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• Cover
• Half Title
• Title
• Copyright
• Brief Contents
• Detailed Contents
• Preface
• PART I: RESPONDENT CONDITIONING
• CHAPTER 1 Respondent Conditioning
• Batman: Behavioral Clinical Psychology/Behavioral Counseling
• Phobias
• Ivan Pavlov
• Respondent Conditioning
• Fear and Football
• Conditioning A Phobia with Little Albert
• Higher-Order Respondent Conditioning
• Respondent Extinction
• Phil’s Phobia
• Systematic Desensitization
• Jazmyn’s Story: Behavioral Clinical Psychology
• Sid Kicks the Sugar Monkey: Respondent Conditioning and The Body’s Regulatory Systems
• Why Drug Addicts Overdose: Behavioral Pharmacology
• How to Use the Study Questions
• In Defense of Easy Questions and Tedious Memorization
• How to Read Textbooks
• PART II: OPERANT CONDITIONING
• CHAPTER 2 Operant Conditioning for Dummies Part I
• Back in The Day
• As Weird as Sex
• Becoming a BCBA—First Step
• Family Life—Part I (B-4): Behavioral Child and Family Counseling
• The Grandfather (B-4): Behavioral Social Work and Behavioral Gerontology
• Dr. Yealland’s Chamber of Horrors: Behavioral Medicine
• Analysis in Terms of the Negative Reinforcement Contingency
• Bruxism: Behavioral Medicine
• Fear and Loathing in The School Shop: Behavioral Juvenile Corrections
• The Four Basic Behavioral Contingencies
• Lucille, the Restless Resident: Behavioral Clinical Psychology
• Extinction Following Reinforcement
• Lucille, The Restless Resident or The Psychiatric Nurse as a Behavioral: History Engineer
• CHAPTER 3 Operant Conditioning for Dummies Part II
• Getting A Little More Complex
• So What The H— Is Behavior Analysis, Anyway?
• How Quickly Should the Reinforcer Follow the Response? —The 60” Rule!
• The Mystery of Delayed Reinforcers
• Dr. Sidney J. Fields: Rule-Governed Behavior and University Teaching
• Contingency Contracting Rule #1: Put it in writing.
• Contingency Contracting Rule #2: Have effective behavioral consequences.
• Contingency Contracting Rule #3: Performance not monitored once a PART turns to Jell-O.
• Contingency Contracting Rule #4: Specify the contingencies clearly.
• Self-Management: Using Applied Behavior Analysis to Get Your Act Together(G-20)
• Your Very Own Research Project
• Self-Management in The Classroom
• Operant Conditioning (B-3)
• The Law of Effect
• Warning: Talkin’ to Mommy and Daddy
• PART III: METHODOLOGY AND PHILOSOPHY
• CHAPTER 4 Research Methods
• Why Should We Do Behavior Analysis?
