PTB founder Dana Meller shares some key words to watch for when breaking down test questions around compound schedules on the BCBA®/BCaBA® exam.
Dana Do’s: Key Words to Watch For on the Big Exam Read More
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.
Dana Do’s: Let’s Clear Up the Confusion Between Punishment and Reinforcement Read More
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.
Dana Do’s: Relating, Framing and Equating Read More
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.
Dana Do’s: The Defining Features of Verbal Behavior, Explained Read More
Transitivity is connected to stimulus equivalence, yes, but there’s more to it than that. Let PTB founder Dana Meller explain the key differences between these two concepts.
Dana Do’s: The Differences Between Stimulus Equivalence and Transitivity, Explained Read More
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.
Dana Do’s: Using Stimulus Salience to Increase Studying Effectiveness Read More
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.
Dana Do’s: What’s the Difference Between Formal and Feature Stimulus Class? Read More
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.
Dana’s Do’s: Conditioning Us to Understand Operant and Respondent Conditioning? Read More
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.
Dana’s Do’s: WWSD (What Would #Skinner Do?) on Tax Day? Read More
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.
A signaled (SD) contingency for behavior that indicates that engaging in the behavior will prevent and/or delay the onset of an aversive stimulus. Hint: In Los Angeles, when the weather
A learned response under the stimulus control of an SD. Due to a history of reinforcement, that response occurs in the presence of that specific SD and not in its
Discriminated operant Read More