An unlearned, automatic response (reflex) that is elicited by an unconditioned stimulus.

A stimulus that elicits an automatic response without any prior learning

Known as the ABCs of behavior and involves an occasion for a behavior (A/SD), the behavior itself (B), and the consequence(C) that follows that behavior. These components (i.e., the antecedent,…

An involuntary behavior that is part of an organism’s genetic endowment, elicited without any prior learning, when an eliciting stimulus (US) produces a behavior (UR/REFLEX).

What occurs when an unconditioned stimulus (US) is paired with a previously neutral stimulus (NS), causing the neutral stimulus to become a conditioned stimulus (CS) that elicits the reflexive behavior…

A branch of biology that deals with genetically-inherited behavior.

A voluntary and learned behavior determined and maintained by its history of consequences and defined by its function (not its topography).

A process that involves an occasion for a behavior (SD), the behavior itself, and the consequence that follows; a process that determines the future of that behavior’s occurrence or nonoccurrence.

A branch of biology that deals with learned behaviors resulting from interaction with one’s environment.

A stimulus that does not elicit a respondent behavior.

When an unconditioned stimulus is presented repeatedly over a short period of time, the strength of the respondent behavior diminishes.

An unlearned, automatic response that is elicited by a previously neutral stimulus which has been paired with an unconditioned stimulus that typically elicits the response.

A formally neutral stimulus that has been paired with an unconditioned stimulus and as a result can elicit a reflexive behavior.

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.

A stimulus change following a behavior leading to said behavior occurring more often or strengthening the duration, latency, magnitude, or topography of said behavior in the future.

A process that occurs when a behavior is followed immediately by the presentation of a stimulus that increases the future frequency of that and similar behaviors under similar conditions.

A process that occurs when a behavior is followed immediately by the reduction or removal of a stimulus that increases the future frequency of that and similar behaviors under similar…

When the contingency for behavior is that it prevents and/or delays the onset of an aversive stimulus. The avoidant response occurs without the presence of a signal/SD and can occur…

When a behavior results in the termination of an ongoing aversive stimulus.

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…

The phenomenon that behavior is modified by consequences, even if a person is unaware of the contingency.

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.

PTB co-founder Dana Meller discusses two concepts that fall under negative reinforcement, breaks down their differences, and explains how they operate in various situations. Refer to BCBA® Task List (5th ed.) Sections B-4: Define and provide examples of positive and negative reinforcement contingencies; and G-1: Use positive and negative reinforcement procedures to strengthen behavior.

PTB co-founder Dana Meller breaks down a BCBA® mock exam question, exploring various possibilities, automatic, unconditioned, negative, and positive reinforcement, to better understand the reasons behind the behavior in this scenario. Refer to BCBA® Task List (5th ed.) Sections B-4: Define and provide examples of positive and negative reinforcement contingencies.; and G-1: Use positive and negative reinforcement procedures to strengthen behavior.

Test your Concepts and Principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about negative reinforcement. Included is a description of CMOS, free operant avoidance, and discriminated avoidance, as well as corresponding detailed examples. Refer to BCBA® Task List (5th ed.) Section B-4: Define and provide examples of positive and negative reinforcement contingencies.

Test your understanding of negative reinforcement with PTB co-founder Dana Meller as she discusses the two specific types and details and nuances using relatable examples that significantly impact our everyday lives. BCBA® Task List (5th ed.) Sections B-4: Define and provide examples of positive and negative reinforcement contingencies and G-1: Use positive and negative reinforcement procedures to strengthen behavior.

A basic schedule of intermittent reinforcement in which a variable number of correct responses must be emitted for reinforcement to be delivered.

A basic schedule of intermittent reinforcement in which a variable amount of time must elapse before a single correct response produces reinforcement.

A compound schedule of reinforcement in which two or more un-signaled (No SD) basic schedules of reinforcement are in effect and must be met successively for the response to contact…

When challenging behaviors reemerge because of an abruptly thinned reinforcement schedule.

A variation of basic intermittent schedules of reinforcement in which the criteria for reinforcement is systematically increased, independent of the client’s behavior, until responding stops (the breaking point).

A compound schedule of reinforcement in which two or more basic schedules of reinforcement are in effect and alternated in a random sequence for one or more behaviors. An SD…

A component that can be added to a schedule of reinforcement limiting access to reinforcement for correct responses that occur within a specific and fixed time.

A compound schedule of reinforcement in which two or more un-signaled (No SDs) basic schedules of reinforcement are in effect in an alternating, random sequence for one or more behaviors.

A behavioral concept that maintains that behavior is produced in direct proportion to the reinforcement that is available for that behavior. Hint: We make behavior choices at every moment, and…

A variation of basic intermittent schedules of reinforcement in which reinforcement is delivered for any response that differs in topography, sequence, etc., from a previously reinforced response.

A basic schedule of intermittent reinforcement in which a fixed number of correct responses must be emitted for reinforcement to be delivered.

A basic schedule of intermittent reinforcement in which a fixed amount of time must elapse before a single correct response produces reinforcement.

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 differential reinforcement procedure that is a variation of basic intermittent schedules of reinforcement. Reinforcement is delivered when an individual engages in a behavior at/or above a pre-established rate during…

A compound schedule of reinforcement in which clients choose between two or more behaviors associated with different signaled (SD) schedules of reinforcement that are correlated with each behavior option.