• To Understand the World
• To Build a Better World
• Independent Variable and Dependent Variable (D-1): How Should We Evaluate Behavior Analysis
• How to Stop Smoking
• Multiple-Baseline Designs (D-5)
• Interobserver Agreement (C-1, C-8)
• Single-Subject vs. Group Experimental Design (D-4)
• Experimental and Control Groups (D-3)
• Social Validity
• Internal Validity
• Treatment Package (E-9)
• Reversal Design (D-5)
• Changing-Criterion Design (D-5) (G-19)
• Alternating-Treatments Design (D-4) (D-5)
• Control Condition
• Generality of Results (D-2)
• The Goals of Behavior Analysis as A Science (A-1)
• Prediction (Correlation)
• Control (Experimentation)
• The Future Lies Ahead
• Irony
• CHAPTER 5 The Philosophy Supporting Behavior Analysis
• Behaviorism (A-3, A-4)
• The Philosophical Assumptions Underlying Behavior Analysis (A-2)
• Attitudes of Science
• Psychiatry vs. Psychology
• Psychoanalysis vs. Behavior Analysis
• Avoid Circular Reasoning
• Circular Reasoning and The Error of Reification
• The Medical Model Myth
• Circular Reasoning and The Medical Model Myth
• The Seven Dimensions of Applied Behavior Analysis (A-5)
• PART IV: REINFORCEMENT
• CHAPTER 6 Positive Reinforcement
• Erics Tantrums—Part I: Behavioral Special Education
• The Reinforcer (B-2)
• Positive Reinforcer
• Make Sure Your Assumed Reinforcer Really Reinforces (F-5): Reinforcer Assessment
• Jimmy, The Child with Autism—Part I: Behavioral Special Education
• Positive Reinforcement Contingency (B-4)
• The Delay Gradient
• Behavioral Contingency
• The “Noncontingent” Delivery of Reinforcers: Behavioral Special Education
• The “Noncontingent” Delivery of Reinforcers: Organizational Behavior Management
• The Delivery of Reinforcers Before the Behavior
• The Bribe
• You Really Oughta Wanna
• Bubblegum and Bowel Movements—Part I: Behavioral Child and Family Counseling
• Poverty’s Children—Part I: Behavioral School Psychology
• How to Talk About Behavior
• Reinforce Behavior, Not People
• Reinforcer vs. Reinforcement
• A Few More Comments on Reinforcement
• Biological Evolution and Reinforcers
• CHAPTER 7 Negative Reinforcement
• Negative Reinforcer (B-2)
• “Aversive” vs. “Adversive”
• Negative Reinforcement Contingency (Escape Contingency) (B-4) The Goil With the Doity Mouth: Behavioral Clinical
• Undesirable Behavior Maintained by Reinforcement by The Removal of a Negative Reinforcer (G-1)
• The Toothpaste Theory of Abnormal Behavior (A-2)
• Reinforcement by The Presentation of a Positive Reinforcer vs. Reinforcement by The Removal of a Negative Reinforcer
• Jimmy, The Child with Autism—Part II: Functional Assessment in Behavioral Special Education
• Functional Assessment, Not Just A Quick Fix
• Attention Deficit Hyperactivity Disorder: Functional Assessment in School Psychology
• Family Life—Part II: The Sick Social Cycle in Behavioral Family Counseling
• Healthy Social Cycles
• Escape from Electric Shock: Experimental Analysis of Behavior in The Skinner Box
• Learning Without Awareness or Clueless at Columbia: The Case of The Twitching Thumb: Experimental Analysis of Behavior Out of The Skinner Box
• Positive and Negative Reinforcers and Reinforcement
• A Little More on Pronunciation
• PART V: PUNISHMENT
• CHAPTER 8 Positive Punishment
• Positive Punishment Contingency (B-6)
• Lemon Juice and Life-Threatening Regurgitation: Behavioral Medicine
• Self-Injurious Behavior: Behavioral Medicine
• Functional Analysis (F-6) (F-8)
• Negative Reinforcement vs. Positive Punishment (Part I)
• Undesirable Habitual Behavior: Behavioral Clinical Psychology
• Contingent Exercise: People with Mental Disabilities
• Overcorrection: People with Mental Disabilities
• General Comments About Positive Punishment
• Jimmy, The Child with Autism—Part III: The Sick Social Cycle in Behavioral Special Education
• Jimmy, The Child with Autism—Part IV (B-7): Why Presumed Punishment Contingences Don’t Always Punish
