HomeBxLogDana Do'sDana Do’s: Confused About Extinction and Negative Punishment? Dana Do’s: Confused About Extinction and Negative Punishment? January 9, 2025 Extinction and negative punishment are two concepts that often get confused. Extinction is when a previously reinforced behavior no longer receives reinforcement. Imagine, a person emits a behavior that consistently contacts reinforcement, like attention. With extinction in place, that same behavior now does not contact reinforcement. The reinforcement that used to be delivered is not delivered. With extinction, a person who yells loudly and always gets a reaction, is going to yell loudly, but not get that reaction. They still yell, but nothing happens after the behavior. The behavior will eventually decrease because it is no longer effective. It is no longer contacting reinforcement. With negative punishment, the target behavior occurs, like yelling, but the consequence is that a reinforcer is removed. Not withheld, but actively taken from the person, out of the person’s possession. Consider when parents take away their kids’ cell phones after they break a rule. Losing a desired item is aversive. As a result, the behavior that led to this aversive consequence is likely to decrease. Takeaway: extinction means stopping reinforcement that is maintaining a behavior. Stopping the maintaining consequence. Negative punishment is the removal of a reinforcer directly following the behavior. With extinction, there is no new consequences, just the absence of the expected reinforcement. Negative punishment actually introduces a consequence by taking something desirable away. 6th Edition TCOB. Concepts and Principles B.5 Identify and distinguish between positive and negative punishment contingencies. BEPWExtinctionMini Mocks BNegative Punishment Related Content Unconditioned response (UR) An unlearned, automatic response (reflex) that is elicited by an unconditioned stimulus.Unconditioned stimulus (US) A stimulus that elicits an automatic response without any prior learningUnconditioned reinforcer A stimulus change that can increase the future frequency of behavior without any learning history or prior pairing with any other form of reinforcement.Unconditioned punisher A stimulus change that decreases the frequency of any behavior immediately preceding it regardless of the organism’s learning history with that stimulus.Variable ratio schedule (VR) A basic schedule of intermittent reinforcement in which a variable number of correct responses must be emitted for reinforcement to be delivered.Variable interval schedule (VI) A basic schedule of intermittent reinforcement in which a variable amount of time must elapse before a single correct response produces reinforcement.Value-altering effect An effect of motivating operations that causes an in-the-moment increase or decrease in the current reinforcing effectiveness of a specific stimulus.Unconditioned motivating operation States of satiation and deprivation in the presence of events, operations, and stimulus conditions that a person needs or values inherently without training.Verbal behavior An application of applied behavior analysis that approaches learning language in a way that connects vocal and non-vocal language with its function.Unplanned model These are the naturally occurring models that exist in a person’s daily life and community settings that evoke imitative behaviors.Temporal stimulus class A group of stimuli that share common timing in relation to the behavior they precede or follow.Three-term contingency: 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,…Transitive MO (CMO-T) A type of conditioned motivating operation that is established when an environmental variable establishes another event as a reinforcer or punisher, meaning that a deprived item can only be acquired…Textual An elementary verbal operant in which a speaker reads words that are presented in writing (i.e., text) that has a history of generalized conditioned reinforcement.Transcription An elementary verbal operant in which a speaker converts spoken or written words into identical written words that has a history of generalized conditioned reinforcement.Stimulus salience The process of making learning stimuli more prominent to establish stimulus control and skill acquisition.Stimulus generalization Responding in the same way to antecedent stimuli that share certain aspects of other antecedent stimuli (SDs).Surrogate MO (CMO-S) A type of conditioned motivating operation that is established when a previously neutral stimulus acquires its evocative and value-altering effect by having been paired with an unconditioned motivating operation.Tact An elementary verbal operant in which a speaker names non-verbal SDs they have direct contact with through any of their sense modes and private experiences that has a history of…Stimulus External or internal environmental event(s) that affect an individual’s behavior.Stimulus class A group of stimuli that share a common function, topography, or temporal relation and have a common effect on a response class (behavior). Hint: Think of the stimulus class as…Socially mediated contingency When an individual’s access to reinforcement is mediated or controlled by other people.Stimulus control When a learned behavior occurs in the presence of the SD and doesn’t occur in the absence of the SD or in the presence of other stimuli (SΔ).Stimulus delta (SΔ) A stimulus in the presence of which a given behavior has not produced reinforcement in the past or produces less reinforcement or lesser value reinforcement than when it occurs in…Stimulus discrimination Narrow stimulus control exhibited when a person