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• Reinforcers are delayed with a contingency contract as they are delivered upon completion of the target bx. 
• You need to know what behavior you're intervening on, what the reward will be dor engaging in the behavior and how to record the performance of the behavior. (Behavior, reward, and data)
• Self-contract : making an agreement with self(only one person). Self-contracts are also contingency contracts you can make for yourself. These only require one person to manage their own behaviors. There is still a specific contingency between the behavior and a reinforcer present.
• Contingency contract (AKA behavioral contract)
• The behaviors should be operationally defined and there should be specific parameters  must occur. The behavior needs to occur under specific conditions and cna be confined to a length of time, otherwise the reinforcer is not delivered. 
• Contingency contracts can be added as a part of a treatment package for intervening upon behaviors. 
• The client should be able to successfully complete the behavior for the contingency contract to be valid/appropriate for the client to attain success. If they don't have the skillset of the behavior, there's no way they'll be able to get the reinforcer. In a contingency contract the behaviors must be in the client's repertoire.
• Contingency contracts usually involve setting up conditions which signal the availability of reinforcement contingent upon successfully completing a target bx. There is an SD delivered(response prompt) to signal when the bx should be completed. The reinforced is then contingent upon engaging in the behavior. A contingency contract is a collaborative agreement between both parties that states a specific contingency for person between the behavior and a reinforcer. 

• If the students won't respond to peer pressure, interdependent and dependent group coningencies will not be effective in this case as they involve other members of the group. These 2 teens are trying to gain attention , so BCBA should use independent group contingencies for each teen to access reinforcement contingent upon their own successful completion of the bx/performance criterion. If the individual teen does not meet criterion, they do not get the attention. 
• Dependent group contingencies occur when reinforcement for all members of the group is dependent on the behavior of one member of the group or the behavior of a select group of members within the larger group.
• Independent group contingencies occur when reinforcement for each member of a group is dependent on that person's meeting performance criterion that is in effect for all members of the group
• In the Good Behavior Game, individuals work together to obtain reinforcers. The whold group divides into teams. The interventionist then counts the number of challenging behaviors in the day. The goal is to have the lowest number of behaviors at the end of the day and that group earns a reward. In this example, the goal is for groups to obtain the most sales to obtain the reward-it is still the good behavior game, only the mastery criterion have changed. 
• Interdependent group contingency where all members of a group must engage in the behavior/performance criterion in order for reinforcement to be obtained by the whole group.
• Dependent group contingencies occur when reinforcement for all members of the group is dependent on the behavior of one member of the group.
• When using any group contingencies, you shoud monitor group AND individual performance. 
• In interdepedent and dependent group coningencies, the members of the group increase their chances of reinforcement by encouraging their peers engagement in the behaviors also(peer pressure). This can be done by:modeling/teaching other students how to engage in the bx, support/praise fore their peers, or coercion/bullying peers into completing the bx. 
• The class clown is usually engaging in the problem behaviors to gain attention from his peers(social reinforcement) , so if a reward for the entire class is contingent upon the behavior of the student, the other students would not want toe class clown to engage is problem behaviors. The class clown would then behave well to gain their peers' approval. Dependent group contingencies occur when reinforcement for all members of the group is dependent on the behavior of one member of the group. 

• A level system is a type of token system that clients can earn tokens based on criteria of performance of the target behavior and where the level of performance falls on the list nor how highly the behavior should be reinforced. 
• A token is generalized conditioned reinforcer for the target responses, backup reinforcers can be purchased with the tokens earned. When you play poker, the poker chips are used to obtain backup reinforcers such as money.
• A response cost is used in conjuction with most token systems with specific behaviors resulting the loss of a specific amount of tokens. If a student in a classroom talks during individual work, he loses a gold star on his star chart for that instance of maladaptive behavior. 
• Making a list of behaviors to reinforce is a key component of developing a token economy, it's the second step of the process.
• Fading/withdrawing the token system should be planned and a natural way to promote generalization and maintenance of the target response to natural environment conditions just like any other intervention.
• When creating a token system/rate of exchange, the exchange should start out low to establish the tokens as reinforcement before increasing the amount of tokens needed to obtain reinforcement.
• You should always test the token system BEFORE implementing it, then you'll know if you need to make any changes. 

