Response versus stimulus prompts. Hard stuff. Now I think what confuses people is the assumption that a response prompt impacts the occurrence of the behavior, because response and stimulus prompts do not. But, they are both meant to evoke behavior. Now, the difference lies in how. Ideally, a client responds to an S^D, like “come here” or “touch blue”. And they do that independently. But in the learning phase, they don’t know the correct response yet. We add the support, the prompt, stimulus prompts. They help emit the correct response because we add something extra to the S^D making it bigger, putting it closer. Anything that makes it more salient, like, “hey I’m the S^D, pick me”, and the client does the behavior. Now the response prompt– that acts on the behavior, not the S^D, helping emit the behavior by modeling it or physically guiding it. Both prompt types help emit the correct response. The difference? How in their unique ways they do that. Don’t forget, prompts aren’t temporary. They need to be faded. Success means that the S^D evokes the correct response without prompting.

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Within stimulus prompt

A stimulus prompt that helps a learner make a correct discrimination by manipulating a specific physical characteristic of the target stimulus.

Stimulus prompt

A type of prompt that increases the salience of the SD and calls an individual’s attention to the stimulus that directs behavior, which is gradually faded out until the correct…

Response prompts

A temporary antecedent stimulus in the form of verbal instruction, a model, or physical support that is delivered close in time with the relevant SD to help the client engage…

Redundancy prompt

A stimulus prompt that helps a learner make a correct discrimination by pairing the correct choice with one or more stimulus or response dimensions (e.g., color, size, shape).

Errorless learning techniques

A method for teaching new skills in a way that prevents or minimizes client errors (e.g., prompting, prompt fading, decreasing response effort, etc.) to ensure that the client emits the…

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?

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).

Time delay prompting

A prompting procedure in which the transfer of stimulus control from the prompt to the SD is implemented by delaying the presentation of the prompt following the presentation of the…

Stimulus fading

A method of fading stimulus prompts by systematically and gradually lessening or removing them until control of an individual’s behavior transfers to the SD.

Stimulus shape transformations

A method of fading stimulus prompts by starting with a stimulus that controls the desired response and systematically and gradually changing the shape of that stimulus into the SD that…

Most-to-least prompting

A method of prompt fading determined by an individual’s progress that proceeds from the most intrusive/supportive to the least intrusive/supportive as the individual is successful, with the final goal of…

Least-to-most prompting

A method of prompt fading for individuals who exhibit the skills necessary to complete the task but are not engaging in the correct response. This method typically starts with the least…

Graduated guidance

A type of response prompt that offers the minimal amount of physical prompting needed to occasion a correct response by having a trainer in a position to prompt immediately (if…

Test your ABA Terminology ➠ Response Prompt vs. Stimulus Prompt

PTB co-founder Dana Meller discusses the similarities and key distinctions between response and stimulus prompts. 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).

Breaking Down a Mock BCBA® Exam Question: Using Physical Guidance to Prompt a Response

PTB co-founder Dana Meller breaks down BCBA® mock exam question about prompting, a response utilizing physical guidance. Included is a description of graduated guidance, least-to-most, and most-to-least prompting methods, as well as stimulus shape transformations. 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).

Breaking Down a Mock BCBA® Exam Question: Prompt Dependence

Test your Behavior-Change Procedures skills with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about how prompt dependence is defined, and a scenario that identifies prompt dependence. 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).

Test your ABA Terminology ➠ Identify the Difference Between Two Ways to Fade Response Prompts

PTB co-founder Dana Meller explains with examples, the distinction between two fade response prompts. 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).

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: 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.

Dana Do's: Attention Multiple BCBA® Retakers (You are Going to Want to Hear This)

The data shows candidates struggle to pass the BCBA® exam on later attempts. PTB co-founder Dana Meller takes a deeper look at the data and offers a strategy for beating the retaker odds.

Dana Do's: The Scientific Goals of Behavior Analysis

PTB co-founder Dana Meller takes on the first portion of the Task List with a quick lesson about section A-1. The secret sauce for understanding the goal of behavior analysis? It all comes down to description, prediction, and control.

