning
References
17: Error-Correction Procedures
Discrimination Training and Error Correction
What Are Errors?
Bias as Errors
Evaluating Error-Correction Procedures
Effectiveness
Efficiency
Intrusiveness
Learner Preference
Error-Correction Procedures
Extinction
Punishment Alone
Timeout
Negative Punishment
Error Statements
Demonstration and Active Student Response
Re-present Until Correct
Unprompted
Prompted
Embedded Mastered Targets
Multiple Response Repetition
Learner-Based Assessments
Future Research
Conclusion
References
18: Mand and Tact Training for Children with Language Impairment
Mand and Tact Assessments
Standardized Verbal Behavior Assessment Tools
Assessments to Identify Functions and Interventions
Mand Training
Mand Modalities
Mand Training Formats
Trial-Based Instruction
Natural Environmental Training
Sequence of Mand Training
Mands for Information
Mands to Terminate Aversive Stimuli
Generalization of Mands
Tact Training
Tact Training Formats
Tacts as a Prerequisite for Other Skills
Tact Modalities
Sequence of Tact Training
Tact Frames
Multiple-Tact Training
Multiply Controlled Tacts
Multiple Exemplar Training
Evaluating Emergence Across Verbal Operants Following Training
Conclusion
References
Part III: Basic Assessment Methods
19: Essentials of Observing Behavior
Essentials of Observing Behavior
Behavioral Observation
Who Observes?
What Do We Observe?
Why Do We Observe?
Where Do We Observe?
What Is Observing?
Target Behaviors
Defining Target Behaviors
Types of Definitions
The Importance of Precise Definitions
Dimensions of Measurement
Dimension #1: Count
Dimension #2: Rate
Dimension #3: Duration
Dimension #4: Latency
Dimension #5: Interresponse Time (IRT)
Combining Dimensions
Derivative Measures
Trials-to-Criterion
Percentage
Interval Recording
Whole-Interval Recording
Partial-Interval Recording
Momentary Time Sampling
Permeant Product Recording
Elements of Optimal Behavior Measurement
Measuring Reliability
Methods for Computing Interobserver Agreement
Standards for Acceptable Levels of Collection and Agreement
Conclusion
References
20: Single-Case Designs
Introduction
History of SCD
Advantages of SCDs (vs. Group Designs)
Defining Features of SCDs
Basic Elements
Social Validity
Internal Validity
External Validity
Baseline Logic/Experimental Control
Using Single-Case Designs
Withdrawal and Reversal Designs (ABA and ABAB)
Limitations
Multiple Baseline Design
Limitations
Variations
Alternating Treatments Design
Limitations
Changing Criterion Design
Limitations
Summary
References
21: Stimulus Preference Assessments
Stimulus Preference Assessment Methods
Indirect Assessments
Direct Assessments
Stimulus Selection for Direct Assessments
Variables that May Affect Direct Assessment Outcomes
Concurrent Validity, Test–Retest Reliability and Stability of Preference, and Social Validity
Concurrent Validity
Test–Retest Reliability and Stability of Preference
Social Validity
Efficiency Measures
Reinforcer Assessments
Absolute Reinforcer Effect
Relative Reinforcer Effect
Teaching Others to Conduct Stimulus Preference Assessments
Behavioral Skills Training
Pyramidal Training
Self-Instruction
Video Modeling
Telehealth
Summary and Recommendations
Recommendations
Recommendation 1
Recommendation 2
Recommendation 3
Recommendation 4
Recommendation 5
Recommendation 6
Summary
References
22: Establishing Performance Criteria for Skill Mastery
What Are Performance Criteria?
