Manual: Additional Resources

Below, you’ll find a compendium of all our references and additional resources available to you! This list is constantly growing and changing,
so if there’s something you can’t find, let us know. We’d love to help

Section A: Measurement

A-01: Measure frequency (i.e., count).

A Proposed Model for Selecting Measurement Procedures for the Assessment and Treatment of Problem Behavior

On Terms: Frequency and Rate in Applied Behavior Analysis

A-02: Measure rate (i.e., count per unit time).

On Terms: Frequency and Rate in Applied Behavior Analysis

A-03: Measure duration.

An evaluation of the effects of intensity and duration on outcomes across treatment domains for children with autism spectrum disorder

A-04: Measure latency.

A-05: Measure interresponse time (IRT).

A-12: Design and implement continuous measurement procedures (e.g., event recording).

A review of the observational data-collection and reliability procedures reported in The Journal of Applied Behavior Analysis

A-13: Design and implement discontinuous measurement procedures (e.g., partial & whole interval, momentary time sampling).

Use of Discontinuous Methods of Data Collection in Behavioral Intervention: Guidelines for Practitioners

A Comparison of Momentary Time Sampling and Partial-Interval Recording for Evaluating Functional Relations

A Proposed Model for Selecting Measurement Procedures for the Assessment and Treatment of Problem Behavior

A-06: Measure percent of occurrence.

A-07: Measure trials to criterion.

A-08: Assess and interpret interobserver agreement.

Interobserver agreement in behavioral research: Importance and calculation

A-09: Evaluate the accuracy and reliability of measurement procedures.

Practical Implications of Data Reliability and Treatment Integrity Monitoring

A-10: Design, plot, and interpret data using equal-interval graphs.

DATA-BASED DECISION MAKING: THE IMPACT OF DATA VARIABILITY, TRAINING, AND CONTEXT

A-11: Design, plot, and interpret data using a cumulative record to display data.

On the origin and preservation of cumulative record in its struggle for life as a favored term

Section H: Measurement

H-01: Select a measurement system to obtain representative data given the dimensions of the behavior and the logistics of observing and recording.

H-02: Select a schedule of observation and recording periods.

H-03: Select a data display that effectively communicates relevant quantitative relations.

H-04: Evaluate changes in level, trend, and variability.

H-05: Evaluate temporal relations between observed variables (within & between sessions, time series).

Progressing Toward Data Intimacy: A Review of Within-Session Data Analysis

Section B: Experimental Design

B-01: Use the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968) to evaluate whether interventions are behavior analytic in nature.

Some current dimensions of applied behavior analysis

Some still-current dimensions of applied behavior analysis

B-02: Review and interpret articles from the behavior-analytic literature.

B-03: Systematically arrange independent variables to demonstrate their effects on dependent variables.

B-04: Use withdrawal/reversal designs.

Toward a methodology of withdrawal designs for the assessment of response maintenance

B-05: Use alternating treatments (i.e., multielement) designs.

Alternating treatments design: one strategy for comparing the effects of two treatments in a single subject

B-06: Use changing criterion designs.

The changing criterion design

Best Practices in Utilizing the Changing Criterion Design

B-07: Use multiple baseline designs.

MULTIPLE BASELINE DESIGNS: THE USE OF A SINGLE-CASE EXPERIMENTAL DESIGN IN LITERACY RESEARCH

Recommendations for reporting multiple-baseline designs across participants

B-08: Use multiple probe designs.

Multiple-probe technique: a variation on the multiple baseline

B-09: Use combinations of design elements.

B-10: Conduct a component analysis to determine the effective components of an intervention package.

COMPONENT ANALYSES USING SINGLE-SUBJECT EXPERIMENTAL DESIGNS: A REVIEW

B-11: Conduct a parametric analysis to determine the effective values of an independent variable.

A Parametric Analysis of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism

Section C: Behavior Change Considerations

C-01: State and plan for the possible unwanted effects of reinforcement.

The negative side effects of reward

C-02: State and plan for the possible unwanted effects of punishment.

Defining behavioral contrast for multiple schedules

C-03: State and plan for the possible unwanted effects of extinction.

The effects of extinction, noncontingent reinforcement and differential reinforcement of other behavior as control procedures

Section D: Fundamental Elements of Behavior Change

D-01: Use positive and negative reinforcement.

The Distinction Between Positive and Negative Reinforcement: Use With Care

The Distinction Between Positive and Negative Reinforcement: Some Additional Considerations

D-15: Identify punishers.

An evaluation of a punisher assessment for decreasing automatically reinforced problem behavior

D-16: Use positive and negative punishment.

On The Effectiveness Of And Preference For Punishment And Extinction Components Of Function-Based Interventions

The effects and side effects of punishing the autistic behaviors of a deviant child

The right to effective behavioral treatment

D-18: Use extinction.

Side effects of extinction: prevalence of bursting and aggression during the treatment of self-injurious behavior

D-19: Use combinations of reinforcement with punishment and extinction.

Side effects of extinction: prevalence of bursting and aggression during the treatment of self-injurious behavior

AN INVESTIGATION OF DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR WITHOUT EXTINCTION

D-02: Use appropriate parameters and schedules of reinforcement.

