PIPA cheat sheet

Three-term contingency: motivating operation (or discriminative stimulus) sets the occasion, behavior occurs, consequence follows; the SD signals reinforcement availability, the MO alters the value of the consequence.

Reinforcement increases future frequency of the response it follows; punishment decreases it. Positive means a stimulus is added, negative means a stimulus is removed - the sign never determines whether the operation is reinforcement or punishment.

Extinction is withholding the maintaining reinforcer, producing an extinction burst (temporary increase in rate, magnitude, or variability) followed by gradual decline; response burst is expected, not failure.

Schedules: fixed ratio produces post-reinforcement pause and high steady rate; variable ratio produces high steady rate with few pauses; fixed interval produces scalloping; variable interval produces moderate steady rate.

Discrimination is differential responding under SD versus S-delta; generalization is responding to stimuli along a gradient sharing relevant features with the trained SD.

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

A motivating operation is either an establishing operation (increases reinforcer value) or abolishing operation (decreases it); a conditioned reinforcer acquires value through pairing with a primary reinforcer.

Behavior is defined by its function, not its topography: the same form can serve different functions (attention, escape, access to tangibles, automatic/sensory).

Indirect methods (interviews, rating scales, ABC records) are low-effort but correlational; descriptive methods (scatterplots, structured ABC observation) identify temporal and setting patterns; functional analysis (FA) experimentally manipulates contingencies and is the only method establishing causal function.

Standard FA conditions: alone (automatic reinforcement), attention (social positive), demand/escape (social negative), tangible (access), plus a play/control condition with noncontingent attention and no demands.

FA interpretation rule: a function is supported when the target behavior occurs at higher rates in a test condition than in the control condition; undifferentiated data indicate no clear function and warrant modified conditions (e.g., alone with no items, divided attention).

Functional behavior assessment (FBA) is the broader process (indirect + descriptive + experimental); functional analysis is one component. FBA results should specify antecedent triggers, maintaining consequences, and setting events.

Preference assessments: paired-choice (forced choice) is generally more reliable than single stimulus; MSWO balances efficiency and accuracy; reinforcer assessments verify that a preferred item actually increases behavior.

Interobserver agreement (IOA) below about 80% signals unreliable data; collect IOA on at least 20–33% of sessions in most clinical and research standards.

Setting events and establishing operations (sleep deprivation, illness, hunger, prior conflict) should be assessed because they alter the value of consequences and can explain day-to-day variability.

When behavior is dangerous or low-frequency, use trial-based FA or structured descriptive assessment; when behavior is severe, avoid conditions that could occasion injury and build in protective procedures.

PBS plans are built on a hypothesis statement: antecedent triggers + setting events → target behavior → maintaining consequence. Every intervention component should map to that hypothesis.

Competing behavior model: identify the desired behavior, an acceptable alternative (functionally equivalent replacement), and a functionally equivalent but unacceptable behavior to be reduced; teach the replacement explicitly.

Antecedent interventions (environmental redesign, priming, choices, visual schedules, task modification) prevent behavior before it occurs; consequence interventions follow behavior.

Function-based interventions outperform non-function-based ones: attention function → differential attention and noncontingent attention; escape function → demand fading, choice, break requests; tangible → functional communication training; automatic → competing sensory stimulation and enriched environment.

Replacement behaviors must produce the same reinforcer more efficiently than the problem behavior (better, faster, more reliable) or the problem behavior will persist.

Plans should include prevention, teaching, and consequence components, plus a crisis/safety component when risk exists, and specify who does what, when, and with what materials.

Goals must be observable and measurable: specify the behavior, conditions, and criterion (e.g., 'requests a break within 10 s of task presentation in 4 of 5 opportunities across 3 consecutive days').

Social validity matters: assess whether goals, procedures, and outcomes are acceptable to the person, family, and implementers; plans that fit the setting are more likely to be implemented with fidelity.

Functional communication training (FCT): teach a socially acceptable communication response that produces the same reinforcer as the problem behavior, then thin the schedule of reinforcement gradually (e.g., delay tolerance training).

Differential reinforcement: DRA reinforces an alternative behavior; DRI reinforces incompatible behavior; DRO reinforces the absence of the target for an interval; DRL reinforces lower rates. DRA with a functional alternative is generally preferred for reduction.

Noncontingent reinforcement (NCR) delivers the maintaining reinforcer on a time-based schedule independent of behavior; it reduces behavior by abolishing the establishing operation, not by punishing.

Token economies: backup reinforcers must be potent and the exchange rate calibrated; response cost removes tokens contingent on behavior and is a punishment procedure requiring safeguards.

Prompting hierarchy: least-to-most (natural cue first) promotes independence; most-to-least reduces errors during acquisition. Fade prompts systematically using time delay or stimulus fading.

Shaping reinforces successive approximations; chaining teaches a sequence (forward, backward, or total task) with task analysis; discrete trial training uses massed trials with clear SD, prompt, response, and consequence.

High-probability request sequences (behavioral momentum) and choice-making increase compliance and engagement by embedding easy, preferred responses before difficult ones.

