Hello and welcome to SPE 563 philosophical foundations of Applied

behavior analysis. I am Dr. Sam DiGangi - In this presentation I will

provide an overview and touch upon some of the key components of module 1
and of the readings that we will be engaging in and discussing during
this module.

As we go through this presentation at several points we will stop and you

will be presented with some questions. This is what we refer to as Active
Student Response. You see reference to this in your course syllabus and
in the course schedule. What this consists of is really just an
opportunity for you to deposit and to consider the information that we've
discussed has been presented in as example in this presentation up until
that point we have included in this presentation some questions there in
multiple choice and true-false format and you'll read the question and
select or indicate the best response - press submit and will then
continue on with the presentation This is an approach that will be buit
into each of the modules in this course and into modules in your other
courses in the program. This presentation gives you the opportunity to
become familiar with Active Student Response.

As you engage in the readings - in particular during module one you will
note that we are looking at the foundations of ABA and in particular at
some of the early writings of which have guided the the structure and the
focus of our field. Progressing through the modules in this course you
will note that we will continue to Circle back to the readings from
earlier modules and portions of the readings from earlier modules as we
gain an understanding of the concepts that underlie the philosophies and
the focus of Applied Behavior Analysis - and also as we as we look at the
terminology of our field.

In each of the modules we place emphasis on the vocabulary of Applied

Behavior Analysis - many of these terms you will already be familiar with
or maybe all of the term you'll be familiar with and have used or use in
in in your own work.

We will look at the operational definitions of these terms which which

may be different than the way that they are used in everyday
conversation. We talk about that and will look at how the use and
interpretation of Concepts and of specific terminology has changed over
time and how we as behavior analysts use these terms to describe our
approaches and our knowledge base.

Some of the objectives that this module focuses on are included on the
slide that you're viewing. In each of the modules of this course and of
the courses throughout the program we specifically note the

Behavior Analyst Certification Board task list 5th edition Content areas
that we are addressing. In this module for example we are beginning to
look at TaskList content area A2: Explain the philosophical assumptions
underlying science of behavior analysis.

Content Area A4: Distinguish among behaviorism,

experimental analysis of behavior Applied Behavior Analysis and
professional practice guided by the science of behavior analysis. In the
readings during this module.

we will start to look at what the founders of Behavior Analysis and of

ABA were focusing on when they were presenting

Behavior Analysis as a science. This will be something that again we

will circle back to through each of the modules in the course and to the
readings that we are introducing during this module.

In content area A5: describe and define

the dimensions of Applied Behavior Analysis specifically as presented in

the Bear, Wolf and Risley 1968 article which we will readin this module
and discuss throughout the course and throughout the Program.

We will gain understanding of the definition of Applied Behavior Analysis

and in particular the seven key components of ABA and I'll touch upon
those later in this presentation. We will look at the principles of
behavior and operant learning theory,

and we will begin to gain understanding that will allow us to compare and
contrast methodological behaviorism, radical behaviorism, experimental
analysis behavior and Aba.

As I mentioned earlier, understanding the key terminology of our field

is essential to our understanding in our our practice as Behavior

Analysts. In each of the modules you will note that one of the exercises
is referred to as Foundational Terminology Cumulative Assessment.

This is an approach that we've incorporated into this course that will
provide you with the opportunity to build your vocabulary as it is
introduced in each module - and then to continue to practice that
vocabulary as we progress through each module. As example in module one
on this slide I have listed some of these key terms. These are also
provided at the conclusion of each of the assigned readings in the Baum
textbook. An approach that I recommend to help guide your reading is when
approaching each of the assigned readings, in particular in the Baum text
is to turn to the back of the chapter that is assigned to review the key
terms - an anticipatory set to become familiar with the the terminology
that you will specifically be encountering during the readings in that
chapter.

The conclusion of each of the modules or after you have completed the
readings you will. You will complete a Quiz or assessment of the key
terminology. These are presented initially in module 1 as Multiple choice
matching ormat.

In subsequent modules theseterms will appear again in a format in which

you will provide a short answer - a 'produce' format - so that through
repetition of these terms across
various formats

you will at the conclusion of the course have gained understanding and
mastery of the key terms that are associated with the philosophical
foundations of ABA.

