Handbook of Applied Behavior Analysis: Integrating Research into Practice

Contents
Part I: Foundations
	1: History of Applied Behavior Analysis
		Early Beginnings
		Skinner and His Influence on the Field of ABA
		ABA and Autism Spectrum Disorder
		Discrete Trial Training
		Pivotal Response Treatment
		Functional Analysis
		Criticisms of ABA
		Contemporary Applied Behavior Analysis
		Summary and Conclusions
		References
	2: Ethics and Legal Issues
		The Development of Ethical Standards and Guidelines in ABA
			Certifying Body
			Professional Association
			Trade Associations
			Accrediting Body
		The Foundation for Growth of ABA
		Learning from the Past to Shape the Future
		Ethics from the Individual Practitioner Perspective
		Ethics from the Systems Perspective
		Leveraging the Ethics Code in Clinical Practice
		Factors Influencing Ethical Decision-Making
			Ethical Competence
			Benefit and Understanding of Potential Reinforcement
			Acknowledging Biases in Ethical Decision-Making
		Ethical Delivery of ABA Services
		Ethics and Cultural Considerations
			Cultural Considerations from Association for Behavior Analysis International
			Cultural Considerations from Behavior Analyst Certification Board (BACB)
			Cultural Considerations from Behavioral Health Center of Excellence (BHCOE)
		Legal Considerations in Applied Behavior Analysis
			Fraud
				Knowingly Billing at a Service Level Higher Than Actually Provided
				Knowingly Billing for Services That Were Not Furnished, Including Falsifying Records
				Knowingly Ordering Medically Unnecessary Items or Services for Patients
				Billing for Appointments Patients Fail to Keep
			Abuse
			False Claims Act (FCA)
			Anti-Kickback Statute (AKS) and Stark Law
		Legal Relevance of Clinical Documentation
		HIPAA & Privacy Laws
		Conclusions and Ethical Decision-Making
		References
	3: Social Reinforcers
		Introduction to Social Reinforcers
		Importance of Attention in Human Interaction
		Strengths and Limitations of Social Reinforcers
			Strengths of Social Reinforcers
			Limitations of Social Reinforcers
		Social Reinforcers for Appropriate Adaptive Behavior
			The Use of Social Reinforcers to Facilitate Critical Skills
		Social Reinforcers for Maladaptive Behavior
		Form of Social Reinforcers
			Type of Attention
			Content of Vocal-Verbal Attention
			Quality of Attention
		Other Factors that Influence the Effectiveness of Social Reinforcers
			Magnitude of Attention Delivery
			Immediacy of Attention Delivery
			Schedule of Attention Delivery
			Motivating Operations
			Conditioning History
		General Conclusions and Recommendations
		References
	4: Tangible Reinforcers: Conceptual Overview and Considerations for Practice
		Overview of Tangible Reinforcers
			Unconditioned Tangible Reinforcers
			Conditioned Tangible Reinforcers
			Generalized Conditioned Tangible Reinforcers
			Summary
		Considerations for Incorporating the Delivery of Tangible Reinforcers into Practice
			Deprivation and Satiation
				Considerations and Recommendations
			Schedules of Reinforcement
				Considerations and Recommendations
			Immediacy of Reinforcement Delivery
				Considerations and Recommendations
			Duration of Reinforcement Delivery
				Considerations and Recommendations
			Assessing Preference
				Considerations and Recommendation
		Ethical Considerations When Programming Tangible Reinforcers
			Reinforcement Versus Bribery
			Choice
			Changes in Ethicality of Tangible Reinforcers Over Time
			Quantity and Quality of Tangible Reinforcers Delivered
				Edible Reinforcers
				Screen Time
		Concluding Remarks
		References
	5: Automatic Reinforcement
		Introduction and Support for Automatic Reinforcement
		Common Topographies of Automatically Reinforced Problem Behavior
		Functional Assessment
		Interventions for Automatically Reinforced Problem Behavior
			Antecedent-Based Procedures
				Noncontingent Reinforcement (NCR)
				Discrimination Training
				Increasing Response Effort
				Cognitive Behavior Therapy (CBT)
				Exercise
				Behavioral Contract
				Instructional Procedures
				Diet Manipulation
			Consequence-Based Procedures
				Feedback
				Differential Reinforcement
				Self-Monitoring
				Timeout
				Response Blocking
				Response Interruption (RI)
				Response Interruption and Redirection (RIRD)
				Response Cost (RC)
				Overcorrection
				Other Punishers
		Recommendations for Clinical Practice and Future Research
		References
	6: Reinforcer Thinning: General Approaches and Considerations for Maintaining Skills and Mitigating Relapse
		Reducing Functional Reinforcers in Behavior Reduction Procedures
			Using Compound Schedules with Discriminative Stimuli
				Overview
				Desired Response Pattern
				Thinning Progression
				Considerations
				Some Strengths and Limitations of FCT with Discriminative Stimuli
			Delay and Denial Tolerance Training
				Overview
				Desired Response Pattern
				Thinning Progression
				Considerations
				Some Strengths and Limitations of Delay/Denial Tolerance Training
		Reducing Extrinsic Reinforcers in Skill Acquisition Procedures
			Transitioning from Continuous to Intermittent Schedules
				Overview
				Thinning Progression
				Desired Response Pattern
				Considerations
				Some Strengths and Limitations of Transitioning from Continuous to Intermittent Schedules
		Concluding Comments
		References
	7: Behavioral Momentum Theory
		Resistance to Change as a Measure of Response Strength
			Measuring Resistance to Change
			Common Disrupters
			Proportion of Baseline
			Implications of Resistance to Change as Response Strength
		Clinical Treatments for Resistance to Change
			High-P Sequences
			Choice-Based Interventions for Resistance to Change