Recent reinforcement-schedule research and applied behavior analysis

Reinforcement schedule thinning following treatment with functional communication training

Reinforcement Schedule Thinning Following Functional Communication Training: Review and Recommendations

D-17: Use appropriate parameters and schedules of punishment.

Effects of intermittent punishment on self-injurious behavior: an evaluation of schedule thinning

Continuous vs. Intermittent punishment: A case study

D-20: Use response-independent (time-based) schedules of reinforcement (i.e., noncontingent reinforcement).

Noncontingent reinforcement as treatment for severe problem behavior: some procedural variations

Schedule effects of noncontingent reinforcement on attention-maintained destructive behavior in identical quadruplets

D-03: Use prompts and prompt fading.

Constant and Progressive Time Delay Procedures for Teaching Children with Autism: A Literature Review

D-04: Use modeling and imitation training.

D-05: Use shaping.

Shaping Academic Task Engagement with Percentile Schedules

D-06: Use chaining.

A COMPARISON OF PROCEDURAL VARIATIONS IN TEACHING BEHAVIOR CHAINS: MANUAL GUIDANCE, TRAINER COMPLETION, AND NO COMPLETION OF UNTRAINED STEPS

D-07: Conduct task analyses.

A COMPARISON OF PROCEDURAL VARIATIONS IN TEACHING BEHAVIOR CHAINS: MANUAL GUIDANCE, TRAINER COMPLETION, AND NO COMPLETION OF UNTRAINED STEPS

D-08: Use discrete-trial and free-operant arrangements.

D-21: Use differential reinforcement (e.g., DRO, DRA, DRI, DRL, DRH).

AN INVESTIGATION OF DIFFERENTIAL REINFORCEMENT OF ALTERNATIVE BEHAVIOR WITHOUT EXTINCTION

A REVIEW OF RECENT STUDIES ON DIFFERENTIAL REINFORCEMENT DURING SKILL ACQUISITION IN EARLY INTERVENTION

D-09: Use the verbal operants as a basis for language assessment.

The Duplic and Codic: The Importance of a Consistent Taxonomy of Verbal Behavior

D-10: Use echoic training.

D-11: Use mand training.

Increasing the Mand Repertoire of Children With Autism Through the Use of an Interrupted Chain Procedure

D-12: Use tact training.

D-13: Use intraverbal training.

D-14: Use listener training.

Listening Is Behaving Verbally

Section E: Specific Behavior-Change Procedures

E-01: Use interventions based on manipulation of antecedents, such as motivating operations and discriminative stimuli.

A Tutorial on the Concept of the Motivating Operation and its Importance to Application

E-02: Use discrimination training procedures.

The effects of behavioral skills training on staff implementation of discrete-trial teaching

E-03: Use instructions and rules.

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

E-04: Use contingency contracting (i.e., behavioral contracts).

Contingency contracting with school problems

E-05: Use independent, interdependent, and dependent group contingencies.

The Effects of a Group Contingency Intervention on Academic Engagement and Problem Behavior of At-Risk Students

E-06: Use stimulus equivalence procedures.

Equivalence Relations and Behavior: An Introductory Tutorial

Stimulus Equivalence, Generalization, and Contextual Stimulus Control in Verbal Classes

E-07: Plan for behavioral contrast effects.

Behavioral contrast: Research and areas for investigation

Behavioral contrast and generalization across settings in the treatment of autistic children

Defining behavioral contrast for multiple schedules

E-08: Use the matching law and recognize factors influencing choice.

The Matching Law: A Tutorial for Practitioners

Practical implications of the matching law

The applied importance of research on the matching law

E-09: Arrange high-probability request sequences.

Effects of high-probability requests on the acquisition and generalization of responses to requests in young children with behavior disorders.

The Effects of a High-Probability Instruction Sequence and Response-Independent Reinforcer Delivery on Child Compliance

E-10: Use the Premack principle.

Application of the Premack principle to the behavioral control of extremely inactive schizrophrenics

The premack principle, response deprivation, and establishing operations

E-11: Use pairing procedures to establish new conditioned reinforcers and punishers.

E-12: Use errorless learning procedures

Errorless learning: reinforcement contingencies and stimulus control transfer in delayed prompting.

The Effects of Errorless Learning and Backward Chaining on the Acquisition of Internet Skills in Adults with Developmental Disabilities

E-13: Use matching-to-sample procedures.

DECREASING ERRORS IN READING-RELATED MATCHING TO SAMPLE USING A DELAYED-SAMPLE PROCEDURE

Section F: Behavior-Change Systems

F-01: Use self-management strategies.

Effects of self-management training and reinforcement on the transfer of improved conduct in the absence of supervision.

ANALYSIS OF SELF-RECORDING IN SELF-MANAGEMENT INTERVENTIONS FOR STEREOTYPY

F-02: Use token economies and other conditioned reinforcement systems.