Contemporary Use of Performance Criteria
Terminology Considerations
Mastery Redefined as a Collective of Multiple Performance Criteria
Dimensions of Performance Across Which Criteria Can Be Applied
Review of Literature Targeting Performance Criteria
Performance Criteria with Individuals with Autism Spectrum Disorder and Developmental Disabilities
Performance Criteria with School-Aged Children
Performance Criteria with College Students
Performance Criteria in Sports
Performance Criteria in Organizational Behavior Management (OBM)
A Model for Establishing Performance Criteria
Skill Acquisition for Learners with Disabilities
Determining Goals of Instruction
Level of Performance for Specific Behaviors
An Experimental Approach to Establishing Individualized Performance Criteria (Approach 1 of 2)
A Naturalistic Approach to Establishing Performance Criteria (Approach 2 of 2)
Future Directions and Concluding Remarks
References
23: Evaluating Physical Activity Levels
Introduction
Defining and Measuring Physical Activity
Screening Measures
Pedometers
Accelerometers
Heart Rate Monitors
Direct Observation
Reliability and Validity
Assessment of Physical Activity in Children
Descriptive Assessments
Functional/Reinforcer Assessments
Interventions with Children
Exergaming
Group Contingencies
Summary
Interventions with Adults
General Strategies
Interventions with Special Populations
Visual Schedules
Self-Monitoring and Contingent Rewards
Physical Activity as an Intervention
Conclusions and Future Directions
References
24: Treatment Integrity
Consistency
Interventions for Challenging Behavior
Summary
Accuracy
Interventions for Challenging Behavior
Academic Skill Acquisition Procedures
Summary
Discussion
Clinical Implications and Recommendations
Conclusion
References
25: Social Validation
Historical Development of Social Validation
Origins of Social Validation
Social Validity and Positive Behavior Interventions and Supports (PBIS)
Reviews and Empirical Findings
Methods of Evaluating Social Validity
Informal Measures
Formal Measures
A Summary of Research on Social Validity
Treatment Acceptability
Significance of Treatment Goals
Preferences and Values of the Consumer
Normalization
Choice
Habilitative Potential
Awareness of Coercion
Treatment Effects
Future Research Considerations
Research on Social Validity and Ethics
Research on Social Validity and Cultural Diversity
Research on Social Validity and Healthcare
Summary and Conclusions
References
Part IV: Functional Assessment
26: Experimental Functional Analysis
Historical Influence
EFA Core Components
Variations in EFA Formats
Latency-Based EFA
Trial-Based EFA
Brief EFA
Interview-Informed Synthesized Contingency Analysis (IISCA)
Evaluating Control During EFA
Other Considerations of EFA
Reducing False-Negative Outcomes
Automatic Reinforcement
Social Acceptability of Procedures
Conclusions
References
27: Standard Tests and Interviews for Functional Assessment
Standardized Tests
Motivation Assessment Scale (MAS)
Questions About Behavior Function (QABF)
Functional Assessment Checklist (FACTS)
Functional Analysis Screening Tool (FAST)
Functional Assessment for Multiple CausaliTy (FACT)
Questions About Behavioral Function in Mental Illness (QABF-MI)
Teacher Functional Behavioral Assessment Checklist (TFBAC)
Functional Analysis Checklist (FAC)
Descriptive Functional Assessment
Scatterplots
Final Remarks
References
28: Quantifying Outcomes in Applied Behavior Analysis Through Visual and Statistical Analyses: A Synthesis
Visual Analysis
How Does It Work?
