Applied Behavior Analysis

Principles and Techniques

Several terms besides applied behavior analysis have been used to describe intervention methods based on behavioral learning theories, including behavior modification, behavior therapy, and others. Although sometimes used interchangeably, there are possible distinctions made. Applied behavior analysis is used [Page 45]most often for the orientation that derives predominantly from Skinnerian operant conditioning and follows a radical behavioral philosophy. Although other behavioral orientations often utilize operant principles to differing degrees, they typically place a greater emphasis on classical conditioning processes (the neobehavioristic mediational model) or cognitions and perceptions as targets for change (social learning theory and cognitive behavior modification) than does applied behavior analysis.

Operant conditioning eschews hypothetical mental constructs as explanatory contracts. Behaviors are viewed as being selected by environmental consequences, much like adaptive changes are in Darwinian evolution, rather than being emitted to serve some future purpose. That is, a child does not cry in order to attract attention but cries because crying has resulted in reinforcing consequences in similar situations in the past (unless, of course, the crying is in response to actual physical discomfort).

The central precept of applied behavior analysis is that behaviors are under the control of environmental stimuli. Functional relationships are described by a three-term contingency that consists of antecedents, responses (behaviors), and consequences. At times these are referred to as the ABCs of behavior. Early uses of behavior analysis focused primarily on changing behaviors through manipulating consequences. All consequences are seen as directly influencing whether behaviors will recur in the future. Consequences can be grouped into three main types: reinforcing, punishing, or neutral stimuli.

The first class of consequences, reinforcers, consists of events that increase the future probability of a behavior they immediately follow. These include events that strengthen behaviors when they are presented following the behavior, such as food, attention, or social praise. This operation is referred to as positive reinforcement. For example, a child may learn to apologize because the apology consistently is followed by parental praise. Behaviors also can be strengthened through the removal of an aversive (negative) stimulus following a behavior. This operation is termed negative reinforcement. This would be the case if a child learns to apologize if the apology terminates (or avoids) being scolded by his or her parents.

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