Defining Applied Behavior Analysis we begin in this module with of

course.

Baer, Wolf and Risley 1968 : Some current dimensions on applied Behavior
Analysis. This is an article that if you are not already very well
familiar with you will be as we complete this course and

it will return again throughout the course is in your program and the
definition that we will

discuss in this course presented on this slide from Baer, Wolf and Risley
1968. The process of applying sometimes tentative principles of behavior
to the improvement of specific behaviors, and simultaneously evaluating
whether or not any changes noted are indeed

attributable to the process of application"

That sentence will be one that we will continue to return to throughout

this course and throughout this Program - we will break that sentence
down and operationally define the terms look at the concepts that are
conveyed in this particular article in and in this particular sentence.

Lets take a closer look at how we define

Applied Behavior Analysis.

The phrase application of Behavioral principles- These are derived from

operant conditioning theory which will be talking about

"For the Improvement of specific behaviors" - this involves ensuring that

we are working to improve socially significant behaviors - meaning those
that

are to be changed - any particular socially significant behaviors that

are

of importance and of value for the individual or the individuals with

whom we are working. This something that

will come up throughout this course and throughout the Program

as we look at the system function,

developing

treatment plans and intervention plans.

In each of these instances we will as behavior analysts consider the
socially significant

component of

the intervention for the behavior that we are addressing.

When we conduct a risk-benefit analysis -

when we identify

what types of approaches we are going to employ

in our design of treatment.

and intervention

we will always consider

the social significance of that behavior for that individual or

individuals. As we look at the readings in module 1 you can see where
this particular component

was - and is - one of the foundational elements of Applied Behavior

Analysis.

We will continue to look at what

this particular.

aspect social significance means and how it is defined and for whom it is
defined.

We do not experiment or apply

principles of behavior just for the sake of of doing so.

The individual must in some way benefit from our intervention.

Systematic evaluation : we use data to determine whether or not the

intervention that..

is being designed or

employed, was successful.

Parts of the intervention were successful and we use this data to inform
our refinement, revision or our next steps

in treatment and intervention.

We will continue to come back to this component - this foundational

component of
ABA.

In Applied Behavior Analysis we use only those interventions that have

demonstrated positive effect on the behaviors that we seek to change.

We make data-based decisions - data informed decisions

about the impact of our intervention.

The components of ABA

apply to both research and to practice - That's an important and

essential

aspect to recognize; that ABA is

is not merely associated with conducting research.

Nor is it merely associated with

practice - it applies to both -the definition components apply to both

This is also an area that as we read, as we discuss and interpret our

readings we will continue to reference.

What are the seven key components of ABA?

GET-A-CAB

Generativity.

Effective. Technological.

Applied.

Conceptual. Analytic. Behavioral.

The seven key components,

as behavior analysts,

we

should always know, we should be able to define - and at the conclusion

of this

course -

if you do not already know these and are not able to define them - you
will be able to.

Generativity:
refers to the behavior as continues after the withdrawal of intervention
- and it occurs in

other settings and situations. This also what we also referred to as

generalization of treatment effect - and maintenance of treatment
effect.

And as one of the seven components of ABA we use the term "Generativity"
to refer to

generalization and maintenance

of the behavior, after the withdrawal of the intervention.

Effective:

The intervention is demonstrated through visual analysis of data to have

produced positive results and certainly we all know what the term..the
word...effective means.

In particular as as a component of Applied Behavior Analysis we assess

Effectiveness through direct observation and specifically through visual
analysis of data. We do not

assume Effectiveness. We do Not

guess as to something being a treatment or an intervention or approace

being effective.

We assess effectiveness deliberately

through directly observable

indicators of the behavior. In the field of ABA - through visual analysis

of behavior.

Technological:

In the

area of Applied Behavior Analysis - in this component of Applied Behavior

Analysis the term Technological refers to the intervention being
described in clear and precise terms. Again Technological is a word that
is used many different ways in our common day-to-day language. In the
case of ABA - the term Technological is referring to our interventions
being described in clear precise.

Operationally defined observable terminology.

