PTB’s Special ABA Sauce: Mastering the ABCs of Behavior

Question: The sauce on an In-N-Out Burger (or Five Guys or your favorite burger) is Jennifer’s favorite thing about their burgers. Every time she goes there, she orders extra sauce. Her husband always has to reminds her when she’s placing her order to ask for extra sauce. She enjoys the extra sauce on her meal very much and east at In-N-Out (insert your favorite burger spot) ofter. Identify the MO, SD, prompt, behavior and consequence of this scenario.

There’s a lot of thinking that needs to be done so start with identifying the ABC of this scenario. Under the A umbrella, we’ve got MOs, we’ve got SDs, we’ve got prompts. Under the B column, we’ve got the behavior, anything associated with the measurable and observable piece. And then in the C column, we’ve got consequences. It’s very important to first identify the behavior, which in this case, is ordering extra sauce. Why does Jennifer order extra sauce? Because she likes it. It makes her food taste better. If the reinforcement is better-tasting food, then the MO has to be the converse of that; it has to be the deprivation of that extra flavor of that sauce. MOs and consequences are going to have a yin and yang relationship. Whatever you’re deprived of is what’s going to be more reinforcing for you. If you’re deprived of flavor and sauce, you’re going to seek out all of the things that signal the availability of that thing you’re deprived of. In this case, it’s the attendant who takes her order and has access to the extra sauce. But again, the SD tells you what behavior to do in order to get a specific reinforcer. You’re not going to do any of that unless you have that state of deprivation, which is the MO. Here, the SD is the attendant; the behavior necessary to get the extra sauce is just saying, “Hey, can I have some extra sauce?”. The contingency is you ask, and you shall, hopefully, receive. That’s how we figure out our MO, SD, behavior, and reinforcement in these types of scenarios.

6th Edition TCO
  • B. Concepts and Principles  
  • B.1 Identify and distinguish among behavior, response, and response class.  
  • B.16 Identify examples of motivating operations.  
  • B.17 Distinguish between motivating operations and stimulus control.  
  • G. Behavior-Change Procedures  
  • G.7 Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most).  
  • Mini Mocks B
  • Mini Mocks G
  • MiniBig A & B
  • MiniBig Complete Task List
  • MiniBig G & H
  • Mock Exam

    • Related Content

  • PTB founder Dana Meller shares some key words to watch for when breaking down test questions around compound schedules on the BCBA®/BCaBA® exam.Dana Do's: Key Words to Watch For on the Big Exam
    PTB founder Dana Meller shares some key words to watch for when breaking down test questions around compound schedules on the BCBA®/BCaBA® exam.
  • PTB founder Dana Meller clears up the common confusion between extinction and negative punishment.Dana Do's: Confused About Extinction and Negative Punishment?
    PTB founder Dana Meller clears up the common confusion between extinction and negative punishment.
  • 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 learning
  • ABA terms you need to know: unconditioned reinforcer.Unconditioned 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.
  • ABA terms you need to know: Value-altering-effect.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,…
  • ABA terms you need to know: Transitive MO (CMO-T)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.
  • ABA terms you need to know: stimulus salience.Stimulus salience
    The process of making learning stimuli more prominent to establish stimulus control and skill acquisition.
  • ABA terms you need to know: stimulus generalization.Stimulus generalization
    Responding in the same way to antecedent stimuli that share certain aspects of other antecedent stimuli (SDs).
  • ABA terms you need to know: Surrogate CMO-S.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…
  • ABA terms you need to know: stimulus.Stimulus
    External or internal environmental event(s) that affect an individual’s behavior.
  • ABA terms you need to know: stimulus class.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…
  • ABA terms you need to know-- socially mediated contingency.Socially mediated contingency
    When an individual’s access to reinforcement is mediated or controlled by other people.
  • ABA terms you need to know: stimulus control.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).
  • ABA terms you need to know: stimulus deltaStimulus 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).
  • ABA terms you need to know: rule-governed-behavior.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.
  • ABA terms you need to know: respondent behavior.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…
  • ABA terms you need to know: Reflexive MO.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.
  • ABA terms you need to know: extinction.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.
  • ABA terms you need to know: over-shadowing.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.
  • ABA terms you need to know: negative reinforcement.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…
  • ABA terms you need to know: negative punishment.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.
  • ABA terms you need to know: matching law.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.
  • ABA terms you need to know: generalized conditioned reinforcer (GCSR)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…
  • ABA terms you need to know: generalized conditioned punisher.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).
  • ABA terms you need to know: feature stimulus class.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.
  • ABA terms you need to know: discriminated avoidance.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).
  • ABA terms you need to know: discriminative stimulus.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.
  • ABA terms you need to know-- contingency-shaped behavior.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,…
  • ABA terms you need to know: chained schedules of reinforcement.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.
  • Transitivity vs. Stimulus EquivalenceDana 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.
  • 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. PTB co-founder Dana Meller explains. Refer to the 5th Edition Task List Section B-5 Define and provide examples of schedules of 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.
  • What is the difference between these two natural human behavior phenomena, rooted in consequences? Dana Meller breaks it down.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.
  • 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: 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.
  • How are MOs the same, but different? PTB co-founder Dana Meller explains.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.
  • 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. Refer to BCBA® Task List (5th ed.) Sections B-4: Define and provide examples of positive and negative reinforcement contingencies and B-6: Define and provide examples of positive and negative punishment 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: GeneralizationDana 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 MOs and SDsDana 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.
  • Understanding Operant and Respondent ConditioningDana'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 DayDana'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.
  • Using Stimulus Salience to Increase Studying EffectivenessDana 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 founder Dana Meller follows up on a tricky edition of Name That Term to explain derived stimulus relation vs. stimulus equivalence.Dana Do's: Clarifying Confusion Between Derived Stimulus Relation and Stimulus Equivalence
    PTB founder Dana Meller clarifies confusion to explain derived stimulus relation vs. stimulus equivalence.
  • Shaping and chaining are strategies for teaching complex behaviors that are often confused. PTB founder Dana Meller makes the differences clear. Refer to the 6th Edition Test Content Outline Domain G.11: Shape dimensions of behavior; and Domain G.12: Select and implement chaining procedures.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.
  • What’s a BCBA to do when extinction isn’t appropriate? PTB founder Dana Meller explains how to use a DRA without aversive control.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…
  • Variable time
    A time-based schedule of noncontingent reinforcement delivery. It sets an average amount of time between the delivery of noncontingent reinforcers.
  • Within stimulus prompt
    A stimulus prompt that helps a learner make a correct discrimination by manipulating a specific physical characteristic of the target stimulus.
  • Withdrawal of a specific positive reinforcer
    A non-exclusionary time-out procedure where, contingent on challenging behavior, a preferred item is taken away for a certain period of time.
  • Token economy
    A positive reinforcement procedure in which clients are given tokens (GCSRs) for specific desired behaviors, and the tokens can be exchanged for specific preferred items/activities (backup reinforcers).
  • 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…
  • Total-task chaining
    A variation of the forward chaining method in which every step of a task analysis is taught in each session. The individual is assisted on any steps that they are…
  • Train loosely
    A method to program for generalization during instruction that involves broadening the variety of the non-critical aspects of the SD, like the environmental variables (people, locations) that have nothing to…
  • Time-out from positive reinforcement
    A punishment procedure where access to specific reinforcers is prohibited for a period of time following an occurrence of challenging behavior.
