GLOBAL EDITION Applied Behavior Analysis THIRD EDITION John O. Cooper • Timothy E. Heron • William L. Heward Applied Behavior Analysis Third Edition Global Edition John O. Cooper Timothy E. Heron William L. Heward All, The Ohio State University Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore • Hong Kong Tokyo • Seoul • Taipei • New Delhi • Cape Town • São Paulo • Mexico City • Madrid • Amsterdam • Munich • Paris • Milan Director and Publisher: Kevin M. 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British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN 10: 1-292-32463-5 ISBN 13: 978-1-292-32463-0 eBook ISBN 13: 978-1-292-34105-7 Typeset in Times LT Pro by SPi Global This book is dedicated to Jack Michael, whose extraordinary contributions to behavior  analysis will continue to benefit those who teach and practice the science and, most  importantly, those whose learning is enhanced by its application. n. o s t u H r e b m A t: di e r c o t o h P Jack L. Michael “One might ask why it is of any value to be able to recognize and correctly name these  various effects. I would answer that I have found, for myself at least, that I  cannot understand some things unless I can talk about them clearly.”* *From “What Every Student of Behavior Analysis Ought to Learn: A System for Classifying the Multiple Effects of Behavioral Variables,” by J. Michael, 1995, The Behavior Analyst, 18, p. 284. ABOUT THE AUTHORS of the Board of Directors for the Society for the Advancement of Behavior Analysis, and Applied Representative to the Exec- utive Council and as Chairperson, Graduate Program Accred- itation Committee of the Association for Behavior Analysis dig. International. r a D C. Timothy E. Heron, Ed.D., is Professor Emeritus in the College Jill of Education and Human Ecology at The Ohio State Univer- t: sity. Tim’s research interests include tutoring systems, inclusion di e of students with disabilities in general education classrooms, r c o consultation, and self-correction instructional approaches. Tim t o h is co-author of The Educational Consultant: Helping Profes- P sionals, Parents, and Students in Inclusive Classrooms, Fourth Tim Heron (left), John Cooper (center), and Bill Heward (right) Edition (with Kathleen Harris, 2001). Since 2000, Tim has been an active Federal Aviation Administration, Gold Seal Certi- fied Flight Instructor; has authored the text Instrument Flying: John Cooper, Tim Heron, and Bill Heward were faculty members 10 Indispensable Principles to Know and Remember; and con- at The Ohio State University for a combined 90 years. Together tinues to apply the principles and procedures of applied behavior they trained special education classroom teachers and leadership analysis to the next generation of aviators. personnel guided by the philosophical, scientific, and technolog- ical principles of applied behavior analysis. The Ph.D. program William L. Heward, Ed.D., BCBA-D, is Professor Emeritus in special education and applied behavior analysis that they and in the College of Education and Human Ecology at The Ohio their colleagues developed at OSU was the first d octoral p rogram State University. Bill’s interests include “low-tech” methods for accredited by the Association for Behavior Analysis Interna- increasing the effectiveness of group instruction and promoting tional. John, Tim, and Bill each received the Alumni Award the generalization and maintenance of newly learned skills. He for Distinguished Teaching, OSU’s highest honor for teaching has authored or co-authored five other books, including Excep- excellence. They are joint recipients of the Ellen P. Reese Award tional Children: An Introduction to Special Education, Eleventh for Communication of Behavioral Concepts from the Cambridge Edition (with Sheila Alber-Morgan and Moira Konrad, 2017), Center for Behavioral Studies. and Sign Here: A Contracting Book for Children and Their Par- ents (with Jill C. Dardig, 2016). A Fellow and Past President John O. Cooper, Ed.D., is Professor Emeritus in the College of of the Association for Behavior Analysis International, Bill is Education and Human Ecology at The Ohio State University. a recipient of the Fred S. Keller Behavioral Education Award His research and teaching interests include precision teaching, from Division 25 of the American Psychological Association inner behavior, fluency building, and verbal behavior. He is a and the Distinguished Psychology Department Alumnus Award past president of the Standard Celeration Society, past member from Western Michigan University. 