• Punishment of The Lever Press: Experimental Analysis of Behavior in The Skinner Box
• Reinforcement of Punished Behavior
• Basic Research: Experimental Analysis of Behavior in The Skinner Box
• Confessions of An Aversive-Control Advocate
• Should You Use Electric Shock in A Positive Punishment Contingency? Ethics
• Confusion Between Punishment and Aggression
• Negative Reinforcement vs. Positive Punishment (Part II)
• The Myth of The Ineffectiveness of Punishment: The Controversy
• CHAPTER 9 Negative Punishment
• Using Negative Punishment to Decrease Self-Injuring: Developmental Disabilities
• Negative Punishment (Penalty Contingency) (G-16)
• It Ain’t Good to Say “Ain’t”: Behavioral Juvenile Corrections
• Three’s A Crowd: Child and Family Counseling
• Response Cost
• The Joys of Motherhood: Behavioral Child and Family Counseling
• Time-Out
• The Time-Out Ribbon: Behavioral Special Education
• Negative Punishment vs. The Three Other Basic Behavioral Contingencies
• Helping A Baby with Colicky Behavior: Time-Out in Behavioral Medicine
• Helping A Failure-To-Thrive Baby: Time-Out in Behavioral Medicine
• Rolling Over the Dead man
• Jimmy, The Child with Autism—Part V: Negative Punishment in Behavioral Special Education
• The Big Four: Experimental Analysis of Behavior in The Skinner Box
• For Every Negative Punishment Contingency, There’s A Reinforcement Contingency in The Background
• The Benefits of Basic Research: And Ethics
• Response Cost vs. Time-Out
• Reversal Designs (D-5): Research Methods
• The Importance of Baselines (E-3): Research Methods
• PART VI: EXTINCTION AND RELATED PROCESSES
• CHAPTER 10 Extinction and Recovery
• Family Life—Part III: Crying: Child and Family Counseling
• Don’t Try This at Home!
• Extinction of Elopement (G-15): Developmental Disabilities
• Functional Analysis (F-8)
• Extinction Bursts and Spontaneous Recovery (H-5)
• Eric’s Tantrums—Part II: Behavioral Special Education
• Extinction Following Reinforcement vs. Negative Punishment (Response Cost and Time-Out)
• Self-Stimulating Jimmy, The Child with Autism—Part VI: Behavioral Special Education
• Aggression: Extinction of Escape in Behavioral Special Education
• A Mentally Disabled Child’s Vomiting: Two Types of Extinction in Behavioral Medicine
• Recovery from Punishment
• Self-Stimulation and Destructive Behavior: Recovery from A Negative Punishment Contingency in Behavioral Clinical Psychology
• Jimmy, The Child with Autism—Part VII: Behavioral Special Education
• Extinction vs. Satiation: Experimental Analysis of Behavior in The Skinner Box
• Extinction and Recovery: Experimental Analysis of Behavior in The Skinner Box
• Extinction After Reinforcement
• Extinction After Negative Reinforcement
• Recovery from Punishment
• Failure-To-Thrive Infants: A Complex Intervention Package in Behavioral Medicine
• Extinction vs. Punishment: Ethics
• The Moral Necessity to Evaluate Interventions (E-4): Ethics
• The Reversal Design: Research Methods
• Ethics (F-3): Richard’s Rant
• Informed Consent and Social Validity: Ethics and Research Methods
• No Informed Consent (E-2): Richard Keeps on Ranting
• Recovery from Punishment vs. Spontaneous Recovery from Extinction
• CHAPTER 11 Differential Reinforcement and Differential Punishment
• Jimmy, The Child with Autism—Part VIII (G-14): Behavioral Special Education
• Terrible Tennis: Behavioral Sports Psychology
• Task Analysis
• Response Dimensions (C-4) (C-5)
• Parent Blaming: Differential Reinforcement of Incompatible Behavior and Infant Care
• Differential Reinforcement: Experimental Analysis of Behavior in The Skinner Box
• Response Class (B-1)
• The Differential-Reinforcement Procedure
• The Unintended Use of Differential Reinforcement by A Psychotherapist: Behavior Analysis of Clinical Psychology
• Differential Negative Reinforcement: Everyday Life