  • Time out ribbon
    A non-exclusionary time-out procedure in which reinforcement is paired with a ribbon on a child’s wrist to signal the availability of reinforcement. The removal of the ribbon, contingent on challenging…
  • Transitivity
    Defined as the trained relation of symbolically similar items across two sets of stimuli (i.e., If A=B, and B=C), and without further instruction, the emergence of an untrained connection (i.e.,…
  • ABA terms you need to know: stimulus prompt.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…
  • 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…
  • Successive approximations
    The gradual and progressive changes in criteria during a shaping procedure, with each change being closer in form to the desired terminal response.
  • Task analysis
    A breakdown of a complex behavior into small, teachable units that establish a behavior chain (series of steps and tasks presented in a specific order) that must occur in a…
  • Symmetry
    Defined as the trained relation of symbolically similar items and the demonstration of the relation in reverse without additional direct training. (i.e., If A=B, then B=A)
  • Stimulus equivalence
    Defined as the untrained acquisition of a reflexive, symmetric, and transitive relation between stimuli that are in some way related.
  • Symbolic matching-to-sample
    A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are symbolically related, and not physically identical.
  • Simple discriminations
    Correct responding that requires discriminating one antecedent stimulus condition (SD) in which the response will produce reinforcement.
  • ABA terms you need to know: shaping.Shaping
    A strategy for teaching novel behaviors using successive approximations to a terminal response, which are differentially reinforced until the client is able to differentiate the terminal response from the successive…
  • Shaping across response topographies
    A shaping method in which each successive approximation varies in form from the other approximations and the ultimate terminal response.
  • Shaping within response topographies
    A shaping method in which the response form of each successive approximation remains the same, but some other measurable dimension is being trained.
  • ABA terms you need to know: self-management.Self-management
    Behavior analytic procedures that target one’s own behavior by defining the desired target response (controlled response), programming behaviors to help evoke that desired target response (controlling response), and arranging reinforcers…
  • Self-monitoring
    In self-management procedures, this is the process of systematically recording data on one’s own behavior.
  • Self-evaluation
    In self-management procedures, this is the process of assessing one’s own progress by comparing self-monitoring data to a pre-determined criterion.
  • ABA terms you need to know: self-administered consequences.Self-administered consequences
    A self-management procedure in which one organizes specific consequences to be delivered following the occurrence or nonoccurrence of one’s own behavior to be delivered by others or by oneself.
  • Self-instruction
    A self-management procedure that involves providing oneself with verbal instructions (covert or overt) to prompt one’s own desired behaviors.
  • Self-directed systematic desensitization
    A self-management procedure used to reduce anxieties and phobias that involves substituting muscle relaxation for challenging behaviors. Anxiety or fear-provoking events are ranked on an intensity scale and gradually exposed…
  • Seclusion time-out
    A type of time-out procedure in which the client is placed in a time-out room for a time period and locked in.
  • Response-deprivation hypothesis (RDH)
    The belief that any behavior can act as a reinforcer if access to that behavior is restricted. In practice, this occurs when deprivation of a certain activity, achieved by making it…
  • Response-deprivation hypothesis (RDH)
    The belief that a low-probability behavior can act as a reinforcer to evoke a higher-probability behavior if access to the less-preferred behavior is restricted below baseline levels.
  • ABA terms you need to know: response prompts.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…
  • Response differentiation
    The emergence of the target novel behavior produced by differential reinforcement, during a shaping procedure, in which the reinforced members of the desired response class occur more often and the…
  • Self-management (in programming for generalization)
    A method to program for generalization that involves teaching the client self-management behaviors that will enable them to prompt and reinforce their own target behavior.
  • Response interruption and redirection (RIRD)
    A positive punishment procedure that involves presenting demands, prompts, or distractions to interrupt and redirect repetitive, stereotypic, and self-injurious behaviors.
  • Restitutional overcorrection
    A positive punishment overcorrection procedure where, following the occurrence of a challenging behavior, the client is required to repair the damage caused by their behavior,and engage in additional behavior to…
  • 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).
  • ABA terms you need to know: response block.Response block
    Physically intervening to interrupt and prevent a response from occurring. Hint: When the behavior is prevented from occurring by the addition of the thing that “blocks” it, it cannot occur…
  • Response cost
    A loss of a specific amount of reinforcement that is contingent on a challenging behavior.
  • Reprimand
    A positive punishment procedure that involves providing vocal negative or corrective feedback following the occurrence of an undesirable behavior.
  • ABA terms you need to know: reflexivity.Reflexivity
    Refers to the trained response of matching a stimulus to an identical stimulus and then matching the two stimuli in reverse without additional training. (i.e., If A=A, then A=A)
  • Relational frame theory (RFT)
    A behavior analytic approach to language which aims to connect and understand the relationship between language and derived stimulus relations. The theory hypothesizes that learned behavior is acquired through a…
  • Premack Principle
    A strategy that uses behavior as reinforcement by making the opportunity to engage in preferred behavior contingent on engaging in a low-preference behavior.
  • Random rotation
    A procedure in discrete-trial teaching during which random mastered targets are presented in a randomized order.
  • ABA terms you need to know: program common stimuli.Program common stimuli
    A method to program for generalization during instruction that ensures the SDs used in the instructional setting are similar or the same as those used in the generalization setting/natural environment.
  • Ratio strain
    When challenging behaviors reemerge because of an abruptly thinned reinforcement schedule.
  • Pivotal response training
    A free-operant teaching methodology that capitalizes on naturally occurring MOs and environmental variables with a specific focus on building skills that produce collateral improvements in other skill areas.
  • Planned ignoring
    A non-exclusionary time-out procedure where social reinforcers (e.g., attention, engagement in activities) are removed for a period of time contingent on challenging behavior.
  • Positive practice overcorrection
    A positive punishment overcorrection procedure where, following the occurrence of a challenging behavior, the client is required to repeatedly perform the correct form of the behavior for a certain period…
  • Overcorrection
    A positive punishment procedure where, contingent on an occurrence of the target behavior, the client is required to engage in an effortful behavior that is directly related to the target…
  • Oddity matching-to-sample
    A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are not similar to the sample stimulus (i.e., opposites).
  • Naturally existing contingency
    A natural consequence (reinforcement or punishment) that follows a behavior without any environmental manipulation by a practitioner.
  • Noncontingent reinforcement (NCR)
    A contingency independent antecedent intervention during which reinforcers that maintain challenging behavior are delivered on a fixed or variable schedule, thereby abolishing (AO) the motivation for the client to engage…
  • ABA terms you need to know: naturalistic teaching.Naturalistic teaching
    A teaching methodology that involves embedding learning opportunities into ongoing, every day activities by capitalizing on the EOs in natural contexts and choice-making, focusing on client interest and initiations.
  • ABA terms you need to know: multiple exemplar training.Multiple exemplar training
    A method to program for generalization during instruction that involves teaching a variety of response and stimulus options to facilitate the acquisition of untrained responses in the presence of novel…
  • Negative teaching examples
    A method to program for generalization during instruction that involves teaching the client to generalize and discriminate the settings, times, and conditions in which it is not appropriate to display…
  • Non-exclusionary time out
    A type of time-out procedure in which the client is kept in the time-in space but is not allowed to participate in time-in activities.