Applied:

Refers to the intervention

directly relevant to socially significant behaviors -

requiring change. As discussed in the previous slide,

we determine the social significance.

In terms of the individual or individuals with whom we are working.

Social significance is not interpreted in just general or across the
board - but rather with particular and specific relevance to the
individual with whom we are working.

And that is what Applied refers to an Applied Behavior Analysis.

Often times the Applied in ABA is seen as meaning that it is "something

that we are doing" = when we talk about application of course it's not
theory - it's something that we are actually engaging in.

As a component of ABA the term APPLIED refers to Social Significance

of

the intervention -- social significance of

the behavior

upon which we are intervening. That's an important

area to recognize in particular when defining Applied Behavior Analysis.

Conceptual: The intervention must be based on the principles of behavior
and to the extent available - on empirical data.

Research-based..the phrase "evidence-based" might be used.

Conceptual: is referring to the interventions that we use are research

validated. Their value is not hypothesized - not assume. It is

evidence,

research-based to the extent available.

We make our decisions based on empirical data.

Analytic: demonstrating a functional relationship between the

intervention and the behavior.

We look at

demonstration of control of the behavior by the intervention...the

relationship of the intervention to the impact

on the behavior. This also is something that cannot be

assumed or

interpreted without direct observation and

Evidence - observable evidence.

As a component of ABA and Behavioral -- it must be observable and

measurable.

We do not make assumptions we base our interpretation as behavior

analytic.. within Applied Behavior Behavior Analysis.

Behaviors and indicators that we can see and we can measure.

GET-A-CAB.

And so every behavior analyst knows

these seven terms - these seven key components and we need to be able to
not only define each of the seven terms - but to be able to describe them
and to convey their meaning to someone who is not

familiar with

Or necessarily skilled in Applied Behavior Analysis - or in our science.

So is

memorizing these - yes - knowing them being able to Define them...

but then also being able to describe their meaning to someone unfamiliar
with the field and with the science.

A helpful way to conceptualize ABA can be to look at the similarity to

Medicine. ABA is both a science and

is

..consists of ..interventions.

So it's not it's not merely a

...it's not philosophy...

It is a combination of science seeking to understand behavior in order to

better improve it -

And and as well is

Interventions - the strategies the approaches that we use to improve

Behavior.

That combination, very much in the way that that the field of medicine is
a combination of Science and

Interventions, approaches applications can be a convenient way in a in a

useful way to conceptualize to describe
ABA.

In uur first active Student Response break you will now be presented with
questions and you click on your screen to submit your response. After you
have completed these

I will get back with you in the next slide.

And you are back - congratulations on completing the active Student

Response exercise! Only a few more slides - and I want to touch upon now
the principles of behavior...As mentioned earlier

Derived from operant conditioning Theory developed by BF Skinner and

specifically looking at learning occurring through experiences and

interaction with variables in the environment with antecedents and
consequences and as we

look at

techniques and approaches both in terms of interpreting

behavior

and in informing the design of our interventions,

we will

examine the antecedents - what takes place just prior to the behavior,
and the consequences- what takes place

directly following the behavior. You may be familiar with the A-B-C
format to observation. Antecedent - Behavior - Consequence. This is one
of the

frameworks of what we as behavior analysts use to INTERPRET from a

directly observable perspective, behavior---and to describe behavior.

Learning occurs through reinforcement

and Punishment, another principle of behavior.

Reinforcement. In behavior analytic terminology - within Applied Behavior

Analysis, we look at reinforcement as consequent stimulus that maintains
or increases the behavior.

These refer to both POSITIVE reinforcement and NEGATIVE reinforcement.

Looking at

INCREASE of the behavior is the defining characteristic

of REINFORCEMENT.
Here's a quick chart that I have assembled to compare the two. As we
write positive reinforcement in our notation.

As you can see the S with this superscript r+ is adding or delivering

something of value that increases the future rate

of the behavior it follows. As example. saying thank you when someone

holds the door for you.

What is negative reinforcement: This is the removal or taking away

something aversive that increases the future rate of the behavior it
follows. An example provided: Giving someone a jacket when they say
that they are cold - removes the cold. Both positive reinforcement and
negative reinforcement result in - are defined by - an INCREASE in
behavior. In common language, the term negative reinforcement is often
misused as being equated with punishment - Negative Reinforcement is NOT
Punishment.