responds to a specific stimulus with a limited number of specific responses.Setting events An internal or external antecedent event or condition (e.g., motivating operation) that has an influence on the occurrence of a specific behavior.Response generalization The extent to which a client exhibits novel behaviors that are functionally equivalent to a trained target response in the presence of specific antecedent stimuli (SDs).Rule-governed behavior A verbal description of a behavioral contingency in which behavior comes under the control of consequences that are too delayed to influence behavior directly.Response A single instance of behavior, which is the measurable unit of analysis in the science of behavior analysis.Response class A group of behaviors with differing topographies that have the same function and serve the same purpose.Repertoire A person’s entire collection of learned skills and behaviors that are related to a specific task or setting.Respondent behavior 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).Respondent conditioning 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…Reinforcement 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.Respondent extinction When a previously neutral stimulus that was paired with an unconditioned stimulus to become a conditioned stimulus that elicits a conditioned response is presented repeatedly without the unconditioned stimulus, and…Reflexive MO (CMO-R) A type of conditioned motivating operation that is established when a stimulus comes before and signals the onset of pain/something aversive, making it so that the removal of this warning…Punishment A stimulus change following a behavior that results in that behavior occurring less often or not at all in the future.Progressive schedule of reinforcement 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).Pure mand A mand response that is exclusively controlled by an MO and no other antecedent stimuli.Pure tact A tact response that is exclusively controlled by a nonverbal SD and no other antecedent stimuli.Pure verbal behavior A verbal behavior that has one source of antecedent control (e.g., a mand that is only controlled by an MO or a tact that is only controlled by a nonverbal…Recombinative generalization A response to novel, untrained combinations of stimuli that were taught in different contexts (e.g., learning to tact “red apple” and “green tomato”, and without training, correctly tacting, “red tomato”…Phylogeny A branch of biology that deals with genetically-inherited behavior.Positive reinforcement 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.Positive punishment 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.Post reinforcement pause A pause in responding that follows the delivery of reinforcement on fixed interval or fixed ratio schedules of reinforcement.Positive reinforcement extinction A process where the maintaining positive reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.Point-to-point correspondence A concept in verbal behavior wherein the beginning, middle, and end of the controlling stimulus (verbal SD) content match the beginning, middle, and end of the verbal behavior content.Planned model In imitation training, this is the model established in advance for the purpose of helping a person develop certain skills by observing others perform a behavior.Operant behavior A voluntary and learned behavior determined and maintained by its history of consequences and defined by its function (not its topography).Operant conditioning 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.Ontogeny A branch of biology that deals with learned behaviors resulting from interaction with one’s environment.Operant extinction A process where a maintaining reinforcer is no longer provided, and the behavior that has been maintained by that reinforcer decreases and eventually ceases.Overshadowing When the presence of a competing or distracting stimulus interferes with the acquisition of a skill/stimulus control of another stimulus.Overselective stimulus control When focusing on a minor feature of a stimulus interferes with stimulus control and prevents the acquisition of new skills.Observational learning Learning that occurs through indirect contact with the consequences experienced by other people (e.g., observing another person emit a response and the subsequent consequences for that response informs the observer’s…Neutral stimulus (NS) A stimulus that does not elicit a respondent behavior.Negative reinforcement 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…Negative punishment 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…Multiple schedules of reinforcement 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…Negative reinforcement extinction A process where the maintaining negative reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.Limited hold 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.Mixed schedules of reinforcement 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.Masking When a stimulus has acquired stimulus control over a specific response, but a competing stimulus is present, blocking stimulus salience, and causing a decrease in the occurrence of the learned…Motivating operation (MO) An environmental variable that alters the reinforcing or punishing effectiveness of a stimulus and alters the current frequency of all behavior that has been reinforced or punished by that stimulus.Mand An elementary verbal operant in which the speaker’s verbal behavior is controlled by motivating operations and has a history of specific reinforcement.Listener discrimination A non-verbal response evoked by listening to a speaker’s verbal