  • Massed practice
    A self-management procedure that aims to decrease challenging behavior by having an individual engage in the repeated performance of the challenging behavior. 
  • 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…
  • Modeling
    A strategy for teaching new skills by using a live or symbolic model to demonstrate an exact behavior needed to perform a skill and teaching the client to imitate the…
  • Mass trial
    A procedure in discrete-trial teaching during which the same learning trial (SD) for an acquisition skill is presented several times in a row.
  • Mediation
    A method to program for generalization during instruction that involves teaching the individuals present in a client’s life (parents, employers) to help maintain and generalize new skills outside of treatment…
  • Response maintenance
    The extent to which behavior remains in a client’s repertoire over time.
  • Matching-to-sample
    A conditional discrimination procedure in which a stimulus is presented and taught to match a secondary stimulus. Reinforcement is delivered for correctly matching the two antecedent stimuli. Matches can include…
  • 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…
  • Instructions and rules
    A specific methodology for teaching that includes best practice for setting specific rules, and methods for providing instructions for expected behavior.
  • Inter-trial interval
    In discrete-trial teaching, this is the period (approximately 5 seconds) that comes between the consequence and the next SD, indicating the end of one trial and the forthcoming trial.
  • ABA terms you need to know: Interdependent group contingencies.Interdependent group contingencies
    A procedure in which a pre-determined criterion for responding is established for all of the members within a group. For everyone to contact reinforcement, each individual in the group must…
  • Habit reversal
    A self-management procedure that involves identifying events that precede one’s own challenging behavior and engaging in alternative behaviors when those precursor events occur.
  • High-probability instructional sequence
    An antecedent intervention used for increasing compliance and reducing escape-maintained behaviors. It involves presenting two-to-five high-probability compliance tasks, reinforcing compliance for those tasks, and then presenting a demand less likely…
  • 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…
  • Incidental teaching
    A free-operant teaching methodology that takes place in a free-time setting, during which the child’s natural initiations are treated as learning opportunities to expand on the child’s current skill set.
  • Group contingencies
    Procedures in which a pre-determined criterion for responding is established for one, some, or all of the members within a group in order for some or all of the group…
  • Independent group contingencies
    A procedure in which a pre-determined criterion for responding is established for all members of a group, and for an individual to contact reinforcement, that individual must meet the specific…
  • Indiscriminable contingencies
    A method to program for generalization during instruction that includes the use of intermittent and delayed reinforcement contingencies that parallel natural contingencies.
  • Identity matching-to-sample
    A matching-to-sample procedure where clients are taught to match sample and comparison stimuli that are physically identical.
  • ABA terms you need to know: functional communication training.Functional communication training (FCT)
    A differential reinforcement procedure that trains an alternative communication response to replace a functionally-equivalent challenging behavior.
  • Forward chaining
    A chaining method that involves teaching the behavior chain one step at a time, in its naturally occurring order, starting with the first step. The process involves moving on to…
  • Free-operant teaching
    A teaching methodology in which the SD is part of the natural environment, and responding doesn’t depend on a directive, prompt, or SD presented by a trainer. Appropriate behaviors are…
  • Free-operant behavior
    A response class that is free to occur and can occur at any time because it is not bound by the control of SDs or prompts.
  • General case analysis
    A method to program for generalization during instruction that involves teaching the client all the different stimulus variations of a particular SD and the subsequent response variations for those stimuli.
  • Fixed time
    A time-based schedule of noncontingent reinforcement delivery. It sets a fixed amount of time between the delivery of noncontingent reinforcers.
  • 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…
  • Expanded trial
    A procedure in discrete-trial teaching during which mastered targets are presented as distractors alongside currently targeted SDs.
  • Exclusionary time-out
    A type of time-out procedure in which the client is removed from the reinforcing (time-in) setting.
  • Existing cache response cost
    A type of response cost procedure in which challenging behavior results in the removal of previously earned reinforcers.
  • Equivalence-based instruction (EBI)
    An instructional method based on stimulus equivalence. It maximizes the effectiveness of teaching because a client is directly taught certain targets in such a way that they are able to…
  • Equivalence class
    A collection of stimuli identified through stimulus equivalence to evoke the same response.
  • Discrimination training
    A procedure that teaches correct responding by reinforcing responses in the presence of one stimulus condition (the SD), but not in the presence of the other (S∆ ).
  • Discrete-trial teaching (DTT)
    A structured, table-top, 5-component ABA procedure during which specific skills are broken down into small teachable units and taught to a pre-determined mastery criteria.
  • Differential reinforcement
    Procedures used to eliminate, reduce, and increase behaviors that involve providing reinforcement for one response class and withholding reinforcement for the occurrence of challenging behavior above or below a pre-determined…
  • Differential reinforcement of alternative behavior (DRA)
    A differential reinforcement procedure used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for a specific functionally equivalent alternative behavior.
  • Differential reinforcement of incompatible behavior (DRI)
    A variation of the differential reinforcement of alternative behavior procedures used to eliminate challenging behaviors. It involves withholding reinforcement for the occurrence of the challenging behavior and providing reinforcement for…
  • Differential negative reinforcement of incompatible or alternative behavior (DNRI & DNRA)
    A differential reinforcement procedure used to reduce or eliminate challenging behavior that involves withholding negative reinforcement for the occurrence of the challenging behavior and providing negative reinforcement for a functionally…
  • Differential reinforcement of other behavior (DRO)
    A differential reinforcement procedure in which reinforcement is delivered contingent on the absence/omission of the challenging behavior during a specific time period or moment in time.
  • Differential reinforcement of low rates of responding (DRL)
    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 below a pre-established rate during…
  • 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…
  • Differential reinforcement of diminishing rates of responding (DRD)
    A procedure in which reinforcement is delivered at the end of an interval if the target behavior occurs at a lower than preestablished rate criterion. The rate criteria is gradually…
  • Dependent group contingencies
    A procedure in which a pre-determined criterion for responding is established for one or a small group of people within a larger group, and for everyone in the larger group…
  • Derived stimulus relations
    A product of equivalence-based instruction (EBI), wherein responding is defined by forming a relation between two or more stimuli that is not directly trained and not based on the physical…
  • Controlling response
    In self-management procedures, these are the behaviors that help evoke the desired target behavior.
  • ABA terms you need to know: controlled response.Controlled response
    In self-management procedures, this is the desired target behavior produced by the self-management procedure.
  • Contrived contingency
    A reinforcer or punisher that is delivered by a practitioner to evoke changes in behavior or the acquisition of skills.
  • Contingent exercise
    A positive punishment procedure where a client is required to engage in a physical exercise following the occurrence of a challenging behavior.
  • Contingent observation
    A non-exclusionary time-out procedure where, contingent on challenging behavior, the client is removed from the instructional setting to another part of the same room to observe the time-in setting while…
  • Contingency dependent intervention
    Any antecedent intervention that manipulates the availability of reinforcement in the presence of a specific SD and offers differential consequences for correct or new/alternative behaviors versus challenging behaviors.
  • Contingency independent intervention
    Any antecedent intervention that manipulates motivating operations and changes antecedent events to create an evocative or abative effect on behavior.
  • ABA terms you need to know: conditional discriminations.Conditional discriminations
    Correct responding that requires discriminating an antecedent stimulus condition (SD) that is conditional on the presence of another antecedent stimulus condition for the response to produce reinforcement.