Within-Phase Visual Analysis
Level
Trend
Variability
Visual Analysis Across Phases
Immediacy
Overlap
Consistency
Reliability of Visual Analysis
Visual Analysis: A Case Study
Synergy Between Statistical and Visual Analyses
Arguments for and Against
Statistical Techniques
Non-overlap and Other Non-parametric Indices
Mean-Based Effect Sizes
Analyses Producing a p Value as the Main Outcome
Regression-Based Analyses
Statistical Analysis: A Case Study with a Two-Level Hierarchical Model
Conclusion
References
29: Precursor Behaviors to Severe Challenging Behaviors
Introduction
Challenging Behavior
Severe Challenging Behavior
Treatment and Assessment Considerations
Precursor Behaviors
Identification of Precursor Behaviors
Indirect Assessments
Direct Descriptive Assessments
Comparative Probability Analysis
Lag-Sequential Analysis
Transitional Probability Analysis
Relative Latency Assessment
Structured Consequence-Based Assessments
Extinction Analysis
Latency-Based Extinction Analysis
Brief Latency-Based Extinction Analysis
Severity-Based Extinction Analysis
Precursor Analysis
Trial-Based Structured Precursor Assessment
Summary of Assessments
Precursor Functional Analysis
Treatment for Precursor Behaviors
Conclusion
References
30: Function-Based Treatment
Introduction
Contextual Factors and Cultural Variables
Culture
Setting
Age
Resources
Treatment Based on Function of Problem Behavior
Problem Behavior Maintained by Access to Attention
Functional Antecedents
Types of Attention
Treatment for Behaviors Maintained by Attention
Antecedent-Based Interventions
Consequence-Based Interventions
Treatment Selection
Problem Behavior Maintained by Automatic Reinforcement
Functional Antecedents
Treatment for Behaviors Maintained by Automatic Reinforcement
Antecedent-Based Interventions
Consequence-Based Interventions
Treatment Selection
Problem Behavior Maintained by Access to Tangibles
Functional Antecedents
Treatment for Behaviors Maintained by Access to Tangibles
Antecedent-Based Interventions
Consequence-Based Interventions
Treatment Selection
Behaviors Maintained by Negative Reinforcement (Escape)
Functional Antecedents
Treatment for Behaviors Maintained by Negative Reinforcement (Escape)
Antecedent-Based Interventions
Consequence-Based Interventions
Treatment Selection
Practical Considerations for Treatment
References
Part V: Treatment Methods
31: Token Economies
Components of a Token Economy
Identifying Target Behaviors
Identifying Stimuli Used as Tokens
Identifying Backup Reinforcers
Setting the Token-Production Schedule
Setting the Exchange-Production Schedule
Setting the Token-Exchange Schedule
Token Training: Common and Best Practices
History and Use of Token Systems
Mechanisms Underlying Token Effects
Benefits/Advantages of Token Reinforcement
Additional Considerations
Response Cost in Token Economies
Fading a Token Economy
Potential Limitations of Token Economies
References
32: Discrete Trial Instruction
Behavior Analytic Principles
Discriminative Stimuli
Response
Consequence
Considerations for Implementation
Evaluating Progress and Determining Mastery
Empirical Support
Limitations
Example of DTI Program Development
Conclusion
References
33: Group-Based Instruction
Introduction
Rationale
Example Group-Based ABA Procedures
School-Wide Positive Behavior Interventions and Supports (SWPBIS)
Classroom Management
Direct Instruction Curricula
Preschool/Early Childhood Settings
Juvenile Justice and Detention Centers
Concluding Thoughts
References
34: Caregiver Training
Behavioral Parent Training
Attention-Deficit/Hyperactivity Disorder
Autism Spectrum Disorder
General Limitations and Barriers of Caregiver Training
Parent Training Programs (PTPs)
The Incredible Years
Parent–Child Interaction Therapy
Triple P Program
Behavioral Skills Training
Internet-Based Services
Summary and Conclusions
References
35: Staff Training
Initial Approaches to Staff Training: Behavioral Skills Training
BST Components: Instructions
BST Components: Modeling
BST Components: Rehearsal
BST Components: Feedback
BST: Component Analyses
BST: Potential Target Skills
BST: Asynchronous Modifications
Train the Trainer Approaches
Providing Ongoing Support
Performance Diagnostic Checklist-Human Services
PIC/NIC Analysis
Other Forms of Assessment
Areas of Intervention Based on Assessment
Staff Training Recommendations
References
Part VI: Health Issues
36: Enhanced Dental Care