SD and doing what is instructed due to a history of generalized conditioned reinforcement.Matching law 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…Lag schedule of reinforcement 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.Intermittent reinforcement A reinforcement schedule during which only some instances of a behavior are reinforced.Intraverbal An elementary verbal operant in which a speaker differentially responds to the verbal behavior of others that has a history of generalized conditioned reinforcement.Intraverbal bidirectional naming (I-BiN) Intraverbal relations that emerge from one previously acquired tact, intraverbal, listener response, direct observations, and combinations of verbal behaviors (e.g., when asked, “What do you sleep in?” the client responds,…Habituation When an unconditioned stimulus is presented repeatedly over a short period of time, the strength of the respondent behavior diminishes.Generalized conditioned reinforcer (GCSR) A type of conditioned reinforcer that has been paired with many unconditioned and conditioned reinforcers.Impure mand A mand response that has multiple sources of antecedent control (e.g., an MO and a verbal SD, or an MO, a nonverbal SD, and a verbal SD, etc.).Impure tact A tact response that has multiple sources of antecedent control (e.g., a verbal and nonverbal SD, etc.).Generative performance The development of skills that were not directly trained, following the acquisition of skills that were directly trained.Generalized imitation When a novel model evokes an imitative response without prior training.Formal stimulus class A group of stimuli that share physical/topographical features.Functional stimulus class A group of stimuli that share a common effect (i.e., function) on a behavior.Free-operant avoidance 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…Generalized conditioned punisher (GCSP) A type of conditioned punisher that has been paired with many unconditioned and conditioned punishers. Hint: The thing about a frown is that it’s been paired with a lot of…Generalization When a behavior occurs in conditions that differ from the original teaching conditions (e.g., across other settings, behaviors, stimuli, and people).Function-altering effect A phenomenon where the consequence of a behavior in the presence of an MO changes the behavior evoked by the specific or similar MOs in the future.Four-term contingency A motivating operation is added to a three-term contingency and the added component of motivation has an abative or evocative effect on the behavior (e.g., MO-SD-Bx-C).Feature stimulus class A group of stimuli that share an infinite number of possible relations and evoke the same response. Fixed ratio schedule (FR) A basic schedule of intermittent reinforcement in which a fixed number of correct responses must be emitted for reinforcement to be delivered.Fixed interval schedule (FI) A basic schedule of intermittent reinforcement in which a fixed amount of time must elapse before a single correct response produces reinforcement.Fixed interval (FI) scallop A pattern of responding specific to the fixed interval schedule of reinforcement, when the rate of responding decreases after the delivery of reinforcement, but gradually increases and speeds up at…Faulty Stimulus Control When a response occurs in the presence of an irrelevant stimulus as opposed to the relevant, trained stimulus.Formal similarity A concept in verbal behavior wherein the controlling stimulus (verbal SD) and the verbal behavior have the same topographical sense mode/form.Environment An elaborate and always changing universe of stimulus conditions and events that are internal and external to an individual.Escape contingency When a behavior results in the termination of an ongoing aversive stimulus.Establishing operation A type of motivating operation that is the product of deprivation that, at that moment, increases the effectiveness of the deprived stimulus as a reinforcer and increases the frequency of…Evocative effect A type of behavior-altering effect that causes an in-the-moment increase in the current frequency of behavior that’s been reinforced by a specific stimulus.Emergent stimulus relations Untrained stimulus relations (e.g., responses to stimuli) that develop following the training of other stimulus relations.Emergent tact relations A novel tact response that develops without direct training.Discriminated avoidance 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…Discriminative effects of punishment When a behavior occurs less often (or not at all) in the presence of certain conditions (SDp).Discriminative stimulus (SD) A stimulus in the presence of which specific responses have been reinforced in the past and in the absence of which the same responses have not been reinforced in the…Discriminated operant 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…Echoic An elementary verbal operant in which the speaker vocally repeats the vocal verbal behavior of another speaker that has a history of generalized conditioned reinforcement.Duplic Any verbal behavior that shares formal similarity and point-to-point correspondence with its controlling stimulus (e.g., echoic).Divergent control When one antecedent variable affects the strength of many verbal behavior responses (e.g., the word “car’, can evoke many different responses such as, “drive”, “speed”, “transportation”, “traffic”, etc.).Emergent mand relations A complex mand response (e.g., a mand that includes an autoclitic, or a tact) that develops without direct training.