PS560
Begin by describing the three-term contingency, and explain why it is described as the basic unit of analysis for operant behavior. In reviewing the contingencies of reinforcement and punishment, discuss how each set of contingencies has an effect on an individual’s behavior.
Choose a behavior from your own experience that has been reinforced, and identify whether that behavior was positively or negatively reinforced, outlining the specific three term contingency of that operant behavior. Next, choose a behavior from your own experience that has been punished and identify whether that behavior was positively or negatively punished; outline the specific three term contingency of that operant behavior. Finally, in either of those behaviors, discuss how matching law or schedules of reinforcement may contribute to the maintenance of the behavior under certain circumstances.
PS560 APA References
PS560 Course Textbooks
Cooper, J., Heron, T., & Heward, W. (2020). Applied behavior analysis (3rd ed.). Pearson.
Fisher, W., Piazza, C. & Roane, H. (2021). Handbook of applied behavior analysis. The
Guilford Press.
PS560 Readings
Unit 1
Allyon, T., & Michael, J. (1959). The psychiatric nurse as a behavioral engineer. Journal of
The Experimental Analysis of Behavior 2, 323–334.
Bailey, J. S. (2000). A futurist perspective for applied behavior analysis. In J. Austin & J. E. Carr (Eds.), Handbook of applied behavior analysis. Context Press.
Furman, T. M. & Lepper, T. L. (2018). Applied behavior analysis: Definitional
difficulties. Psychological Record, 68(1), 103–105.
Normand, M. P., Dallery, J., & Slanzi, C. M. (2021). Leveraging applied behavior analysis
research and practice in the service of public health. Journal of Applied Behavior Analysis, 54(2), 457–483.
Schwartz, I. S., & Kelly, E. M. (2021). Quality of life for people with disabilities: Why applied behavior analysts should consider this a primary dependent variable. Research & Practice for Persons with Severe Disabilities, 46(3), 159–172.
Storey, K., & Haymes, L. (2017). Case studies in applied behavior analysis for students and adults with disabilities. Charles C Thomas.
Watson, J. B. (1913). Psychology as the behaviorist views it. Psychological Review 20(2),
158–177.
Unit 2
Collins, B. C., Lo, Y., Park, G., & Haughney, K. (2018). Response prompting as an ABA-based
instructional approach for teaching students with disabilities. Teaching Exceptional Children, 50(6), 343–355.
Cowie, S., Gomes-Ng, S., Hopkinson, B., Bai, J. Y. H., & Landon, J. (2020). Stimulus control
depends on the subjective value of the outcome. Journal of the Experimental Analysis of Behavior, 114(2), 216–232.
Hendrickson, J. M., Gable, R. A., & Shores, R. E. (2010). The ecological perspective:
Setting events and behavior. The Pointer, 31(3), 40–44.
Unit 3
Keller, F. S., & Schoenfeld, W. N. (1950). Psychology and the reflex. In Principles of
psychology: A systematic text in the science of behavior (pp. 15–35). Appleton-Century-Crofts.
Keller, F. S., & Schoenfeld, W. N. (1950). Respondent conditioning. In Principles of psychology:
A systematic text in the science of behavior (pp. 15–35). Appleton-Century-Crofts.
Stussi, Y., Ferrero, A., Pourtois, G., & Sander, D. (2019). Achievement motivation modulates
Pavlovian aversive conditioning to goal-relevant stimuli. NPJ Science of Learning, 4, 4.
Unit 4
Baron, A. & Galizio, M. (2005). Positive and negative reinforcement: Should the distinction
be preserved? The Behavior Analyst, 28, 85–98.
Bouton, M. E., & Balleine, B. W. (2019). Prediction and control of operant behavior: What
you see is not all there is. Behavior Analysis: Research and Practice, 19(2), 202–212.
Brewer, A., Li, A., Leon, Y., Pritchard, J., Turner, L., & Richman, D. (2018). Toward a better
basic understanding of operant-respondent interactions: Translational research on phobias. Behavior Analysis: Research and Practice, 18(4), 328–332.
Senuik, H. A., Williams, L. W., Reed, D. D., & Wright, J. W. (2015). An examination of
matching with multiple response alternatives in professional hockey. Behavior Analysis: Research and Practice, 15(3–4), 152–160.
Unit 5
Campanaro, A. M., Vladescu, J. C., Kodak, T., DeBar, R. M., & Nippes, K. C. (2020).
Comparing skill acquisition under varying onsets of differential reinforcement: A preliminary analysis. Journal of Applied Behavior Analysis, 53(2), 690–706.
Johnson, K. A., Vladescu, J. C., Kodak, T., & Sidener, T. M. (2017). An assessment of
differential reinforcement procedures for learners with autism spectrum disorder. Journal of Applied Behavior Analysis, 50(2), 290–303.
May, B. K., & Catrone, R. (2021). Reducing rapid eating in adults with down syndrome: Using
token reinforcement to increase interresponse time between bites. Behavior Analysis: Research and Practice, 21(3), 273–281.
Unit 6
Carbone, V. J. (2019). The motivational and discriminative functions of motivating operations.
Journal of the Experimental Analysis of Behavior, 112(1), 10–14.
Edwards, T. L., Lotfizadeh, A. D., & Poling, A. (2019). Motivating operations and stimulus
control. Journal of the Experimental Analysis of Behavior, 112(1), 1–9.
Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191–206.
van Haaren, F. (2020). Extinction revisited: Implications for application. Behavior Analysis:
Research and Practice, 20(1), 36–42.
Wulfert, E. (2013). Rule-governed behavior. Salem Press Encyclopedia of Health.
Unit 7
Lattal, K. A. (2013). The five pillars of the experimental analysis of behavior. In Madden, G.,
Dube, W. V., Hackenberg, T. D., Hanley, G. P., & Lattal, K. A. (Eds.). APA handbook of behavior analysis, Volume 1: Methods and principles (pp. 33–63). American Psychological Association.
Unit 8
Fryling, M. (2017). The functional independence of Skinner’s verbal operants: Conceptual
and applied implications. Behavioral Interventions 32, 70–78.
LaFrance, D. L., & Tarbox, J. (2020). The importance of multiple exemplar instruction in the
establishment of novel verbal behavior. Journal of Applied Behavior Analysis, 53(1), 10–24.
Miguel, C. F. (2018). Problem-solving, bidirectional naming, and the development of verbal
repertoires. Behavior Analysis: Research and Practice, 18(4), 340–353.
Unit 9
Barens-Holmes, D., Finn, M., McEnteggart, C., & Barnes-Holmes, Y. (2018). Derived stimulus relations and their role in a behavior-analytic account of human language and cognition. Perspectives on Behavior Science, 41(1), 155–173.
Belisle, J., Paliliunas, D., Lauer, T., Giamanco, A., Lee, B., & Sickman, E. (2020). Derived
relational responding and transformations of function in children: A review of applied behavior-analytic journals. Analysis of Verbal Behavior, 36(1), 115–145.
Ming, S., Moran, L., & Stewart, I. (2014). Derived relational responding: Applications and future directions for teaching individuals with autism spectrum disorders. European Journal of Behavior Analysis.
Perez, W. F., de Azevedo, S. P., Gomes, C. T., & Vichi, C. (2021). Equivalence relations and
the contextual control of multiple derived stimulus functions. Journal of the Experimental Analysis of Behavior, 115(1), 405–420.
Törneke, N. (2010). Derived relational responding as the fundamental element in human
language. In Learning RFT: An introduction to relational frame theory and its clinical application (pp. 59–89). Context Press.
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