Concepts and Principles of Behavior Analysis
The core vocabulary
Behavior analysis rests on a small set of interlocking principles. Reinforcement increases the future probability of a response class; punishment decreases it. Both are defined by their effect, not by intent or by how they feel. Positive means a stimulus is added; negative means one is removed or avoided. A common trap is labeling a procedure by its form - a reprimand is not automatically punishment, and removing a task is not automatically negative reinforcement unless the target behavior increases.
Contingencies and the three-term unit
Every operant is understood through the three-term contingency: antecedent (discriminative stimulus, S^D) → behavior → consequence. An S^D signals that reinforcement is available; an S-delta signals it is not. Motivating operations alter the value of a consequence and the momentary frequency of the behavior (establishing vs. abolishing). Questions often confuse MOs with discriminative stimuli: MOs change value, S^D change availability.
Respondent and derived relations
Respondent conditioning pairs stimuli to elicit reflexive responses (classical). Operant conditioning shapes voluntary behavior. Extinction is the withholding of reinforcement previously delivered, producing an extinction burst before decline. Spontaneous recovery is the return of a response after a rest period. Generalization spreads responding across similar stimuli; discrimination narrows it. Rule-governed behavior is controlled by verbal descriptions rather than direct contingencies.
Worked example
A student whines to escape math. Teacher removes the worksheet → whining increases next day. This is negative reinforcement of whining (escape contingency), even though the teacher intended to calm the child. Rule of thumb: name the procedure by what the data show happened to behavior, then identify the contingency (escape, attention, tangible, automatic).