4 CHAPTER CONTRIBUTORS Thomas S. Critchfield, Ph.D., is Professor of Psychology at Director of Trumpet Behavioral Health. Her research interests Illinois State University. He earned his doctorate in Behavior focus on behavioral treatment of autism, technology-based Analysis from West Virginia University and completed a post- behavioral interventions, behavioral gerontology, supervision doctoral fellowship at the Johns Hopkins University School of and mentorship, and systems development in human services. Medicine. A Fellow and Past President of the Association for Dr. LeBlanc has been an associate editor for Behavior Analysis Behavior Analysis International and of Division 25 of the Amer- in Practice, The Analysis of Verbal Behavior, and the Journal ican Psychological Association, Tom has served as Associate of Applied Behavior Analysis. She has been a senior editor for Editor for the Journal of the Experimental Analysis of Behavior, Education and Treatment of Children and will serve as the Perspectives on Behavior Science, Mexican Journal of Behavior editor of the Journal of Applied Behavior Analysis from 2020 Analysis, and Conch Republic Archives of Psychology. His inter- to 2022. Linda is the 2016 recipient of the American Psycho- ests include derived stimulus relations, punishment and negative logical Association Nathan H. Azrin Award for Distinguished reinforcement, effective instruction, and the process of bench- Contribution in Applied Behavior Analysis, and a fellow of the to-bedside scientific translation. Association of Behavior Analysis International. Thomas R. Freeman, M.S., BCBA, is Senior Vice President of Jose Martinez-Diaz, Ph.D., BCBA-D, is Professor and Director ABA Technologies, Inc., where he focuses on the dissemination of the School of Behavior Analysis at the Florida Institute of of behavioral science, in part by helping create curricula and Technology, and CEO of ABA Technologies, Inc., an instruc- instructional materials for the Florida Institute of Technology tional design and technology company. He earned his doctorate ABA Online program. With nearly 40 years of experience in in clinical psychology with an emphasis in behavior analysis ABA, Tom has held various clinical, supervisory, and admin- and therapy from West Virginia University. Jose’s principal istrative positions in Massachusetts and Florida. He has also areas of interest are practitioner training, professional and eth- participated in animal behavior studies with orangutans in ical issues, instructional design and technology, organizational Borneo and Hawaiian spinner dolphins, and was Field Direc- behavior management, and the conceptual analysis of behavior. tor of the University of Hawaii’s Humpback Whale Project. A past president of the Florida Association of Behavior Analysis Tom is dedicated to applying behavior analysis to mainstream (FABA), Jose has served on the board of directors for the social needs (e.g., general education, environmental issues) Behavior Analyst Certification Board, the Association of Pro- and  common individual challenges (e.g., anxiety, depression, fessional Behavior Analysts (APBA), and the Cambridge Center and grief), and is particularly interested in coordinating ABA and for Behavioral Studies. Awards recognizing Jose’s c ontributions psychiatric services, identifying practices as evidence-based (or to effective and ethical practice of behavior analysis include not), and studying the evolution of ethics. the APBA’s Jerry Shook Award and FABA’s Charles H. Cox Award for Outstanding Service and Advancement of Behavior Brian A. Iwata, Ph.D., is Distinguished Professor of Psychology Analysis in Florida. and Psychiatry at the University of Florida. He and his students have published over 250 articles and chapters on disorders of Jack Michael, Ph.D., is Professor Emeritus in the Department learning and behavior and on functional analysis methodology. of Psychology at Western Michigan University, where he taught Brian is a former editor of the Journal of Applied Behavior for 36 years. His primary scholarly interests are verbal behavior, Analysis and past president of the Association for Behavior basic theory regarding motivation, and the technical terminol- Analysis International, Division 33 of the American Psycho- ogy of behavior analysis. Jack contributed to the founding of the logical Association, the Society for the Advancement of Behav- Association for Behavior Analysis International and served as ior Analysis, the Society for the Experimental Analysis of its third president. His publications include the highly acclaimed Behavior, and the Florida Association for Behavior Analysis. text Concepts and Principles of Behavior Analysis (2004). He has chaired study sections for both NIH and NIMH and is a A Fellow of the Association for Behavior Analysis Interna- fellow of the American Association on Intellectual and Devel- tional and the American Psychological Association, Dr. Michael opmental Disabilities, the American Psychological Association, has received many honors and recognitions, including the the Association for Behavior Analysis International, and the Distinguished Service to Behavior Analysis Award from the Association for Psychological Scien ce. In 2015, he received Association for Behavior Analysis, the 2002 Don Hake Award the Gold Medal for Lifetime Achievement in the Application for Translational Research from Division 25 of the American of Psychology from the American Psychological