Dana Do's: How to Decipher the Many Forms of Validity

It's particularly meaningful to be able to tell validity, social validity, internal and external validity apart. PTB co-founder Dana Meller has some tips to do just that.

Dana Do's: How to Discriminate Dependent vs. Independent Variables If You're Not a Researcher

Not a researcher? How about some help discriminating between dependent and independent variables. PTB co-founder Dana Meller offers a few tips to make that distinction on the BCBA® exam.

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 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.

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.

Dana Do's: How to Get Unstuck When Studying for the BCBA®

PTB co-founder Dana Meller explains how to use Multiple Exemplar training to improve your exam application skills. BCBA® Task List (5th ed.) Section: G-21 Use procedures to promote stimulus and response generalization.

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).

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 Do's: Need a Prompt to Understand Prompting?

PTB co-founder Dana Meller shares a trick for discriminating between response and stimulus prompts. 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'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: 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: 1-Minute Experimental Design Test Hack (you still have to study it though)

PTB co-founder Dana Meller shares a huge secret to help break down experimental design questions. BCBA® Task List (5th ed.) Section D-3: Identify the defining features of single-subject experimental designs.

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: How to Easily Break Down the 7 Dimensions of ABA

PTB co-founder Dana Meller shares an easy way to break down the 7 dimensions of ABA by using the dimensions to define what it means to be a behavior analyst, which in turn, makes it much easier to discriminate between each dimension. BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).

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: Programming Common Stimuli

PTB co-founder Dana Meller talks about programming common stimuli and how this method can help students feel more prepared on exam day. Refer to Task List section G-21: Use procedures to promote stimulus and response generalization.

Dana Do's: Importance of Experimental Design Fluency

PTB co-founder Dana Meller talks about the importance of being fluent in experimental designs, not just to pass the exam, but to be a good clinician as well. Ref Section D-3: Identify the defining features of single-subject experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

Dana Do's: How to Know When You're Ready to Sit for the BCBA® Exam

PTB co-founder Dana Meller talks about measuring exam readiness. How do you know if you’re ready to sit?

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: 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.

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: How to Make Time for Studying for the BCBA® Exam

PTB co-founder Dana Meller shares helpful tips about incorporating studying into your already busy lives.

Dana Do's: The Secret to Test Questions

PTB co-founder Dana Meller shares a surprisingly easy trick to interpret the call-to-action of a mock or actual test question on the BCBA® or BCaBA® exam.

Dana Do's: The Problem With Making Assumptions on the BCBA® Exam

PTB co-founder Dana Meller shares practical insight on the importance of approaching exam questions at face value.

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: 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: 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: 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: 8 Guidelines for Using Modeling

Get ready to model as PTB founder Dana Meller walks you through the eight specific guidelines for using modeling.

Dana Do's: Can Changing Criterion Design be Used to Evaluate Shaping Programs?

Can can a changing criterion design be used to evaluate shaping programs? Well, PTB founder Dana Meller says, it depends.

Dana Do's: Extinguished Behaviors Resurge

When reinforcement for the alternative replacement behavior is discontinued, extinction for the alternative behavior can resurge.

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.

Dana Do's: What's the Difference Between DRL and DRD?

Depending on the source, you can get some conflicting information about DRL vs DRD. PTB co-founder Dana Meller clears up the confusion with a more current look at these two reinforcement procedures.

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.

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.

Dana Do's: How to Know if Your Study Activities are Effective

How do you know if your BCBA® study activities are effective? PTB co-founder Dana Meller shares some key analysis that may help BCBA® exam candidates assess efficacy.

Dana Do's: Careful About Getting Creative With Mock Exams

PTB co-founder cautions candidates about using the actual BCBA® exam as a mock exam, listing all the reasons why you might want to reconsider getting creative with your mock exam prep experience.

Dana Do's: Warning. Be Careful of Extremes.

PTB co-founder Dana Meller sends an important warning for test takers. Watch out for extremes in exam questions and answer options.

