G9 Design and Evaluate modeling procedures

G.9 Design and Evaluate modeling procedures

Designing and evaluating modeling procedures involves creating interventions where the individual is shown how to perform a behavior through demonstration by someone else (a model). The individual then observes the model and imitates the demonstrated behavior. Evaluating these procedures ensures that modeling effectively leads to the desired behavior change.

Example: A BCBA is teaching a child with Autism how to greet peers. The BCBA uses modeling by first showing the child how to wave and say “hello” to another person. After the demonstration, the BCBA prompts the child to imitate the greeting. Each time the child successfully imitates the modeled behavior, they are reinforced with praise or a preferred activity. The BCBA evaluates the effectiveness of the modeling procedure by tracking how often the child successfully greets peers in various settings without needing the model.

G. Behavior-Change Procedures

G.1. Design and evaluate positive and negative reinforcement procedures.

G.2. Design and evaluate differential reinforcement (e.g., DRA, DRO, DRL, DRH) procedures with and without extinction.

G.3. Design and evaluate time-based reinforcement (e.g., fixedtime) schedules.

G.4. Identify procedures to establish and use conditioned reinforcers (e.g., token economies).

G.5. Incorporate motivating operations and discriminative stimuli into behavior-change procedures.

G.6. Design and evaluate procedures to produce simple and conditional discriminations.

G.7. Select and evaluate stimulus and response prompting procedures (e.g., errorless, most-to-least, least-to-most).

G.8. Design and implement procedures to fade stimulus and response prompts (e.g., prompt delay, stimulus fading).

G.9. Design and evaluate modeling procedures.

G.10. Design and evaluate instructions and rules.

G.11. Shape dimensions of behavior.

G.12. Select and implement chaining procedures.

G.13. Design and evaluate trial-based and freeoperant procedures.

G.14. Design and evaluate group contingencies.

G.15. Design and evaluate procedures to promote stimulus and response generalization.

G.16. Design and evaluate procedures to maintain desired behavior change following intervention (e.g., schedule thinning, transferring to naturally occurring reinforcers).

G.17. Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection).

G.18. Evaluate emotional and elicited effects of behavior change procedures.

G.19. Design and evaluate procedures to promote emergent relations and generative performance.