  • Code’s definition of behavior-change intervention
    The full set of behavioral procedures designed to improve the client’s wellbeing.
  • Code’s definition of behavioral services
    Services that are explicitly based on the principles and procedures of behavior analysis and are designed to change behavior in meaningful ways. These services include, but are not limited to,…
  • Code’s definition of client
    The direct recipient of the behavior analyst’s services. At various times during service provision, one or more stakeholders may simultaneously meet the definition of client (e.g., the point at which…
  • ABA terms you need to know: behavior chain.Behavior chain
    A specific sequence of discrete responses/behaviors that, when linked together, form a terminal behavior. Each discrete response/behavior is associated with a particular stimulus condition (SD), and each response and the…
  • Behavior chain with a limited hold
    Any behavior chain with the requirement of not only being performed correctly and in order, but also within a specified period of time.
  • Chaining
    A specific collection of methods that are used to connect a specific sequence of stimuli and responses to form new behaviors.
  • Block trial
    A procedure in discrete-trial teaching during which different learning trials (SDs) are presented in blocks, which are gradually reduced in size contingent upon correct responding until the stimuli are presented…
  • ABA terms you need to know: behavior trap.Behavior trap
    A method to program for generalization and maintenance during instruction that involves bringing a target behavior under the control of natural reinforcers by exposing the behavior to those reinforcers.
  • Bonus response cost
    A type of response cost procedure in which additional non-contingent reinforcers are made available and are removed if the challenging behavior occurs.
  • Antecedent-based self-management procedures
    A variety of procedures used in self-management that manipulate antecedents to increase or decrease one’s own target behaviors.
  • Backup reinforcer
    Specific preferred items or activities that can be exchanged for the earned tokens delivered in a token economy system.
  • Antecedent intervention
    Interventions that are implemented prior to and are not contingent on behavior.
  • Backward chaining
    A chaining method in which an instructor initially completes the chain in its naturally occurring order, and then the individual is taught one step at a time, starting from the…
  • Backward chaining with leap aheads
    A variation of the backward chain in which any step in the task analysis that is already in the individual’s repertoire is not formally trained.
  • 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: 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.
  • Eight guidelines for modeling.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.
  • Can can a changing criterion design be used to evaluate shaping programs? Well, PTB founder Dana Meller says, it depends.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: 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.
  • If a response prompt and a stimulus prompt both prompt correct responses, what is the difference?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: 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: 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).
  • Three group contingencies.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.
  • What chaining methods to use on what behaviors.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.
  • Advice for when you're stuck prepping for the BCBA® 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.
  • Response Blocking vs. Extinction. BACB Task List Section G-16: Use positive and negative punishment (e.g., time-out, response cost, overcorrection).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).
  • A Prompt to Understand PromptingDana 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)
  • 1-Minute Experimental Design Test HackDana 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.
  • Mastering the ABCs of BehaviorPTB'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).
  • 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: 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: Skinner's Radical Idea About Private Events and Behaviorism
    Skinner had a radical idea about private events and behaviorism. But it’s not as “out there” as you might think. Not making the connection? PTB co-founder Dana Meller breaks down how– and why– private events are consistent with behaviorism.
  • 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.
  • How do you know if your BCBA® study activities are effective?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.
  • Caution Using BCBA Exam as a MockDana 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. Watch out for extremes.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: Are mock exams an accurate predictor of test performance?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: The Scientific Goals of Behavior AnalysisDana 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.
  • Test your ABA Terminology: Motivating OperationTest your ABA Terminology ➠ Motivating Operation Example Explained
    Test your concepts & principles knowledge with #PTB co-founder Dana Meller as she reviews a question about identifying the specific motivating operation described in the scenario. Included is a breakdown of the two components, or effects, that operate underneath the MO umbrella. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.
  • The Pioneer of Methodological BehaviorismThe Pioneer of Methodological Behaviorism
    What are the historical origins of Methodological Behaviorism? Learn about observable behavior and John Broadus Watson's controversial "Little Albert Experiment." Refer to BCBA® Task List (5th ed.) Section A-4: Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.
  • BCBA® Mock Exam Question: Not All Conditioned Reinforcers Are Created EqualBreaking 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.
  • Test your ABA Terminology: Operant Conditioning that Automatically OccursTest your ABA Terminology ➠ Operant Conditioning that Automatically Occurs
    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.
  • Influencing Behavior Without Direct Pairing ExplainedInfluencing 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.
  • Put Your #ABA Knowledge to the Test: Identifying the Attitude of SciencePut Your ABA Knowledge to the Test ➠ Identifying the Attitude of Science
    Test your ABA terminology knowledge. PTB co-founder Dana Meller discusses one of the six attitudes of science that focuses on data-based decision-making, explaining how this attitude emphasizes our reliance on facts and objective quantification. Refer to BCBA® Task List (5th ed.) Section A-2: Explain the philosophical assumptions underlying the science of behavior analysis (e.g., selectionism, determinism, empiricism, parsimony, pragmatism).
  • An easy way to break down the 7 dimensions of ABADana 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).
  • Test your ABA Terminology: Verbal OperantsTest your ABA Terminology ➠ Select the Correct Elementary Verbal Operant
    PTB co-founder Dana Meller reviews verbal behavior, and explains which of the six elementary verbal operants is controlled by a written verbal Sᴰ, and also shares point-to-point correspondence. Included is a comparison of the different Sᴰ(s) that control(s) each elementary verbal operant. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants.
  • BCBA® Mock Exam Question: Who Wants to Learn More About Elementary Verbal Operants?Breaking Down a BCBA® Mock Exam Question: Who Wants to Learn More About Elementary Verbal Operants?
    Let's break down a BCBA® exam mocj question about verbal behavior, focusing on one of the elementary verbal operants - the intraverbal. PTB co-founder Dana Meller clarifies the differences between the intraverbal and other verbal operants, providing a comprehensive understanding of each category. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants.
  • Breaking Down a Mock BCBA® Exam Question: The Best Example of a Behavior.Breaking Down a Mock BCBA® Exam Question: The Best Example of a Behavior
    Test your Concepts and Principles knowledge. PTB co-founder Dana Meller as she reviews BCBA® mock exam question about identifying the best example of a behavior. Included is a detailed breakdown of various options that could be helpful when approaching this type of question on the big ABA exam. Refer to BCBA® Task List (5th ed.) Section B-1: Define and provide examples of behavior, response, and response class.
  • Test your ABA Terminology: Master Your Understanding of Autoclitic Verbal BehaviorTest your ABA Terminology ➠ Master Your Understanding of Autoclitic Verbal Behavior
    PTB co-founder Dana Meller discusses the complexities of autoclitics and their role in effective communication. Enhance your understanding of this secondary verbal operant as Dana presents real-life examples of autoclitics and their significance, particularly for individuals with social disabilities. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants.
  • BCBA® Mock Exam Question: Identifying Punishers & Understanding their Impact on BehaviorBreaking 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 ReductionDifferential 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).
  • ABA Terminology: Dimensions of ABATest your ABA Terminology ➠ Identify the Correct Dimension of ABA
    Test your understanding of philosophical underpinnings with PTB co-founder Dana Meller as she reviews the dimension of ABA, exhibited when a behavior analyst utilizes assessment methods to identify the function of challenging behavior. Refer to BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
  • ABA Terminology: Compound Schedules of ReinforcementTest your ABA Terminology ➠ Compound Schedules of Reinforcement
    Test your knowledge of Concepts and Principles with PTB co-founder Dana Meller as she reviews one of the compound schedules of reinforcement without Sᴰs. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.
