6th Ed TCO References: B. Concepts and Principles - Page 4

Dana Do’s: How to Discriminate Between Response Blocking and Extinction

What are the key differences between these these two procedures? PTB co-founder Dana Meller distills the concepts with common and relatable examples we can identify with.

Refer to BCBA® Task List (5th ed.) Sections B-9: Define and provide examples of operant extinction; and B-6: Define and provide examples of positive and negative punishment contingencies.

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Dana Do's: How to Discriminate Between MOs and SDs

Dana Do’s: How to Discriminate Between SDs & MOs

PTB co-founder Dana Meller breaks down the distinction between motivating operations (MOs) and discriminative stimulus (SDs).

Refer to BCBA® Task List (5th ed.) Sections B-10: Define and provide examples of stimulus control; and B-12: Define and provide examples of motivating operations.

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Dana Do’s: Key Words to Watch For on the Big Exam

PTB founder Dana Meller shares some key words to watch for when breaking down test questions around compound schedules on the BCBA®/BCaBA® exam.

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Dana Do’s: Let’s Clear Up the Confusion Between Punishment and Reinforcement

The concepts of punishment and reinforcement can sometimes confuse exam candidates. PTB co-founder Dana Meller clears things up, explaining nuances between the two and sharing her tips for making better discriminations on exam day.

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Dana Do’s: Relating, Framing and Equating

Relating, framing and equating. PTB co-founder Dana Meller drills into the generalizability of relational frame theory, equivalence-based instruction, and stimulus equivalence. Would you believe they all go together?

Refer to BCBA® Task List (5th ed.) Sections B-15: Define and provide examples of derived stimulus relations; G-21: Use procedures to promote stimulus and response generalization; G-12: Use equivalence-based instruction.

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Dana Do’s: The Defining Features of Verbal Behavior, Explained

There are two very important defining features of verbal behavior: point-to-point correspondence and formal similarity. Dana Meller breaks down the four of six elementary verbal operants involved.

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Dana Do’s: The Differences Between Stimulus Equivalence and Transitivity, Explained

Transitivity is connected to stimulus equivalence, yes, but there’s more to it than that. Let PTB co-founder Dana Meller explain the key differences between these two concepts.

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Dana Do’s: Using Stimulus Salience to Increase Studying Effectiveness

PTB co-founder Dana Meller discusses the ways in which you can increase your studying effectiveness through stimulus salience. We know that ABA works, and Dana reminds students to utilize basic ABA principles to help themselves prepare for the BCBA® exam.

Refer to Task List section B-10: Define and provide examples of stimulus control.

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Dana Do’s: What’s the Difference Between Formal and Feature Stimulus Class?

The difference between formal and feature stimulus class is something that has caused many students a great deal of confusion. That is because they seem the same, unless you look closely and realize they are not. PTB co-founder Dana Meller explains.

Refer to 5th Edition Task List Section B-2: Define and provide examples of stimulus and stimulus class.

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Understanding Operant and Respondent Conditioning

Dana’s Do’s: Conditioning Us to Understand Operant and Respondent Conditioning?

PTB co-founder Dana Meller explains how one word can describe two different things. Here’s how to practically understand the difference between operant and respondent conditioning.

BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

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Dana’s Do’s: WWSD (What Would #Skinner Do?) on Tax Day?

PTB co-founder Dana Meller illustrates a perfect example of rule-governed behavior centered on our shared and dreaded annual Tax Day obligation.

BCBA® Task List (5th ed.) Section B-13: Define and provide examples of rule-governed and contingency-shaped behavior.

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Delays to reinforcement schedule

A variation of basic intermittent schedules of reinforcement in which reinforcement for correct responding is delayed for the purpose of teaching self-control, tolerance of delayed gratification, functional communication, etc.

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6th Edition TCO

B.9 Identify and distinguish among simple schedules of reinforcement.