People seem to be confusing matching law and behavioral contrast. These are two terms cover distinctly different territory, so let’s figure out why. Think of matching law as the law of human behavior which describes people’s behavioral choices based on response efforts and proportional reinforcement for that chosen behavior.

For example: I choose to go to bed early. Although that may be hard, it feels so good to be well rested. But on other nights, I might stay up because it’s more fun, and being tired is worth it. This is a natural phenomenon. We incorporate it into ABA when we contrive schedules of reinforcement with our clients to be proportional to their response effort. When you work harder, you get better rewards. When you don’t work as hard, you still get good rewards but not as good.

Behavioral contrast, also a natural phenomena, helps us understand behavior change as it occurs in different settings or conditions. When a behavior contacts reinforcement and increases in one setting, or contacts punishment or extinction and decreases in that one setting. This behavior is likely to have a contrast effect in the setting that does not have these consequences or contingencies.

For example: I discover the best coffee is in a new coffee shop. I’m going to go there more often. The old coffee shop is going to see less of me, even though there was nothing wrong or different. It’s just a contrast effect. There is no choosing behaviors. There is no response effort and proportional reinforcement.

With contrast, we have consequences in one setting that affect behavior in a different setting for the worse, even though nothing changed in that setting. Punishment at school decreases the punished behavior at school. But in contrast, that same behavior increases at home, even though nothing changes at home. It was just that contrast to the behavior change in the school setting.

We need to know about this. We need to understand it, and even plan for it.

The takeaway: two natural human behavior phenomena rooted in consequences. One has to do with behavior and the relative availability of reinforcement. The other has to do with behavior change due to consequences in another setting.

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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…

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.

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.

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.

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.

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…

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.

Tandem schedules of 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…

Ratio strain

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

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).

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.

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.

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.

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.

Differential reinforcement of high rates of responding (DRH)

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…

Consequence

A stimulus change that comes after a behavior.

Conjunctive schedules of reinforcement

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.

Alternative schedules of 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…

Adjunctive behaviors

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…

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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.

Contingency-shaped behavior

When a behavior is learned and directly controlled by the consequences that follow it.

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10 Positive Effects From Prioritizing Self-Care

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MiniBig

 

PTB MiniBig: Fast, Flexible, and Focused Exam Prep

The PTB MiniBig enables BCBA® exam prep candidates to tailor their study needs by popping in on single sessions of the intensive PTB Big Exam Prep Workshop. Each 3.5-hour session, focused on specific sections of the Task List, includes a mock exam followed by real-time, live, interactive feedback and access to live session replays, without committing to the full workshop.

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Break Down a BCBA® Mock Exam Question: Use the Dimensions of ABA to Identify, "What Makes Us Behavioral?"

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Test your ABA Terminology ➠ Understanding Behavior-Altering Effects

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Test your ABA Terminology ➠ Explore the 2 Types of Negative Reinforcement

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Hungry by Association: The Conditioned Motivating Operation Behind TV Ad Cravings

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Breaking Down a BCBA® Mock Exam Question: Understanding Respondent-Operant Interactions

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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: 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.

Master your ABA Terminology ➠ Exploring Contiguity & the Importance of Timing

Let's take a quick dive into the concept of contiguity, in both respondent and operant conditioning. PTB co-founder Dana Meller explains its significance in understanding behavior change processes. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Breaking Down the Intricate Connection Between Environment & Behavior

PTB co-founder Dana Meller discusses the term environment in connection with a term defined as a physical event that influences how individuals interact with the world around them Refer to BCBA® Task List (5th ed.) Section B-2: Define and provide examples of stimulus and stimulus class.

ABA Terminology Challenge ➠ Respondent-Operant Interactions

PTB co-founder Dana Meller discusses the simultaneous occurrence of respondent and operant conditioning, clarifying the differences between the two and how they influence behavior. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Let's Break Down a BCBA® Mock Exam Question: Satiated and Satisfied— Understanding Motivating Operations

Sharpen your ABA principles skills as PTB co-founder Dana Meller breaks down a BCBA® mock exam question about motivating operations (MOs) and their influence on behavior. Learn the process of identifying the correct answer while gaining a deeper understanding of MOs and their behavior-altering effects. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.

Don't Get Caught in the Rain...Without Your Negative Reinforcement Umbrella

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.

Supercharge Your Problem-Solving Skills to Identify the CMO in the Scenario

Discover how environmental variable evokes problem-solving behaviors to gain access to the desired item. With real-life examples, PTB co-founder Dana Meller sheds light on the significance of this variable in manding programs and various situations. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.

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.

Motivating Operations ➠ Exploring the Future Impact of Behavior

PTB co-founder Dana Meller discusses a powerful concept that explores the influence of consequences on behavior in the presence of an MO. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.

Let's Break Down a BCBA® Mock Exam Question: Stimulus Control & Game-Changing Learning Factors

PTB co-founder Dana Meller breaks down a BCBA® mock exam question that distills the factors that affect stimulus control in behavior analysis. Refer to BCBA® Task List (5th ed.) Section B-10: Define and provide examples of stimulus control.

Test your Verbal Behavior Terminology ➠ Point-to-Point Correspondence vs. Formal Similarity

PTB co-founder Dana Meller clarifies the concepts, providing examples to help better understand these crucial distinctions and addresses common misconceptions between point-to-point correspondence and formal similarity. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants.

Coffee Quandary: Stimulus Control & Absence of Reinforcement in the Pursuit of Hydration

PTB co-founder Dana Meller discusses the concept of stimulus control, explaining the function of the Sᴰ. Refer to BCBA® Task List (5th ed.) Section B-10: Define and provide examples of stimulus control.

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.

Let's Break Down a BCBA® Mock Exam Question: Hypothesize the Function of Disruptive Behavior in Circle Time

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.

An ABA Lens on Racial Inequality, Biases, and Stereotypes

PTB co-founder Dana Meller addresses the impact of biases and stereotypes based on common attributes like skin color, gender, race, religion, and nationality, emphasizing the need for positive change and fairness in our responses toward others. Refer to BCBA® Task List (5th ed.) Section B-11: Define and provide examples of discrimination, generalization, and maintenance.