		A Theory of Behavioral Momentum: Extending the Concept of Resistance to Change
			Resistance to Change and Response Rate
			Operant vs. Pavlovian Processes
		Behavioral Momentum Theory and Treatment Relapse
			Validation of a BMT Account of Resurgence
			Applications to Clinical Practice
		Limitations of BMT
		Response Strength Revisited
		Conclusion
		References
	8: Differential Reinforcement Procedures
		Differential Reinforcement of Alternative Behavior
			Implementing DRA
			Functional Communication Training
			Differential Reinforcement of Incompatible Behavior
		Differential Reinforcement of Other Behavior (DRO)
			DRO Behavior Reduction Processes
			Whole-Interval DRO
			Momentary DRO
			DRO Reinforcer
			Setting the DRO Interval
			Additional Considerations
		Differential Reinforcement of Low Rate Responding (DRL)
			Spaced-Responding DRL
			Full-Session DRL
			Interval DRL
			Selecting the Appropriate DRL Procedure
		References
Part II: Applied Behavior Analysis
	9: Prompt and Prompt-Fading Procedures
		Prompts
		Use of Prompts
		Procedures to Fade Prompts
		Prompt Dependency
		Variables that Influence the Selection of Prompt Topographies and Prompt-Fading Procedures
		Conclusion
		References
	10: Stimulus-Stimulus Pairing
		Chapter Overview
		Conceptual Foundations
			Stimulus-Stimulus Pairing
				Why Stimulus-Stimulus Pairing?
		Stimulus-Stimulus Pairing Research
			Early Research
			Reviews of the Stimulus-Stimulus Pairing Literature
			Overall Effectiveness of the SSP/Results Obtained
			Procedural Variations
				Discrimination Training
				Response-Independent/-Dependent Pairings
		Recent Research
		Implications for Research and Practice
		Conclusion
		References
	11: Psychological Modeling and the Treatment of Obsessive-Compulsive and Related Disorders
		Psychological Modeling
		The Treatment of Obsessive-Compulsive and Related Disorders
			Modeling and OCRDs
			Obsessive Compulsive Disorder
			Imaginal Exposure
			Hoarding Disorder
			Group Treatment for Hoarding Disorder
			Body Dysmorphic Disorder
			Hair Pulling (Trichotillomania) and Skin Picking (Excoriation) Disorder
		Summary
		References
	12: Conditional Discrimination: What’s in a Name?
		Simple and Conditional Discriminations
		Conditional Discriminations and Relational Responding
		Misconceptions
		Conditional Discrimination Research
			Basic Research
			Applied Research
		Implications
			Future Research
			Clinical
		Conclusion
		References
	13: Auditory–Visual Discriminations: Stimulus Control, Teaching Procedures, and Considerations
		Stimulus Discrimination
		Types of Discriminations
			Simple Discrimination
			Conditional Discrimination
		Antecedent Stimuli
			Auditory Stimuli
			Visual Stimuli
			Stimulus Disparity and Stimulus Salience
		Assessing and Teaching Stimulus Discriminations
			Procedural Arrangements
				Go/No-Go Procedures
				Go-Left/Go-Right or Yes/No Procedures
				Do-This/Do-That Procedures
				Matching-to-Sample (MTS) Procedures
			Teaching Procedures
				Simple Discriminations
				Conditional Discriminations: Simple-Conditional and Conditional-Only
				Procedural Components and Arrangements
		Issues and Modifications to Consider when Establishing Stimulus Control
			Identifying Unwanted Sources of Control
			Strategies to Mitigate Unwanted Sources of Stimulus Control
		Conclusion
		References
	14: Instructive Feedback: Applications in Applied Behavior Analysis
		Variations of Procedure
			Antecedent Versus Consequence
			Classification of Targets
			Schedule of Delivery
			Modalities
		Populations
		Instructional Contexts
			Groupings
			Settings
			Instructors
		Other General Research Findings
			Skill Acquisition
			Maintenance
			Generalization
			Social Validity
		Behavioral Mechanisms
		Future Directions
			Clinical
			Research
		References
	15: Generalization
		Definitions and Historical Background
			Types of Generalization
			Other Generalization Outcomes
		Programming Tactics for Generalized Behavior Change
			Exploitation of Current Functional Contingencies
			Train Diversely
			Incorporate Functional Mediators
		Other Important Considerations
			Assessing the Individual and the Stimuli
			Determining the Reinforcement Schedule
			Establishing a Plan with Others
		References
	16: Response Interruption and Redirection
		Redirection Procedures of Automatically Reinforced Behavior
		Literature Review Method
			Inclusion Criteria
			Exclusion Criteria
		Summary of Redirection Literature
			Redirection Efficacy
				Measures and Interpretations of Efficacy
					Target Behavior Measurement
					Supplemental Measures
				Mechanism of Behavior Change
				Comparative Studies and Relative Efficacy
			Redirection and Promoting Appropriate Behavior
				Redirection and Noncontingent Competing Stimuli
				Redirection and Differential Reinforcement of Appropriate Behavior
				Recommendations for Promoting Appropriate Behavior
			Individualizing and Contextualizing Redirection Treatment Packages
				Treatment Package Components to Improve Redirection Efficacy
					Redirection and Differential Reinforcement of Other Behavior (DRO)
					Redirection and Verbal Reprimands
					Redirection and Response Blocking
					Redirection and Response Cost
					Recommendations for Treatment Package Components
				Contextualize Redirection Treatment Packages
					Identify Problematic Contexts
					Promote Contextually Appropriate Behavior
					Redirection to Contextually Appropriate Behavior
				Social Acceptability Considerations
					Redirection Procedural Variations
					Treatment Integrity and Redirection Thinning
		References
	17: Error-Correction Procedures
		Discrimination Training and Error Correction
		What Are Errors?