Importance of Oral Health and Health Discrepancies
Barriers to Oral Health Care
Conceptual Considerations Related to Behavior Management Concerns
Early Intervention Considerations and Strategies for Preventing Behavior Management Concerns
Interventions to Address Behavior Management Concerns
Respondent Conditioning Strategies
Operant Conditioning Strategies
Future Directions
Conclusion
References
37: Self-Care Skills
Introduction
Children with ARFID and Self-Care Skill Development
Feeding as Self-Care
Etiology and Overview
Non-self Feeding
Self-Feeding and Self-Drinking
Medication Taking
Hygiene and Medical Routines as Self-Care
Overview
Tooth Brushing
Routine Medical and Grooming Tasks
Appropriate Toileting as Self-Care
Conclusion
References
38: Preschool Life Skills and the Prevention of Problem Behavior
Part One: Preschool Life Skills
Original Study Description
Target Skills
Teaching Method
Generalization and Maintenance
Part Two: Comparison to Popular Programs and Evaluation as a Prevention Program
Other Problem Behavior Prevention Programs
PLS and Prevention of Problem Behavior
Conclusion
References
39: Treating Mealtime Difficulties in Children
Teaching Mealtime and Feeding Behavior
Diagnosis
Etiology
Associated Problems
Interdisciplinary Approach
Assessment
Indirect Assessment Methods
Descriptive Analysis
Functional Analysis of Inappropriate Mealtime Behavior
Antecedent Assessments
Intervention
Consequence-Based Procedures
Escape Extinction
Differential Reinforcement of Alternative Behavior
Noncontingent Reinforcement
Antecedent-Based Procedures
Utensil Manipulation
Simultaneous Presentation
Stimulus and Demand Fading
High-Probability Instructional Sequence
Advanced Skill Development
Ethical Considerations
Training and Supervision
Interdisciplinary Approach
Treatment Selection and Implementation
Summary
References
40: Telehealth and Applied Behavior Analysis: An Overview and Examples of Application
Understanding Differences Between Telehealth Service Delivery and Other Models
Understanding Telehealth Service Delivery Models
Regulation of Practitioners in a Telehealth Model
Funding of Services Delivered via Telehealth Model
Necessary Equipment and Expertise of a Telehealth Model
Behavior Analytic Telehealth Applications
Telehealth Applications for Severe and Challenging Behavior
Telehealth Applications for Skill Acquisition
Telehealth Applications for Feeding and Nutrition
Telehealth Applications for Clinical Behavior Analysis
Additional Questions and Considerations
Telehealth Applications for Education and Professional Development
Conclusion
References
41: Smoking Cessation
Smoking Cessation
Conceptual Framework: The Four-Term Operant Unit
Assessment
Cigarette Smoking
Functional Assessment
Assessing Nicotine Dependence and Motivation
Treatment
Pharmacological Therapy
Behavior Therapy
Contingency Management
Technology-Based Contingency Management
Considerations in the Delivery of CM in Clinical Settings
Conclusions
References
42: Safety Training
Chapter Overview
An Overview of Safety Instruction: The Need for a Behavior Analytic Approach
Education-Based Prevention Instruction
Education-Based Safety Instruction
A Behavior-Analytic Approach to Safety Instruction
Assessment and Design
Assessment
Designing Safety Instruction
Selecting the Safety Response
Safety Response Interventions
Antecedent Interventions
Direct Intervention Procedures
Important Intervention Elements
Future Directions
Chapter Summary: Key Points
References
Part VII: Leisure and Social Behavior
43: Mobile Devices in the Context of Applied Behavior Analysis: A Multipurpose Tool
History of Mobile Device Usage
Mobile Devices as Agents of Behavior Change
Contingency Analyses of Mobile Devices
Mobile Devices in the Field of ABA Research
Mobile Devices in ABA Practice
Assessment Using Mobile Devices
Data Collection Applications in ABA
Communication Applications of Mobile Devices Within ABA
Mobile Devices as Teaching Tools
Mobile Devices in K-12 Classrooms
Summary and Future Impacts of Mobile Devices in ABA
References
44: Teaching Musical Skills and Developing Music Therapy Interventions
Developing Musical Skills
Imitation
Modeling
Behavioral Shaping
Behavioral Chains
Behavioral Modification in Teaching Musical Skills
Teacher Feedback Using Behavioral Modification Techniques
Positive Reinforcement
Negative Reinforcement
Extinction
Punishment
Use of Music in Reinforcement
