Foundations and Principles of Behavior Analysis
Start with the core definition: behavior is anything a person does that is observable and measurable, described in action terms rather than as a trait ("tore the worksheet" not "was frustrated"). Distinguish response (a single instance) from response class (a set of responses with the same effect on the environment).
Master the three-term contingency: antecedent → behavior → consequence. A discriminative stimulus (SD) signals that reinforcement is available for a response; a motivating operation (MO) alters the value of a consequence and the momentary frequency of the behavior. This is a classic trap: an SD is about availability, an MO is about value. "Deprived of attention" is an MO; "teacher is looking and free to respond" is an SD.
Know the four-term contingency including the MO, and be able to sort consequences: reinforcement increases behavior, punishment decreases behavior, and positive/negative refer to adding/removing a stimulus, not to good/bad. Negative reinforcement is not punishment - it strengthens behavior by removing something aversive.
Understand extinction (withholding the reinforcer that previously maintained behavior), the extinction burst, spontaneous recovery, and stimulus control (behavior occurring in the presence of the SD). Review schedules of reinforcement (FR, VR, FI, VI), ratio strain, and generalization versus discrimination.
Rule of thumb: before labeling any consequence, ask two questions - did behavior go up or down, and was something added or removed? Worked example: A student screams, and staff remove the demand. Screaming increases, so this is negative reinforcement of screaming and escape from the demand. The MO is task difficulty; the SD is the demand delivered.