  • Understanding Mentalism TerminologyUnderstanding Mentalism Terminology
    Test your understanding of philosophical underpinnings with PTB co-founder Dana Meller as she discusses the term mentalism and its association with explanations and practices in traditional psychology. Dana breaks down the three terms upon which mentalism is reliant: Hypothetical Construct, Explanatory Fiction, and Circular Reasoning. Refer to BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Riley, 1968).
  • ABA Terminology: Stimuli Paired in Respondent ConditioningABA Terminology ➠ Stimuli Paired in Respondent Conditioning
    Test your ABA terminology. Refer to BCBA® Task List (5th ed.) Section B-3: Define and provide examples of respondent and operant conditioning.
  • ABA Terminology: Verbal OperantTest Your ABA Terminology ➠ Identify the Verbal Operant Explained in This Scenario
    Test your ABA Terminology. What is the verbal operant described in this scenario? Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants
  • Breaking Down a BCBA® Mock Exam Question: Identify the Compound Schedule of ReinforcementBreaking Down a BCBA® Mock Exam Question: Identify the Compound Schedule of Reinforcement
    Test your concepts and principles skills with PTB co-founder Dana Meller, as she reviews a BCBA® mock exam question about the compound schedule of reinforcement in the context of voting. Here, Dana details the key features of the mixed, concurrent, conjunctive, and tandem schedules of reinforcement, as well as provides corresponding examples. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.
  • Mock BCBA® Exam Question: Parameters for Using PunishmentBreaking 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: Matching Law vs. Behavioral ContrastTest 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.
  • Test your ABA Terminology: Temporal Contiguity Explained in DetailTest your ABA Terminology ➠ Temporal Contiguity Explained in Detail
    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.
  • Explore the Reinforcement Procedure Most Similar to Precision TeachingExplore 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).
  • Breaking Down a Mock BCBA® Exam Question: Replication Using the Dimensions of ABABreaking Down a Mock BCBA® Exam Question: Replication Using the Dimensions of ABA
    Test your Philosophical Underpinnings knowledge with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about identifying the specific dimension of ABA that ensures behavior analytic work can be replicated. Included is a description of behavioral, conceptually systematic, effective, and technological. As an added bonus, Dana shares a clever exercise that helps have better clarity on the purpose of each dimensions. Refer to BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
  • Test your ABA Terminology: Name the Conditioned Motivating Operation (CMO) in This ScenarioTest your ABA Terminology ➠ Name the Conditioned Motivating Operation (CMO) in This Scenario
    Test your knowledge of ABA concepts and principles as PTB co-founder Dana Meller reviews a memorable question about the specific conditioned motivating operation (CMO) described in the scenario, as well as provides additional examples. Included are a description of the CMO pairing process and the resulting behavior and value-altering effects acquired through the pairing process. As a BONUS, Dana shares a tip that will help you on the Big Exam with questions related to CMO. BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.
  • Breaking Down a Mock BCBA® Exam Question: Negative Reinforcement ContingenciesBreaking Down a Mock BCBA® Exam Question: Negative Reinforcement Contingencies
    Test your Concepts and Principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about negative reinforcement. Included is a description of CMOS, free operant avoidance, and discriminated avoidance, as well as corresponding detailed examples. Refer to BCBA® Task List (5th ed.) Section B-4: Define and provide examples of positive and negative reinforcement contingencies.
  • Test your ABA Terminology: DRL vs. DRDTest 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).
  • Mock BCBA® Exam Question Breakdown: Identify the Best Example of Response GeneralizationBreak Down a Mock BCBA® Exam Question: Identify the Best Example of Response Generalization
    Test your concepts and principles skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about response generalization. Dana highlights the differences between response generalization vs. stimulus generalization and shares a good rule of thumb for evaluating a response generalization scenario. Refer to BCBA® Task List (5th ed.) Section B-11: Define and provide examples of discrimination, generalization, and maintenance.
  • Test your ABA Terminology: MO vs. SDTest your ABA Terminology ➠ MO vs Sᵈ
    Test your understanding of antecedents and behavior change with PTB co-founder Dana Meller. Here she explains the distinction between Sᵈs and MOs, explores their evocative function, and discusses how they can alter our behavioral repertoire when combined. Through relatable examples, Dana illustrates the importance of understanding the interplay between Sᵈs and MOs in behavior change. 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.
  • Break Down a BCBA® Mock Exam Question: Use the Dimensions of ABA to Identify, "What Makes Us Behavioral?"Break Down a BCBA® Mock Exam Question: Use the Dimensions of ABA to Identify, "What Makes Us Behavioral?"
    Test your Philosophical Underpinnings knowledge with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question that breaks down the dimensions of ABA, identifying the specific dimension that describes the defining features of a behavior analyst. Included is a description of each of the answer options, determinism, empiricism, applied, and behavioral. Refer to the BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
  • Programming for Generalization: Expanding Skills Beyond the Learning EnvironmentProgramming 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.
  • Challenge Your Knowledge of Compound Schedules of ReinforcementChallenge Your Knowledge of Compound Schedules of Reinforcement
    Test your knowledge of concepts and principles with PTB co-founder Dana Meller as she examines a question about one of the compound schedules of reinforcement that has the potential to challenge a client's frustration tolerance. Dana emphasizes the frustrating components of this specific schedule by providing the key features and corresponding applied setting examples. Also included are descriptions of the chained reinforcement schedule and the trial-by-error process. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.
  • Test your ABA Terminology: Understanding Behavior-Altering EffectsTest your ABA Terminology ➠ Understanding Behavior-Altering Effects
    Test your terminology. PTB co-founder Dana Meller explains the umbrella term, "Motivating Operations" and breaks down the sub-categories. Refer to BCBA® Task List (5th ed.) Section B-12: Define and provide examples of motivating operations.
  • Level Up Your Understanding of Differential Reinforcement ProceduresLevel 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 ReinforcementTest 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 CravingsHungry 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.
  • BCBA® Mock Exam Question: Understanding Respondent-Operant InteractionsBreaking Down a BCBA® Mock Exam Question: Understanding Respondent-Operant Interactions
    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.
  • Verbal Operants: Understanding the Roles of Speaker and Listener in a ConversationVerbal Operants: Understanding the Roles of Speaker and Listener in a Conversation
    Test your verbal behavior knowledge with PTB co-founder Dana Meller as she reviews verbal operants, the roles of the speaker and listener. Refer to BCBA® Task List (5th ed.) Section B-14: Define and provide examples of the verbal operants
  • Test your ABA Terminology: Identify the Stimulus ClassTest your ABA Terminology ➠ Identify the Stimulus Class
    Test your knowledge of concepts and principles as PTB co-founder Dana Meller reviews a question about identifying a specific type of stimulus class, and the features associated with the three main stimulus class variations. Refer to BCBA® Task List (5th ed.) Section B-2: Define and provide examples of stimulus and stimulus class.
  • BCBA® Mock Exam Question Breakdown: Understanding Respondent ConditioningBreaking Down a BCBA® Mock Exam Question: Understanding Respondent 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.
  • Test Your ABA Terminology: What Are The 3 Types of ExtinctionTest 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.