REINFORCEMENT is indicated by an INCREASE in behavior and is a very

important distinction to make --- in particular because it is something
that is misused in common parlance - in everyday language.

Focusing on

Reinforcement as resulting in an INCREASE in the behavior is critical.

Punishment is a consequence stimulus that DECREASES the behavior and so

are two types of punishment which we refer to as type 1 and type 2.
Positive punishment (type 1) is defined as ADDING something aversive that
DECREASES the future rate of the behavior it follows.

Negative punishment (Type 2) -

refers to the REMOVAL or taking away something of value that the

DECREASES the future rate of the behavior it follows.

Punishment

as defined -

always results in a DECREASE

in behavior.

And now we will pause for

Active Student Response number 2. And I will

join you after you have submitted your responses.

The readings in this chapter in this module introduced some key terms and
in particular the four that I've included on this slide.
Behaviorism, Methodological Behaviorism, Radical Behaviorism and EAB
experimental analysis of behavior. As we progress through our readings in
this module and subsequent modules we will look more specifically...and
more closely at the distinctions

and differentiation between these terms in particular

...we look at Behaviorism, Methodological Behaviorism and Radical

behaviorism. In the short definitions of descriptions I've provided on
this site BEHAVIORISM refers to the philosophy of science

focused on observable and measurable phenomenon

The key is OBSERVABLE and MEASUREABLE -- I've probably said that many
times throughout

this presentation and will throughout the course and throughout all the
courses in the program.

Behaviorism -

looks at Behavior as OBSERVABLE and MEASURABLE.

NOT INFERRED.

Methodological behaviorism - is philosophical position in which

behavioral events that cannot be observed,

are not behaviors. We will look at that distinction between behaviorism

and methodological behaviorism.

Radical behaviorism.

as noted is often times referred to as Skinner's-reaching form of

behaviorism that included both public and private behaviors. As we go
through our readings in this module.

focusing on the references within the writings of Skinner as well as the

other readings that are assigned, will look what is referenced by the
phrase public and private Behavior. Experimental analysis of behavior, an
area founded by Skinner -

As described here, a Natural Science focusing on studying operant

behavior as subject matter using single subject experimental designs
rather than group designs to measure Behavior as a dependent variable. In
our readings we are introduced to experimental analysis of behavior and
we will be talking about

how ABA and EAB - experimental analysis of behavior relate and in the
case of the the graphic that I have included here, how do they overlap
and how do they not overlap - EAB refers to the science and scientific
inquiry.
EAB typically viewed as conducted - as lab-based. ABA focusing on the
Improvement of socially important socially significant behaviors for the
learner.

And

The A - the first A in Applied Behavior Analysis- of course refers to

application and we will look at and discuss throughout our course and the
program on relationship, overlap and distinctions between

EAB and ABA. And now a pause for an Active Student Response.

Congratulations you have successfully completed the first actress in

response activity in SPE 563! I hope that you found this

presentation and overview of value toward your continued preparation. As

you continue your readigns and review

of the module 1 materials...

I encourage you to relate your your focus and your interpretation to the
key components that I pointed out in...and call attention to in this
module. In particular the readings that are selected for this module from

Baum's Understanding Behavior and from BF Skinner's About Behaviorism -

and with the chapter 1 reading from Applied Behavior Analysis in "the
Cooper book".

I also have included Baer, Wolf and Risley 1968 that we talked about in
this presentation and another reading included in

Module 1 is John B Watson's 1913 article: Psychology as the Behaviorist

Views It. This is one of, if not the initial reference to

the approach that behaviorism andthe behaviorist takes toward behavior. I

recognize that this article you may find to be

perhaps more abstract than the other readings -- we will come back to

Watson's article as we progress through subsequent modules I encourage

you to read it or if you've already read it to take a look again and in
particular with regard to the concepts and the key points that we talked
about in this presentation.

look at where from Watson's work in 1913, you see these foundational
elements of ABA. As I said we will touch upon this article again and in
subsequent modules and

I will see you in Module 2!