BJC cheat sheet

Operant behavior is selected by consequences; respondent behavior is elicited by antecedent stimuli and modified through respondent conditioning.

Reinforcement: response-contingent consequence increases future frequency of the response. Positive = stimulus added; negative = stimulus removed.

Punishment: response-contingent consequence decreases future frequency. Positive = aversive added; negative = reinforcing stimulus removed.

Extinction: withholding the maintaining reinforcer for a previously reinforced response; may produce an extinction burst, spontaneous recovery, and resurgence.

Motivating operations (MOs): establishing operations increase the value of a reinforcer and evoke behavior; abolishing operations decrease value and abate behavior.

Discriminative stimulus (SD) signals availability of reinforcement; S-delta signals extinction. Stimulus control occurs when behavior is differentially emitted in the presence of SD vs. S-delta.

Schedules: CRF (every response), FR (fixed ratio), VR (variable ratio), FI (fixed interval), VI (variable interval). Ratio schedules generally produce higher response rates than interval schedules; variable schedules produce more resistance to extinction.

Three-term contingency: antecedent (SD/MO) → behavior → consequence. Contingency = if-then relation; contiguity = temporal proximity.

Continuous measures: frequency (count), rate (count/time), duration (total or per occurrence), latency (time from SD to response), interresponse time (IRT).

Discontinuous measures: partial-interval (overestimates), whole-interval (underestimates), momentary time sampling (least biased for high-rate behavior).

Percent of opportunities = (number of responses ÷ number of opportunities) × 100.

IOA formulas: total count IOA = (smaller count ÷ larger count) × 100; interval-by-interval = (agreements ÷ (agreements + disagreements)) × 100; exact count-per-interval = (intervals with exact agreement ÷ total intervals) × 100.

Acceptable IOA is generally ≥80% (often ≥90% for discrete responses); collect IOA on at least 20–33% of sessions.

Graph: x-axis = time/sessions; y-axis = dependent variable. Level = average value; trend = slope/direction; variability = spread.

Visual analysis: change in level, trend, and variability between baseline and intervention; immediacy, magnitude, and consistency of effect.

Reliability threats: observer drift, bias, poorly defined operational definitions. Operational definition must be objective, observable, measurable, and complete.

Reversal (ABA or ABAB) design: demonstrates experimental control when behavior reverses with condition changes; contraindicated when behavior is dangerous or irreversible.

Multiple baseline design: across behaviors, settings, or participants; staggered introduction of the independent variable; requires baseline stability before intervening.

Alternating treatments (multielement) design: rapidly compare two or more conditions; controls for sequence effects but may show carryover.

Changing criterion design: stepwise criterion changes; each change in criterion must be accompanied by a change in behavior to demonstrate control.

Behavior-change procedures: positive/negative reinforcement, differential reinforcement (DRA, DRI, DRO, DRL/DRH), extinction, response cost, time-out, token economy, shaping, chaining (forward/backward), prompting and prompt fading.

Antecedent interventions: noncontingent reinforcement (NCR), high-probability (high-p) request sequence, behavioral momentum, priming, visual schedules, choice making.

Functional communication training (FCT) replaces problem behavior with a communication response that produces the same reinforcer.

Generalization: stimulus generalization, response generalization, maintenance. Program via multiple exemplars, natural contingencies, and indiscriminable contingencies.

FBA methods: indirect (interviews, rating scales), descriptive (ABC recording, scatterplots), and experimental functional analysis (manipulate antecedents/consequences).

Common functions: attention, escape/avoidance, access to tangibles, automatic/sensory.

Indirect assessments are quick but low in reliability; functional analysis has highest experimental control but requires trained staff and controlled conditions.

Preference assessments: paired-choice (most accurate), multiple stimulus without replacement (MSWO), multiple stimulus with replacement (MSW), free operant, single stimulus.

Reinforcer assessment: concurrent schedules or progressive-ratio to verify that a preferred item functions as a reinforcer.

Skill assessments: VB-MAPP, ABLLS-R, AFLS, EFL, PEAK - each yields curriculum targets and programming recommendations.

Risk-benefit analysis for functional analysis: consider severity of problem behavior, safety, and least restrictive assessment that answers the referral question.

Triangulate data: caregiver interview + direct observation + structured assessment to identify function and develop hypotheses.

Behavior intervention plan (BIP) components: operational definition, baseline data, function-based hypothesis, antecedent strategies, replacement behaviors, consequence strategies, reinforcement schedule, crisis plan, data collection, and review timeline.

Replacement behaviors: functionally equivalent, more efficient, and socially acceptable; teach before or while reducing problem behavior.

Differential reinforcement: DRA (alternative behavior), DRI (incompatible behavior), DRO (other behavior; reinforce absence), DRL (lower rate), DRH (higher rate).

Punishment-based procedures: use only after less restrictive options; include informed consent, monitoring for side effects, and a plan to fade.

Token economy: define target behaviors, token value, exchange rate, backup reinforcers, and fading plan.

Data-based decision making: review graphed data at planned intervals; modify plan if trend is not improving or if side effects appear.

Social validity: assess acceptability, appropriateness, and importance of goals, procedures, and outcomes to consumers and stakeholders.

Generalization and maintenance planning: train loosely, use natural contingencies, teach to fluency, and program common stimuli.

Core ethical principles: benefit others, treat others with compassion/dignity, behave with integrity, ensure competence, and safeguard clients.

Informed consent: disclose purpose, procedures, risks, benefits, alternatives, right to withdraw, and confidentiality limits; use understandable language and obtain documented consent.

Least restrictive, most effective procedure first; aversive or restrictive procedures require increased safeguards, oversight, and justification.

Confidentiality: share only with consent or as legally required; secure records; discuss limits of confidentiality (mandated reporting, danger to self/others).

Multiple relationships: avoid dual roles that could impair objectivity or exploit the client; if unavoidable, manage and document.

Competence: practice within boundaries of training and experience; obtain supervision or refer when outside competence; pursue ongoing professional development.

Mandated reporting: report suspected abuse, neglect, or exploitation per jurisdiction; follow legal and organizational requirements.

Documentation: accurate, timely, objective records; correct errors transparently; never fabricate or alter data.

Supervision should be individualized, documented, and based on the supervisee's needs, skills, and case complexity.

BACB-style supervision standards (verify current edition): a minimum percentage of supervised hours, defined supervisor qualifications, and documented supervision contracts.

Supervision activities: direct observation, modeling, rehearsal, feedback, goal setting, and review of written products and data.

Performance feedback: specific, immediate, behavior-focused, and paired with opportunities to practice and receive follow-up.

Case management: coordinate with caregivers, teachers, and other providers; maintain communication logs; ensure treatment integrity via direct observation and checklists.

Treatment integrity (fidelity) data: measure the degree to which the plan is implemented as written; low integrity threatens internal validity and client outcomes.

Risk management: identify crisis contingencies, safety plans, and escalation procedures; document decisions and rationale.

Transition and discharge planning: plan for generalization, caregiver training, fading of services, and follow-up.