  • BCBA® Mock Exam Question: Basic Schedules of Intermittent ReinforcementBreaking Down a BCBA® Mock Exam Question: Basic Schedules of Intermittent Reinforcement
    Enhance your understanding of ABA concepts and principles with PTB co-founder Dana Meller's explanation of a BCBA® mock exam question based on basic schedules of intermittent reinforcement, including fixed interval, fixed ratio, variable interval, and variable ratio schedules. Explore the unique patterns of responding associated with each schedule, and learn more about the schedule that produces a postreinforcement pause. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.
  • Breaking Down a Mock BCBA® Exam Question About Compound Schedules of ReinforcementBreaking Down a BCBA® Mock Exam Question: Compound Schedules of Reinforcement
    Test your Behavior-Change Procedures skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about the chained schedule, compound schedule of reinforcement. Included is a description of the alternative schedule, concurrent schedule, and conjunctive schedule. Refer to BCBA® Task List (5th ed.) Section B-5: Define and provide examples of schedules of reinforcement.
  • 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.…
  • BCBA® Mock Exam Question: Contingency Contracting ComponentsBreaking 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.
  • BCBA® Mock Exam Question: Winning Measurement System to Record Client Tolerance to LosingBreaking Down a BCBA® Mock Exam Question: Winning Measurement System to Record Client Tolerance to Losing
    Let's review and break down a BCBA® mock exam question about measurement techniques in ABA, specifically percentage of opportunity. PTB co-founder Dana Meller explains how to calculate the percentage of opportunities where the behavior is exhibited and why this method is superior to rate, count, and interval recording in certain situations. Refer to BCBA® Task List (5th ed.) Section C-3: Measure occurrence (e.g., count, frequency, rate, percentage).
  • Test your ABA Terminology: Functional Assessment ProceduresTest your ABA Terminology ➠ Functional Assessment Procedures
    Focusing on ABC data collection, PTB co-founder Dana Meller discusses functional assessment procedures. Dana explains how to generate mathematical probabilities for target behaviors based on specific antecedents and consequences, providing a step-by-step guide to quantitatively analyzing the gathered information. Refer to BCBA® Task List (5th ed.) Sections F-7: Conduct a descriptive assessment of problem behavior and F-9: Interpret functional assessment data.
  • Test your ABA Terminology: Cumulative Record CalculationsTest your ABA Terminology ➠ Cumulative Record Calculations
    PTB co-founder Dana Meller reviews a question about using cumulative records and their significance in behavior analysis. Learn how to utilize cumulative graphs to track behavior over specific time periods and measure and calculate response rates for insightful data analysis. Refer to BCBA® Task List (5th ed.) Section C-11: Interpret graphed data.
  • Freaking Out Over the BCBA® ExamDana 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.
  • Breaking Down a Mock BCBA® Exam Question: Reversal Design Variations With Only ONE ReversalBreaking Down a Mock BCBA® Exam Question: Reversal Design Variations With Only One Reversal
    Test your Experimental Design skills with PTB co-founder Dana Meller as she reviews and breaks down a mock exam question about reversal design variations that display only one reversal. Included is a description of A-B-A, B-A-B, and A-B-A-B reversal designs. Refer to BCBA® Task List (5th ed.) Section D-5: Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
  • ABA Terminology: Conditioned ReinforderTest 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.
  • Test your ABA Terminology: Identify the Measurement System in This ScenarioTest your ABA Terminology ➠ Identify the Measurement System in This Scenario
    Test your measurement, data display, and interpretation knowledge with PTB co-founder Dana Meller as she discusses one specific measurement system that measures the effect of the behavior after its occurrence. Here, Dana details the two ways someone could implement this type of measurement system, provides examples of scenarios and a variety of corresponding measurement methods, and highlights some of the pros of utilizing this type of measurement system. Refer to BCBA® Task List (5th ed.) Section C-2: Distinguish among direct, indirect, and product measures of behavior.
  • BCBA® mock exam question about unwanted effects.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 ConceptsTest 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.
  • ABA Terminology: Unwanted EffectsTest 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.
  • Programming Common StimuliDana 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.
  • How to Know When You're Ready to Sit for the BCBA® ExamDana 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?
  • Break Down a Mock BCBA® Exam Question: Using Physical Guidance to Prompt a ResponseBreaking 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).
  • The ABC's of ABADana 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: 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.
  • Breaking Down a Mock BCBA® Exam Question: Identify a 3-Phase Reversal Experimental DesignBreaking Down a Mock BCBA® Exam Question: Identify a 3-Phase Reversal Experimental Design
    Test your Experimental Design skills with a breakdown of a BCBA® mock exam question about the identification of a three-phase experimental design. Included is a detailed comparison between four different reversal designs: ABC reversal, ABA reversal, BAB reversal, and ABAB reversal. As a bonus, Dana also provides examples of instances in which each of the reversal designs would be implemented. Refer to BCBA® Task List (5th ed.) Section D-5: Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
  • You know what they say about making assumptions on the BCBA® 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.
  • Use your BCBA® mock exam mistakes to assess how you test.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.
  • Test your ABA Terminology: Pivotal Behavior vs. Behavior CuspTest your ABA Terminology ➠ Pivotal Behavior vs. Behavior Cusp
    Test your behavior assessment knowledge with PTB co-founder Dana Meller as she compares and contrasts pivotal behavior vs. behavior cusp, providing several corresponding examples of each, as they relate to identifying the target behaviors that need prioritization for treatment. Refer to BCBA® Task List (5th ed.) Section F-3: Identify and prioritize socially significant behavior-change goals.
  • Test your ABA Terminology:Types of Unwanted Treatment Side Effects ExplainedTest 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: Interpret Descriptive Assessment DataTest your ABA Terminology ➠ Interpret Descriptive Assessment Data
    Test your knowledge of interpreting descriptive assessment ABC data with PTB co-founder Dana Meller. Here she discusses conditional probability, including the rules that apply, and provides a step-by-step example using the calculation formula and how to report these data. Refer to BCBA® Task List (5th ed.) Sections F-7: Conduct a descriptive assessment of problem behavior; F-9: Interpret functional assessment data.
  • Breaking Down a Mock BCBA® Exam Question About Prompt DependenceBreaking 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 ResponseTest 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).
  • Test your ABA Terminology: Identify The Experimental Design Explained in This ScenarioTest your ABA Terminology ➠ Identify This Experimental Design Scenario
    Test your ABA terminology with PTB co-founder Dana Meller as she offers guidance to identify the specific experimental design relating to a scenario. Refer to BCBA® Task List (5th ed.) Section D-5: Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
  • Test your ABA Terminology: Identify the Type of Discrete Trial Teaching (DTT) in This ScenarioTest 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: Derivative Measures ExplainedTest your ABA Terminology ➠ Derivative Measures Explained
    Put your knowledge of occurence measurement to the test with PTB co-founder Dana Meller as she discusses the two types of derivative measures, and each of their defining features and applications. Dana focuses on the derivative measure used for comparing two or more procedures, teaching clients new skills, evaluating mastery over a class of concepts, and the various measurement methods. Refer to BCBA® Task List (5th ed.) Section C-6: Measure trials to criterion.
  • Test your ABA Terminology: Identify the Differential Reinforcement ProcedureTest 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).
  • Breaking Down a BCBA® Mock Exam Question: Behavioral MomentumBreaking 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.