• Time-out is a punishment procedure that should always be evaluated to determine the intensity, risk vs benefits and the reason why it is necessary before implementing it.(consider the function of problem behavior, the safety of the procedure, the duration of the preocedure)
• Restitutional overcorrection: making client return the environment to state that was better than before the target problem behavior.
• Planned ignoring is the removal of social reinforcement for a limited time. However it does not involve ignoring the client completely, you should always have eyes on the client to ensure their safety.
• Punishment causes the target behavior to decrease occurrence in the future. 
• Response blocking is a form of positive punishment as it adds something(a block) to the environment to decrease the future occurrence of the target behavior. In response blocking the therapist physically intervenes to blok the completion of the response.
• Response cost and time-out procedure both involve the removal of a desired simulus #negativepunishment
• Contingent exercise is the positive punishment practice that has someone do aversive exercises contingent upon the problem behavior to reduce its occurrence in the future. 
• Based on the eithical code, punishement procedures should be delivered at the least restrictive level requried to change the behavior. This includes limiting the conditions and duration as much as possible.

• Variable ratio schedule of reinforcement are most resistant to extinction, they are the strongest schedule to maintain behaviors.
• To be able to implement an extinction procedure, you need to know the function of the behavior to be able to withhold reinforcement. When using a/an extinction procedure, one must known the function of the behavior to correctly decrease/eliminate the behavior.
• Planned ignoring is the removal of social reinforcement for a limited time. It is only an effective extinction procedure if the fuctons of attention is the maintaining function, if the function was something else it will not be effective.
• Extinction involves withholding reinforcemnt for a previously reinforced behavior. So, in this case no longer removing the aversive SD after the behavior, withholds reinforcement.
• According to behavioral science, if an extinction procedure remains in effect, spontaneous recovery will likely be shor-lived and limited. 
• Extinction bursts occur during the beginning of an extinction procedure-they are an initial resistance to the intervention.
• Fixed ratio schedules of reinforcement are least resistant to extinction.
• Respondent extinction involves the presentation of the CS without the US after conditioning has occurred. Continuing to present the conditioned stimulus but withholding the unconditioned stimulus.
• Extinction involves withholding reinforcement for a previously reinforced behavior. So, in this case withholding reinforcement would be to block access to the tangible item.
• In order for extinction procedures to be effective, you must withhold reinforcement every single time. no excuses
• The function of the behavior is essential information to know when using extinction procedures-you need to know what is maintaining the behavior to withhold for fnture instances.
• Resurgence is when a behavior that was previouldy reinforced occurs again because another behavior has been put on extinction.

• DRD or Differential Reinforcement of Diminishing Rates of behavior involves reinforcing behaviors where a sequence of responses repeated below a set of gradually diminishing preset rates is reinforced. The rate of resonding is lower than that of previos resonponding. #DRD #decreasing.
• guideline for DRI/DRA procedure, the replacement bx should be within the client's repertoire, requrie little effort, and has many opportunities to respond and be rewarded. 

DRA(differential reinforcement of alternative behavior)

• DRA is the most effective as it focuses on reinforcing a FUNCTIONAL alternative to the problem bx, so it is directly related to the MOs. DRA provides a balance when there is reduction of a problem bx by allowing the need(or function) to still be met by engaging in a positive behavior-minimizing negative effects.
• DRA is the differential reinforcement of alternative behavior, it is where there is an alternative behavior than the target problem bx that is reinforced to serve as a replacement for the problem bx. The alternative bx satisfies the function of the problem bx. The target problem bx is put on extinction(reinforcement is withheld)

NCR(noncontingent reinforcement)

• If a schedule of reinforcement is response-independent, then it does not matter if a behavior occurs or not. So, this schedule would be delivered non-contingently on a fixed time or variable time schedule(FT or VT)
• When using NCR and DRO together, the BCBA should provide reinforcement on a delayed schedule IF the target problem bx occurs then the reinforcer is delivered later. In NCR, reinforcers are delivered regardless of behaviors, however when adding a DRO procedure, this implements a condition where if the target problem bx occurs the NCR schedule is adjusted. Otherwise, it's business as usual.
• An NCR should start with a dense schedule of reinforcement-continuous reinforcement-to reinforce every single instance of behavior to establish the contingency. It should later be systematically thinned out. 
• if a schedule of reinforcement is response-independent, then it does not matter if a behavior occurs or not. So this schedule would be delivered non-contingetly on a fixed time or variable time schedule.
• NCR does not teach alternative behaviors, it doesn't involve teaching at all- it is not contingent upon any response- so this is a disadvantage to NCR. It is limited in its effects as it does not train behavior, but can be used in conjuction with other procedures. 
• To effectively establish a time schedule of reinforcement for NCR, the BCBA must use the formula to determine NCR schedule using the average IRT for the target bx to establish a time-based schedule. The schedule should be set lower than the average IRT to be effective in providing NCR.
• NCR does not use trials to be delivered, it is not contingent upon a response, which are usually representative of trials-so it is irrelevant. Constant, proportional and session-to-session time changes are methods to thin NCR.
• NCR should be used in conjuction with a treatment package/or used within a trestment package. It's shouldn't always be used on its own.
• NCR is beneficial because the reinforcement is provided regularly, freely and frequently before a prblem bx occurs. This helps decrease problem bx because it decreases the MO for reinforcement of the problem bx. We can use it to increase the bx we want to see and is not contingent upon any particular bx.
• A variable time schedule is a schedule that puts an average length of time between instances of NCR, the client never knows exactly when the reinforcer is coming but on average the client will receive the reinforcer within a similar time frame. a VT % min. would be the client would, an average, receive the reinforcer around every 5 minutes, so it could be a few minutes before or after the 5 minutes mark for each instance, but the average of the total time would be 5 minutes. 

