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Chapter 1 EAB 3002

A Science of Behavior

DR. TARA LOUGHREY, BCBA-D

Objectives of Chapter 1 1. Identify what is learning

2. Identify what is behavior

3. Learn about selection by consequences and how it extends to evolution and behavior

4. Explore new directions in behavior analysis and behavioral neuroscience

5. Identify what is epigenetics

6. Investigate early beginnings of behavior analysis and learning

7. Analyze feelings and thinking as private behavior

SAFMEDS “Say All Fast Minute Each Day Shuffled”

•For most students, this course introduces a lot of new terms

•Create flashcards with key terms –Timed 1 min rehearsal of terms and definitions until fluent (accurate

and fast)

–Once performance is fluent, students retain information longer and are able to apply information in novel ways (Binder, 1996).

–http://www.studystack.com/flashcard-141695

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Learning

• A relatively permanent change in behavior as a result of experience

• Learning can occur with or without WORDS!

◦ Associations between events and behavior can occur in the presence and absence of words

◦ Words can sometimes facilitate learning (make learning more efficient)

◦ Words can also sometimes hinder learning (faulty rules)

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Behavior

•The interaction of the muscles and glands of a live organism and the environment (Martinez-Diaz) • Behavior occurs in an environmental context

• Environment is within and outside the skin

• Behavior produces an effect on the environment, a measureable change

• Dead Man’s Test: if it can happen to a dead man = NOT behavior

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Neuroplasticity • Alterations in the brain that accompany behavior change (learning) and participate in the regulation of behavior

•Vogelestein et al. (2014) found that relation between repeated activation of neural network does not always result in the same behavior sequence • Topography or form of behavior varies even when same neural network activated

•New Year Resolution? Changing behavior habits involves neuroplasticity

•https://www.youtube.com/watch?v=ELpfYCZa87g

ASR The integration of the science of behavior with neuroscience is known as;

1) Behavioral pharmacology

2) Applied behavior analysis

3) Experimental analysis of behavior

4) Behavioral neuroscience

1. Behavior is a biological phenomenon.

2. Involves movement (actions)

3. Can only be done by a living organism

4. Observable

5. Measurable

6. Involves interaction with the environment

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Critical Attributes of Behavior

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◦ Involves biological processes and origin

◦ Anything a biological (living) organism does

◦ Has evolutionary basis

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Behavior is a biological phenomenon

•Involves movement (actions) –Movement of glands (organs), muscles, and other body parts

–Even thinking involves movement • release of neurotransmitters and activation of receptors produces electrochemical movement of ions

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Movement and Behavior

◦ Can only be done by a living organism • Groups don’t behave, only individuals

◦ Observable • At minimum, behaver must detect its occurrence • Sometimes may require instrumentation for detection (e.g., sleep)

◦ Measurable • Can be quantified in objective ways using dimensional quantities

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Other Critical Attributes ASR

Which of the following is an example of behavior?

1. Thinking about the # of terms you will need to learn

2. Depressed about the # of terms you will need to learn

3. Being non-compliant with the co-instructors recommendation to use SAFMEDS

4. Knowing you will learn new terms.

5. All of the above.

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•Is it behavior?

•Can you "do" it?  Not doing something is NOT a behavior

X Noncompliance – NOT a behavior!

Defining Behavior

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ASR

•Which of the following is NOT an example of behavior?

1. Getting a present for your birthday

2. Giving a present to someone for their birthday

3. Opening a present on your birthday

4. Seeing someone open a present on their birthday

5. All of the above

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• Is it a behavior? • Don’t use verb-tense as your clue (stimulus) to discriminate between instances

of behavior • Having something happen TO YOU is not YOUR behavior. • Remember, behavior involves movement

X Getting a present is NOT a behavior ✓Giving a present IS behavior

Defining Behavior

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ASR

•Which of the following is an example of behavior?

1. Republican party voting against Affordable Care Act

2. President signing bill for Affordable Care Act

3. Democrat party voting for Affordable Care Act

4. Canada supporting Affordable Care Act

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• Groups don’t behave, only living organisms

X Sports teams, organizations, government, and countries DON’T behave

✓ Individual players, politicians, and citizens DO behave

Defining Behavior

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Behavior or Not?

Behavior

 Listening to Pandora

 Thinking “This class is the best!”

