B.18 Identify and distinguish between rule-governed and contingency-shaped behavior

Rule-governed Behavior

Rule-governed behavior refers to behavior that is controlled by verbal or written rules, instructions, or statements about what to do in a specific situation. The behavior is guided by the person’s understanding and adherence to the given rules.

Example: Following traffic rules is an example of rule-governed behavior. Drivers learn and follow traffic laws, such as stopping at red lights and yielding to pedestrians, based on the verbal or written rules provided by traffic authorities.

Contingency-shaped Behavior

Contingency-shaped behavior refers to behavior that is shaped and controlled by the natural consequences or contingencies in the environment. It occurs through the direct interaction of behavior with its consequences, without explicit verbal rules or instructions.

Example: A child putting their hand in a flame and quickly withdrawing it due to the pain is an example of contingency-shaped behavior. The behavior of withdrawing the hand is shaped by the immediate consequence of pain caused by touching the flame.

It’s important to note that rule-governed behavior and contingency-shaped behavior are not mutually exclusive. They often work together, with rule-governed behavior setting the initial framework and contingency-shaped behavior fine-tuning and maintaining behavior based on the immediate consequences.

In behavior analysis, understanding the interplay between rule-governed and contingency-shaped behavior helps in designing effective interventions. By providing clear rules and instructions, behavior analysts can establish the desired framework for behavior. At the same time, they can also shape behavior through the systematic arrangement

B. Concepts and Principles (24 questions)

B.1. Identify and distinguish among behavior, response, and response class.

B.2. Identify and distinguish between stimulus and stimulus class.

B.3. Identify and distinguish between respondent and operant conditioning.

B.4. Identify and distinguish between positive and negative reinforcement contingencies.

B.5. Identify and distinguish between positive and negative punishment contingencies.

B.6. Identify and distinguish between automatic and socially mediated contingencies.

B.7. Identify and distinguish among unconditioned, conditioned, and generalized reinforcers.

B.8. Identify and distinguish among unconditioned, conditioned, and generalized punishers.

B.9. Identify and distinguish among simple schedules of reinforcement.

B.10. Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.

B.11. Identify and distinguish between operant and respondent extinction as operations and processes.

B.12. Identify examples of stimulus control.

B.13. Identify examples of stimulus discrimination.

B.14. Identify and distinguish between stimulus and response generalization.

B.15. Identify examples of response maintenance.

B.16. Identify examples of motivating operations.

B.17. Distinguish between motivating operations and stimulus control.

B.18. Identify and distinguish between rule-governed and contingency-shaped behavior.

B.19. Identify and distinguish among verbal operants.

B.20. Identify the role of multiple control in verbal behavior.

B.21. Identify examples of processes that promote emergent relations and generative performance.

B.22. Identify ways behavioral momentum can be used to understand response persistence.

B.23. Identify ways the matching law can be used to interpret response allocation.

B.24. Identify and distinguish between imitation and observational learning.