TOKEN REINFORCEMENT: A REVIEW AND ANALYSIS

A Preliminary Evaluation of a Token System with a Flexible Earning Requirement

Assessing the value of token reinforcement for individuals with autism: VALUE OF TOKEN REINFORCEMENT

F-03: Use Direct Instruction.

EFFECTS OF DIRECT INSTRUCTION ON THE ACQUISITION OF PREPOSITIONS BY STUDENTS WITH INTELLECTUAL DISABILITIES

F-04: Use precision teaching.

Precision teaching: Discoveries and effects

On the Use of Fluency Training in the Behavioral Treatment of Autism: A Commentary

F-05: Use personalized systems of instruction (PSI).

Reflections on PSI: Good news and bad

A personalized system of instruction for teaching checking account skills to adults with mild disabilities.

F-06: Use incidental teaching.

Incidental teaching of language in the preschool

F-07: Use functional communication training.

Functional Communication Training: A Review and Practical Guide

Effectiveness of functional communication training with and without extinction and punishment: a summary of 21 inpatient cases.

Functional Communication Training: Thirty Years of Treating Challenging Behavior

F-08: Use augmentative communication systems.

Functional communication training using assistive devices: recruiting natural communities of reinforcement.

Section G: Identification of the Problem

G-01: Review records and available data at the outset of the case.

G-02: Consider biological/medical variables that may be affecting the client.

G-03: Conduct a preliminary assessment of the client in order to identify the referral problem.

G-04: Explain behavioral concepts using nontechnical language.

G-05: Describe and explain behavior, including private events, in behavior-analytic (nonmentalistic) terms.

G-06: Provide behavior-analytic services in collaboration with others who support and/or provide services to one’s clients.

G-07: Practice within one’s limits of professional competence in applied behavior analysis, and obtain consultation, supervision, and training, or make referrals as necessary.

G-08: Identify and make environmental changes that reduce the need for behavior analysis services.

Section I: Assessment

I-01: Define behavior in observable and measurable terms.

I-02: Define environmental variables in observable and measurable terms.

I-03: Design and implement individualized behavioral assessment procedures.

I-04: Design and implement the full range of functional assessment procedures.

I-05: Organize, analyze, and interpret observed data

A Critical Review of Line Graphs in Behavior Analytic Journals

I-06: Make recommendations regarding behaviors that must be established, maintained, increased, or decreased.

I-07 Design and conduct preference assessments to identify putative reinforcers.

Preference Assessment Procedures for Individuals with Developmental Disabilities

Section J: Intervention

J-01: State intervention goals in observable and measurable terms.

Social validation: the evolution of standards of competency for target behaviors.

J-02: Identify potential interventions based on assessment results and the best available scientific evidence.

J-03: Select intervention strategies based on task analysis.

J-04: Select intervention strategies based on client preferences.

J-05: Select intervention strategies based on the client’s current repertoires.

J-06: Select intervention strategies based on supporting environments.

J-07: Select intervention strategies based on environmental and resource constraints.

J-08: Select intervention strategies based on the social validity of the intervention.

Social valdiation: the evolution of standards of competency for target behaviors.

An implicit technology of generalization

J-09: Identify and address practical and ethical considerations when using experimental designs to demonstrate treatment effectiveness.

J-10: When a behavior is to be decreased, select an acceptable alternative behavior to be established or increased.

J-11: Program for stimulus and response generalization.

An implicit technology of generalization

J-12: Program for maintenance.

J-13: Select behavioral cusps as goals for intervention when appropriate.

J-14: Arrange instructional procedures to promote generative learning (i.e., derived relations).

J-15: Base decision-making on data displayed in various formats.

Section K: Implementation, Management, and Supervision

K-01: Provide for ongoing documentation of behavioral services.

K-02: Identify the contingencies governing the behavior of those responsible for carrying out behavior-change procedures and design interventions accordingly.

K-03: Design and use competency-based training for persons who are responsible for carrying out behavioral assessment and behavior-change procedures.

Evidence-Based Staff Training: A Guide for Practitioners

The effects of behavioral skills training on staff implementation of discrete-trial teaching.

K-04: Design and use effective performance monitoring and reinforcement systems.

Effects Of Immediate Performance Feedback On Implementation Of Behavior Support Plans

K-05: Design and use systems for monitoring procedural integrity

IMPACT OF TREATMENT INTEGRITY ON INTERVENTION EFFECTIVENESS

Practical Implications of Data Reliability and Treatment Integrity Monitoring

K-06: Provide supervision for behavior-change agents.

K-07: Evaluate the effectiveness of the behavioral program.

K-08: Establish support for behavior-analytic services from direct and indirect consumers.

K-09: Secure the support of others to maintain the client’s behavioral repertoires in their natural environments.

K-10: Arrange for the orderly termination of services when they are no longer required.

Table of Contents

Section A: Measurement

Section H: Measurement

Section B: Experimental Design

Section C: Behavior Change Considerations

Section D: Fundamental Elements of Behavior Change

Section E: Specific Behavior-Change Procedures

Section F: Behavior-Change Systems

Section G: Identification of the Problem

Section I: Assessment

Section J: Intervention

Section K: Implementation, Management, and Supervision