Association. Psychological Association, the 2012 Victor Laties Lifetime of Service Award from the Society for the Experimental Analysis Linda A. LeBlanc, Ph.D., BCBA-D, Licensed Psychologist, of Behavior, and Western Michigan University’s top two faculty is President of LeBlanc Behavioral Consulting. She received honors: Distinguished Faculty Scholar Award and Distinguished her Ph.D. in 1996 from Louisiana State University. She previ- Teaching Award. In 2012, Jack was the first recipient of an ously taught at Claremont McKenna College, Western Mich- award named in his honor by the Verbal Behavior Special Inter- igan University, and Auburn University, and was Executive est Group affiliated with ABAI. 5 6 Chapter Contributors Caio F. Miguel, Ph.D., BCBA-D, is Professor of Psychology Excellence Award (2003), the UNCW Faculty Scholarship at California State University, Sacramento. His research inter- Award (2000) and Graduate Mentor Award (2008), and the ests span basic, applied, and conceptual issues in the study of ABAI Student Committee Outstanding Mentor Award (2006) motivation, verbal behavior, covert mediation, and derived stim- and Distinguished Service to Behavior Analysis Award (2017). ulus relations. Caio has served as editor of The Analysis of Verbal Behavior and associate editor for the Journal of Applied Behav- Ruth Anne Rehfeldt, Ph.D., BCBA-D, is Professor of Behavior ior Analysis. His publications have appeared in English, Portu- Analysis and Therapy at Southern Illinois University. She com- guese, and Spanish language journals, and he has given hundreds pleted her Ph.D. at the University of Nevada. Dr. Rehfeldt has of professional presentations throughout North America, South published over 100 articles and book chapters in behavior analysis, America, and Europe. Caio received the 2013–2014 Award for primarily on basic and applied investigations of verbal behavior Outstanding Scholarly Work from the College of Social S ciences and derived relational responding, relational frame theory, and and Interdisciplinary Studies at CSU Sacramento, and the 2014 acceptance and commitment therapy. Ruth Anne served as the Outstanding Mentor Award by the Student Committee of the editor and business manager for The Psychological Record for Association for Behavior Analysis International. 12 years. She is or has been an editorial board member for a num- ber of behavior analytic journals, including J ournal of Applied Nancy A. Neef, Ph.D., is Professor Emeritus in the College of Behavior Analysis, Journal of the Experimental Analysis of Behav- Education and Human Ecology at The Ohio State University. ior, and The Analysis of Verbal Behavior. She has held a number She has served as editor of the Journal of Applied Behavior of leadership positions within the Association for Behavior Analy- Analysis, as president of the Society for the Experimental sis International. Dr. Rehfeldt has won a number of teaching and Analysis of Behavior, and on the Executive Council and as research awards during her tenure at Southern Illinois University. chair of the p ublication board for the Association of B ehavior Analysis International. Nancy has published more than Richard G. Smith, Ph.D., BCBA-D, LBA-TX, is Associate Pro- 60  articles and chapters in the areas of developmental disabili- fessor in the Department of Behavior Analysis at the University of ties, research methodology, and instructional technology. Much North Texas, where he served as Department Chair for 13 years. of her research has focused on extensions and applications of Rick received his master’s and doctoral degrees at the University basic research in the assessment and treatment of attention- of Florida. His primary research interest is in the assessment and deficit hyperactivity d isorder. Nancy was the recipient of the treatment of behavior disorders in persons with developmental first Distinguished Alumnus Achievement Award in Psychol- disabilities, with specific areas of focus in motivational variables ogy from Western Michigan University and the 2006 Award and advances in functional analysis procedures. A former asso- for Outstanding Research in Applied Behavior Analysis from ciate editor for the Journal of Applied Behavior Analysis, Rick’s Division 25 of the American Psychological Association. work has been recognized with the American Psychological Association’s Division 25 B. F. S kinner Award for Innovative Stephanie M. Peterson, Ph.D., BCBA-D, is Professor and Chair and Important Research by a New Researcher (1997), the Texas of the Department of Psychology at Western Michigan Univer- Chapter of the American Association on Intellectual and Devel- sity. Her primary research interests are choice and concurrent opmental Disabilities’ Research Award (2000), the Texas Asso- schedules of reinforcement in the treatment of severe problem ciation for Behavior Analysis’ Career Contributions to Behavior behavior and in the functional analysis of problem behavior. Analysis in Texas Award (2014), and the University of North