  • Test your ABA Terminology: Indicators of Trustworthy MeasurementTest your ABA Terminology ➠ Indicators of Trustworthy Measurement
    Test your knowledge with PTB co-founder Dana Meller as she explains the specific indicator of trustworthy measurement that corresponds with repeated measurement yielding the same result. Included is a description of all three indicators of trustworthy measurement validity, accuracy, and reliability. Refer to BCBA® Task List (5th ed.) Section C-8: Evaluate the validity and reliability of measurement procedures.
  • Breaking Down a BCBA® Mock Exam Question: Understanding Equal-Interval Graphs & Logarithmic ScalesBreaking Down a Mock BCBA® Exam Question: Understanding Equal-Interval Graphs & Logarithmic Scales
    Test your knowledge of ABA graphs with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about equal-interval graphs, exploring their unique properties. Included, Dana explains the concept of proportional values and highlights the graph(s) which operate on a logarithmic scale, offering a different perspective on changes in behavior. Refer to BCBA® Task List (5th ed.) Sections C-10: Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records); C-11: Interpret graphed data.
  • Test your ABA Ethics Terminology: Multiple RelationshipsTest Your ABA Ethics Terminology ➠ Multiple Relationships
    At all costs, avoid multiple relationships. Refer to BACB® | Ethics Code for Behavior Analysts | Section 1.11: Multiple Relationships
  • Test your ABA Terminology: Confounding Threats to Internal ValidityTest your ABA Terminology ➠ Confounding Threats to Internal Validity
    Test your knowledge of measurement confounds with PTB co-founder Dana Meller as she discusses one of the four types of threats to internal validity, with corresponding examples. Refer to BCBA® Task List (5th ed.) Section C-8: Evaluate the validity and reliability of measurement procedures.
  • BCBA® Mock Exam Question: IOA Battle Royal: Which Formula Gets Knocked Out?Breaking Down a BCBA® Mock Exam Question: It's the IOA Battle Royal. Which Formula Gets Knocked Out?
    Sharpen your measurement skills with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about IOA and helps explain the different formulas used for time sampling measurements. Dana covers four IOA formulas: Interval-by-Interval, Scored Interval, Trial-by-Tial, and Unscored Interval; and highlights key considerations and pitfalls associated with each. BCBA® Task List (5th ed.) Section C-8: Evaluate the validity and reliability of measurement procedures.
  • Test your ABA Terminology: Fundamental Properties of Behavior ChangeTest your ABA Terminology ➠ Fundamental Properties of Behavior Change
    Test your ability to interpret graphed data with PTB co-founder Dana Meller. Here she explains the three fundamental properties of behavior change, focusing on one specific property akin to an average or median. Included are descriptions of level, trend, variability, and the y-axis. Refer to BCBA® Task List (5th ed.) Section C-11: Interpret graphed data.
  • BCBA® Mock Exam Question: The #1 Threat to Accuracy and ReliabilityBreaking Down a BCBA® Mock Exam Question: The #1 Threat to Accuracy and Reliability
    Test your measurement knowledge with PTB co-founder Dana Meller as she reviews a BCBA® mock exam question about the key indicators of trustworthy measurement, revealing the most significant threat facing accuracy and reliability. Dana provides insight into the distinctions between reliability, validity, and accuracy and how they relate to measurement. BCBA® Task List (5th ed.) Section C-8: Evaluate the validity and reliability of measurement procedures.
  • Test your ABA Terminology: Programming for GeneralizationTest 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 Ethics: Practicing Within Scope of CompetenceTest your ABA Ethics ➠ Practicing Within Scope of Competence
    Test your ABA Ethics Knowledge with PTB co-founder Dana Meller reviewing the ethics behind practicing within one’s scope of competence. Refer to BCBA® Task List (5th ed.) Section E-1: Responsible conduct of behavior analysts BACB® Ethics Code for Behavior Analysts: Section 1.05: Practicing Within Scope of Competence
  • BCBA® Mock Exam Question: Identify the Intervention's Reinforcement ScheduleBreaking 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: Extinguished Behaviors Resurge
    When reinforcement for the alternative replacement behavior is discontinued, extinction for the alternative behavior can resurge.
  • 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.
  • It's particularly meaningful to be able to tell validity, social validity, internal and external validity apart.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.
  • Matching-to-Sample Procedures: Test Your Knowledge and Challenge YourselfMatching-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.
  • Antecedent Intervention: Increasing Compliance with the Art of TimingAntecedent 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.
  • Mock BCBA® Exam Question Breakdown: Identify a Contingency Independent InterventionBreak 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.
  • 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: 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.
  • There’s still time to Beat the Odds under the 5th Edition BCBA® Task List. Looking to make every moment count? PTB founder Dana Meller has advice and tips for the best last-minute study methods.Dana’s Do’s: The Best Methods for Last-Minute Exam Prep
    PTB founder Dana Meller has advice and tips for the best last-minute study methods.
  • 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: 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.
  • How to assess quality test prep materials.Three Hallmarks of High Quality Test Prep
    Preparing for the BCBA® exam is a marathon– and a dizzying one at that. There are an overwhelming number of options out there for study materials… So how do you…
  • PTB founder Dana Meller has some advice to quell those exam day jitters.Dana Do's: How to Ease Exam Nerves
    PTB founder Dana Meller offers some helpful advice to quell exam day jitters.
  • PTB founder Dana Meller offers some advice for exam-takers the night before the Big day.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,…
  • 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: 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.
  • Taking mock exams is a fantastic activity for exam prep. However, there are ways that these test are being used that may do more harm than good. PTB co-founder Dana Meller highlights 3 things to watch out for to ensure you are not misusing mock exams in your BCBA® exam prep.Dana Do's: How to Use Mock Exams Effectively in Your BCBA® Exam Prep
    Taking mock exams is a fantastic activity for exam prep. However, there are ways that these test are being used that may do more harm than good. PTB co-founder Dana Meller highlights three things to watch out for to ensure you are not misusing mock exams in your BCBA® exam prep.
  • 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.
  • Dana Do's: The Pros and Cons of Answering BCBA® Exam Questions Before Reviewing Answer Options
    PTB is always looking for easy-to-incorporate strategies that are going to increase the chances of a correct response. So, is it a good strategy to answer test questions before looking at the answers? PTB co-founder Dana Meller weighs in.
  • 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.
  • A Behavior-Analytic Approach to New Year’s Resolutions
    It's a new year. What do you hope to accomplish? No matter what resolutions you’re working towards, use behavior analysis on yourself to help you reach those goals. Consider these PTB tips for New Year’s resolutions, the ABA way.
  • PTB Year in Prep: A Data-Filled Look at 2023’s Study Stats
    As scientists, we know you love data. PTB crunched the numbers based on behaviors of the thousands of dedicated students who trusted us with their journey to certification. It’s been…
  • 6 Ways to Reduce BCBA® Exam AnxietyAre You a Bad Test-Taker: Strategies for Overcoming Exam Anxiety
    It’s common for students to experience anxiety when taking tests, which can negatively impact performance. Beyond the physical effects– like problems sleeping, procrastinating, and an increased heart rate– anxiety can also disrupt concentration and decision making, and make it more difficult to think clearly.
  • 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's Do's: Struggling with ABA Jargon? Watch This.