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.Contingency-shaped behavior When a behavior is learned and directly controlled by the consequences that follow it.Convergent control When a single verbal behavior response has multiple sources of antecedent control (e.g., and MO and a verbal SD or a nonverbal SD and a verbal SD, etc.)Controlled relation When the model is the only controlling variable for an imitative behavior, which is necessary for the response to be considered imitation.Consequence A stimulus change that comes after a behavior.Conditioned response/reflex (CR) 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.Conditioned stimulus (CS) A formally neutral stimulus that has been paired with an unconditioned stimulus and as a result can elicit a reflexive behavior.Conditioned reinforcer A previously neutral stimulus that acquires the ability to function as a reinforcer through a stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers.Conditioned punisher A previously neutral stimulus that now functions as a punisher because of prior pairing with one or more other punishing stimuli.Concurrent schedules of reinforcement 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.Conditioned motivating operation (CMO) An MO that, due to learning history, changes the value of other stimuli, objects, or events, and creates an in-the-moment change in the frequency of any behavior associated with those…Codic Any verbal behavior that does not share formal similarity with its controlling stimulus but does share point-to-point correspondence (e.g., transcription).Common bidirectional naming (C-BiN) Both speaker behavior and listener responses are established for the same stimulus from training only either the speaker or the listener response (e.g., a client is taught to tact “dog”,…Behavior A large class of responses that share physical dimensions and functions and are the observable actions of a person (what they say or do), as well as their private events,…Chained schedules of reinforcement 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.Behavior-altering effect An effect of motivating operations that causes an in-the-moment increase or decrease in the current frequency of behavior that’s been reinforced by a specific stimulus.Behavioral momentum The tendency for behavior to become more persistent (e.g., low-probability behaviors increase following a series of high-probability requests) following the delivery of reinforcement (e.g., a high-probability request sequence) in a…Arbitrary stimulus class A group of stimuli that do not share any common topographies but evoke the same response. Avoidance contingency When a behavior prevents the onset of aversive stimulus.Automaticity of reinforcement and punishment The phenomenon that behavior is modified by consequences, even if a person is unaware of the contingency.Automatic reinforcement Reinforcement that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.Automatic punishment Punishment that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.Automatic reinforcement extinction A process where the maintaining automatic reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.Autoclitic A secondary verbal operant that modifies one’s own verbal behavior to attain a response from the listener and increases the chances that the listener will respond as intended by the…Autoclitic mand A secondary verbal operant that modifies one’s own primary verbal behavior and is controlled by an MO in that it commands the listener to take some sort of action.Autoclitic tact A secondary verbal operant that modifies one’s own primary verbal behavior and is controlled by some nonverbal aspect of the main response.Abolishing operation A type of motivating operation that is the product of satiation that, at that moment, decreases the effectiveness of the stimulus as a reinforcer as well as the current frequency…Abative effect A type of behavior-altering effect that causes an in-the-moment decrease in the current frequency of behavior that’s been reinforced by a specific stimulus.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.Dana Do's: Chained Versus Tandem Schedules Explained 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.Dana Do's: Confused by Matching Law and Behavioral Contrast? What is the difference between these two natural human behavior phenomena, rooted in consequences? Dana Meller breaks it down.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.Dana Do's: Compare and Contrast MOs and SDs MOs and SDs do share some similarities, but there are some key differences to note. PTB co-founder Dana Meller breaks it all down to help you discriminate between MOs, SDs, and how they work together. Refer to 5th Edition Task List Sections B-10: Define and provide examples of stimulus control, and B-12: Define and provide examples of motivating operations.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.Dana Do's: How to Determine Value vs. Behavior Altering Effect A motivating operation is not a thing that you hold in your hand. It is the state or condition of being deprived of something or satiated with something. PTB co-founder Dana Meller dives into the in-the-moment effects to help explain the difference.Dana Do's: Get to the 'Root' of Response vs. Stimulus Generalization Branching out, PTB co-founder Dana Meller shares the latest from her "tree" of knowledge to help discriminate between response and stimulus generalization (puns intended).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.Dana Do's: Discriminating Between Masking and Overshadowing PTB co-founder Dana Meller offers detailed examples to help students better discriminate between two often confusing concepts: masking vs. overshadowing.Dana Do's: Confused About Automatic and Socially Mediated Reinforcement? 