• Differential Reinforcement vs. Reinforcement
• Differential Punishment: The Concept
• Differential Punishment: Experimental Analysis of Behavior in The Skinner Box
• Differential Reinforcement and Differential Punishment in Teaching Classical Ballet
• Using Aversive Control to Shape Graceful Movements: Ethics
• Jimmy, The Child with Autism—Part IX: Differential Negative Punishment in Behavioral Special Education
• Frequency Graphs (G-21): Research Methods
• Bill’s Face Slapping: Differential Reinforcement of Other Behavior (DRO)
• Differential Reinforcement of Other Behavior: In the Skinner Box
• Differential Reinforcement of Other Behavior (DRO) vs. Punishment by Prevention: A Controversy
• PART VII: MOTIVATION
• CHAPTER 12 Unconditioned and Conditioned Reinforcers and Punishers
• Unconditioned Reinforcers and Punishers (B-8)
• The Theory of Direct and Indirect Biological Relevance
• Unconditioned Positive Reinforcers
• Unconditioned Negative Reinforcers
• Example of A Conditioned Reinforcer
• Psychotic Talk: Behavioral Clinical Psychology
• How Are Conditioned Reinforcers Conditioned? (B-8) (G-3)
• Jimmy, The Child with Autism—Part X: Example of The Pairing Procedure and Conditioned Reinforcers in Behavioral Special Education
• Socializing Jimmy
• A Token Economy in A Psychiatric Ward (G-17): The Generalized Reinforcer in Behavioral Clinical Psychology
• The Token Economy and Remedial Education: Behavioral School Psychology
• The Morality of Remedial Education
• Conditioned Punishers
• How Do Conditioned Reinforcers and Punishers Lose Their Reinforcing and Punishing Value?
• Extinction vs. The Unpairing of Conditioned Reinforcers and Conditioned Aversive Stimuli
• Conditional Stimulus
• Conditioned Reinforcers and Learning Language
• Control Over Your Environment as A Conditioned Reinforcer
• The Complexities of Creating Conditioned Reinforcers
• No Descriptive Praise
• How to Make Speech Sounds Conditioned Reinforcers
• Social Reinforcers
• Conditioned Reinforcers: Experimental Analysis in The Skinner Box
• Conditioned Reinforcers and Deprivation
• Some Confusions
• Psychotic Talk—The Seeds of The Behavioral Revolution
• Proof of A Conditioned Reinforcer in The Skinner Box: Research Methods
• Determining the Effectiveness of Tokens as Reinforcers: Research Methods
• Ruling Out the Environmental Enrichment View
• Summary: Noncontingent Reinforcers as A Control Procedure—Part I
• Ruling Out Chance
• The Flesh Is Willing, But It Needs A Few Reinforcers
• Noncontingent Reinforcers as A Control Procedure—Part II
• CHAPTER 13 Motivating Operations
• Jimmy, The Child with Autism—Part XI: Deprivation and Satiation
• Satiation: Experimental Analysis of Behavior in The Skinner Box
• Jimmy, The Child with Autism—Part XII: Example of Satiation in Behavioral Special Education Habituation
• Sex: Example of Satiation in Comparative Psychology
• Satiation, Deprivation, And the Effectiveness of Reinforcement Contingencies: More Comparative Psychology
• Motivating Operations (B-12)
• The Main-Stream Approach to Motivating Operations
• The Reflexive Motivating Operation
• Satiation, Deprivation, And the Effectiveness of Negative Punishment Contingencies
• The Quantity and Quality of Positive and Negative Reinforcers
• The Don’t Say Rule: A Reminder
• Aggression (B-12)
• Pain-Motivated Aggression
• Extinction-Motivated Aggression
• What Are the Stimuli Resulting from Acts of Aggression?
• If This Physical Stimulation Is So Reinforcing, Why Don’t We Aggress All the Time?
• What About Verbal Aggression; What Are the Aggression Reinforcers There?
• Is Letting Off Steam or Letting Out the Energy Generated by Frustration (Extinction) An Aggression Reinforcer?
• Subtle Aggression
• Aggression Reinforcers
• A Behavior-Analytic Theory of Aggression
• Is Aggression Behavior Learned?
• What’s the Value of Aggression?
• Why Isn’t Success in Battle Enough of a Reinforcer?