			Bias as Errors
		Evaluating Error-Correction Procedures
			Effectiveness
			Efficiency
			Intrusiveness
			Learner Preference
		Error-Correction Procedures
			Extinction
			Punishment Alone
				Timeout
				Negative Punishment
				Error Statements
			Demonstration and Active Student Response
			Re-present Until Correct
				Unprompted
				Prompted
				Embedded Mastered Targets
			Multiple Response Repetition
		Learner-Based Assessments
		Future Research
		Conclusion
		References
	18: Mand and Tact Training for Children with Language Impairment
		Mand and Tact Assessments
			Standardized Verbal Behavior Assessment Tools
			Assessments to Identify Functions and Interventions
		Mand Training
			Mand Modalities
		Mand Training Formats
			Trial-Based Instruction
			Natural Environmental Training
		Sequence of Mand Training
			Mands for Information
			Mands to Terminate Aversive Stimuli
		Generalization of Mands
		Tact Training
			Tact Training Formats
			Tacts as a Prerequisite for Other Skills
			Tact Modalities
			Sequence of Tact Training
				Tact Frames
				Multiple-Tact Training
				Multiply Controlled Tacts
			Multiple Exemplar Training
			Evaluating Emergence Across Verbal Operants Following Training
		Conclusion
		References
Part III: Basic Assessment Methods
	19: Essentials of Observing Behavior
		Essentials of Observing Behavior
		Behavioral Observation
			Who Observes?
			What Do We Observe?
			Why Do We Observe?
			Where Do We Observe?
			What Is Observing?
		Target Behaviors
			Defining Target Behaviors
			Types of Definitions
			The Importance of Precise Definitions
		Dimensions of Measurement
			Dimension #1: Count
			Dimension #2: Rate
			Dimension #3: Duration
			Dimension #4: Latency
			Dimension #5: Interresponse Time (IRT)
			Combining Dimensions
		Derivative Measures
			Trials-to-Criterion
			Percentage
		Interval Recording
			Whole-Interval Recording
			Partial-Interval Recording
			Momentary Time Sampling
			Permeant Product Recording
		Elements of Optimal Behavior Measurement
		Measuring Reliability
			Methods for Computing Interobserver Agreement
		Standards for Acceptable Levels of Collection and Agreement
		Conclusion
		References
	20: Single-Case Designs
		Introduction
		History of SCD
		Advantages of SCDs (vs. Group Designs)
		Defining Features of SCDs
			Basic Elements
			Social Validity
			Internal Validity
			External Validity
			Baseline Logic/Experimental Control
		Using Single-Case Designs
		Withdrawal and Reversal Designs (ABA and ABAB)
			Limitations
		Multiple Baseline Design
			Limitations
			Variations
		Alternating Treatments Design
			Limitations
		Changing Criterion Design
			Limitations
		Summary
		References
	21: Stimulus Preference Assessments
		Stimulus Preference Assessment Methods
			Indirect Assessments
			Direct Assessments
				Stimulus Selection for Direct Assessments
				Variables that May Affect Direct Assessment Outcomes
				Concurrent Validity, Test–Retest Reliability and Stability of Preference, and Social Validity
					Concurrent Validity
					Test–Retest Reliability and Stability of Preference
					Social Validity
				Efficiency Measures
		Reinforcer Assessments
			Absolute Reinforcer Effect
			Relative Reinforcer Effect
		Teaching Others to Conduct Stimulus Preference Assessments
			Behavioral Skills Training
			Pyramidal Training
			Self-Instruction
			Video Modeling
			Telehealth
		Summary and Recommendations
			Recommendations
				Recommendation 1
				Recommendation 2
				Recommendation 3
				Recommendation 4
				Recommendation 5
				Recommendation 6
			Summary
		References
	22: Establishing Performance Criteria for Skill Mastery
		What Are Performance Criteria?