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.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.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. 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.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.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.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.PTB's Special ABA Sauce: Mastering the ABCs of Behavior Test your understanding of the ABCs of Behavior with PTB co-founder Dana Meller as she analyzes a tasty scenario to identify the MO, SD, prompt, behavior, and consequence using PTB's special ABC breakdown method. Discover how ordering extra sauce serves as a perfect example to unravel the intricate relationship between MOs, deprivation, SDs, and reinforcement. Refer to BCBA® Task List (5th ed.) Sections B-1: Define and provide examples of behavior, response, and response class, B-10: Define and provide examples of stimulus control, B-12: Define and provide examples of motivating operations and G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Dana Do's: Confused About Extinction and Negative Punishment? PTB founder Dana Meller clears up the common confusion between extinction and negative punishment.Dana Do's: How to Discriminate Between Extraneous and Confounding Variables Extraneous and confounding variables are the same, but different. PTB founder Dana Meller breaks it down.Dana Do's: How to Use the Ethics Code to Help Answer Questions on the BCBA® Exam PTB founder Dana Meller illustrates how using the ethics Code can help BCBA/BCaBA exam candidates identify the correct answer on exam questions.Dana Do's: How to Determine Preference of Tested Stimuli How do you determine the relative preference of tested stimuli during trial-based preference assessments? PTB Founder Dana Meller breaks it down.Dana Do's: Clearing Up the Confusion Over Shaping and Chaining Shaping and chaining are strategies for teaching complex behaviors that are often confused. PTB founder Dana Meller makes the differences clear. Dana Do's: Fun Fact About Using DRA You know how the textbooks say that there are two parts to differential reinforcement, one being reinforcement for the desired behavior and the other extinction for the target behavior? Applying…Dana Do's: Socially Significant Information Social significance is such a buzzword ABA. PTB founder Dana Meller breaks down all the different areas in which social significance is important. Dana Do's: The Distinction Between Analysis Types and Experimental Designs What’s the difference between parametric, component, and comparative analyses? And what do experimental designs have to do with it? PTB founder Dana Meller clears up the confusion with a deep dive into analysis variations.Dana Do's: How to Prepare for the Transition to the BACB® 6th Edition Test Content Outline With the 6th Edition transition weeks away, many BCBA®/BCaBA® exam candidates are uncertain about how to best prepare. PTB founder Dana Meller is here with advice on how 5th Ed. students can plan to Beat the Odds and navigate the new 6th Ed. Test Content Outline (TCO).Big Exam Prep Workshop PTB’s Big Exam Prep Workshop is a live, interactive 6-week intensive (with up to 14 weeks of access to online materials, subject to registration). Integrating behavior analytic strategies, this hands-on masterclass breaks down the BACB® 6th Edition Test Content Outline, harnessing PTB’s signature formula for organizing and structuring BCBA® exam prep. Dana Do's: What's the Difference Between Continuous and Discontinuous Measurement? It’s all too easy to mix up continuous and discontinuous measurement procedures. Need some help discriminating between the two? Get clarity with help from PTB founder Dana Meller.You Got This: 5 Tips to Build Up Your Test-Taking Confidence Exam day can shake even the most self-assured candidate but it’s important to feel secure in yourself and your skills. Looking to up your confidence before sitting for the Big…Dana Do's: Considerations for Exam Questions Related to the Use of Punishment Punishment is known to have a quick impact on behavior, but there are ethical implications which makes it very controversial. PTB founder Dana Meller offers some considerations when encountering exam questions related to punishment.Dana Do's: Tips for Test Questions About Functional Analysis Tripped up trying to make correct discriminations when it comes to functional analysis? PTB founder Dana Meller has some tips to help you answer those tricky exam questions. Dana Do's: Six Direct Assessment Methods Looking to review direct assessment methods? PTB founder Dana Meller gets right to it with this quick explainer.Dana Do's: Exploring the Forms and Functions of Noncontingent Reinforcements (NCR) Let’s talk contingency independent antecedent intervention… Or, in simpler terms, NCR. Get the scoop on this non-invasive procedure with a quick explainer from PTB founder Dana Meller.Dana Do's: What to Do the Night Before the Big Exam It’s the night before your exam. What should you be doing? Well, first off, nobody knows you better than you know yourself. But since you asked, because someone did ask,…Dana Do's: Exploring the Four Types of Reinforcer Assessments PTB founder Dana Meller discusses reinforcer assessments, which should not be confused with stimulus preference assessments.Five Ways to Help Offset the Cost of Certification There’s no way around it, becoming a certified BCBA® is an investment. Not only is the exam itself costly but expenses on the path to certification can quickly add up,…The 5 Elements of an Effective Study Plan If you’re on the path to the