 Dreaming about turkey and stuffing

 Seeing someone pick their nose

 Smiling

 Imagining world peace

 Sleeping

 Planning your weekend

 Feeling cold

Not Behavior

Low self-esteem

 Ignoring your phone

Non-compliance when asked to go to bed

Getting hit by a car

Falling down stairs

Having depression

Knowing about Behavior Analysis

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Can we see all behavior?

No!

Several instances of behavior are not observable to human eye

Not publicly accessible

Occur within the skin

These instances are called private events/behavior

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Public vs. Private Behavior

•Public: behavior that can be observed by others, even if you need special instrumentation (e.g., heart rate monitor, plethysmography, polysomnography)

•Private: behavior that can only be observed by the person behaving (e.g., thinking, feeling, perceptions)

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Private Behavior •Cannot discount relevance of private events

–Often correlated with public behavior

•Many prominent behavior analysts agree that public behavior is better than using self-reports to measure private behavior –Because responses are observable, measurable, and can be observed by more than

one person

Examples:

•Feeling anxious, biting your nails

•Feeling sad, drinking too much wine

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ASR

•Which of the following is a private event?

1. Perspiring on a hot sunny day at the beach

2. Salivating to the smell of burgers on a grill

3. Reading about traveling to the Caribbean

4. Talking about traveling to the Caribbean

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ASR

•Which of the following is a public event?

1. Daydreaming about your upcoming vacation.

2. Seeing your dream wedding dress in a magazine.

3. Smelling a rose.

4. Picking a rose.

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Public or Not?

Public

 Sleeping

 Talking

 Reading aloud in class

 Looking

 Perspiring

 Salivating

 Breathing

Private

 Thinking

 Dreaming

 Seeing/perceiving

 Imagining

 Feeling sensations (pain/ itch)

 Reading to yourself

 Problem solving

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WHAT IS SCIENCE?

•Systematic approach for seeking and organizing knowledge of the natural world

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Experimental Analysis of Behavior

•Natural science approach to understanding behavior regulation

•Similar to approaches used in biology and chemistry research

•Dependent variable is a dimension of behavior

•Independent variable is an environmental event (e.g., delivery of reinforcement) which is manipulated

•Studies functional relations between behavior and environmental event(s) – Consistent with practice and technology

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ASR Experimental analysis of behavior is the fundamental to establish the principles for a science of behavior

1. Philosophy

2. Method

ASR Science of behavior can also be referred to as;

1. Behaviorism

2. Applied Behavior Analysis

3. Behavior analysis

4. Experimental analysis of behavior

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ASR In behavior analysis, researchers assume that the behavior of organisms is;

1. Unpredictable

2. Determined solely by genetics

3. Lawful

4. Always overt

Objectives of Behavior Analysis as a Science

1. Discovery of principles and laws that govern behavior (e.g., discrimination)

2. Extension of behavior principles across species

3. Development of an applied technology for management of behavior

ASR • The use of behavior principles to solve practical problems of social significance is;

1. Behaviorism

2. Applied Behavior Analysis

3. Behavior analysis

4. Experimental analysis of behavior

What is another word for learning?

•Conditioning

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ASR What are two types of conditioning (learning)?

1. respondent and cultural

2. natural and environmental

3. respondent and operant

4. operant and evolutionary

Respondent (Pavlovian) Conditioning

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Reflex •Relationship between a stimulus + an innate, involuntary response

•In a reflex, the stimulus elicits the reflex response

•We use the term elicit to indicate that the stimulus will produce the response EVERY TIME

• Elicit is ONLY used to describe respondent behavior

• Evoke is ONLY used to describe operant behavior

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Reflex

Human Reflex responses (most present at birth):

◦ Patellar reflex (tap on tendon on knee → forward kick)

◦ Eye Blink reflex (touch/puff of air/loud noise → blink)

◦ Lachrymal reflex (irritant in eye → tears produced)

◦ Pupillary reflex (Change in light → change in pupil size)

◦ Sneeze reflex (irritant in nose → sneeze)

◦ Gag reflex (touch roof or mouth → gag)

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Two types of Reflexes

1. Unconditioned reflex

(innate, unlearned)

Unconditioned stimulus (US)

Unconditioned response (UR)

2. Conditioned reflex

(learned through history of pairing)

Conditioned stimulus

(CS)

Conditioned response (CR)

Elicits

Elicits

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Breakdown of Respondent Behavior

Stimulus – Response

Unconditioned OR

Conditioned

Unconditioned OR

Conditioned

Without Learning

With Learning

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ASR •Which of the following is a reflex?

