Term
| 4.01 Conceptual Consistency |
|
Definition
| This code obliges behavioral analysts to design behavior-change programs that are conceptually consistent with behavior analytic principles. |
|
|
Term
| What part of the behavior-change program should the behavior analyst involve clients in? |
|
Definition
|
|
Term
| What are a behavior analyst's responsibilities when it comes to individualizing behavior-change programs? |
|
Definition
| Behavior analysts must tailor behavior-change programs to the unique behaviors, environmental variables, assessment results, and goals of each client, and also not plagiarize other professionals’ behavior-change programs. |
|
|
Term
| When must behavior analysts obtain written approval on behavior-change programs from the client? |
|
Definition
| before implementation or making significant modifications (e.g., change in goals, use of new procedures). |
|
|
Term
| What aspect of a behavior-change program should a behavior analyst describe to the client before implementation? And what should they conduct on the procedures to be implemented? |
|
Definition
| Behavior analysts should describe, in writing, the objectives of the behavior-change program before attempting to implement the program; as well as, conduct a risk-benefit analysis (to the extent possible) on the procedures to be implemented to reach the objectives. |
|
|
Term
| What conditions should the behavior analyst describe to the client that are necessary for the behavior-change program? |
|
Definition
| The environmental conditions necessary for the program to be effective |
|
|
Term
| What should a behavior analyst do if environmental conditions prevent or hinder implementation of a behavior-change program? |
|
Definition
If they prevent implementation the behavior analyst should recommend that other professional assistance (e.g., assessment, consultation or therapeutic intervention by other professionals) be sought.
If they hinder implementation, the behavior analyst should seek to eliminate the environmental constraints, or identify in writing the obstacles to doing so. |
|
|
Term
| What should a behavior analyst do before implementing a punishment procedure? |
|
Definition
| Before implementing punishment-based procedures, behavior analysts ensure that appropriate steps have been taken to implement reinforcement-based procedures unless the severity or dangerousness of the behavior necessitates immediate use of aversive procedures. |
|
|
Term
| What types of reinforcers should behavior analysts avoid using? |
|
Definition
| Behavior analysts should minimize the use of items as potential reinforcers that may be harmful to the health and development of the client, or that may require excessive motivating operations to be effective. |
|
|
Term
| What must behavior analysts do before discontinuing a behavior-change program? |
|
Definition
| Behavior analysts should establish understandable and objective (i.e., measurable) criteria for the discontinuation of the behavior change program and describe them to the client and discontinue the program when the agreed upon criteria have been met. |
|
|
Term
| withdrawal / reversal design |
|
Definition
| A within-subject experimental design involving a pair of control and experimental conditions in which one or both conditions repeat at least once. Also known as an A-B-A-B design. |
|
|
Term
| alternating treatment design |
|
Definition
| An experimental design characterized by the rapid alternation of two or more distinct treatments (IVs) while their effects on the target behavior (DV) are measured. Also known as multielement design, multiple schedule design, concurrent schedule design, and simultaneous treatment design. |
|
|
Term
| changing criterion design |
|
Definition
| A within-subject design using AB and reversal sequences to identify effects of manipulating performance criteria. |
|
|
Term
|
Definition
| A within-subject design that uses two or more baselines in a coordinated way to allow control–treatment comparisons both within and across baselines. |
|
|
Term
|
Definition
| A variation on the multiple baseline design that features intermittent measures, or probes, during baseline. It is used to evaluate the effects of instruction on skill sequences in which it is unlikely that the subject can improve performance on later steps in the sequence before learning prior steps. |
|
|
Term
|
Definition
| Any experiment designed to identify the active elements of a treatment condition, the relative contribution of different variables in a treatment package, and/or the necessary and the sufficient components of an intervention. |
|
|
Term
|
Definition
| An experimental design to discover the differential effects of a range of values of an independent variable. |
|
|
Term
| Independent Variable (IV) |
|
Definition
| The variable in an experiment that is manipulated. In ABA, an environmental event or condition antecedent or consequent to the dependent variable; sometimes called the intervention or treatment variable. |
|
|
Term
|
Definition
| The variable in an experiment measured to see if changes in it depend on manipulations of the independent variable; in ABA, it represents some measure of a socially significant behavior. |
|
|
Term
| What should a behavior analyst do to independent variables in an experiment? |
|
Definition
| Systematically arrange independent variables to demonstrate their effects on dependent variables. |
|
|