Stephanie also has interests in applications of behavior a nalysis Texas President’s Special Faculty Recognition Award (2017). to educational interventions and teacher training. She has served on the editorial boards of the Journal of Applied Behav- Mark L. Sundberg, Ph.D., BCBA-D, is a Licensed Psychologist ior Analysis and The Behavior Analyst and currently serves in private practice. He specializes in language research and the as a consulting senior editor for Education and Treatment of development of language assessment and intervention programs Children. She is a former member of the Board of Directors for for children and adults with language delays. Mark is founder the Behavior Analyst Certification Board. and past editor of the journal The Analysis of Verbal Behav- ior, a past president of The Northern California Association for Carol Pilgrim, Ph.D., is Professor of Psychology at the Behavior Analysis, and a past chair of the Publication Board of University of North Carolina, Wilmington. Her primary the Association for Behavior Analysis International, and has research interests are in the analysis, application, and conceptual served on the Board of Directors of the B. F. Skinner Foun- treatment of relational stimulus control, particularly stimulus dation. Mark is the author of The Verbal Behavior Milestones equivalence. Carol is a former editor of The Behavior Analyst Assessment and Placement Program (VB-MAPP), and co-author and associate editor of the Journal of the Experimental Analy- (with James W. Partington) of the books Teaching Language sis of Behavior and The Behavior Analyst. She has served as to Children with Autism or Other Developmental Disabilities President of the Association for Behavior Analysis International and the original Assessment of Basic Language and Learning (ABAI), the Society for the Advancement of Behavior Analysis, Skills: The ABLLS. Mark has received several awards, includ- Division 25 of the American Psychological Association (APA), ing the 2001 Distinguished Psychology Department Alumnus and the Southeastern Association for Behavior Analysis. Carol Award from Western Michigan University and the 2013 Jack is a fellow of ABAI and Division 25 of APA, and she has been Michael Outstanding Contributions in Verbal Behavior Award honored with the North Carolina Board of Governors Teaching from ABAI’s Verbal Behavior Special Interest Group. PREFACE As it was 17 years ago, when we began writing the previous and understand behavior that are scientifically sound, socially edition of this book, our overriding goal for the third edition significant, and ethically appropriate. was to produce an accurate, comprehensive, and contemporary description of applied behavior analysis. The result is a text that demands concentrated and serious study. TERMINOLOGY Despite its size, scope, and in-depth treatment of concepts, Meaningful description of any scientific activity necessitates a principles, procedures, and issues, Applied Behavior Analy- standard set of technical terms. Effectively communicating the sis, Third Edition, should be viewed as an introductory text for design, implementation, outcomes, and/or theoretical bases of two reasons. First, the reader need not possess any specialized an applied behavior analysis requires the accurate use of the prerequisite knowledge to understand the content. Second, attain- discipline’s terminology. Throughout this text, we have made ing a full understanding of applied behavior analysis requires every effort to define and use behavior analytic terminology considerable study and guided experience beyond this text. There in a conceptually systematic and consistent manner. Mastering is no topic presented within these pages that has not been treated the specialized vocabulary of applied behavior analysis is an in greater depth elsewhere. Students of applied behavior analy- important initial step in embracing the science and participat- sis should build upon what they learn from this book by reading ing effectively as a researcher, practitioner, or consumer. We other sources. How much reading is needed to fully grasp and encourage students to study the field’s terminology with dili- appreciate applied behavior analysis? Don Baer (2005), one of the gence. Toward that end, the third edition includes a glossary of co-founders of applied behavior analysis, estimated that more than 500 technical terms and concepts. [T]he cost of knowing well the basic principles and paradigms of the theoretical and experimental aspects of REFERENCES, EXTRACTS, NOTES, behavior analysis would require about 2,000 pages and some laboratory experience. ABA shares the same basic AND GRAPHS principles with the theoretical and experimental branches An important function of any introductory text to a scientific dis- of behavior analysis and adds to them an even larger cipline is to expose students to the empirical and conceptual liter- number of secondary principles, strategies, and tactics for ature of that field. This edition contains