1. Seeing vegetables burning, Jane turns down the stove.

2. Seeing Jane in the kitchen, Joe runs out of the kitchen.

3. Joe touches the hot stove with his hand and then quickly removes his hand from the heat.

4. Touching the hot stove with his hand and then screaming.

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ASR •Which of the following is a reflex?

1. Seeing vegetables burning, Jane turns down the stove.

2. Seeing Jane in the kitchen, Joe runs out of the kitchen.

3. Joe touches the hot stove with his hand and then quickly removes his hand from the heat.

4. Touching the hot stove with his hand and then screaming.

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ASR •Which of the following is a reflex?

1. Seeing vegetables burning, Jane turns down the stove.

2. Seeing Jane in the kitchen, Joe runs out of the kitchen.

3. Joe touches the hot stove with his hand and then quickly removes his hand from the heat.

4. Touching the hot stove with his hand and then screaming.

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ASR Respondent conditioning was first discovered by;

1. Ivan Pavlov

2. John Watson

3. B.F. Skinner

4. Edward Thorndike

ASR Respondent conditioning was first discovered by;

1. Ivan Pavlov

2. John Watson

3. B.F. Skinner

4. Edward Thorndike

ASR •Which famous participant and investigator was instrumental to establish that emotional reactions are learned?

1. Little Albert, Watson

2. Little Genie, Skinner

3. Little Alison, Thorndike

http://www.youtube.com/watch?v=Xt0ucxOrPQE

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ASR The philosophy of behavior which Watson describes in his publication is called;

1. Radical behaviorism

2. Methodological behaviorism

3. Behaviorism

ASR Operant selection research started with this person’s instrumental experiment

1. Watson

2. Pavlov

3. Thorndike

4. Skinner

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Thorndike Puzzle Box

•Studied learning in cats

•Designed a puzzle box

•Measured latency to escape box once put in

•Pressing a lever resulted in escape and access to food (scrap of fish)

http://www.youtube.com/watch?v=BDujDOLre- 8&feature=player_embedded

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ASR Thorndike was the first scientist to study operant behavior. He called the changes that occurred this type of learning;

1. Passive learning

2. Trial-and-error learning

3. Active learning

4. Operant learning

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ASR Which statement describes the Law of Effect?

1. Behavior is anything an organism does.

2. Learning is a permanent change in behavior.

3. Organisms can learn through consequences

4. Stimuli can be conditioned to elicit reflex responses

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Beyond the S-R theory of behavior

SD Tax refund check

arrives in mail

Cash your check at the bank

SR+ More money in your

bank account

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• Skinner recognized the role of antecedents (discriminative stimuli)

• Described a 3-term contingency (S-R-C) • More popularly referred to as ABC’s of behavior

The ABC’s of Behavior

The three-term contingency (Antecedent-Behavior-Consequence) leads us to identify the function of behavior

◦ Why does the behavior of interest occur?

◦ Examine antecedents to identify relevant stimulus changes that evoke/abate behavior

◦ Examine consequences to identify relevant stimulus conditions that strengthen/ weaken behavior

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Operant vs. Respondent Behavior

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Respondent (S-R relations)

Operant (S-R-S relations)

Control of antecedents Control of antecedents and consequences

Typically involves smooth muscle and glands

Involves skeletal muscles

Involuntary behavior: Autonomic Nervous System

Voluntary: Sympathetic nervous system

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ASR

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Which of the following is NOT operant behavior?

1. Yelling at the teacher

2. Closing your eyes to avoid seeing light

3. Blinking in response to bright sunlight

4. Chewing food

Operant Conditioning •Also known as operant selection

•1 of 3 types of selection (natural, cultural and operant)

•Ability to learn through consequences.

•This ability evolved through natural selection.

•Process that continues throughout entire lifetime • Even individuals with Alzheimer's disease are sensitive to operant selection

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Operant Conditioning •Operants are selected by consequences

•Process in which repeated cycles occur of: 1. Behavioral variability

2. Specific responses are selected by immediate contingent consequences.

3. Selected responses or response dimensions are repeated (reproduced) across time

◦ Strengthening of behavior or a dimension in of behavior

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Consequences

•Effects future probability of the behavior under similar conditions.