• Drug Addiction
• Negative Reinforcement—Pain
• Negative Reinforcement—Withdrawal
• The Pure Pleasure of Drugs
• Addictive Reinforcers
• PART VII: STIMULUS CONTROL
• CHAPTER 14 Basic Stimulus Control
• Behavioral Animal Training
• Discrimination Training Based on Positive Reinforcement (G-2) (G-10):
• Discrimination Training Based on Negative Reinforcement (Escape)
• Multiple SDs and SΔs: Teaching A Juvenile Delinquent to Read: Behavioral School Psychology
• Discrimination Training Based on Positive Punishment
• Reinforcement-Based Discriminative Stimuli vs. Punishment-Based Discriminative Stimuli
• The Differential-Reinforcement Procedure vs. The Stimulus-Discrimination Procedure: In the Skinner Box
• The Nondiscriminated, Nondifferential Reinforcement Procedure
• The Differential-Reinforcement Procedure
• Stimulus-Discrimination Procedure
• Differential-Punishment and Stimulus-Discrimination Procedures Using Punishment
• Multiple SDs And SΔs: Poverty’s Children Part II: Educational Psychology
• Transfer of Training
• Verbal Behavior (A.K.A. Language) (B-14)
• Prompts (G-4)
• Jimmy, The Child with Autism—Part XIII
• Preparing Jimmy to Be A Student: Behavioral Special Education
• HeroRATs
• The Discriminating Pigeon: In the Skinner Box
• Requirements for Effective Discrimination Training
• Pre-Attending Skills
• Sensory Capability
• Conspicuous Stimulus
• Discrimination-Training Procedure
• Discriminative Stimulus (SD) vs. Before Condition
• Discriminative Stimulus (SD) vs. Operandum
• Discriminative Stimulus (SD) vs. Nondiscriminated Reinforcement Contingency
• The Skinner Box: Nondiscriminated Reinforcement Contingencies
• Applied Behavior Analysis: Nondiscriminated Punishment Contingencies
• CHAPTER 15 Complex Stimulus Control
• The Pecking Pigeon People Peeper: The Experimental Analysis of Concept Training
• Stimulus Class, Stimulus Generalization, And Concept Training (B-2) (B-11)
• The Experimental Analysis of Concept Training
• Art Appreciation 101 For Pigeons
• Conceptual Control and Other Concepts
• Discrimination vs. Generalization
• Stimulus Dimensions and Fading
• Example of Errorless Discrimination
• Teaching “Reading” (G-4): Jimmy, The Child with Autism—Part XIV: Behavioral School Psychology
• Keep It Simple
• Dumbass Award #2 (G-10)
• Teaching for Complexity and Generalization
• Stimulus-Generalization Gradients: Experimental Analysis in The Skinner Box
• Training with Intermittent Reinforcement
• Testing in Extinction
• Amount of Generalization vs. Amount of Discrimination
• Science and Objectivity
• The Beginnings of Heavy-Duty Intellectuality
• Matching to Sample
• The Pigeon
• Behavioral School Psychology
• Jimmy, The Child with Autism—Part XV
• The Regular-Education Preschooler
• The College Student
• The Pigeon (Advanced Course)
• Grammar Checks & Conditional Discriminations
• Everyday Life: A Concept Control Problem
• PART IX: COMPLEX PROCESSES I
• CHAPTER 16 Imitation
• Teaching Imitation to A Child with An Intellectual Disability (G-4) (G-5): Imitation in Behavioral Special Education
• Added vs. Built-In Contingencies for Imitation
• Using Excessive Imitation to Establish Normal Language Skills
• Describing Simple Past Events
• Describing Complex Past Events
• The Importance of Imitation
• The Invasion of The Advertisers from Outer Space
• How Do You Know If It’s Really Imitation?