more than 2700 citations making those basic principles work in the real world as to primary-source publications, including historically important they do in the laboratory. ABA also adds a set of principles experiments (e.g., the first graph presented by B. F. Skinner in his about ethical and humane practice, prominent among which 1938 book The Behavior of Organisms), and classic and contem- is the need to be certain, through constant and extensive porary examples of applied behavior analysis research—most of measurement and experimentation, that the particular case which were published in the field’s flagship journal, the Journal in hand is going well and will continue to go well—because of Applied Behavior Analysis. We also make extensive use of it will change as it progresses. The cost of knowing all that quotations and extracts from key publications representing the is, I estimate, about 3,000 pages of reading and several conceptual literature. We have done this not only for the historical years of supervised practical experience. (pp. 27–28) and/or technical authority these authors provide, but also because The field has grown markedly since its formal inception their inclusion increases students’ exposure to and appreciation in 1968, so much so that Baer’s 3000-page reading assignment for the field’s rich primary-source literature. might now exceed 4000 pages, or more. We trust that this The third edition includes more than 150 graphs of data book’s 800-plus pages will contribute to Baer’s reading assign- from peer-reviewed research, many of which are accompanied ment for many future behavior analysts. Specific suggestions by detailed descriptions of the study’s methodology. We have for additional readings in applied behavior analysis and in the a fourfold purpose for providing many procedures, graphs, and conceptual and basic research branches of behavior analysis are references. First, we want to illustrate behavior analysis prin- cited throughout this text. ciples and procedures with actual applications and real data, Again, while our objective is to provide a complete not hypothetical examples. Second, reading the procedural description of the principles and procedures for changing and descriptions will help students appreciate the high degree of analyzing socially important behavior, mastery of this book’s technical precision and control of complex environments that content represents the beginning, not the end, of one’s study of researchers and practitioners must achieve to solve problems applied behavior analysis. If our efforts as textbook writers and and show functional relations between variables. Third, the chapter contributors, combined with those of instructors who references provide students whose interests are piqued by the assign this book, are successful, the dedicated student will come descriptions or graphs with directions to the original studies away with a sound repertoire of fundamental knowledge about for more in-depth study. Finally, the graphs provide multi- applied behavior analysis. In turn, this knowledge will serve as ple opportunities for students to develop and refine—through the foundation for more advanced study and supervised prac- practice and discussion with their instructors, mentors, and tica that ultimately will lead to independent efforts to change fellow students—higher-level visual analysis skills. 7 8 Preface THIRD EDITION CONTENT ENHANCEMENTS Equivalence-based Instruction AND FEATURES In Chapter 19, Equivalence-based Instruction, Carol Pilgrim builds upon Sidman’s groundbreaking research on stimulus Applied behavior analysis has become more mature and sophisti- equivalence to explain the conditions in which learners acquire cated since the second edition was published. Although the basic new skills and verbal relations without direct instruction on principles of behavior remain unchanged, advances in all three those skills. Pilgrim defines equivalence-based instruction, interrelated domains of the science of behavior—t heoretical, describes its key outcomes—class formation, delayed emer- basic research, and applied research—have improved our under- gence, class expansion and class merger, transfer of function, standing of those principles and led to increased effectiveness in and contextual control—and shows how lessons can be designed developing and applying effective and humane behavior change to promote those outcomes. interventions. These developments are reflected in the more than 1,000 new references to the conceptual, basic, and applied liter- Nonequivalence Relations atures of behavior analysis added to this edition. In Chapter 20, Engineering Emergent Learning with Nonequiv- alence Relations, Tom Critchfield and Ruth Anne Rehfeldt Chapters by Outstanding Authors explain how people make sense of and function effectively in The third edition includes seven chapters authored by prominent a world of arbitrary relations in which stimuli “go together,” scholars in applied behavior analysis. This group of contributors