Dana Do's: How to Use Mock Exams in Your Study Plan

I was recently asked if mock exams are useful in predicting how someone will do on the actual big exam. And, is repeating the same mock exam an effective study…

Dana Do's: Which Group Contingency Do I Use?

PTB co-founder Dana Meller distills the three different interventions, related by the group. Refer to BCBA® Task List (5th ed.) Section G-18: Use group contingencies.

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.

Breaking Down a BCBA® Mock Exam Question: Contingency Contracting Components

Let's break down a BCBA® mock exam question about contingency contracts and their importance in behavior management. PTB co-founder Dana Meller explains the three essential elements of a contingency contract and how they can be effectively implemented to achieve behavior change. Refer to BCBA® Task List (5th ed.) Section G-19: Use contingency contracting.

Matching-to-Sample Procedures: Test Your Knowledge and Challenge Yourself

PTB co-founder Dana Meller reviews matching-to-sample procedures, focusing on one specific method where stimuli are not physically identical but have a symbolic relationship. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.

Breaking Down a BCBA® Mock Exam Question: Not All Conditioned Reinforcers Are Created Equal

Let's understand the concept and versatility of Generalized Conditioned Reinforcers (GCSRs) and their crucial role in behavior management. Refer to BCBA® Task List (5th ed.) Sections B-8: Define and provide examples of unconditioned, conditioned, and generalized reinforcers and punishers and G-3: Establish and use conditioned reinforcers.

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.

Influencing Behavior Without Direct Pairing, Explained

Learn about an interesting phenomenon related to verbal cues motivating individuals without tangible reinforcement. PTB co-founder Dana Meller also shares an example of research conducted with little kids. Refer to BCBA® Task List (5th ed.) Sections B-13: Define and provide examples of rule-governed and contingency-shaped behavior; and G-6: Use instructions and rules.

Antecedent Intervention ➠ Increasing Compliance with the Art of Timing

PTB co-founder Dana Meller discusses the high-probability request sequence (high-p). Learn how the high-p serves as an effective antecedent intervention and compliance-building strategy. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; and G-13: Use the high-probability instructional sequence.

Test your ABA Terminology ➠ Identify the Type of Conditioned Reinforcer in This Scenario

PTB co-founder Dana Meller reviews a specific type of conditioned reinforcer. Included is a description of generalized conditioned reinforcers and corresponding examples. Additionally, Dana shares a good rule of thumb for your exam about which stimuli are always identified as generalized conditioned reinforcers. Refer to BCBA® Task List (5th ed.) Section G-3: Establish and use conditioned reinforcers.

Breaking Down a Mock BCBA® Exam Question: Using Behavior Reduction Procedures

PTB co-founder Dana Meller reviews a BCBA® mock exam question about the utilization of behavior reduction procedures to decrease challenging behavior. Included is a description of extinction, positive punishment, as well as non-contingent reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-14 Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR); G-15: Use extinction and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

Test your Knowledge of ABA Educational Methodologies ➠ Exploring PSI & Key Concepts

Test your instructional methodologies knowledge. PTB co-founder Dana Meller discusses PSI (Personalized System of Instruction), highlighting essential keywords and key figures associated with PSI to enhance your understanding of this personalized approach to effective learning. Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.

Test your ABA Terminology ➠ Unwanted Effects in Responding

Test your knowledge of reinforcement and punishment procedures. PTB co-founder Dana Meller addresses the temporary effect in responding that is expected to occur during the implementation of the treatment procedures. Included, Dana contrasts the occurrence of a temporary increase in challenging behavior in an extinction procedure. Refer to BCBA® Task List (5th ed.) Section H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.

Breaking Down a Mock BCBA® Exam Question: Identifying Punishers & Understanding their Impact on Behavior

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).

Differential Reinforcement Procedure for Problem Behavior Reduction

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).

Breaking Down a BCBA® Mock Exam Question: Parameters for Using Punishment

Test your knowledge of concepts & principles with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about the parameters to consider when using punishment. Refer to BCBA® Task List (5th ed.) Sections B-6: Define and provide examples of positive and negative punishment contingencies, G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).