• Generalized Imitation: Theory
• How To Establish Conditioned Reinforcers
• How to Establish Conditioned Imitative Reinforcers
• Imitation as A Prerequisite to Learning Language: Verbal Behavior (Language)
• Generalized Imitation of Inappropriate Behavior: Research Methods
• An Adequate Control Condition to Show Reinforcement
• CHAPTER 17 Avoidance
• Sidney Slouch Stands Straight: Behavioral Medicine
• Avoidance Contingency
• Avoidance of A Negative Reinforcer (A Mildly Aversive Overcorrection): Developmental Disabilities
• Jimmy, The Child with Autism—Part XVI
• Eye Contact
• Avoidance-of-Loss Contingency
• Avoidance of Reprimands: Behavioral School Psychology
• Negative Reinforcement vs. Avoidance
• Cross-Cultural Conflict
• Avoidance of A Negative Reinforcer: In the Skinner Box
• Cued Avoidance
• Continuous-Response Avoidance
• Non-Cued Avoidance
• Avoidance of The Loss of a Reinforcer
• Avoidance in Your Everyday Life
• Avoidance of A Negative Reinforcer vs. Punishment by The Presentation of a Negative Reinforcer
• The Amazing Adventures of Behaviorman (Behaviorwoman)
• Differential Punishment vs. Differential Avoidance
• Avoidance of Loss of a Reinforcer vs. Punishment by Removal of a Reinforcer
• Warning Stimulus vs. Discriminative Stimulus
• Research Methods
• Using Pilot Studies to Help You Get Your Act Together Before You Take It on The Road:
• Cued Avoidance and Conditional Negative Reinforcers
• Jimmy’s Eyes
• Sidney’s Slouch
• Industrial/Organizational Behavior Management
• Behavior-Based Safety in Hillary’s Hypothetical Helicopter Hanger
• Don’t Blame the Victim
• Teleology
• PART X: COMPLEX PROCESSES II
• CHAPTER 18 Shaping
• Helping A Mental Hospital Resident Speak Again: Behavioral Clinical Psychology
• Shaping with Reinforcement (G-7)
• Helping A Child with Autism Wear Glasses: Behavioral Medicine
• Differential-Reinforcement vs. Shaping with Reinforcement
• Raising the Voice Intensity of An Aphonic Child: Behavioral Speech Pathology
• Shaping with Punishment: Everyday Life
• Learning to Walk and Run: Variable-Outcome Shaping: Everyday Life
• Fixed-Outcome Shaping vs. Variable-Outcome Shaping
• Loosening Up A Bit: Notes from The Skinner Box
• Shaping with Reinforcement: Experimental Analysis of Behavior in The Skinner Box
• Response Shaping, Stimulus Fading, And Reinforcer Reduction
• Shaping with Punishment: Experimental Analysis in The Skinner Box
• Shaping vs. Getting in Shape
• Shaping vs. Behavioral Chaining (G-8): In the Skinner Box
• CHAPTER 19 Behavioral Chains
• Nancy, A Child with Cerebral Palsy: Behavioral Medicine
• Behavioral Chains (G-8)
• Dual-Functioning Chained Stimuli
• Forward Chaining
• Total-Task Presentation
• Backward Chaining
• Getting Dressed: Backward Chaining
• Jimmy, The Child with Autism—Part XVII: Backward Chaining
• Eating with A Spoon
• Backward Chaining: In the Skinner Box
• Dual-Functioning Chained Stimuli: In the Skinner Box
• Non-Chained Behavior Sequences
• PART XI: SCHEDULES OF REINFORCEMENT
• CHAPTER 20 Ratio Schedules
• The Divers of Nassau
• Schedules of Reinforcement
• Fixed-Ratio Schedules of Reinforcement: Experimental Analysis of Behavior
• The Cumulative Graph (C-10): Experimental Analysis of Behavior
• Variable-Ratio Schedules of Reinforcement
• The Independent vs. Dependent Variables In Schedules of Reinforcement
• Ratio Schedules of Negative Reinforcement and Negative Punishment
• A Review: Reinforcer vs. Reinforcement
• Ratio Schedules of Reinforcement and Punishment in Everyday Life
• Discrete-Trial Procedures vs. Free-Operant Procedures (G-9)
• CHAPTER 21 Time-Based Schedules
• Fixed-Interval Schedules of Reinforcement (C-10): Experimental Analysis of Behavior
• Are There Any Everyday Examples of Fixed-Interval Schedules?