			Contemporary Use of Performance Criteria
			Terminology Considerations
			Mastery Redefined as a Collective of Multiple Performance Criteria
			Dimensions of Performance Across Which Criteria Can Be Applied
		Review of Literature Targeting Performance Criteria
			Performance Criteria with Individuals with Autism Spectrum Disorder and Developmental Disabilities
			Performance Criteria with School-Aged Children
			Performance Criteria with College Students
			Performance Criteria in Sports
			Performance Criteria in Organizational Behavior Management (OBM)
		A Model for Establishing Performance Criteria
			Skill Acquisition for Learners with Disabilities
				Determining Goals of Instruction
				Level of Performance for Specific Behaviors
				An Experimental Approach to Establishing Individualized Performance Criteria (Approach 1 of 2)
				A Naturalistic Approach to Establishing Performance Criteria (Approach 2 of 2)
		Future Directions and Concluding Remarks
		References
	23: Evaluating Physical Activity Levels
		Introduction
		Defining and Measuring Physical Activity
			Screening Measures
			Pedometers
			Accelerometers
			Heart Rate Monitors
			Direct Observation
			Reliability and Validity
		Assessment of Physical Activity in Children
			Descriptive Assessments
			Functional/Reinforcer Assessments
		Interventions with Children
			Exergaming
			Group Contingencies
			Summary
		Interventions with Adults
			General Strategies
		Interventions with Special Populations
			Visual Schedules
			Self-Monitoring and Contingent Rewards
			Physical Activity as an Intervention
		Conclusions and Future Directions
		References
	24: Treatment Integrity
		Consistency
			Interventions for Challenging Behavior
			Summary
		Accuracy
			Interventions for Challenging Behavior
			Academic Skill Acquisition Procedures
			Summary
		Discussion
			Clinical Implications and Recommendations
		Conclusion
		References
	25: Social Validation
		Historical Development of Social Validation
			Origins of Social Validation
			Social Validity and Positive Behavior Interventions and Supports (PBIS)
			Reviews and Empirical Findings
		Methods of Evaluating Social Validity
			Informal Measures
			Formal Measures
		A Summary of Research on Social Validity
			Treatment Acceptability
			Significance of Treatment Goals
				Preferences and Values of the Consumer
				Normalization
				Choice
				Habilitative Potential
				Awareness of Coercion
			Treatment Effects
		Future Research Considerations
			Research on Social Validity and Ethics
			Research on Social Validity and Cultural Diversity
			Research on Social Validity and Healthcare
		Summary and Conclusions
		References
Part IV: Functional Assessment
	26: Experimental Functional Analysis
		Historical Influence
		EFA Core Components
		Variations in EFA Formats
			Latency-Based EFA
			Trial-Based EFA
			Brief EFA
			Interview-Informed Synthesized Contingency Analysis (IISCA)
		Evaluating Control During EFA
		Other Considerations of EFA
			Reducing False-Negative Outcomes
			Automatic Reinforcement
			Social Acceptability of Procedures
		Conclusions
		References
	27: Standard Tests and Interviews for Functional Assessment
		Standardized Tests
		Motivation Assessment Scale (MAS)
		Questions About Behavior Function (QABF)
		Functional Assessment Checklist (FACTS)
		Functional Analysis Screening Tool (FAST)
		Functional Assessment for Multiple CausaliTy (FACT)
		Questions About Behavioral Function in Mental Illness (QABF-MI)
		Teacher Functional Behavioral Assessment Checklist (TFBAC)
		Functional Analysis Checklist (FAC)
		Descriptive Functional Assessment
		Scatterplots
		Final Remarks
		References
	28: Quantifying Outcomes in Applied Behavior Analysis Through Visual and Statistical Analyses: A Synthesis
		Visual Analysis
			How Does It Work?
			Within-Phase Visual Analysis
				Level
				Trend
				Variability
			Visual Analysis Across Phases
				Immediacy
				Overlap
				Consistency
			Reliability of Visual Analysis
			Visual Analysis: A Case Study
		Synergy Between Statistical and Visual Analyses
			Arguments for and Against
		Statistical Techniques
			Non-overlap and Other Non-parametric Indices
			Mean-Based Effect Sizes
			Analyses Producing a p Value as the Main Outcome
			Regression-Based Analyses
			Statistical Analysis: A Case Study with a Two-Level Hierarchical Model
		Conclusion
		References
	29: Precursor Behaviors to Severe Challenging Behaviors
		Introduction
		Challenging Behavior
			Severe Challenging Behavior
			Treatment and Assessment Considerations
		Precursor Behaviors
		Identification of Precursor Behaviors
			Indirect Assessments
			Direct Descriptive Assessments
				Comparative Probability Analysis
				Lag-Sequential Analysis
				Transitional Probability Analysis
				Relative Latency Assessment
			Structured Consequence-Based Assessments
				Extinction Analysis
				Latency-Based Extinction Analysis
				Brief Latency-Based Extinction Analysis
				Severity-Based Extinction Analysis
				Precursor Analysis
				Trial-Based Structured Precursor Assessment
			Summary of Assessments
		Precursor Functional Analysis
		Treatment for Precursor Behaviors
		Conclusion
		References
	30: Function-Based Treatment
		Introduction
		Contextual Factors and Cultural Variables
			Culture
			Setting
			Age
			Resources
		Treatment Based on Function of Problem Behavior
		Problem Behavior Maintained by Access to Attention
			Functional Antecedents
			Types of Attention
