Using systematic observation to identify why a student engages in off-task behavior during math class.

Understanding that a tantrum behavior is caused by specific antecedent and consequence events, not random occurrence.

Basing treatment decisions on observable, measurable data rather than intuition or theory alone.

Before attributing behavior to complex internal states, first ruling out simpler environmental explanations.

Evaluating the effectiveness of an intervention based on whether it produces meaningful behavior change.

Behaviors that produce reinforcement are more likely to occur in the future, while those that do not are less likely.

Treating a client's reported anxiety as verbal behavior that can be analyzed functionally.

Walking, talking, writing, thinking—all are forms of behavior.

A teacher's instruction, a ringing bell, or the sight of food are all stimuli.

One hand raise, one spoken word, one step forward.

A child learns to say "please" because it results in receiving desired items.

Salivating when food is placed in the mouth, or blinking when air is blown at the eye.

A student receives praise after completing homework, and subsequently completes homework more often.

Giving a child a sticker after they clean their room increases room-cleaning behavior.

Fastening a seatbelt stops an annoying buzzer, increasing seatbelt-fastening behavior.

A child touches a hot stove and gets burned; touching hot stoves decreases.

Adding extra chores after a child breaks a rule.

Removing screen time privileges after inappropriate behavior.

Ignoring attention-maintained tantrum behavior leads to decreased tantrums over time.

A child raises their hand only when the teacher asks a question, not at random times.

The "Open" sign on a store door signals that entering will be reinforced by being able to shop.

Food deprivation increases the reinforcing value of food and the frequency of food-seeking behavior.

Being cold establishes warmth as a reinforcer and evokes behaviors like putting on a jacket.

Just having eaten abolishes food as a reinforcer and decreases food-seeking behavior.

A child taught to greet their teacher now also greets other adults.

A child says "dog" when seeing a dog but not when seeing a cat.

Teaching a child to say "water" by first reinforcing "wa," then "wat," then "water."

Teaching hand washing as a chain: turn on water → wet hands → apply soap → rub hands → rinse → dry.

Recording that a student raised their hand 12 times during a 30-minute lesson.

The student raised their hand at a rate of 0.4 per minute (12 responses ÷ 30 minutes).

The tantrum lasted for 8 minutes and 30 seconds.

It took 15 seconds from when the teacher gave the instruction until the student began the task.

The time between each instance of a student calling out in class.

The student completed 8 out of 10 problems correctly = 80% accuracy.

It took 45 trials for the learner to reach 90% accuracy on identifying colors.

The student's reading fluency is accelerating at x1.5 per week (improving by 50% each week).

Two observers recorded 18 and 20 instances of the behavior, yielding 90% agreement.

The therapist implemented 95% of the planned intervention steps correctly.

Conducting interviews, observations, and analysis to determine why a student engages in aggression.

Testing attention, escape, tangible, and alone conditions to identify the function of self-injury.

The function of the child's screaming is to escape demanding tasks.

The teacher's instruction to "sit down" is an antecedent to the student sitting.

Receiving attention after raising a hand is a consequence that may reinforce hand-raising.

Lack of sleep may function as a setting event that increases the likelihood of problem behavior.

Recording the frequency of hand-raising for two weeks before implementing a token system.

Using ABC data collection to observe patterns in when and why behavior occurs naturally.

Interviewing parents and teachers about when problem behavior typically occurs.

Providing attention for appropriate requests while ignoring whining.

Teaching a child to ask for a break instead of engaging in aggression to escape tasks.

Reinforcing sitting in seat (incompatible with out-of-seat behavior).

Providing a token for every 5 minutes without hitting.

Physically guiding a child's hand to help them write a letter.

Moving from hand-over-hand guidance to light touch to gesture to independent responding.

Presenting flashcards one at a time, providing praise for correct responses, and correcting errors.

Teaching requesting during snack time by requiring the child to ask for preferred items.

Breaking "brushing teeth" into steps: pick up brush, apply toothpaste, brush top teeth, etc.

Students earn points for completed work that can be exchanged for prizes at the end of the week.

Asking a child to high-five, give a thumbs up, then touch their nose before asking them to sit down.

Providing a visual schedule to reduce anxiety and prevent meltdowns during transitions.

Providing attention every 2 minutes regardless of behavior to reduce attention-seeking problem behavior.

Teaching a child to hand over a "break" card instead of engaging in self-injury to escape tasks.

Explaining the assessment procedures, potential risks, and expected outcomes before beginning services.

Explaining procedures to a child in age-appropriate language and obtaining their agreement to participate.

Not discussing client information with others without proper consent and authorization.

Avoiding providing services to a family member or close friend.

Trying positive reinforcement strategies before considering punishment-based procedures.

Ensuring that treatment goals are meaningful to the client and their family.

Referring a client to another professional when the case requires expertise outside one's competence.

A BCBA providing regular supervision to RBTs implementing behavior intervention plans.