Test your ABA Terminology ➠ Types of Unwanted Treatment Side Effects Explained

Test your knowledge of planning interventions with PTB co-founder Dana Meller as she explained the types of unwanted treatment side effects. Also included is a description of the two types of contrast effects, positive behavioral contrast and negative behavioral contrast, as well as corresponding examples. Refer to BCBA® Task List (5th ed.) Section H-5: Plan for possible unwanted effects when using reinforcement, extinction, and punishment procedures.

Test your ABA Terminology ➠ Matching Law vs. Behavioral Contrast

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.

Explore the Reinforcement Procedure Most Similar to Precision Teaching

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).

Break Down a Mock BCBA® Exam Question: Identify a Contingency Independent Intervention

PTB co-founder Dana Meller breaks down the differences between contingency-independent and contingency-dependent interventions. Refer to BCBA® Task List (5th ed.) Section G-2: Use interventions based on motivating operations and discriminative stimuli.

Test your ABA Terminology ➠ Identify the Type of Discrete Trial Teaching (DTT)

PTB co-founder Dana Meller covers the background of DTT and breaks down the four types. Refer to BCBA® Task List (5th ed.) Section G-9: Use discrete-trial, free-operant, and naturalistic teaching arrangements.

Test your ABA Terminology ➠ DRL vs. DRD

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 ABA Terminology ➠ Identify the Differential Reinforcement Procedure

Test your behavior-change procedures skills with PTB co-founder Dana Meller as she reviews a specific differential reinforcement procedure. Here, Dana compares and contrasts all of the differential reinforcement procedures: #DRL vs. #,DRD, #DRH, #DRO, as well as #DRA vs. #DRI. Refer to BCBA® Task List (5th ed.) Section G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Programming for Generalization: Expanding Skills Beyond the Learning Environment

There are seven ways to program for generalization. PTB co-founder Dana Meller dives into "Indiscriminable Contingencies". Refer to BCBA® Task List (5th ed.) Sections B-11: Define and provide examples of discrimination, generalization, and maintenance; G-21: Use procedures to promote stimulus and response generalization.

Breaking Down a Mock BCBA® Exam Question: Behavioral Momentum

PTB co-founder Dana Meller breaks down a BCBA® mock exam question. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli; G-13: Use the high-probability instructional sequence.

Level Up Your Understanding of Differential Reinforcement Procedures

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).

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

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.

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

Put your knowledge of motivating operations to the test. PTB co-founder Dana Meller dives into a specific type of CMO and explains how seemingly innocuous visuals on TV ads can trigger a state of deprivation for the advertised item, resembling the effects of an unconditioned motivating operation. Dana presents an intriguing example highlighting the process of pairing and the associations that can unexpectedly ignite intense cravings. Refer to BCBA® Task List (5th ed.) Sections B-12: Define and provide examples of motivating operations and G-2 Use interventions based on motivating operations and discriminative stimuli.

Test your ABA Terminology ➠ Programming for Generalization

Test your knowledge of behavior-change procedures as PTB co-founder Dana Meller discusses generative learning and programming for generalization. Dana explains one of the nine procedures for achieving generalization that emphasizes the need to generalize the response across similar stimuli, while recognizing that different stimuli may require different responses. NOTE: Here, Dana mentions there are seven methods for programming for generalization, which is consistent with the literature for the 4th Edition Task List. But, for the 5th Edition Task List, there are additional methods. Refer to BCBA® Task List (5th ed.) Sections G-12: Use equivalence-based instruction and G-21 Use procedures to promote stimulus and response generalization.

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.

Breaking Down a BCBA® Mock Exam Question: Identify the Intervention's Reinforcement Schedule

Test your behavior-change procedures skills with PTB co-founder Dana Meller as she breaks down a BCBA® mock exam question about the differences between contingent and non-contingent schedules, focusing on an antecedent-based, response-independent schedule of reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-2: Use interventions based on motivating operations and discriminative stimuli and G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Dana 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: 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.