FCT(Functional Communication Training)

• FCT uses differential reinforcement of behavior, it's used very commonly with differential reinforcement of alternative behavior-in this case communicating instead of engaging in a problem behavior. 
• The most commonly used is DRA.
• Producing undesired effects due to extinction, client's emitting high rates of undesired bx, and reinforcement often being difficult for the caretaker to implement in different times and setting are all disadvantages of FCT.
• FCT uses prompts internally to increase target behaviors and eventually fades them out to become more natural responses and not contrived. 
• In functional communication training the communication response hase to be functional and individualized for each client.
• FCT does not alter the EO. FCT plans for and takes advantage of the EO in the moment. It uses the EO to its advantage to pair a lower effort response with reinforcement to compete with a higher effort maladaptive response. #DRA
• FCT does not use extinction and can cause undesired effects(which is not an advantage)
• FCT is a way we teach mand training-functionally teaching communication to ask for items or activities.

DRI(Differential reinforcement of incompatible behavior)

• reinfoceing an alternative behavior that is imcompatible with the problem behavior
• example, reinforcing a client for asking for the item in someone's hand instead of the biting them 
• for example, for the target problem bx of chewing on a shirt collar is incompatible with the replacement of chewing a chew tube, so the chew tube would be used instead of the shirt- they can't effectively do both.

DRO(Differential reinforcement of other behavior)

• Subtype of a DRO : FI-DRO, Momentary DRO, Interval DRO.
• reinforcement is provided with the absence of the target behavior.
• You want to reinforce any other behaviors than the problem bx, to make it less desirable to engage in as other behaviors are more rewarding.
• is the easiest to use because it requries little effort to reinforce behaviors that are NOT the problem behavior. Any thime the individual is engaging in something other than the problem bx, you provide reinforcement. Easy peasy.
• This fails the dead man's test as a dead man can do anything other than the problem bx-the dead man won't be engaging in the problem bx much less any bx, this is too broad of a definition to apply to this situation.

DRH

• When intervening on dangeroud SIB, DRH should NOT be used because this is not a behavior we  want to reinforce at high rates- this is something we want to eliminate
• reinforcement is provided when the target behavior is at or above a predetermined rate
• DRH aims to increase desirable behaviors which decrease the amount of time engaging in inappropriate behaviors.

DRL(defferential reinforcement of law rates of behavior)

• involves delivering the reinforcer when the behavior occurs at a lower rate than previouly. DRL procedures aim to directly decrease the rate of problem behaviors
• reinforcement being provided when the target behavior occurs less than a predetermined criteria during a specified time range.

DNRI(defferential negative reinforcement of incompatible behaviors)

• involve escape as reinforcers. 
• for example, teaching someone to ask for a break instead of running away when the client desires to escape demands is incompatible with elopement and teaches a functional alternative.

• Behavior momentum should always be used with previously taught responses, not novel responses.
• Behavior momentum(=a high-p request sequence) is the use of a series of high-probability (pre-task, interspersed) requests to increase compliance with lower-probability requests, 2-4 mastered pre-tasks should be presented before presenting the new, more difficult tasks.
• Behavior momentum relates to the theory that evoking and reinforcing High-probability behavior before presenting the SD for a low-probability behavior will increase the probability of the low-probability behavior occurring.
• High-p request sequence method should be used to increase the probability of behaviors in the client's repertoire.
• This method should only be used for behaviors that the client can do, it is not a skill-aquisition procedure and should not be used to teach new skills.
• High-p requests are presented as SDs which are an antecedent intervention
• High-p request is a response in the client's repertoire that he/she typically complies with.

