A process where the maintaining positive reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.

A process where a maintaining reinforcer is no longer provided, and the behavior that has been maintained by that reinforcer decreases and eventually ceases.

A process where the maintaining negative reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.

A process where the maintaining automatic reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.

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.

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

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

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

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

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

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

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

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.

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.

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.

Let's clarify the concept of automaticity of reinforcement and punishment, and its distinction from automatic reinforcement. With a relatable example, PTB co-founder Dana explains how an individual's behavior can be influenced without consciously knowing the reasons behind their actions. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

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. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Test your knowledge of concepts and principles with PTB co-founder Dana Meller as she discusses the term temporal contiguity, its association with operant and respondent conditioning. Here, Dana breaks down the different relationship factors that contiguity shares with operant and respondent conditioning. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Test your behavior-change procedures skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question that explores respondent-operant interactions, comparing and contrasting habilitation, habituation and adaptation, with an emphasis on the importance of reinforcement. The breakdown touches on operant conditioning and its role in behavior change. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.

Test your concepts and principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about respondent conditioning, breaking down the process. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.