			Treatment for Behaviors Maintained by Attention
			Antecedent-Based Interventions
			Consequence-Based Interventions
			Treatment Selection
		Problem Behavior Maintained by Automatic Reinforcement
			Functional Antecedents
		Treatment for Behaviors Maintained by Automatic Reinforcement
			Antecedent-Based Interventions
			Consequence-Based Interventions
			Treatment Selection
		Problem Behavior Maintained by Access to Tangibles
			Functional Antecedents
			Treatment for Behaviors Maintained by Access to Tangibles
			Antecedent-Based Interventions
			Consequence-Based Interventions
			Treatment Selection
		Behaviors Maintained by Negative Reinforcement (Escape)
			Functional Antecedents
		Treatment for Behaviors Maintained by Negative Reinforcement (Escape)
			Antecedent-Based Interventions
			Consequence-Based Interventions
			Treatment Selection
		Practical Considerations for Treatment
		References
Part V: Treatment Methods
	31: Token Economies
		Components of a Token Economy
			Identifying Target Behaviors
			Identifying Stimuli Used as Tokens
			Identifying Backup Reinforcers
			Setting the Token-Production Schedule
			Setting the Exchange-Production Schedule
			Setting the Token-Exchange Schedule
			Token Training: Common and Best Practices
		History and Use of Token Systems
			Mechanisms Underlying Token Effects
			Benefits/Advantages of Token Reinforcement
		Additional Considerations
			Response Cost in Token Economies
			Fading a Token Economy
			Potential Limitations of Token Economies
		References
	32: Discrete Trial Instruction
		Behavior Analytic Principles
			Discriminative Stimuli
			Response
			Consequence
		Considerations for Implementation
		Evaluating Progress and Determining Mastery
		Empirical Support
		Limitations
		Example of DTI Program Development
		Conclusion
		References
	33: Group-Based Instruction
		Introduction
		Rationale
		Example Group-Based ABA Procedures
			School-Wide Positive Behavior Interventions and Supports (SWPBIS)
			Classroom Management
			Direct Instruction Curricula
		Preschool/Early Childhood Settings
			Juvenile Justice and Detention Centers
		Concluding Thoughts
		References
	34: Caregiver Training
		Behavioral Parent Training
		Attention-Deficit/Hyperactivity Disorder
		Autism Spectrum Disorder
		General Limitations and Barriers of Caregiver Training
		Parent Training Programs (PTPs)
		The Incredible Years
		Parent–Child Interaction Therapy
		Triple P Program
		Behavioral Skills Training
		Internet-Based Services
		Summary and Conclusions
		References
	35: Staff Training
		Initial Approaches to Staff Training: Behavioral Skills Training
			BST Components: Instructions
			BST Components: Modeling
			BST Components: Rehearsal
			BST Components: Feedback
			BST: Component Analyses
			BST: Potential Target Skills
			BST: Asynchronous Modifications
		Train the Trainer Approaches
		Providing Ongoing Support
			Performance Diagnostic Checklist-Human Services
			PIC/NIC Analysis
			Other Forms of Assessment
			Areas of Intervention Based on Assessment
		Staff Training Recommendations
		References
Part VI: Health Issues
	36: Enhanced Dental Care
		Importance of Oral Health and Health Discrepancies
		Barriers to Oral Health Care
		Conceptual Considerations Related to Behavior Management Concerns
		Early Intervention Considerations and Strategies for Preventing Behavior Management Concerns
		Interventions to Address Behavior Management Concerns
			Respondent Conditioning Strategies
			Operant Conditioning Strategies
		Future Directions
		Conclusion
		References
	37: Self-Care Skills
		Introduction
			Children with ARFID and Self-Care Skill Development
		Feeding as Self-Care
			Etiology and Overview
			Non-self Feeding
			Self-Feeding and Self-Drinking
			Medication Taking
		Hygiene and Medical Routines as Self-Care
			Overview
			Tooth Brushing
			Routine Medical and Grooming Tasks
		Appropriate Toileting as Self-Care
		Conclusion
		References
	38: Preschool Life Skills and the Prevention of Problem Behavior
		Part One: Preschool Life Skills
			Original Study Description
			Target Skills
			Teaching Method
			Generalization and Maintenance
		Part Two: Comparison to Popular Programs and Evaluation as a Prevention Program
			Other Problem Behavior Prevention Programs
			PLS and Prevention of Problem Behavior
		Conclusion
		References
	39: Treating Mealtime Difficulties in Children
		Teaching Mealtime and Feeding Behavior
		Diagnosis
		Etiology
		Associated Problems
		Interdisciplinary Approach
		Assessment
			Indirect Assessment Methods
			Descriptive Analysis
			Functional Analysis of Inappropriate Mealtime Behavior
			Antecedent Assessments
		Intervention
			Consequence-Based Procedures
				Escape Extinction
				Differential Reinforcement of Alternative Behavior
				Noncontingent Reinforcement
			Antecedent-Based Procedures
				Utensil Manipulation
				Simultaneous Presentation
				Stimulus and Demand Fading
				High-Probability Instructional Sequence
		Advanced Skill Development
		Ethical Considerations
			Training and Supervision
			Interdisciplinary Approach
			Treatment Selection and Implementation
		Summary
		References
	40: Telehealth and Applied Behavior Analysis: An Overview and Examples of Application
		Understanding Differences Between Telehealth Service Delivery and Other Models
		Understanding Telehealth Service Delivery Models
		Regulation of Practitioners in a Telehealth Model
		Funding of Services Delivered via Telehealth Model