• Reflexivity is a type of stimulus-to-stimulus relation in which the learner, without any prior training, selects a comparion stimulus that is the same as the sample stimulus(e.g. A=A)
• A BCBA should never limit opportunity for learning by continuing to keep the behavior under a specific stimulus control.
• Stimulus Equivalence( A=A, then A=B and B=c and then B=A and A=C) : when there is accurate responding to an untrainied(undiscriminated) stimulus demonstrating Reflexivity, Symmetry, transivity. 
• Generative learning involoves a general pattern of responding that produces effective responses to many untrained relations. Also known as derived relations and stimulus equivalence. THe BCBA can teach the client multiple skills to get the most out of one goal, but they must be fluent with the material when teaching these relations. 
• Derived relations, or generative learning, involves a general pattern of responding that produces effective responses to many untrained relations, also known as stimulus equivalence. 
• Symmetry is a type of stimulus-to-stimulus relation in which a learner is taught to identify the word car when shown a picture of a car then without training will identify the picture of a car when shown the word car. A=B, then B=A

- Listener responding involves identifying an object based on  characteristic, class, or function of an object.

- To determine the listener's skill set a BCBA must assess whether a verbal stimulus controls a specific behavior or not. This will allow for a good understanding of the learner's skill set as a listener. 

- When there is discrepancy in skill level between verbal operants, this usually tells us that there has been a failure to target each verbal operant during interventions or there was an inaccurate assessment of skills during the verbal behavior assessment. You must assess the effectiveness of each verbal operant because they each individually form the foundation for building more complex language

- a benefit of teaching a combination of listener responding by feature, function, and class is that is promotes correct responding to common SDs found in the natural environment.

- When examining the effectiveness of each verbal operant, it is important to evaluate all of them, rather than just one-we cannot examine intraverbals first as those have the prerequisites of mastery of mands, tacts, and the first verbal operants we teach before they are evaluated. There must be an evaluation based on the skill level required to master each verbal operant repertoire.

Listener Responding by class

• involves resonding nonverbally to the class-specific verbal behavior of another individual(VBMAPP).
• For example, you ask a client to choose a picture from a field of 3 and ask, "which one is an animal?" and they point to a picture of a cat.
• Identifying an object based on a general category to which it belongs.

Listener responding by function

• it promotes the development of correct responding to SDs describing what an object does, rather than the object's name.
• Identifying an object that is used in the same manner.
• involves responding nonverbally to the function-specific verbal behavior of another individual(VBMAPP).
• For example, you ask a client to choose a picrue from a field of 3 and ask, which one is used to brush your hair?" and they point to a hairbrush.

Listerner responding by feature

• identifying an object based on a characteristic of the object

Intraverbal training

• involves bringing verbal responses under the functional control of verbal SDs that do not have point-to-point correspondence with the reponse. The verbal stimuli do not match. #Q&A #FillInTheBlack
• Manding and tacting are both prerequisites for intraverbals, those need to be present within the learner's repertoire before teaching intraverbals. 
• An intraverbal is then verbal operant in which the speaker differentially responds to other people. It can have formal similarity but its not required. 
• For example, you ask a child, "what color is the sky?" and the child says, "the sky is blue". So, when assessing the intraverbal repertoire, you see the level of control by the verbal stimuli presented, like the question, "what color is the sky?" They are typically the most complex verbal operant to learn, they have prerequisites of the client mastering manding and tacting. 
• Songs, fill-in-the-blanks, and "wh" questions are all beginning intraverbals.
• Intraverbals should be taught in the natural environment, as this helps create generalization and learning. 

Manding

• communicating using verbal behavior(picture, vocal) to obtain a want or need 
• Mands do not require a vocal response. 
• Bringing verbal responses under the functional control of MOs.  This is the first verbal operant we acquire before any other verbal operant is taught. 
• The word "Mand" is derived from all of these words:command, demand, countermand.
• Mands are when an individual requests an item or activity that he or she wants. Mands provide specific reinforcement for the individual's behavior that is directly related to an MO. They are the first verbal operant acquired and are essential to behavior management to obtain wants and needs. 
• Mands occur when there is an MO for something and the reinforcement is receiving the item directly related to that MO. Mands are one of the first verbal operants acquired, they are dependant on the MO in that #MOment, For example, if I'm not thirsty, giving me water is not going to give me reinforcement, but if I ask for a sandwich, giving me the sandwich would give my verbal behavior reinforcement.