Reinforcement in Teaching Music
Use of Music for Reinforcement
Motivation in Music Reinforcement
Behavioral Modification in Music Therapy
Music Therapy for Developmental Disorders: Special Education
Music Therapy for Psychiatric Disorders: Mental Health
Music Therapy for Neurologic Disorders: Rehabilitation
Conclusion
References
45: Behavior Analysis and Sports Performance
Behavior Analysis and Sports Performance
Sports and Target Behaviors Addressed in ABA Research
Ages and Populations in ABA Sports Research
Types of ABA Interventions for Sports Performance
Antecedent Procedures
Contingency Management
Feedback Procedures
Skills-Training Procedures
Rehearsal Procedures
Research Considerations
References
46: Physical Activity, Exercise, and Fitness
Guidelines for Physical Activity and Exercise
Importance of Behavior Change in Fitness
Factors Influencing Physical Activity and Fitness
Knowledge
Time Constraints
Physical Appearance
Physical Environment
Social Support
Financial
Language
Designing Physical Activity and Fitness Interventions
Theory-Based Behavior Change Models
Motivational Process
Knowledge
Self-Efficacy and Goal Intention
Self-Concordance
Volitional Process
Implementation Planning
Coping Strategies
Action Control
Outcome Experience
Measuring Fitness and Behavior Change Success
Use of Technology/Wearable Devices to Improve and Motivate Behavior Changes
Summary
References
47: The Good Behavior Game
Introduction
Good Behavior Game Procedures and Variations
GBG Variations
The “Caught Being Good Game”
Response Cost
Independent Group Contingency
“Mystery” Win Criteria
Component Analyses
Teacher Preferences
Applications
Student Population Characteristics and Settings
Target Behavior
Implementation Considerations
Designing the Good Behavior Game
Teacher Training and Consultation
Data Collection and Analysis
Mechanisms of Behavior Change
Short-Term Mechanisms
Long-Term Mechanisms
Future Directions for the Good Behavior Game
Chapter Summary
References
Part VIII: Academic Skills
48: Compliance Training
Compliance Training
Assessment
Skills Assessment
Functional Assessment
Preference Assessments
Treatment
Antecedent-Based Interventions
Manipulating Demand and Task Parameters
Choice
High-Probability Request Sequence
Graduated Exposure
Noncontingent Reinforcement
Self-Monitoring
Consequence-Based Interventions
Differential Reinforcement of Alternative Behavior
Functional Communication Training
Differential Reinforcement of Other Behavior
Guided Compliance
Escape Extinction
Group Contingencies
Public Posting
Practical Considerations
Conclusion
References
49: On-Task Behavior
Defining and Measuring On-Task Behavior
Pre-requisite Skills
Contexts, Populations, and Relevance
Strategies for Teaching On-Task Behavior
Reinforcement
Choice and Preference
Prompting and Visual Schedules
Technology
Self-Management Interventions
Treatment Packages
General Recommendations for Practice
Summary and Conclusion
References
50: Teaching Play Skills
Teaching Play Skills
Developmental Age and Types of Play
Research on Effective Play Strategies
Structured Versus Naturalistic Instructional Approaches
Discrete Trial Teaching (DTT)
Pivotal Response Training (PRT)
Comparing DTT and PRT
Peer- and Sibling-Mediated Play Interventions
Interventions Utilizing Visual Strategies and Supports
Video Modeling
Activity Schedules
Script Training
Social Stories
Treatment Packages
Conclusion
References
51: Teaching Social Skills
Research on Social Skills
Eye Contact
Prosody
Gestural Behavior
Affective Behavior
Joint Attention
Language and Interactions
Play Behavior
Conclusion
References
52: Applied Behavior Analysis to Teach Academic Skills
Historical Use of ABA in Teaching Academics
B.F. Skinner
Direct Instruction
Precision Teaching
ABA Principles as Part of an Instructional System
Critical Learning Skills
Explicit Teaching
Evidenced-Based ABA Techniques Utilized to Teach Academics
Discrete Trial Training
Differential Reinforcement
Pivotal Response Training
Antecedent-Based Interventions
Task Analytic Instruction
Fidelity of Treatment and Commercially Available ABA Curricula
Summary
References
53: Technology to Increase Vocalizations and Speech
Applied Behavior Analysis
Augmentative Alternative Communication
Speech-Generating Devices
Implications for Practice
Future Directions
References
54: Remembering and Cognition
Who Can Benefit from Remembering Interventions?