A compound schedule of reinforcement in which reinforcement is delivered when the completion of the response requirements for both a ratio and interval schedule have been met.

A compound schedule of reinforcement in which a sequence of two or more signaled (SD) basic schedules of reinforcement must be met successively for the response to contact reinforcement.

A compound schedule of reinforcement in which reinforcement is delivered when the requirement of either a ratio or interval schedule is met, regardless of which of the component schedule requirements…

Time-filling behaviors that occur as a result of reinforcement schedules, at times when reinforcement isn’t available. These behaviors are not related to the specific reinforcement yet tend to occur in…

Chained and tandem schedules are both compound schedules. They require correct responding that must also occur in a specific order for reinforcement to be delivered. But that may not be as easy as it sounds.

What is the difference between these two natural human behavior phenomena, rooted in consequences? Dana Meller breaks it down.

PTB co-founder Dana Meller delves into the differences and nuances between fixed-time (FT) and variable-time (VT) schedules, as well as fixed-interval (FI) and variable-interval (VI) schedules. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

PTB co-founder Dana Meller clarifies the distinctions between ratio strain and breaking point. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement.; and F-5: Conduct preference assessments.

Test your ABA terminology with PTB co-founder Dana Meller as she discusses the behavior change procedure, Differential Reinforcement of Low Rates (DRL). Dana explains how DRL specifically targets lower rates of responding and shares valuable insights on effectively implementing this technique in behavior management strategies. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Test your knowledge of Concepts and Principles with PTB co-founder Dana Meller as she reviews one of the compound schedules of reinforcement without Sᴰs. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.

Test your concepts and principles skills with PTB co-founder Dana Meller, as she reviews a BCBA® mock exam question about the compound schedule of reinforcement in the context of voting. Here, Dana details the key features of the mixed, concurrent, conjunctive, and tandem schedules of reinforcement, as well as provides corresponding examples. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.

Put your ABA terminology knowledge to the test with #PTB co-founder Dana Meller as she compares two commonly confused terms: Matching Law vs. Behavioral Contrast, and discusses corresponding examples of each. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement, and H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.

Test your understanding of behavior-change procedures and ABA educational methodologies with PTB co-founder Dana Meller as she reviews the specific differential reinforcement procedure most closely connected to Precision Teaching. Here, Dana provides a concise overview of the individualized instructional method, its focus on fluency-building, and some key aspects of the methodology. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement; G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements, and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Test your knowledge of differential reinforcement procedures as PTB co-founder Dana Meller discusses the similarities and key differences between DRL and DRD procedures. Refer to BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Test your knowledge of concepts and principles with PTB co-founder Dana Meller as she examines a question about one of the compound schedules of reinforcement that has the potential to challenge a client's frustration tolerance. Dana emphasizes the frustrating components of this specific schedule by providing the key features and corresponding applied setting examples. Also included are descriptions of the chained reinforcement schedule and the trial-by-error process. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.

Test your knowledge of differential reinforcement with PTB co-founder Dana Meller as she discusses the specific DR procedure to provide the client with reinforcement for exhibiting higher rates of the target behavior(s) that already exist in their repertoire. Additionally, Dana draws parallels to personal experiences and highlights skill areas for which clients could benefit from this SR schedule. BCBA® Task List (5th ed.) Sections B-5: Define and provide examples of schedules of reinforcement and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Enhance your understanding of ABA concepts and principles with PTB co-founder Dana Meller's explanation of a BCBA® mock exam question based on basic schedules of intermittent reinforcement, including fixed interval, fixed ratio, variable interval, and variable ratio schedules. Explore the unique patterns of responding associated with each schedule, and learn more about the schedule that produces a postreinforcement pause. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.

Test your Behavior-Change Procedures skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about the chained schedule, compound schedule of reinforcement. Included is a description of the alternative schedule, concurrent schedule, and conjunctive schedule. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.

A stimulus change following a behavior that results in that behavior occurring less often or not at all in the future.

A process that occurs when the addition of a stimulus immediately following a behavior results in a decrease in the future frequency of that behavior.

A process that occurs when a response is followed immediately by the removal of a stimulus (or a decrease in the intensity of a stimulus) that results in a decrease…

When a behavior occurs less often (or not at all) in the presence of certain conditions (SDp).

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.

PTB co-founder Dana Meller provides insight to better understand why these concepts can be confusing, despite both leading to a decrease in behavior. Refer to BCBA® Task List (5th ed.) Sections B-6: Define and provide examples of positive and negative punishment contingencies; and B-9: Define and provide examples of operant extinction.

Test your knowledge of behavior principles with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about the concept of punishers, clarifying their true definition based on their effect on behavior. Refer to BCBA® Task List (5th ed.) Sections B-6: Define and provide examples of positive and negative punishment contingencies; and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

When an individual’s access to reinforcement is mediated or controlled by other people.

Reinforcement that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.

Punishment that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.

It’s not wrong to associate sterotypic behaviors with automatic reinforcement— but there are other factors to consider. PTB co-founder Dana Meller offers a quick explainer to clear up the confusion. Refer to BCBA® Task List (5th ed.) Section B-7: Define and provide examples of automatic and socially mediated contingencies.