not because they share physical properties, but rather because includes the current and two former editors of the Journal of social-verbal reinforcement contingencies teach people to relate Applied Behavior Analysis, two previous editors of The Analy- them in a certain way. Relational frame theory (RFT) and accep- sis of Verbal Behavior, and associate editors of the Journal of tance and commitment therapy (ACT), a therapeutic approach the Experimental Analysis of Behavior. Members of this well- grounded in RFT, are described. known and prolific group of behavior analysts first reported some of the most significant advances in behavior analysis in Functional Behavior Assessment publications. In Chapter 27, Functional Behavior Assessment, Stephanie Peterson and Nancy Neef describe one of the more significant Negative Reinforcement developments in applied behavior analysis. Functional behavior In Chapter 12, Negative Reinforcement, Rick Smith and Brian assessment has become a well-established method for discov- Iwata present an authoritative account of this commonly mis- ering the function that a problem behavior serves for a person understood and misapplied form of reinforcement. In addition (e.g., to obtain social attention, to avoid an assigned task, to to precisely defining this principle, dispelling misconceptions provide sensory stimulation), information that enables practi- about it, and illustrating applications across a broad spec- tioners to design interventions that teach adaptive replacement trum of cases, Smith and Iwata provide specific guidelines for behaviors that serve the same function. incorporating negative reinforcement into behavior change interventions. Ethics In Chapter 31, Ethical and Professional Responsibilities of Motivation Applied Behavior Analysts, Tom Freeman, Linda LeBlanc, and Until recently, motivation, a major topic in psychological Jose Martinez-Diaz clarify what ethical behavior is, explain theories and everyday explanations of behavior, has been an why ethical behavior is a necessary part of the applied behavior assumed, but inadequately understood, topic in behavior analy- analyst’s repertoire, review ethical codes of conduct for behav- sis. Due largely to the work of Jack Michael, behavior analysts ior analysts, and describe specific procedures for ensuring and now have a much better understanding of motivation and its assessing ethical practice. New content regarding client services role within applied behavior analysis. In Chapter 16, Motivating (e.g., informed consent, conflict of interest) and, importantly, Operations, Jack Michael and Caio Miguel explain how certain ethical implications of new technologies, social media, and pro- antecedent events have dual motivating effects: a behavior- fessional networking to support ethical behavior is presented. altering effect, which makes certain behaviors more (or less) likely; and a value-altering effect, which makes certain events TEXT ORGANIZATION AND STRUCTURE more (or less) effective as reinforcement. The book’s 31 chapters are organized into 13 parts. The two Verbal Behavior chapters in Part 1 describe some tenets that are fundamental to In Chapter 18, Verbal Behavior, Mark Sundberg contrasts all scientific endeavors, outline a history of behavior analysis B. F. Skinner’s functional analysis of verbal behavior with tra- as a natural science approach to understanding behavior, define ditional approaches to language, defines and gives examples of applied behavior analysis, and describe principles and concepts basic types of elementary verbal operants (e.g., mands, tacts, of that science. Parts 2 and 3 examine the elements necessary intraverbals), and describes implications and applications for for an applied behavior analysis. Part 2 presents considerations, these concepts in designing and implementing language inter- criteria, and procedures for selecting, defining, and measuring vention programs. applied behavior. The five chapters in Part 3 examine the logic Preface 9 and operation of specific tactics for the experimental analysis of Companion Website behavior–environment relations, and some issues in planning, Text Content Related to the Behavior Analyst replicating, and evaluating analyses of behavior. Certification Board® BCBA® & BCABA® Behavior The seven chapters in Parts 4 through 6 explore the two Analyst Task List© Fifth Edition most significant principles of behavior—reinforcement and pun- ishment; how antecedent events alter one’s motivation to respond; The Behavior Analyst Certification Board® (BACB®) is a and how behavior comes under the discriminative control of nonprofit corporation established in 1998 to meet professional environmental conditions. Part 7 is a detailed examination of credentialing needs identified by behavior analysts, govern- B. F. Skinner’s analysis of verbal behavior and its implications and ments, and consumers of behavior analysis services. To be applications for language development. The five chapters in Part 8 certified as a Board