Shaping

Modeling

Maintenance

Fading

applied to ecological assessments to generalize skills.

developed prior to the identified intervention.

initially broad in focus with subsequent reduction to a target response.

measured independent of practice effects or reactivity.

Fifteen-minute observation periods are divided into 3-minute intervals. Staff then record whether or not hand-slapping is occurring at the end of each 3-minute interval.

Twenty-minute observation periods are divided into 10-minute intervals. Staff then record whether or not hand-slapping is occurring during each 10-minute interval.

Thirty-minute observation periods are divided into 2-minute intervals. Staff then record whether or not hand-slapping occurs at any moment during each 2-minute interval.

One-hour observation periods are divided into 10-minute intervals. Staff then record whether or not hand-slapping occurs at all during each 10-minute interval.

an intervention may be applied to more than one individual.

experimental control can be demonstrated without a reversal.

it is the most effective method for establishing functional relations.

more individuals benefit from the effects of an intervention.

Prepare a large graph for spelling and a similar one for math and place on the graphs the average data for the entire class in the two content areas.

Prepare a separate graph for each student and, using a unique symbol for each content area, record the data and connect the similar symbols to create data path lines.

Prepare a single large graph and display each student ' s data for the spelling and math areas using unique symbols for each student and for each content area.

Prepare two graphs for each student, one for spelling and one for math, because there is no appropriate method for reporting these two content areas together on the same graph.

criterion level is changed in equal increments.

criterion level is changed slightly on each manipulation.

criterion level is set well above that of the behavior.

behavior changes concurrently with the criterion level.

Independent variable; a measure of behavior

Dependent variable; a measure of behavior

Baseline measure; unrelated to the behavior

Independent variable; implemented before the baseline measure

Behaviors are given letter-codes that represent the complete topographical definition of the behaviors, e.g., “on-task academic behavior” is represented by “O” on the recording sheet.

Observations should be made only when the behavior is likely to occur most frequently during a day, for instance, during a particular academic class.

Recordings of behavior during the whole school day may be needed initially to assess the representativeness of samples within the day.

Representativeness can be assured by scheduling observations in sessions of 60 minutes or more in the morning and afternoon school schedule.

The reinforcer should be adjusted to vary during the observation period.

The reinforcer should be used with others in the immediate environment.

The effect of the reinforcer may strengthen with relevant deprivation.

The effect of the reinforcer will weaken if a variable interval schedule is used.

Arranging for the child to earn a reinforcer in the absence of these behaviors

Providing a reinforcer contingent on being on task and sitting quietly in his seat

Changing the seating arrangement of the class

Ensuring the child had breakfast that morning