• Joe’s Term Paper?
• The Pigeon vs. The United States Congress
• Other Non-examples Of Fixed Interval Schedules of Reinforcement
• The Tv Schedule
• The Paycheck Schedule
• A Correct Example of a Fixed-Interval Schedule of Reinforcement
• Superstition in The Pigeon
• Fixed-Time Schedules and Superstitious Behavior: Experimental Analysis of Behavior
• Interval Schedules vs. Time Schedules of Reinforcement (B-5)
• Variable-Interval Schedules of Reinforcement
• Extinction and Schedules of Reinforcement
• Ratio and Interval Schedules of Reinforcement
• When Does the Reinforcer Occur?
• What’s the Relation Between Rate of Responding and Rate of Reinforcement?
• Cumulative Records of the Four Basic Schedules of Reinforcement
• Intermittent Reinforcement And Resistance to Extinction
• Resistance to Extinction vs. Response Strength
• PART XII: COMPLEX PROCESSES III
• CHAPTER 22 Concurrent Contingences
• Play vs. Self-Stimulation with Jimmy, The Child with Autism—Part XVIII: Behavioral Clinical Psychology
• Concurrent Contingencies
• Concurrent Contingencies and The Factors That Interfere with Language Learning: Verbal Behavior and Autism
• Disruptive Behavior as An Alternative to Verbal Behavior
• Nondisruptive Behavior as An Alternative to Verbal Behavior
• Suppression of Verbal Behavior by Punishment
• Two More Factors That Interfere with Language Learning
• No One Is Around to Reinforce Verbal Behavior
• When Parents Don’t Require Any Verbal Behavior
• Biological Problems That Interfere with Language Learning
• Dining Out with Children—A Dangerous Activity, At Best, Or the Invasion of The Ankle-Biters
• Shopping with Children—A Dangerous Activity, At Best: Behavioral Child and Family Counseling
• Earl, The Hyperactive Boy: Concurrent Contingencies in Behavioral School Psychology
• Differential Reinforcement of Incompatible Behavior (D-21)
• Differential Reinforcement of Incompatible Behavior vs. Differential Reinforcement of Alternative Behavior
• Inappropriate Natural Contingency
• Performance-Management Contingency
• Symptom Substitution
• Concurrent Contingencies: Asleep at The Keyboard
• Intervention (Treatment) Package (B-10): Research Methods
• Behavioral Science
• Providing Behavioral Service
• Technology Development
• Concurrent Contingencies and The Matching Law: Experimental Analysis of Behavior in the Skinner Box
• CHAPTER 23 Maintenance and Transfer
• The Legend of Big Bob’s Bovine: False Parable
• The Myth of Perpetual Behavior and The Myth of Intermittent Reinforcement: Controversy
• Jungle Jim, The Social Climber: Behavioral School Psychology
• Setting A Behavior Trap to Maintain Performance (G-22)
• Behavior Traps, Extended Programs, And Dicky At 13: Behavioral Medicine
• Reclaiming A Small Girl from An Institution for The Developmentally Disabled:
• Behavioral Medicine
• Use Intermittent Contingencies to Maintain Performance
• Maintain the Contingencies and You’ll Maintain Performance
• Perpetual-Contingency Contracting
• The Main Point
• What to Do After the Performance Manager Goes Home or After the Doctoral Student Finishes the Dissertation
• Transfer of Training
• Reduce Stimulus Control and Increase Transfer (G-21)
• Streetwise: Developmental Disabilities
• Stimulus Generalization and Response Induction Is Not Enough
• Could Rule-Governed Behavior Support Transfer of Training?