Tact training

• bringing verbal responses under the control of the non-verbal SD. Tacts involve labeling objects that are present within the environment a person is in and produces generalized conditioned reinforcement. The goal is for the client to tact without a verbal SD. #label
• tack is a verbal operant where the speaker labels things in the environment, they occur when a non-verbal stimulus is presented which is the SD for the resonse desired to obtain generalized conditioned reinforcemnet. The SD should have control over the response with a tact. For example, when I show a child the picture of a ball, I want them to say, "ball' when they see it, not "airplane."
• a thorough assessment of a child's tack repertoire will show the level of control by nonverbal stimuli.
• Tacts involve the speaker labeling/naming items and actions that the speaker has direct contact with through any of the 5 senses. This makes teaching private events difficult because the teacher cannot see the SD which is intrnal to the client, there is nothing physical to show the client as an SD.
• a metaphorical tact extention(metaphor) is when the novel stimulus shares some but not all of the features associated with the original stimulus. Example, saying that your watch is dying when looking at a watch. 
• A metonymical tact extention is a verbal response to novel stimuli that share NONE of the relevant features of the original stimulus, but some irrelevant but related feature has acquired stimulus control. Example, saying "bag" when shown a Skittle. 
• Echoics, some tacting, and some mands without verbal prompts would be some prerequisites for tact training.
• When we see tact deficits, we must spend the time to include discrimination training to discriminative stimulus. These deficits usually occur when the non-verbal stimulus does not have peroper contol over the verbal response-it isn't serving as an SD for the child- so we need to teach that relation so they can tact it. 
• Tact training can be combined with mands where you ensure that there is an MO present for your client and then present it to them and ask them a yes/no question about the item and then give them the item.
• Tact training can be taught using NET with items present in the client's natural environment that are relevant to the client's interests and within their repertoire.

Direct echoic training

• involves the teacher presenting a vocal SD and then differentially reinforcing successive approximations of the target response(AKA shaping)
• If there are echoic deficits, then you must use vocal behavior instruction time to teach echoics behavior. Echoics are essential for identifying objects and actions - this is a prerequisite skill for all the other types of verbal operants, so you can't skip out on this one! #repeatafterme
• There is a combination of promptig, fading, shaping, extinction, and reinforcement techniques used in echoic training. 
• Successive approximations to a target vocalization are differentially reinforced. 
• Echoics are essential for learning to identify objects and actions, they produce GCR for a speaker repeating the behavior of another speaker. This can occur in the presence of a visual to pair it with the verbal stimulus heard from the teacher- so that the client can echo it. 
• Bringing verbal responses under the control of verbal SD that have point-to-point correspondence and formal similarity.
• The verbal stimulus and the response match exactly. It is a precursor to other verbal operants and are essential in the verbal repertoire. Getting a thorough assessment of the echoics repertoire helps identify potential problems in producing response topographies. 
• An echoic response must have an antecedent of a verbal SD and the consequence is a generalized conditioned reinforcer(i.e. praise, money, tokens, etc.) 
• The first goal of echoic training is to enable the client to repeat sounds, words and phrases that were emitted by others.
• the second goal of echoic training is to establish a generalized vocal imitation repertoire in which the child can repeat novel words and phrases.
• If a client has no vocalizations or babbling sounds, the client is going to start from the very beginning- se we're going to start by reinforcing any and all vocal behaviors this client makes to increase the likelihood they will occur in the future. 

Augmentative communication device

• PECS stands for picture exchange communication system
• The first stage of developing an augmentative communication device for a client. BCBA should take into consideration is the client's verbal skills and the audience that will help implement the interventions.
• Augmentative communication devices could include the use of PECS, sign language, and proloquo.
• When selecting any intervention as well as choosing an AAC device, the #Effort to respond by the client should always be considered. It should be reasonable to the reinforcement they receive from engaging in the behavior. 
• Consideration when developing an augmentative communication system intervention : chooseing a system that is the least-intrusive and most easily-accessible in the client's daily life, teaching caregiver, family members, and peers how to communicate to the individual based on the system, initially using high-preference items to teach the individual how to use the system. 