Reinforcement should be delivered immediately, consistently, and paired with behavior-specific praise; thin schedules only after the behavior is stable, and monitor for resurgence.

Continuous measures: frequency/rate (count per unit time), duration (total or per occurrence), latency (time from SD to response), inter-response time. Discontinuous measures: partial-interval (overestimates), whole-interval (underestimates), momentary time sampling (usually closest to true rate).

Rate = count ÷ observation time; percent of opportunities = (occurrences ÷ opportunities) × 100; percent intervals = intervals with behavior ÷ total intervals × 100.

Choose measurement by behavior dimension: countable discrete responses → frequency; long-duration episodes → duration; rapid responses → latency; behavior occurring in continuous streams → interval recording.

IOA formulas: total count agreement = smaller count ÷ larger count × 100; interval-by-interval = agreements ÷ (agreements + disagreements) × 100; trial-by-trial = agreements ÷ total trials × 100.

Graphing conventions: x-axis is time/sessions, y-axis is the behavior measure; include condition change lines, phase labels, and aim lines or goal criteria.

Visual analysis: level (mean), trend (slope/direction), variability (range), immediacy of change, overlap between phases, and consistency across similar phases.

Baseline logic: a convincing intervention effect requires low/stable baseline, an immediate change at intervention onset, and replication across behaviors, settings, or participants (multiple baseline).

Progress monitoring should occur frequently enough to detect change (e.g., weekly or per session), with data reviewed against pre-set decision rules (e.g., three consecutive data points below aim line → modify).

Core principles: benefit others, treat others with compassion/dignity, behave with integrity, ensure competence, and maintain accountability. The client's rights and safety outrank program convenience.

Informed consent requires capacity, disclosure of procedures/risks/benefits/alternatives, voluntariness, and the right to withdraw at any time; consent must be documented and renewed when procedures materially change.

Least restrictive, least intrusive effective procedure: reinforcement-based and antecedent strategies precede punishment; punishment requires justification, oversight, and data showing necessity.

Confidentiality: share only with consent or as legally required (mandated reporting, imminent danger), use minimum necessary information, and secure records. Never discuss clients in public or on unsecured channels.

Scope of practice: practice only within your training and competence; seek supervision, refer out, or obtain training when a case exceeds competence. Do not diagnose or prescribe outside your credentials.

Multiple relationships and conflicts of interest must be avoided when they could impair objectivity; gifts, bartering, and dual roles require careful evaluation and documentation.

Data integrity: never fabricate, falsify, or selectively report data; report IOA, treatment integrity, and adverse effects honestly, including null or negative findings.

Supervision and delegation: supervisees must be trained and competent for delegated tasks; supervisors remain responsible for the quality of services delivered under their supervision.

Behavioral skills training (BST): instruction, modeling, rehearsal, and feedback until a mastery criterion is met - the standard for training staff, caregivers, and implementers.

Treatment integrity (procedural fidelity) is measured by direct observation with a checklist: percent of steps implemented correctly. Low integrity predicts poor outcomes and must be addressed before concluding an intervention failed.

Performance feedback should be specific, immediate, and behavior-focused (describe the behavior, its effect, and the alternative), delivered with a ratio favoring positive feedback.

Collaboration is built on shared goals, defined roles, regular communication, and data sharing with consent; family and caregiver input shapes socially valid goals.

Implementation stages: exploration/adoption, installation, initial implementation, full implementation, and sustainability. Coaching and fidelity supports are needed beyond initial training.

Barriers to implementation include competing demands, turnover, unclear expectations, and lack of resources; address them with systems-level supports (policies, protected time, materials, leadership buy-in).

Cultural responsiveness: adapt goals, reinforcers, communication, and procedures to the family's values, language, and context; avoid imposing culturally specific norms as universal standards.

Document training, supervision hours, and fidelity checks; use objective mastery criteria (e.g., 90% of checklist steps across three consecutive observations) rather than attendance as evidence of competence.

Prevention first: identify triggers and early warning signs, reduce demands and environmental stimulation, offer choices, and use known de-escalation strategies before behavior escalates.

Escalation phases (typical): trigger, agitation, acceleration, peak, de-escalation, recovery. Intervention differs by phase - support and redirect early, ensure safety at peak, allow space and time in recovery.

De-escalation communication: calm tone, slow pace, short sentences, reduced demands, reflective listening, offering choices, and maintaining safe distance; avoid arguing, threatening, or crowding.

Restraint and seclusion are emergency, last-resort procedures with high risk of injury and trauma; they require trained staff, continuous monitoring of breathing and circulation, documentation, debriefing, and review.

Physical intervention should be used only when there is imminent risk of serious harm and less restrictive alternatives have failed; never use prone restraint or pressure on the neck/chest, and release as soon as safe.

Post-crisis debriefing: review antecedents, what worked, injuries, and plan changes; support the individual and staff and document objectively, including duration and any injury.

Safety planning includes environmental risk assessment (access to weapons, medications, hazards), clear crisis response roles, and communication with emergency services when needed.

Use objective incident data (frequency, duration, injuries, restraint use) to evaluate prevention efforts; a rising restraint rate signals a need to revise the behavior support plan.