		Necessary Equipment and Expertise of a Telehealth Model
		Behavior Analytic Telehealth Applications
			Telehealth Applications for Severe and Challenging Behavior
			Telehealth Applications for Skill Acquisition
			Telehealth Applications for Feeding and Nutrition
			Telehealth Applications for Clinical Behavior Analysis
			Additional Questions and Considerations
		Telehealth Applications for Education and Professional Development
		Conclusion
		References
	41: Smoking Cessation
		Smoking Cessation
		Conceptual Framework: The Four-Term Operant Unit
		Assessment
			Cigarette Smoking
			Functional Assessment
			Assessing Nicotine Dependence and Motivation
		Treatment
			Pharmacological Therapy
			Behavior Therapy
			Contingency Management
			Technology-Based Contingency Management
			Considerations in the Delivery of CM in Clinical Settings
		Conclusions
		References
	42: Safety Training
		Chapter Overview
		An Overview of Safety Instruction: The Need for a Behavior Analytic Approach
			Education-Based Prevention Instruction
			Education-Based Safety Instruction
			A Behavior-Analytic Approach to Safety Instruction
		Assessment and Design
			Assessment
			Designing Safety Instruction
		Selecting the Safety Response
		Safety Response Interventions
			Antecedent Interventions
			Direct Intervention Procedures
			Important Intervention Elements
		Future Directions
		Chapter Summary: Key Points
		References
Part VII: Leisure and Social Behavior
	43: Mobile Devices in the Context of Applied Behavior Analysis: A Multipurpose Tool
		History of Mobile Device Usage
		Mobile Devices as Agents of Behavior Change
			Contingency Analyses of Mobile Devices
		Mobile Devices in the Field of ABA Research
		Mobile Devices in ABA Practice
			Assessment Using Mobile Devices
			Data Collection Applications in ABA
			Communication Applications of Mobile Devices Within ABA
			Mobile Devices as Teaching Tools
		Mobile Devices in K-12 Classrooms
		Summary and Future Impacts of Mobile Devices in ABA
		References
	44: Teaching Musical Skills and Developing Music Therapy Interventions
		Developing Musical Skills
			Imitation
			Modeling
			Behavioral Shaping
			Behavioral Chains
		Behavioral Modification in Teaching Musical Skills
			Teacher Feedback Using Behavioral Modification Techniques
				Positive Reinforcement
				Negative Reinforcement
				Extinction
				Punishment
		Use of Music in Reinforcement
			Reinforcement in Teaching Music
			Use of Music for Reinforcement
			Motivation in Music Reinforcement
		Behavioral Modification in Music Therapy
			Music Therapy for Developmental Disorders: Special Education
			Music Therapy for Psychiatric Disorders: Mental Health
			Music Therapy for Neurologic Disorders: Rehabilitation
		Conclusion
		References
	45: Behavior Analysis and Sports Performance
		Behavior Analysis and Sports Performance
		Sports and Target Behaviors Addressed in ABA Research
		Ages and Populations in ABA Sports Research
		Types of ABA Interventions for Sports Performance
			Antecedent Procedures
			Contingency Management
			Feedback Procedures
			Skills-Training Procedures
			Rehearsal Procedures
		Research Considerations
		References
	46: Physical Activity, Exercise, and Fitness
		Guidelines for Physical Activity and Exercise
		Importance of Behavior Change in Fitness
		Factors Influencing Physical Activity and Fitness
			Knowledge
			Time Constraints
			Physical Appearance
			Physical Environment
			Social Support
			Financial
			Language
		Designing Physical Activity and Fitness Interventions
			Theory-Based Behavior Change Models
				Motivational Process
					Knowledge
					Self-Efficacy and Goal Intention
					Self-Concordance
				Volitional Process
					Implementation Planning
					Coping Strategies
					Action Control
					Outcome Experience
		Measuring Fitness and Behavior Change Success
		Use of Technology/Wearable Devices to Improve and Motivate Behavior Changes
		Summary
		References
	47: The Good Behavior Game
		Introduction
		Good Behavior Game Procedures and Variations
			GBG Variations
			The “Caught Being Good Game”
			Response Cost
			Independent Group Contingency
			“Mystery” Win Criteria
			Component Analyses
			Teacher Preferences
		Applications
			Student Population Characteristics and Settings
			Target Behavior
		Implementation Considerations
			Designing the Good Behavior Game
			Teacher Training and Consultation
			Data Collection and Analysis
		Mechanisms of Behavior Change
			Short-Term Mechanisms
			Long-Term Mechanisms
		Future Directions for the Good Behavior Game
		Chapter Summary
		References
Part VIII: Academic Skills
	48: Compliance Training
		Compliance Training
		Assessment
			Skills Assessment
			Functional Assessment
			Preference Assessments
		Treatment
			Antecedent-Based Interventions
				Manipulating Demand and Task Parameters
				Choice
				High-Probability Request Sequence
				Graduated Exposure
				Noncontingent Reinforcement
				Self-Monitoring
			Consequence-Based Interventions
				Differential Reinforcement of Alternative Behavior
				Functional Communication Training
				Differential Reinforcement of Other Behavior
				Guided Compliance
				Escape Extinction
				Group Contingencies
				Public Posting
		Practical Considerations
		Conclusion
		References
	49: On-Task Behavior
		Defining and Measuring On-Task Behavior
		Pre-requisite Skills
		Contexts, Populations, and Relevance
		Strategies for Teaching On-Task Behavior
		Reinforcement
		Choice and Preference