•Effects of consequences on behavior are only be seen by taking repeated measures of behavior across time and graphing the data

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• Consequences either accelerate (strengthen) OR decelerate (weaken) behavior)

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ASR The simplest operant contingency is the;

1. S-S contingency

2. R-R contingency

3. R-S contingency

4. S-R-S contingency

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ASR Skinner was the inventor of all the following EXCEPT;

1. Operant chamber

2. Air crib

3. Cumulative recorder

4. Puzzle box

5. Programmed instruction

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ASR The presentation of sets the occasion for .

1. SR+, SD+

2. SD+, SR+

3. SD+, Operant

4. None of the above

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Skinner’s demonstrations of operant selection • Teaching a pigeon to turn with reinforcement

• Teaching pigeons to play tennis

Determinants of Behavior

•Often thought of as “causes” of behavior – Determinant describes a probabilistic relation

– Cause is a definite relation

•What is the better term? – Determinants

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Determinants of Behavior: Selection by Consequences

Selection by consequences applies at 3 levels:

1. Inherited biological factors/genes related to survival and reproduction (natural selection)

2. Organism’s experiential history and current experience with his or her environment (operant selection)

3. Selection of behavior patterns such as practices, traditions, or rituals (cultural selection)

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Selection by consequences

•Process in which repeated cycles occur of: 1. Variation

2. Interaction with the environment

3. Differential replication as a function of the interaction

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ASR

What are the three types of selection by consequences?

1. Natural selection, phylogenic selection, and cultural selection

2. Differential selection, ontogenic selection, and cultural selection

3. Natural selection, operant selection, cultural selection

4. Operant selection, respondent selection and cultural selection

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Natural Selection

•Selection through reproduction and variation

•Environment selects which variations survive and are passed on • “Survival of the fittest”

•Behavior and mechanisms for learning evolved as they had survival value

•Behavior that is naturally selected is shared with members of that species

•Determined by phylogenic factors/genetic determinants

•Imprinting with ducklings

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Operant Selection

•Ability to learn through operant conditioning evolved through natural selection

•Must have behavioral variability for operant selection to occur • Specific responses are selected/strengthened because they are more likely to contact

reinforcement

• Selected responses are repeated (reproduced)

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Cultural Selection

•Special kind of operant selection

•Mostly mediated by verbal behavior

•Cultural practices evolve as they contribute to the success of the practicing group – E.g., Arranged marriages

•Practices, traditions or rituals are passed from one generation to the next

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ASR

In Canada, more emphasis has been placed on recycling than in other parts of the world. In schools and workplaces, people talk about the importance of recycling. Therefore, when I lived in Canada, I recycled and composted my waste.

Recycling behavior is most likely selected by:

1) Natural selection

2) Operant selection

3) Cultural selection

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ASR

The gag reflex is most likely selected due to;

1) Natural selection

2) Operant selection

3) Cultural selection

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ASR

•Squirrels hibernate during the wintertime. This type of behavior has most likely been selected by;

1) Natural selection

2) Operant selection

3) Cultural selection

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ASR

•Cara moves from a small town in Nebraska to a big city and learns to cross the road only when the walk sign appears instead of the absence of cars. This behavior is likely selected through;

1) Natural selection

2) Operant selection

3) Cultural selection

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ASR Isolating a chain of events that directly result in some effect refers to

1) Operant selection

2) Immediate causation

3) Remote causation

4) Natural selection

ASR Explaining some phenomenon by pointing to remote events that made it likely describes

1) Operant selection

2) Immediate causation

3) Remote causation

4) Natural selection

Contingency

•Contingency: a dependency between events, one event depends on another

(if-then statement)

• The strongest type of contingency is If X and ONLY X then Y

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Types of Contingencies 1. S-S: One stimulus depends on another

EX: When it thunders, lightening also occurs.

2. R-S: When a stimulus depends on a response to occur

EX: When I push the elevator button, the elevator opens.

3. S-R-S: Called the 3-term contingency; similar to signaling EXCEPT there is a dependency whereas there isn’t necessarily a dependency in signaling

EX: Only when my friend Jane is working at the Café, I order a small pumpkin spice latte and she makes it a large without charging me.

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ASR

What type of contingency?

If you put money in the soda machine, a soda comes out. If you don't put money in the

machine, a soda will not come out.

1. Stimulus-Stimulus

2. Response-Stimulus

3. Stimulus-Response-Stimulus

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ASR

What type of contingency?

When the soda machine is lit, I put money in, and get coke. If the soda machine is not lit, I cannot get a coke for pushing the button.

1. Stimulus-Stimulus

2. Response-Stimulus

3. Stimulus-Response-Stimulus

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ASR

What type of contingency?