Test your ABA Terminology ➠The Heroic Quest into Group Contingencies

PTB co-founder Dana Meller dives into the three types of group contingencies, with a primary focus on one group type. Refer to BCBA® Task List (5th ed.) Section G-18: Use group contingencies.

Let's Break Down a BCBA® Mock Exam Question: Response-Independent & Dependent Reinforcement Schedules

Sharpen your behavior-change skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question that examines an intervention aimed at reducing attention-seeking outbursts. Refer to BCBA® Task List (5th ed.) Section G-14: Use reinforcement procedures to weaken behavior (e.g., DRA, FCT, DRO, DRL, NCR).

Revving Up for Compliance: Revealing the High-P Request Sequence Starting Lineup

PTB co-founder Dana Meller explores the concept of high-probability request sequences. Dana explains how this antecedent intervention technique is a valuable tool for significantly improving compliance and decreasing non-compliance. Refer to BCBA® Task List (5th ed.) Section: G-13: Use the high-probability instructional sequence.

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.

ABA Terminology ➠ Battle of Aversive Titans: Positive Punishment vs. Negative Reinforcement (G-1, G-16)

Given the common confusion between terms due to their association with aversive events, PTB co-founder Dana Meller clarifies the distinction between positive punishment and negative reinforcement. Refer to BCBA® Task List (5th ed.) Sections G-1: Use positive and negative reinforcement; and G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection). procedures to strengthen behavior.

Let's Break Down a BCBA® Mock Exam Question: Let's Get Physical with Imitation Training & Formal Similarity

PTB co-founder Dana Meller reviews a BCBA® mock exam question that targets the essential aspects of imitation training, breaking down the four defining features of successful imitation and how these elements contribute to effective learning and skill acquisition. Refer to BCBA® Task List (5th ed.) Section G-5: Use modeling and imitation training.

Boosting Speed & Accuracy with Reinforcement Schedule Parameters

PTB co-founder Dana Meller dives into the concept of enhancing reinforcement schedules by adding an extra criterion to motivate quicker and more accurate responses. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.

Shaping Success: Understanding the Procedure and its Dynamic Duo

PTB co-founder Dana Meller explores the procedure of shaping, discussing the two key features that define its effectiveness. Refer to BCBA® Task List (5th ed.) Section G-7: Use shaping.

Self Evaluate Your Understanding of ABA Terminology ➠ Self Management

Explore the world of self-management with PTB co-founder Dana Meller as she discusses how controlled responses and self-controlling behaviors lead to improved behavior. Refer to BCBA® Task List (5th ed.) Section G-20: Use self-management strategies.

Let's Break Down a BCBA® Mock Exam Question: Analyzing Untrained Reverse Relations in Stimulus Equivalence

PTB co-founder Dana Meller breaks down a BCBA® mock exam question about the concept of stimulus equivalence, focusing on the one that leads to an untrained relation with a reverse relation. Refer to BCBA® Task List (5th ed.) Section G-12: Use equivalence-based instruction.

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.

Let's Break Down a BCBA® Mock Exam Question: Level Up Your Chaining Game for Maximum Efficiency & Natural SR+

PTB co-founder Dana Meller reviews and breaks down in detail a BCBA® mock exam question about different chaining methods in behavior analysis. Refer to BCBA® Task List (5th ed.) Section G-8: Use chaining.

The Ultimate Reinforcement Schedules Showdown ➠ FT/VT vs. FI/VI

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).

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.

Awaken Your Inner Boss: Self Management for Behavior Change Champions

Sharpen your understanding of self-management with PTB co-founder Dana Meller as she highlights the two crucial behaviors involved in self-management. Refer to BCBA® Task List (5th ed.) Section G-20: Use self-management strategies.

ABA Terminology ➠ The Dynamic Duo of Behavior Transformation via Shaping Procedures

PTB co-founder Dana Meller discusses the two types of shaping procedures, one of which teaches novel behaviors and the other improves existing behaviors. Refer to BCBA® Task List (5th ed.) Section G-7: Use shaping.