BCBA®/BCaBA® exam and looking to get a plan in place, look no further. PTB has five tips to help you devise an effective…7 Tips for Maximizing Test Prep #1: Focus on Form Be sure to get the right resources and materials. Having up-to-date books and academic literature will ensure you’re studying the right stuff. Ready for mock exams…Dana Do's: Nine Considerations for Prioritizing Target Behaviors PTB founder breaks down each of the nine considerations for prioritizing target behaviors.Dana Do's: Extinguished Behaviors Resurge When reinforcement for the alternative replacement behavior is discontinued, extinction for the alternative behavior can resurge. The BACB® 6th Edition: Assessing All the Upcoming Changes It’s been more than two years since the Behavior Analyst Certification Board, BACB®, announced their 6th Edition updates. Now, as January 2025 inches closer, students, universities, and Applied Behavior Analysis…Rest Assured: Four Tips for Better Sleep Before the Big Exam Sleep… You need it. You love it. If you’re studying for the BCBA® exam, you probably feel like you need more of it. Staying well-rested on your journey is essential,…Dana Do's: 7 Steps of Evidence-Based Supervision PTB founder Dana Meller clarifies the specific steps for evidence-based supervision, not to be confused with behavior skills training. Dana Do's: What is the Difference Between Trial-Based and Free-Operant Teaching Arrangements? Not too sure about discriminating between the different teaching arrangements? Not to worry. PTB founder Dana Meller is here to explain trial-based vs free operant procedures.6 Science-Backed Tips for Improving Your Memory The first part of those all-important MAC skills: memorization. Being able to recall information, facts, concepts, and terms is essential (that probably goes without saying). If you find your memory…Dana Do's: All the Validities in ABA, Explained PTB founder Dana Meller helps connect each of the validities to the validity of this explanation.Dana Do's: Will Reinforcer Assessments be on the BCBA® Exam? The Task List and the TCO (Test Content Outline) both include preference assessments. But, they don't mention reinforcer assessments. Does that mean that reinforcer assessments will not be on the exam? ABA in Your Day-to-Day: Products That Use the Power of Behavior Principles The principles behind Behavior Analysis (ABA) are everywhere– if you know what to look for. It probably wouldn’t surprise a BCBA (or future BCBA) to know that ABA inspires everyday…Dana Do's: The ABCs of Breaking Down BCBA® Exam Test Questions If you need help breaking down test questions, there's a simple tool you can use to eliminate the risk of making assumptions on the BCBA® exam. Dana Do's: Has Your Coursework Left You Unprepared for the BCBA® Exam? If your coursework left you unprepared for the BCBA exam, PTB co-founder Dana Meller offers some ideas of how to avoid the hamster wheel of multiple exam retakes.Dana Do's: What's the Difference Between Response vs. Stimulus Prompts? If a response prompt and a stimulus prompt both prompt correct responses, what is the difference?Beat the Odds: 5 Tips You Need If You’re Retaking the Exam Retaking the exam? You’re in good company. In fact, PTB conducted a study of BCBA® exam candidates in 2023 that showed more than ⅓ of test-takers are in fact retakers.…Dana Do's: What Should I Do If I Don't Pass the BCBA® Exam? If you're retaking the exam and you don't know how to proceed with studying again, PTB co-founder Dana Meller has some suggestions that you might want to consider. Dana Do's: Why BCBA® Exam Retakers Should Ignore the Score Report PTB's retaker philosophy has not changed since we first began BCBA® test prep, 12 years ago. In fact, the philosophy has only been reinforced over the years as retaker pass rates continue to drop. If you're retaking the exam, you need to hear this advise from PTB co-founder Dana Meller.3.14 Tips to Make Exam Prep as Easy as Pi #1: Set Specific (And Smaller) Goals Setting goals when developing a study strategy is important, but even more important is setting goals that are rational, realistic, and manageable. Setting too…Dana Do's: How to Discriminate What 'Is' or 'Is Not' Behavior in BCBA® Exam Questions There is a struggle with identifying what is or is not a behavior when it comes to BCBA® exam questions. PTB co-founder Dana Meller offers some simple yet critical ways to make those discriminations.Dana Do's: Do Alternative Behaviors Need to be Functionally Equivalent? Do alternative behaviors always have to be functionally equivalent to the target behavior that we're trying to reduce or eliminate? PTB co-founder Dana Meller breaks in down.Dana Do's: And Just Like That, Context and Application for Task List Items How does going to ABA conferences help you pass the BCBA® exam? PTB co-founder Dana Meller recalls her student journey and the "a-ha moment" when she realized, attending forced her to generalize what she was studying, in context. Suddenly, ABA terminology was no longer a foreign language she was trying to master.PTB Partner Spotlight: In Conversation with APBA’s CEO, Dr. Tyra Sellers An industry veteran who watched the field of Applied Behavior Analysis (ABA) grow into what it is today, Tyra Sellers, J.D., Ph.D., BCBA-D joined the Association of Professional Behavior Analysts (APBA) in January 2023 as CEO. Her first ABA certification came before the Behavior Analyst Certification Board (BACB) even existed. Some years later, as fate would have it, Sellers found herself at the BACB, serving as the director of the ethics department. Now, she is bringing her knowledge and experience to the distinguished organization with a