How Do We Remember?
The Cognitive View
The Behavioral View
Why Does the Perspective on Memory Matter?
Behavioral Assessment
Talking Aloud
Cognitive Approaches to Improving Remembering
Interventions Classified by the Three-Term Contingency
Antecedent Factors
Behavior
Consequences
Summary
References
55: Picture-Based Communication
Introduction
Picture Exchange Communication System
Learner Outcomes
Caregiver Implementation of PECS
Comparison of PECS to Other AACs
Limitations of Research
Use of Electronic Devices
Alternative Picture-Based Communication Systems
Cultural Considerations and Adaptations
Summary
References
56: Teaching Foreign Language
Learning a New Language: Concepts and Terms
What Can Applied Behavior Analysis Contribute?
Behavioral Analysis of FL Learning
Vocabulary
Grammar and Syntax
Phonology, Reading, and Writing
Behavior-Analytic Research on FL Teaching and Learning
Emergent Relations in FL Vocabulary Learning
Demonstrating and Promoting Emergent FL Relations
Comparison Studies on Emergent FL Relations
What Are the Benefits of Capitalizing on Derived Vocabulary Relations?
Other Research on FL Teaching and Learning
Procedures in Vocabulary Instruction
Teaching Grammar and Syntax
Teaching Phonology
Transfer from Classroom to Natural Environment
L1 Dominance over L2
Future Directions
References
57: Teaching Verbal Behavior
The Echoic
Importance of Echoic in Language Acquisition
Applications in the Assessment of Echoic
Echoic Trainings: Inducing and Expanding Echoic Repertoire
The Mimetic
Applications in the Assessment of Mimetic
Applications in the Teaching of Mimetic
The Mand
Applications in the Assessment of Mand
Applications in the Teaching of Mand
The Tact
Applications in the Assessment of Tact
Applications in the Teaching of Tact
The Intraverbal
Applications in the Assessment of the Intraverbal
Applications in the Teaching of the Intraverbal
The Codic: Reading Text
Application in the Teaching of Reading
The Duplic: Copying a Text
Teaching Applications to the Copying
The Behavior of the Listener
Applications to the Teaching of the Listener Behavior
The Autoclitic
References
58: Vocational Skills for Individuals with Autism and/or Intellectual and Developmental Disabilities: Implications for Behavior Analysts
Transition from Childhood to Adulthood
Workforce Readiness: Post-21
Assessment Information
Vocational Skills Training
Essential Prevocational Skills
Increased Independence
Social-Communication Skills
Problem Solving Skills
Leisure Skills
Self and Community Care
Workplace Safety
Employment Training
Sheltered Employment
Supported Employment
Development of Job Seeking Skills
Task Engagement
Training and Systematic Instruction
Research Recommendations: Training Vocational Skills
Generalization and Maintenance
Generalization
Maintenance
Research Recommendations: Generalization and Maintenance
Social Validity
Applications of Organizational Behavior Management to Vocational Skills Training
Future Implications
References
Part IX: Challenging Behaviors
59: A Review of Behavioral Intervention for Treating Tics
Treatments
Habit Reversal
Habit Reversal Literature Review
Habit Reversal Summary
Functional Behavioral Analysis
Comprehensive Behavioral Intervention for Tics (CBIT)
Differential Reinforcement of Other Behavior (DRO)
DRO Literature Review
Summary
References
60: Stereotypy
Overview
Is Stereotypy an Appropriate Target Behavior?
Does the Behavior Result in Functional Impairment?
Can Functional Impairment be Reduced by Changing the Behavior of Others?