		Prompting and Visual Schedules
		Technology
		Self-Management Interventions
		Treatment Packages
		General Recommendations for Practice
		Summary and Conclusion
		References
	50: Teaching Play Skills
		Teaching Play Skills
		Developmental Age and Types of Play
		Research on Effective Play Strategies
			Structured Versus Naturalistic Instructional Approaches
				Discrete Trial Teaching (DTT)
				Pivotal Response Training (PRT)
				Comparing DTT and PRT
				Peer- and Sibling-Mediated Play Interventions
			Interventions Utilizing Visual Strategies and Supports
				Video Modeling
				Activity Schedules
				Script Training
				Social Stories
			Treatment Packages
		Conclusion
		References
	51: Teaching Social Skills
		Research on Social Skills
			Eye Contact
			Prosody
			Gestural Behavior
			Affective Behavior
			Joint Attention
			Language and Interactions
			Play Behavior
			Conclusion
		References
	52: Applied Behavior Analysis to Teach Academic Skills
		Historical Use of ABA in Teaching Academics
			B.F. Skinner
			Direct Instruction
			Precision Teaching
			ABA Principles as Part of an Instructional System
			Critical Learning Skills
			Explicit Teaching
		Evidenced-Based ABA Techniques Utilized to Teach Academics
			Discrete Trial Training
			Differential Reinforcement
			Pivotal Response Training
			Antecedent-Based Interventions
			Task Analytic Instruction
		Fidelity of Treatment and Commercially Available ABA Curricula
		Summary
		References
	53: Technology to Increase Vocalizations and Speech
		Applied Behavior Analysis
		Augmentative Alternative Communication
		Speech-Generating Devices
		Implications for Practice
		Future Directions
		References
	54: Remembering and Cognition
		Who Can Benefit from Remembering Interventions?
		How Do We Remember?
			The Cognitive View
			The Behavioral View
		Why Does the Perspective on Memory Matter?
		Behavioral Assessment
			Talking Aloud
		Cognitive Approaches to Improving Remembering
		Interventions Classified by the Three-Term Contingency
			Antecedent Factors
			Behavior
			Consequences
		Summary
		References
	55: Picture-Based Communication
		Introduction
		Picture Exchange Communication System
			Learner Outcomes
			Caregiver Implementation of PECS
			Comparison of PECS to Other AACs
			Limitations of Research
			Use of Electronic Devices
			Alternative Picture-Based Communication Systems
		Cultural Considerations and Adaptations
		Summary
		References
	56: Teaching Foreign Language
		Learning a New Language: Concepts and Terms
		What Can Applied Behavior Analysis Contribute?
		Behavioral Analysis of FL Learning
			Vocabulary
			Grammar and Syntax
			Phonology, Reading, and Writing
		Behavior-Analytic Research on FL Teaching and Learning
			Emergent Relations in FL Vocabulary Learning
				Demonstrating and Promoting Emergent FL Relations
				Comparison Studies on Emergent FL Relations
				What Are the Benefits of Capitalizing on Derived Vocabulary Relations?
			Other Research on FL Teaching and Learning
				Procedures in Vocabulary Instruction
				Teaching Grammar and Syntax
				Teaching Phonology
				Transfer from Classroom to Natural Environment
				L1 Dominance over L2
		Future Directions
		References
	57: Teaching Verbal Behavior
		The Echoic
			Importance of Echoic in Language Acquisition
			Applications in the Assessment of Echoic
			Echoic Trainings: Inducing and Expanding Echoic Repertoire
		The Mimetic
			Applications in the Assessment of Mimetic
			Applications in the Teaching of Mimetic
		The Mand
			Applications in the Assessment of Mand
			Applications in the Teaching of Mand
		The Tact
			Applications in the Assessment of Tact
			Applications in the Teaching of Tact
		The Intraverbal
			Applications in the Assessment of the Intraverbal
			Applications in the Teaching of the Intraverbal
		The Codic: Reading Text
			Application in the Teaching of Reading
		The Duplic: Copying a Text
			Teaching Applications to the Copying
		The Behavior of the Listener
			Applications to the Teaching of the Listener Behavior
		The Autoclitic
		References
	58: Vocational Skills for Individuals with Autism and/or Intellectual and Developmental Disabilities: Implications for Behavior Analysts
		Transition from Childhood to Adulthood
			Workforce Readiness: Post-21
		Assessment Information
		Vocational Skills Training
			Essential Prevocational Skills
				Increased Independence
				Social-Communication Skills
				Problem Solving Skills
				Leisure Skills
				Self and Community Care
				Workplace Safety
			Employment Training
				Sheltered Employment
				Supported Employment
				Development of Job Seeking Skills
				Task Engagement
				Training and Systematic Instruction
			Research Recommendations: Training Vocational Skills
			Generalization and Maintenance
				Generalization
				Maintenance
			Research Recommendations: Generalization and Maintenance
			Social Validity
		Applications of Organizational Behavior Management to Vocational Skills Training
		Future Implications
		References
Part IX: Challenging Behaviors
	59: A Review of Behavioral Intervention for Treating Tics
		Treatments
			Habit Reversal
				Habit Reversal Literature Review
			Habit Reversal Summary
			Functional Behavioral Analysis
			Comprehensive Behavioral Intervention for Tics (CBIT)
			Differential Reinforcement of Other Behavior (DRO)
				DRO Literature Review
		Summary
		References
	60: Stereotypy
		Overview
		Is Stereotypy an Appropriate Target Behavior?