Verbal behavior

• encompasses vocal and non-vocal behavior./forms of communication(including AAC device use and sign language)
• involves a speaker an a listener, so there's usually going to be another person reinforcing the speaker's verbal behavior. In order for it to be considered verbal behavior, the consequence is mediated through another person to provide reinforcement for the response. For instance, if a child says "I want candy," I respond by giving her candy, so her speaking behavior requesting the candy is reinforced by me delivering candy.
• When planning to teach verbal behavior, each individual verbal operant must be directly assessed and taught because they each serve as the foundation for more complex verbal language. If this is not done as so, there will be discrepancies in skill level between the verbal operants. 
• During a language assessement, the controlling antecedent is the SD that occurs immediately before the target verbal response, which obtaings control over the response that is emitted by the client. The type of antecedent SD helps the client discriminate between the verbal operants to signal which one  to use. For instance when you ask the client, "what color is the sky?" versus when you deliver the SD, "Copy me: the sky is blue." There 2 SDs sould require different type of verbal responses form the client, an intraverbal or an echoic- this shows that the antecedent hols control over the verbal response.
• Verbal behavior is a behavior that is reinforced through the mediation of another person's behavior. There is a #speaker and #listener. EVERYONE engages in verbal behavior. All of the answer choices are instances of verbal behaviors as they all are reinforced through the mediation of a another person's behavior and there is a speaker and listener. 

Sd or discriminative stimulus

• is the antecedent stimulus that is present when a behavior is reinforced/signals when reinforcement is available for a particular response. 
• The SD is the discrminative stimulus that signals the availability of reinforcement for a particular consequence. It is a stimuluts in which some responses have been reinforced and in the absence of which the same type of responses have occurred and no been reinforced in the past. For instance, the notification sound of your phone signals that there is a text message and lets you know there is a message for you to read.  When there is no notification sound dinging, you haven't gotten any messages. You've been trained to response to the sound of the phone dinging. #SD #IsReinforcement available?
• A simple discrimination only involves a single discriminative stimulus that shows when there is reinforcement available.

S-delta

• S-delta is any antecedent stimulus that is present when the behavior/target response is not reinforced. This does not serve as a signal for us to respond. We know that this simulus is not going to give us the effect we want. When you see a baseball you do not think that it is time to eat, or that it is food, we learned that baseball is not a food. 
• Extinction is the procedure used to establish an S-delta which is a stimulus, in the presence of which, a particular operant is not reinforced. It sets an occasion for a decrease in operant responses. Extinction is the procedure we use to withdraw/remove reinforcement for a previously reinforced response to reduce or eliminate it from occurring in the future.
• S-delta is when the response is trained not to occur in a particular situation.

Conditional discrimination

• is established by REINFORCING the discriminated response ONLY if an additional particular stimuli is also present. Urinating in the women's restroom, stopping at a red traffic light, and cussing during coversation in front of your friends all require multiple SDs
• A conditional discrimination is established by REINFORCING the discriminated response ONLY if an additional particular stimuli is also present. EX, whispering in class when the "quite" light is on.
• A conditional discrimination is a contingency in which the response dependent on multiple discriminative stimuli.
• Matching-to-sample, oddity matching, and arbitrary matching are all procedures used to estblish conditional discrimination.
• Conditional discriminations involve learning under what conditions it is okay to respond. For example, learning when it is acceptable to make out with your boy friend or under what conditions it is appropriate to slap anthoer guy's butt(football game vs. dinner with friends)
• A contitional discrimination is a contingency with multiple discriminative stimuli.(conditional stimuli+Antecedent stimulus -> response -> consequence)

Stimulus discrimination training = Discrimination Training.

• the process of reinforcing behavior only when a specific antecedent SD is present. A specific respose is more likely to occur in the future when an SD is present but is less likely to occur when an S-delta is present. There is one behavior but multiple antecedent stimuli conditions. Remember the trick of adding(multiple) before stimulus discrimination-you're discriminating between multiple stimuli for response.
• requires one behavior and two different antecedent stimulus conditions.

Matching-to-sample

• is when you are presented with a sample stimulus and told to match another secondary comparison SD to that sample, followed by a reinforcer to increase the likelihood of the response to occur in the future. This creates conditional discriminations.
• Matching-to-sample procedures teach conditional discriminations by reinforcing responses that match the comparison stimulus to the sample stimulus.
• Vocal insturctions presented during matching-to-sample procedures, such as "where is the..", "Match the.." or "Hand me the.."
• It is often distracting from the stimuli, increase difficulty of the task as they are required to process multiple modes of instruction, and shouldn't be used with early learners.
• During matching-to-sample procedures, each sample stimulus should be presented with multiple comparison stimuli to foster conditional discriminations.
• The sample stimulus is presented first during a match-to-sample procedure, the secondary comparion stimulus is presented last #MTS