strategy that is focused on access, education and community.Dana Do's: Cracking the Ethics Code on Consent vs. Assent The ethics code asks behavior analysts to obtain informed consent before starting a treatment plan. But…what does that entail? PTB co-founder Dana Meller breaks down informed consent, assent, and the ethics elements you need to know. Refer to BCBA® Task List (5th ed.) Code Section E- 2.11 Obtaining Informed ConsentDana Do's: Chain Chain Chain, Chain, Chain... Which chaining method goes with which behavior? Dana Meller offers some considerations that may help you answer that question on the exam. Refer to BCBA® Task List (5th ed.) Section Section G-8: Use chaining. Dana Do's: If All Prompts Prompt Behavior, What's the Difference? If all prompts prompt behavior, how can you tell the different between stimulus and response prompts? PTB co-founder Dana Meller simplifies it with one word. Refer to BCBA® Task List (5th ed.) Section G-4: Use stimulus and response prompts and fading (e.g., errorless, most-to-least, least-to-most, prompt delay, stimulus fading).Dana Do's: Fun Fact. The Process of Self-Management Requires Two Behaviors Self-management: one process, two behaviors. PTB co-founder Dana Meller explains controlled vs controlling response, and shares real-life examples of how they are used together in self-management strategies. The Path(s) to Becoming a BCBA® Currently, there are four paths to meet the eligibility requirements, though it’s important to note that the BACB® will be revising the pathways in 2027.What Is a BCBA® Certification and Why Get One? The Board Certified Behavior Analyst® exam (or, BCBA® exam) is a graduate-level certification in behavior analysis administered by the Behavior Analyst Certification Board® (BACB).Beat the Odds: Factors that Impact Performance on the BCBA® Exam Though the exam may be difficult, it’s not impossible to achieve a passing score. There are several ways students can improve their chances and beat the odds. The right preparation is essential.How Hard is it to Pass the BCBA® Exam? The question every future BCBA® inevitably asks: how hard is it to pass the BCBA® exam? If you’ve heard the stories or seen the data, then you know the exam has a reputation for being difficult. Ask around and you’ll likely hear that it’s sort of like running a marathon. But barefoot, on broken glass, in a giant corn maze, guarded by storm troopers and you can’t remember where you left your lightsaber…oh, and your headphones just died. Dana Do's: What Do Philosophical Assumptions Got To Do With It? It often feels like the board is asking candidates to study concepts you may never use in practice. PTB co-founder Dana Meller explains why that's actually inaccurate. The philosophical assumptions underlying the science of behavior analysis is so much more integral than just passing the big exam.10 Positive Effects From Prioritizing Self-Care Self-care. It’s a bit of a broad term, and a total buzzword these days. It’s often used in the context of bubble baths and “unplugging.” But, at its core, self-care is about more than just “me-time.” It’s about taking care of yourself in a way that works best for you and your lifestyle. 5 Ways to Make the Big Exam Feel Less Scary #1: Arm Yourself (With Knowledge) As they say, knowledge is power, and the best defense on exam day is knowing your stuff. It’s ok to reschedule if you’re not ready.…Dana Do's: Feeling Isolated on ABA Island The life of a behavior professional can be rewarding, but it can also be a little lonely. PTB co-founder Dana Meller shares her experience with overcoming isolation with some recommendations for students and current BCBAs.Desk Yoga: 7 Stretches for Your Next Study Session Long days and even longer study sessions, can leave your back and neck feeling stiff. Luckily, PTB has just the thing: 7 desk-friendly, do-anywhere yoga moves. While it can’t replace your regular yoga routine, these stretches can help you reset your mind and body when you’re glued to your desk (or couch, or kitchen chair). 5 Science-Backed Tips to Make Your Study Space More Soothing #1 – Declutter to De-stress Fortunately, this first tip costs nothing. Unfortunately, it may require a bit of elbow grease. Organizing your study or work station can help you better…Keep Calm and Study On: 6 Strategies for Managing Test Prep Stress It goes without saying that studying for the BCBA® exam is stressful. The experience can fray the nerves of even the most level-headed student. If you’re feeling the test prep…From PTB’s Test (Prep) Kitchens: A Brain-Boosting Berry Smoothie It’s important to fuel your brain and body with nutritious food that will give you the energy to power through long days and even longer study sessions. But, between school,…Dana Do's: What Chaining Method to Use When? The books don't really say much about what chaining methods BCBA's should apply to what behaviors. PTB co-founder Dana Meller breaks it down. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.Behind the Scenes of the Big Exam Prep Workshop Known for her trademark humor and clinical knowledge, PTB co-founder Dana Meller takes students behind the scenes of creating the PTB Streaming Lecture Series, a collection of 9 pre-recorded lectures covering each of the BCBA® 5th edition task list sections.Dana Do's: What are the Markers of a Good Supervisor? PTB co-founder Dana Meller identifies the markers of being a good supervisor. BCBA® Task List (5th ed.) Section I-8: Evaluate the effects of supervision (e.g., on client outcomes, on supervisee repertoires). Dana Do's: Yes, verbs are clues that can help you prep for the BCBA exam PTB co-founder Dana Meller shares how the verbs used in the Task List can provide you with significant clues for effective studying. By examining task list verbs, you can actually determine the specific type of discrimination required in your studies. Learn how understanding these verbs can guide your preparation and better equip you for success on the big exam.5 Test-Taking Tips to Help You Pass the BCBA® Exam Prep the Night Before Pack up everything you’ll need for exam day the night before so you won’t need to worry about it the day of. Are you wearing comfortable…6 Science-Backed Study Tips for Your Next Study Session Switch Up Your Environment Studying in a new environment has been shown to help improve memory and concentration levels. Try studying at a coffee shop, library, or a new spot…Add to Cart: PTB’s Study Essentials When it comes to test-prep, you need the right tools for the job. PTB has compiled a must-have list of study supplies so you can stock up on your next…Dana Do's: How to Decode the Code PTB co-founder Dana Meller suggests that memorizing the sections of the BACB® Ethics Code for Behavior Analysts will in fact help you make correct discriminations when prepping for the BCBA® exam. Dana Do's: Why BCBA® Retaker Odds are Lower There's a danger of studying only the score report. PTB co-founder Dana Meller offers insight on why it's important to study like a test virgin.Dana Do's: That Feeling of Freaking Out Over the BCBA® Exam Everyone feels like they won't pass the BCBA® exam, not just you. PTB co-founder Dana Meller talks about the experiences her students share as they prep for the exam. And surprise surprise, you are not alone in feeling scared, dealing with the pressures of everyday life, and trying to negotiate so many variables. If that's you and you're struggling, the good news is that it's temporary. And the payoff, that is fantastic.Dana Do's: Imagine the Task List is a Jigsaw Puzzle PTB cofounder, Dana Meller treats the task list like a puzzle, and so should you. Like a puzzle, all the task list items are interconnected. To be exam ready, you need all the pieces, and every piece needs to be in place. Dana Do's: Looking at the World Behavior Analytically Why should you look at the world behavior analytically? Because it will help you build ABA fluency.Dana Do's: How to Optimize Memorization PTB Co-founder Dana Meller reinforces the importance of memorization and offers some practical, empirically validated tips for memorizing the task list.Dana Do's: Get Your M.A.C. Skills Together PTB co-founder Dana Meller offers a key to building fluency and BCBA® exam readiness. Memorization. Application. Comprehension. Dana Do's: Dealing with the Frustration of Failing the BCBA® Exam PTB cofounder Dana Meller offers some unsolicited advice for candidates who have experienced the frustration of failing the BCBA® exam by only a few points. Dana Do's: Why You're Not Passing the BCBA® Exam PTB cofounder Dana Meller helps candidates retaking the exam consider a functional approach to defining the obstacles holding them back. Dana Do's: Short Cuts Don't Work PTB co-founder Dana Meller talks about avoiding shortcuts in your exam prep. Becoming a BCBA® is not just about passing the Big Exam, it is about taking on a professional identity. Dana Do's: The Importance of Speaking ABA PTB co-founder Dana Meller shares the importance of speaking ABA and being able to fluently read and understand the Cooper text in order to pass the big exam.Dana Do's: Understanding the ABC's of Behavior Used to Break Down Test Questions PTB co-founder Dana Meller shares how our ABA superpowers can be used to break down exam questions to organize BCBA® exam prep.Dana Do's: Put On Your BACB® Board Hat Want to know what to study for the BCBA® exam? PTB co-founder Dana Meller reminds candidates that the exam is a knowledge assessment, not a skill assessment.Dana Do's: BCBA® Exam Prep Studying Tips PTB co-founder Dana Meller shares helpful tips about incorporating studying into your already busy lives. Dana Do's: Use Mistakes to Assess How You Test PTB co-founder Dana Meller shares insights on how to use your mock BCBA® exam mistakes to assess and improve your test-taking behavior. Dana Do's: Response Blocking vs. Extinction Want an easy way to make the correct discrimination between response blocking and extinction? PTB co-founder Dana Meller borrows from the #starwars universe to help explain. BCBA® Task List (5th ed.) Section: G-16 Use positive and negative punishment (e.g., time-out, response cost, overcorrection).ABA Terminology Challenge ➠ Negative Punishment vs. Extinction 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.Let's Break Down a BCBA® Mock Exam Question: This Factor Won't Derail Extinction Procedure Success PTB co-founder Dana Meller has an exciting challenge for all of you behavior-change enthusiasts as she reviews a BCBA® mock exam question centered on extinction procedures. Refer to BCBA® Task List (5th ed.) Section G-15: Use extinction.Test your ABA Terminology ➠ Operant vs. Respondent Extinction PTB co-founder Dana Meller explains the differences between operant and respondent extinction procedures and how these procedures reduce challenging behaviors and diminish reflex responses in behavior management and conditioning. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.Test Your ABA Terminology ➠ What Are The 3 Types of Extinction? Test your knowledge of Concepts & Principles and Behavior-Change Procedures with PTB co-founder Dana Meller as she reviews the different types of operant extinction procedures. Refer to BCBA® Task List (5th ed.) Sections B-9: Define and provide examples of operant extinction, G-15: Use extinction.