			Does the Behavior Result in Functional Impairment?
			Can Functional Impairment be Reduced by Changing the Behavior of Others?
			Is There a Potential for the Behavior to Become Harmful?
			Are There Other Behaviors to Target That May Result in a Decrease in Stereotypy?
		Behavioral Interventions for Stereotypy
			Antecedent Interventions
			Reinforcement-Based Interventions
			Sensory Extinction
			Punishment
		Factors Guiding Intervention Selection
		Conclusions
		References
	61: Self-Injurious Behavior
		Understanding Why SIB Occurs
		Toward an Operant Methodology for Understanding SIB
		Function-Based Treatments of SIB
		Practical Extensions to Function-Based Treatments
		Supplemental Treatment Procedures
		Considerations for Automatically Reinforced SIB
		Conclusion
		References
	62: Assessment and Treatment of Toe Walking
		Measurement of Toe Walking and Its Effects
		Assessment of Toe Walking
		Medical Interventions for Toe Walking
		Behavioral Interventions for Toe Walking
		Future Research on ITW
		References
	63: Using Reinforcement to Prevent Challenging Behaviors
		Challenging Behavior
			What Is Challenging Behavior?
			Treatment of Challenging Behavior
			Prevention of Challenging Behavior
		Reinforcement Strategies to Prevent Challenging Behavior
			Differential Reinforcement
				Differential Reinforcement of Alternative Behaviors
				Differential Reinforcement of Incompatible Behavior
				Differential Reinforcement of Low or High Rates of Behaviors
				Noncontingent Reinforcement
				Considerations of Differential Reinforcement Procedures
			Reinforcement-Based Intervention Packages
				Functional Communication Training
				Considerations When Implementing FCT
				Positive Behavior Supports
				Considerations of PBS
		Summary
		References
Part X: Special Populations
	64: Autism
		Interventions Based on Applied Behavior Analysis
			Comprehensive Interventions
				Early Intensive Behavioral Intervention
				Early Start Denver Model
			Focused Interventions for Core Skills
				Language and Communication
				Social Skills
			Focus Interventions for Challenging Behaviors
				Self-Injurious Behavior
				Aggression
				Stereotypy
		Final Considerations
		References
	65: Substance Abuse
		Introduction
		A Laboratory Model of Drug Addiction
			Environmental Modulation of Drug Reinforcement
			Models of Relapse
			Physical Dependence
			Addiction Treatment Medications
		Application of Operant Conditioning to Treat Drug Addiction
			Abstinence Reinforcement
				Biological Measures of Drug Use
				Effectiveness of Abstinence Reinforcement
				Critical Parameters of Abstinence Reinforcement Interventions
				Relapse Prevention
			Reinforcement of Behaviors that Might Reduce Drug Use
				Attendance in Counseling or Alternative Behaviors
				Medication Adherence
				Risk Factors
			Applications for Widespread Use
				Remote Technology
				Short-Term Benefits
				Businesses and Government Organizations
				Harnessing Existing Reinforcement
		Conclusions
		References
	66: People with Intellectual and Developmental Disabilities
		What Is IDD?
		Behavior Analysis and Early Applications with People with IDD
		Deinstitutionalization, Change in the Quality of Life, and the Rights of People with ID
		Use of ABA to Support Dignity, Quality of Life, and Rights of People with IDD
			Right to Effective Treatment and a Therapeutic Environment
			Challenging Behavior, Restraint, and Functional Assessment
			Understanding Choice Making and Preference
			Facilitating Language and Communication
			Independent Living Skills and Self-Care
			Prevention of Harm
			Improving Money Management
			Improving Mobility
			Supports for People with IDD as Parents
			Education
			Improving Health Outcomes
			Vocational Training and Employment
			Recreation and Leisure Skills
		Areas to Improve
		Conclusion
		References
	67: Behavioral Gerontology
		Major Neurocognitive Disorder
		Medical and Behavioral Interventions
		Behavioral Gerontology and Underlying Behavioral Mechanisms
		Behavioral Gerontology and Major Neurocognitive Disorder: Application and Intervention
			Maintenance of Skills, Re-teaching Skills, and Teaching New Skills
			Social Skills and Engagement
			Physical Activity
			Activities of Daily Living
			Communication and Verbal Behavior
			Decreasing Challenging Behaviors
			Assessment
			Intervention
			Working Within Systems
				Physical Environment
				Addressing the Needs of Caregivers
			Use of Technology
		Conclusion
		References
Index