Certified Behavior Analyst® (BCBA®) describe how applied behavior analysts use equivalence-based or a Board Certified Assistant Behavior Analyst® (BCaBA®), instruction, nonequivalence relations, imitation, modeling, obser- a person must meet academic-degree, educational, and vational learning, shaping, and chaining to develop new skills and practical-experience eligibility requirements and then pass a patterns of behavior from simple to complex. psychometrically sound examination. The BCBA and BCaBA Part 9 details how problem behaviors can be decreased examinations are based on the BCBA/BCaBA Task List (5th with nonpunishment interventions: extinction, differential ed.; BACB, 2017a), which was developed by 16 subject matter reinforcement, and antecedent interventions. Part 10 describes experts and s ubsequently c ontent validated through a survey functional behavioral assessment, sophisticated methods for of more than 6000 BACB certificants (BACB, 2017b). The determining the purpose that problem behavior serves for a complete BCBA/BCaBA Task List (5th ed.) is available on the person, and important information that leads to the design of companion website (www.pearsonglobaleditions.com). treatments that replace the problem behavior with adaptive alter- We have connected the content of this text to the tasks native behavior serving the same function. that the BACB determined are necessary to function as an entry- Part 11 describes four special applications of behavior level behavior analyst. A chart identifying which Task List change technology: token economy, contingency contracting, items are covered in each chapter is also provided on the com- group contingencies, and self-management. Part 12 outlines panion website. Due to the complex nature of applied behavior strategies and tactics for increasing the likelihood that efforts to analysis, in which the concepts and principles and their appli- change behavior yield generalized outcomes: behavior changes cation are interrelated and not easily or effectively presented that maintain across time, occur in appropriate settings and sit- in a linear fashion, some Task List items are covered in more uations beyond the training setting, and spread to other useful than one chapter. Students studying for BCBA and BCaBA behaviors. The book’s final part describes ethical and profes- examinations can look up key words from Task List items in sional responsibilities of behavior analysts, ethical implications the Subject Index to identify the page numbers where relevant of new technologies, social media, and professional networking. information about each item in the BCBA/BCaBA Task List (5th ed.) can be found. This text presents the basic knowledge that a qualified SUPPLEMENTS AND RESOURCES behavior analyst must possess. Although mastering this con- FOR STUDENTS AND INSTRUCTORS tent will help you obtain a passing score on the BCBA or Instructor’s Resource Manual and Test Bank BCaBA examinations, two important qualifiers must be rec- (ISBN 1-292-32464-3) ognized. First, the BCBA and BCaBA examinations require knowledge beyond that included in this, or any, single text- An Instructor’s Resource Manual includes suggestions for book. Therefore, to further prepare for the examinations learning activities, additional Experiencing Firsthand e xercises, we encourage students to study original sources, engage in supplementary lectures, case study analyses, discussion topics, supervised practica, and discuss areas of personal interest group activities, additional media resources, and answers to all with trusted and competent mentors. Second, no matter how multiple-choice questions and essay-type questions. The Test accurate, extensive, and current this textbook may be, and no Bank that accompanies this text contains more multiple-choice matter how thoroughly a student masters its content, he or she and essay-type questions. Some items (lower-level questions) will not be fully qualified to function as a behavior analyst. simply ask students to identify or explain concepts and princi- Successful completion of the required coursework in behavior ples they have learned. But many others (higher-level questions) analysis is but one step in the preparation to become a BCBA ask students to apply those same concepts and principles to spe- or a BCaBA. For the most recent information on the BACB cific classroom situations—that is, to actual student behaviors requirements, visit the Behavior Analyst Certification Board’s and teaching strategies. website at www.BACB.com. Powerpoint® Slides (ISBN 1-292-32466-X) Behavior Analyst Certification Board. (2017a). BCBA/BCaBA The PowerPoint slides include key concept summarizations, task list (5th ed.). Littleton, CO: Author. diagrams, and other graphic aids to enhance learning. They are Behavior Analyst Certification Board. (2017b, January). designed to help students understand, organize, and remember BACB newsletter. https://www.bacb.com/wp-content/ core concepts and theories. uploads/170113-newsletter.pdf