Is There a Potential for the Behavior to Become Harmful?
Are There Other Behaviors to Target That May Result in a Decrease in Stereotypy?
Behavioral Interventions for Stereotypy
Antecedent Interventions
Reinforcement-Based Interventions
Sensory Extinction
Punishment
Factors Guiding Intervention Selection
Conclusions
References
61: Self-Injurious Behavior
Understanding Why SIB Occurs
Toward an Operant Methodology for Understanding SIB
Function-Based Treatments of SIB
Practical Extensions to Function-Based Treatments
Supplemental Treatment Procedures
Considerations for Automatically Reinforced SIB
Conclusion
References
62: Assessment and Treatment of Toe Walking
Measurement of Toe Walking and Its Effects
Assessment of Toe Walking
Medical Interventions for Toe Walking
Behavioral Interventions for Toe Walking
Future Research on ITW
References
63: Using Reinforcement to Prevent Challenging Behaviors
Challenging Behavior
What Is Challenging Behavior?
Treatment of Challenging Behavior
Prevention of Challenging Behavior
Reinforcement Strategies to Prevent Challenging Behavior
Differential Reinforcement
Differential Reinforcement of Alternative Behaviors
Differential Reinforcement of Incompatible Behavior
Differential Reinforcement of Low or High Rates of Behaviors
Noncontingent Reinforcement
Considerations of Differential Reinforcement Procedures
Reinforcement-Based Intervention Packages
Functional Communication Training
Considerations When Implementing FCT
Positive Behavior Supports
Considerations of PBS
Summary
References
Part X: Special Populations
64: Autism
Interventions Based on Applied Behavior Analysis
Comprehensive Interventions
Early Intensive Behavioral Intervention
Early Start Denver Model
Focused Interventions for Core Skills
Language and Communication
Social Skills
Focus Interventions for Challenging Behaviors
Self-Injurious Behavior
Aggression
Stereotypy
Final Considerations
References
65: Substance Abuse
Introduction
A Laboratory Model of Drug Addiction
Environmental Modulation of Drug Reinforcement
Models of Relapse
Physical Dependence
Addiction Treatment Medications
Application of Operant Conditioning to Treat Drug Addiction
Abstinence Reinforcement
Biological Measures of Drug Use
Effectiveness of Abstinence Reinforcement
Critical Parameters of Abstinence Reinforcement Interventions
Relapse Prevention
Reinforcement of Behaviors that Might Reduce Drug Use
Attendance in Counseling or Alternative Behaviors
Medication Adherence
Risk Factors
Applications for Widespread Use
Remote Technology
Short-Term Benefits
Businesses and Government Organizations
Harnessing Existing Reinforcement
Conclusions
References
66: People with Intellectual and Developmental Disabilities
What Is IDD?
Behavior Analysis and Early Applications with People with IDD
Deinstitutionalization, Change in the Quality of Life, and the Rights of People with ID
Use of ABA to Support Dignity, Quality of Life, and Rights of People with IDD
Right to Effective Treatment and a Therapeutic Environment
Challenging Behavior, Restraint, and Functional Assessment
Understanding Choice Making and Preference
Facilitating Language and Communication
Independent Living Skills and Self-Care
Prevention of Harm
Improving Money Management
Improving Mobility
Supports for People with IDD as Parents
Education
Improving Health Outcomes
Vocational Training and Employment
Recreation and Leisure Skills
Areas to Improve
Conclusion
References
67: Behavioral Gerontology
Major Neurocognitive Disorder
Medical and Behavioral Interventions
Behavioral Gerontology and Underlying Behavioral Mechanisms
Behavioral Gerontology and Major Neurocognitive Disorder: Application and Intervention
Maintenance of Skills, Re-teaching Skills, and Teaching New Skills
Social Skills and Engagement
Physical Activity
Activities of Daily Living
Communication and Verbal Behavior
Decreasing Challenging Behaviors
Assessment
Intervention
Working Within Systems
Physical Environment
Addressing the Needs of Caregivers
Use of Technology
Conclusion
References
Index