    The clinical jargon of ABA can be one of the most intimidating parts of BCBA® exam prep. However, as PTB co-founder Dana Meller explains, understanding the source material like textbooks and literature— no matter how dense they may be— is imperative for exam day success.
  • How to effectively use your whiteboard for the BCBA® exam.Dana Do's: How to Effectively Use Your Whiteboard on the BCBA® Exam
    What’s the best thing to put on your whiteboard? PTB co-founder Dana Meller explains that a highly personalized approach is the best strategy. Get her tips to figure out how to use your whiteboard effectively on exam day.
  • The problem with rote memorization.Dana Do's: A Common Misconception About the Role of Memorization
    Memorization is a crucial skill, but it may not be enough to get you a passing score. PTB co-founder Dana Meller shares her insight into how rote memorization can create a false sense of confidence while offering tips to improve knowledge generalization.
  • How to manage your time to study for the BCBA® exam.Stuffed Schedule? 6 Tips for Better Time Management
    #1: Set Deadlines Believe it or not, setting deadlines can help you get more done. Parkinson’s Law is the idea that “work expands to fill the time available for its…
  • Five tips to make your study space more soothing5 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…
  • 5-Foods to boost your brainpower when studying for the BCBA® exam5 Foods to Boost Brainpower While Studying
    #1 Green tea You’d be hard pressed to find an ABA student who isn’t reaching for caffeine in one form or another. Try sipping on green tea the next time…
  • 6 Stress Tips for Managing BCBA® Exam PrepKeep 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…
  • 5 Reasons You Need a Mock Exam Before the Big Day
    When it comes to devising a study plan for the BCBA® exam, there’s no “one size fits all” strategy. Different learning styles require different techniques, and it’s important to study…
  • 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,…
  • Let's break down a BCBA® mock exam question about ethics.Let's Break Down a BCBA® Mock Exam Ethics Question: What's the Magic Number? The Ideal Supervisory Load
    PTB co-founder Dana Meller reviews a BCBA® mock exam question about an ethical consideration for behavior analysts. Discover the significance of independent decision-making to ensure client well-being. Refer to BACB® Ethics Code For Behavior Analysts Section 4.03: Supervisory Volume (see 1.02, 1.05, 2.01)
  • Let's Break Down a BCBA® Mock Exam Question: Identifying Measurement Confounds in Experimental Design
    PTB co-founder Dana Meller breaks down a BCBA® mock exam question that explores the difference between measurement confounds and subject confounds, how they relate to threats to internal validity in ABA research. Refer to BCBA® Task List (5th ed.) Section D-2: Distinguish between internal and external validity.
  • Let's break down a BCBA® mock exam question about reinforcement schedule.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).
  • Let's break down a BCBA® mock exam question about preference assessments.Let's Break Down a BCBA® Mock Exam Question: Choice-Making
    PTB co-founder Dana Meller breaks down a BCBA® mock exam question that focuses on understanding preferences and reinforcement, and how analyzing choices can provide a window into what reinforces behavior. Refer to BCBA® Task List (5th ed.) Section F-5: Conduct preference assessments.
  • BCBA® Mock Exam Question: Reversal DesignLet's Break Down a BCBA® Mock Exam Question: Ethical Considerations in Experimental Design
    Test your understanding of ethical considerations in experimental designs with PTB co-founder Dana Meller. Let's review a BCBA® mock exam question about reversal design and the nuances and concerns associated with this experimental setup. Refer to BCBA® Task List (5th ed.) Section D-5: Use single-subject experimental designs (e.g., reversal, multiple baseline, multielement, changing criterion).
  • Let's break down a BCBA® mock exam question: satiated vs satisfied.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.
  • 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…
  • Let's break down a BCBA® mock exam question about baseline logic.Let's Break Down a BCBA® Mock Exam Question: Key Elements of Baseline Logic for Multiple Baseline Design (D-3)
    PTB co-founder Dana Meller breaks down a BCBA® mock exam question about baseline logic for a multiple baseline design across behaviors. Dana explains the significance of replication in providing more convincing evidence of a functional relationship and how to make scientific justifications using baseline logic in various designs. Refer to BCBA® Task List (5th ed.) 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).
  • Let's break down a BCBA® mock exam question about FA.Let's Break Down a BCBA® Mock Exam Question: Play Along & Identify the Demand Condition in this FA Scenario
    Test your behavior assessment skills. Let's break down a BCBA® mock exam question about functional analysis (FA) including its role in testing for the escape function of behavior. Refer to BCBA® Task List (5th ed.) Section F-8: Conduct a functional analysis of problem behavior.
  • Let's break down a BCBA® mock exam question about the dimensions of ABA.Let's Break Down and BCBA® Mock Exam Question: Dimensions of ABA — Basic Principles to Epic Interventions
    Let's break down a BCBA® mock exam question on the dimensions of ABA, their application in real-world scenarios, and what sets behavior analysts apart. Refer to BCBA® Task List (5th ed.) Section A-5: Describe and define the dimensions of applied behavior analysis (Baer, Wolf, & Risley, 1968).
  • Let's break down a BCBA® mock exam question about imitation training.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.
  • Let's break down a BCBA® mock exam question.Let's Break Down a BCBA® Mock Exam Question: Broadening the Scope of Trials-to-Criterion Measurements
    PTB co-founder Dana Meller breaks down a BCBA® mock exam question about measurement used to derive trials to criterion data. Dana explains how this measurement can be a powerful tool in understanding and improving behavior performance across different dimensions. Refer to BCBA® Task List (5th ed.) Section C-6: Measure trials to criterion.
  • PTB Study Essentials for BCBA® exam prepAdd 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…
  • Let's break down a BCBA® mock exam question about stimulus equivalence.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 about extinction procedure.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 about stimulus controlLet'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.
  • Let's break down a BCBA® mock exam question about chaining.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.
  • Let's break down a BCBA® mock exam question.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.
  • Let's break down a BCBA® exam prep question about ethics.Let's Break Down a BCBA® Mock Exam Question: Flex Your Ethics Muscles ➠ How Well Do You Know the Code?
    PTB co-founder Dana Meller explores the main sections of the Code (4th edition BACB® Professional and Ethical Compliance Code for Behavior Analysts), explaining each section's significance and the ethical responsibilities. Refer to the 4th Edition BACB® Professional and Ethical Compliance Code for Behavior Analysts: All Sections
  • Let's break down a BCBA® mock exam question about experimental design.Let's Break Down a BCBA® Mock Exam Question: Analyzing the Fundamental IV & BehaviorChange Relationship
    Hone your experimental design skills through review of a BCBA® mock exam question. PTB co-founder Dana Meller breaks down the crucial aspect of experiments—how they demonstrate changes in behavior attributed to the independent variable. Refer to BCBA® Task List (5th ed.) Section D-2: Distinguish between internal and external validity.
  • Big Mock Exam
    The original Big Mock Exam has been upgraded with video segments to offer a highly individualized, in-depth review, while simulating an authentic test experience. Designed with a commitment to academic quality, the mock exam integrates clinical and scientific language, and reflects the format and distribution of questions on the actual BCBA® exam. The score report now features 175 video reviews that correspond to each test question, providing comprehensive explanations, detailed breakdowns, visuals and rationales allowing students to shape the content to their particular needs.

    Access begins immediately and expires 6 months from the time of purchase. To avoid a false sense of improvement, PTB has limited the exam two attempts within 6 months.

    • Shopping Cart
    Scroll to Top