When the soda machine is lit, I put money in, and get coke. If the soda machine is not lit, I cannot get a coke for pushing the button.

1. Stimulus-Stimulus

2. Response-Stimulus

3. Stimulus-Response-Stimulus

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ASR Learning experiences can affect gene expression resulting in structural and functional changes to the brain which may be long lasting.

1. True

2. False

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What is epigenetics?

Epigenetics Explained

Growth of behavior analysis

Behavior Analysis Practice Areas ▪ Autism and Intellectual Disorders

▪Behavior Gerontology

▪Behavioral Pediatrics

▪Clinical Behavior Analysis

▪Interventions in Child Maltreatment

▪Substance Abuse Disorders

▪Brain Injury Rehabilitation

•Organizational Behavior Management

•Education

•Sustainable practices in government

•Health, Fitness and Sports

Autism and Intellectual Disabilities •Applied behavior analysis (ABA) is best known for its success in treating individuals with autism spectrum disorder (ASD) and other developmental disabilities (e.g., Down syndrome, intellectual disabilities).

•Treatment in this area is effective across an individual’s lifespan (i.e., childhood, adolescence, adulthood).

•In young children with developmental disabilities such as ASD, the goal of intensive, comprehensive intervention is to improve cognitive, language, social, and self-help skills

•Decades of research have shown that intensive ABA treatment is the most successful approach for children with autism

•When applied to older individuals, ABA involves teaching behaviors essential to functioning effectively in the home, school, and community.

•ABA can also decrease severe problem behaviors that endanger health and safety, and limit educational, residential, or vocational options.

•https://www.youtube.com/watch?v=0cGPh4bExSw&feature=emb_logo

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Demand for BCBAs

Behavior Analyst Certification Board. (2018). US employment demand for behavior analysts: 2010-2017. Littleton, Co: Author.

Behavior Gerontology

•Application of behavior analysis to age-related issues.

•By 2030, more than 20% of the U.S. population will be over the age of 65, and 1 in 3 seniors will have obesity, depression, diabetes, and/or a neurocognitive disorder, among other conditions.

•Behavior analysts can work directly with seniors or with care staff to;

•Implement sustainable, non-pharmacological supports to enhance quality of life and care services, • decrease challenging behaviors,

• maintain daily life skills,

• implement memory and language programs,

• preserve medication adherence,

• prolong independence.

https://www.youtube.com/watch?time_continue=2033&v=LxccHscYBMU&feature=emb_logo

Behavioral Pediatrics

•Application of behavior analysis to behavior problems that present in pediatric medical settings

•Four main domains of concern: 1. routine behavior problems (e.g., bedtime resistance);

2. behavior problems with significant medical dimensions (e.g., encopresis);

3. medical problems with significant behavioral dimensions (e.g., diabetes);

4. noncompliance with medical regimens.

•Common interventions include: • supportive health education (e.g., learning, development, sleep),

• prescriptive treatment (e.g., programs for all behavior problems presenting in pediatric settings).

https://www.youtube.com/watch?time_continue=1&v=jENImBx1RGc&feature=emb_logo

Clinical Behavior Analysis •Application of conceptual and methodological tools of behavior analysis to treat problems that have traditionally been characterized as mental disorders.

•Clinical behavior analysts work in universities, hospitals, outpatient clinics, as well as in primary care and residential settings.

•Common problems addressed include depression, anxiety, stress, relationship discord, substance misuse, chronic pain, disruptive behavior, impulsivity, inattention, tic disorders, and sleep disturbance, among others.

https://www.youtube.com/watch?time_continue=6&v=XM-0iExTBZ0&feature=emb_logo

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Behavior Analysis in Education •To improve teaching and increase learning across content areas, grade levels, and student populations.

•Provides a scientific approach to designing, implementing, and evaluating instruction based on analyzing interactions between what the teacher does and student learning.

•Behavioral strategies and tactics are used to teach academics, social, vocational, and daily living skills, and to improve entire systems of schooling.

•Behavioral instructional design informs curriculum development from basic academics to concept formation and problem solving.

https://www.youtube.com/watch?v=A2E-w3_Tg4Q&feature=emb_logo

Behavior Analysis in Health, Fitness and Sports

•Sports

•Use of behavior analysis concepts, principles, and techniques to enhance the performance and satisfaction of athletes, teams, and coaches.