• Rule-Governed Behavior in The Classroom
• Training Jimmy to Self-Instruct
• Training for Transfer of Training
• Training for Covert Self-Instruction
• Overall Summary of Maintenance and Transfer (G-22)
• Transfer with Verbal Clients
• Maintenance with Verbal Clients
• I’m Right and Everyone Else Is Wrong: A Very Advanced Enrichment Section
• PART XIII: VERBAL BEHAVIOR
• CHAPTER 24 Verbal Behavior
• Introduction (G-11)
• Shreeya And the Primary Verbal Operants (B-14)
• Vocal Behavior (Vocalization)
• Echoic (Vocal Imitation)
• Mand (Request)
• Listener Behavior (Receptive Identification)
• Listener Behavior (Following Instructions)
• Tact (Expressive Identification, Labeling)
• Textual (Reading)
• Textual (Reading) Comprehension
• Transcription (Writing)
• Shreeya And the Complex Verbal Operants
• Generative Verbal Behavior
• The Autoclitic
• Intraverbal
• Intermediate Enrichment
• The Essence of Naming
• Follow Up with Shreeya
• Advanced Enrichment: Stimulus Equivalence—Putting the Names with The Faces (G-12)
• Symbolic Matching-to-Sample
• Symmetry
• Transitivity
• Reflexivity
• Practical Implications
• Stimulus Equivalence
• Derived Stimulus Relations
• PART XIV: RULE-GOVERNED BEHAVIOR
• CHAPTER 25 Rule-Governed Behavior: Concepts and Applications
• Bubblegum and Bowel Movements—Part II (B-13): Behavioral Medicine
• When Reinforcement Won’t Work: The Problem of Reinforcement vs. The Delayed Delivery of a Reinforcer
• The Deadline
• Some Important Distinctions
• The Rule-Governed Analog to Direct-Acting Behavioral Contingencies
• Applied Behavior Analysis with Verbal and Nonverbal Clients
• Rules, Instructions, Requests, And Incomplete Rules
• Rules Describing Direct-Acting Contingencies
• Hard Sell for The Skeptical
• The Importance of Deadlines
• Why Do Deadlines Control Our Behavior?
• Why Do We Procrastinate?
• Indirect-Acting Avoidance Analogue
• The Offensive Backfield on A Pop Warner Football Team: Feedback vs. Praise: Rule-Governed Behavior: Application in Behavioral Sports Psychology
• CHAPTER 26 Rule-Governed Behavior: Theory
• How Do Rules Govern Our Behavior?
• Rule Statements as Verbal (Analog) Pairing Procedures
• The Mythical Cause of Poor Self-Management
• The Small, But Cumulative, Outcomes
• The Improbable Outcome
• The Truth About the Causes of Poor Self-Management
• What’s Wrong with Small but Cumulatively Significant and Improbable Outcomes?
• Why Do We Miss Deadlines?
• The Secret of Contingency Contracting
• Verbal Clients and The Ineffective Natural Contingency
• Verbal Clients and Effective Indirect-Acting Performance-Management Contingencies
• Deadlines
• Verbal Clients and Low Probability Outcomes
• An Analysis of Procrastination
• The Contingency Contract: An Analysis in University Teaching
• An Interaction Between the Probability and The Significance of The Outcome
• Can We Build A World Free of Aversive Control?
• Why Can’t We Build A World Free of Aversive Control?
• Why Can’t We Live in A World Based Solely on Reinforcers, With No Aversiveness?
• But Why Can’t We Prepare for Class Simply as A Result of Reinforcement by The Presentation of Reinforcers?
• Ok, But Why Can’t We Use Large Enough Learned Generalized Reinforcers to Reinforce Our Preparing for Class Without Such Heavy Deprivation?
• Then Why Not Build the Reinforcers into the Task?
• Conclusion
• Addendum
• Thanks
• Appendix: BCBA/BCaBA Task List (5th ed.)
• Glossary
• Index