•Common goals include teaching new skills; decreasing persistent errors; decreasing problem behaviors; maximizing competition performance; addressing motivation, thinking, emotions, confidence, and concentration related to athletic performance; teaching coaching techniques; and promoting adherence to a healthy diet and regular exercise regime.

•Common interventions include goal-setting and self-monitoring, self-talk regulation, imagery rehearsal/visualization, video feedback, auditory feedback, behavioral skills training, contingency management, and the development of user-friendly manuals and computer tools for athletes.

https://www.youtube.com/watch?time_continue=2540&v=kfi7O GNPOm0&feature=emb_logo

Health and Fitness

•Behavior analysts work directly with individuals, or in collaboration with healthcare professionals, registered dietitians, and personal trainers, to help individuals achieve sustained adherence to dietary and physical activity regimens to improve individualized health and wellness outcomes.

•Interventions in this area typically include task clarification, goal-setting, self-monitoring, accountability, feedback, self-talk regulation, stimulus control, behavioral skills training, and contingency management.

Behavior Intervention and Prevention of Child Maltreatment

•Each year in the U.S., approximately 650,000 children are substantiated victims of child maltreatment, roughly 80% of whom experience neglect.

•Behavior-analytic interventions to prevent child maltreatment focus on improving; • parent-child interactions,

• home safety,

• child health care,

• planned-activity training

• achievement of developmental norms.

https://www.youtube.com/watch?v=O0kPq7UetAM&feature=emb_logo

BEHAVIORAL TREATMENT OF SUBSTANCE USE DISORDERS

•Behavioral approaches to prevent and treat misuse of licit and illicit drugs (e.g., alcohol, stimulants, opioids, nicotine) and associated psychosocial problems (e.g., psychiatric comorbidities, unemployment).

•Several evidence-based, comprehensive interventions derived from behavioral principles

•Behavioral treatments occur in medical and academic research settings, primary care, community-based specialty care clinics, workplaces, and in the Veteran Affairs Administration in the United States.

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Behavior Analysis in Brain Injury Rehabilitation

•Behavior analysts add value to interdisciplinary teams for patients with brain injuries

•Develop skill-acquisition and behavior-reduction programs throughout the continuum of care (i.e., acute, post-acute, long term).

•Common goals for skill-acquisition programs include improved social interactions and the ability to return to work.

•Common goals for behavior-reduction programs include decreased aggression and inappropriate vocalizations.

•Symptoms following brain injury are highly idiosyncratic, which makes behavior analysts’ approaches particularly useful for evaluating rehabilitative outcomes

•Given rising healthcare costs and the reduced availability of rehabilitation services, behavior analysts’ focus on measurement, accountability, and evidence-based treatment makes them integral to a patient’s success.

Organizational Behavior Management (OBM)

•Focuses on assessing and changing the work environment to improve employee performance and workplace culture.

•OBM consultants and managers work in a variety of industries (e.g., health care, human services, education, government, nonprofits, manufacturing, financial services, retail) to achieve meaningful and sustainable behavior change and improved business outcomes.

•OBM practitioners typically facilitate change initiatives, improve and develop processes and systems, close gaps in employee performance, retain and develop staff, and support business growth.

•Organizational results often include reduced accidents and injuries, improved employee retention, improved customer satisfaction and retention, cultural integration after mergers and acquisitions, improved quality standards, and increased revenue and profits.

•https://www.youtube.com/watch?v=BwdRKbCa96U&feature=emb_logo

Behavior Analysis in Environmental Sustainability

•Behavior analysts collaborate with experts and policy makers to improve sustainable practices in a variety of areas including; • environmental conservation and preservation; • energy use and renewable energy; • pollution, emission control, and transportation; • food production, • consumption, and waste; • recycling and waste reduction; • consumer education; • political action.

•Behavior analysts use a range of interventions, such as targeted feedback, environmental arrangements, and group contingencies, as well as policy and systems change to increase and improve sustainable practices.

https://www.youtube.com/watch?v=GxjmFCuUync&feature=emb_logo

ASR The flagship journal of ABA is the

1. Journal of Experimental Analysis of Behavior (JEAB)

2. Journal of Applied Behavior Analysis(JABA)

3. The Analysis of Verbal Behavior (TAVB)

4. Behavior Analysis in Practice (BAP)

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ASR The flagship journal of Experimental Analysis is the

1. Journal of Experimental Analysis of Behavior (JEAB)

2. Journal of Applied Behavior Analysis(JABA)

3. The Analysis of Verbal Behavior (TAVB)

4. Behavior Analysis in Practice (BAP)

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