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class="vector-toc-text"> 4.3 Applications outside of autism intervention </div> </a> <ul id="toc-Applications_outside_of_autism_intervention-sublist" class="vector-toc-list"> <li id="toc-Animal_Welfare" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Animal_Welfare"> <div class="vector-toc-text"> 4.3.1 Animal Welfare </div> </a> <ul id="toc-Animal_Welfare-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Concepts" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Concepts"> <div class="vector-toc-text"> 5 Concepts </div> </a> <button aria-controls="toc-Concepts-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Concepts subsection </button> <ul id="toc-Concepts-sublist" class="vector-toc-list"> <li id="toc-Behavior" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Behavior"> <div class="vector-toc-text"> 5.1 Behavior </div> </a> <ul id="toc-Behavior-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Operant_conditioning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Operant_conditioning"> <div class="vector-toc-text"> 5.2 Operant conditioning </div> </a> <ul id="toc-Operant_conditioning-sublist" class="vector-toc-list"> <li id="toc-Reinforcement" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Reinforcement"> <div class="vector-toc-text"> 5.2.1 Reinforcement </div> </a> <ul id="toc-Reinforcement-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Punishment" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Punishment"> <div class="vector-toc-text"> 5.2.2 Punishment </div> </a> <ul id="toc-Punishment-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Respondent_(classical)_conditioning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Respondent_(classical)_conditioning"> <div class="vector-toc-text"> 5.3 Respondent (classical) conditioning </div> </a> <ul id="toc-Respondent_(classical)_conditioning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Extinction" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Extinction"> <div class="vector-toc-text"> 5.4 Extinction </div> </a> <ul id="toc-Extinction-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Discriminated_operant_and_three-term_contingency" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Discriminated_operant_and_three-term_contingency"> <div class="vector-toc-text"> 5.5 Discriminated operant and three-term contingency </div> </a> <ul id="toc-Discriminated_operant_and_three-term_contingency-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Verbal_behavior" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Verbal_behavior"> <div class="vector-toc-text"> 5.6 Verbal behavior </div> </a> <ul id="toc-Verbal_behavior-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Measuring_behavior" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Measuring_behavior"> <div class="vector-toc-text"> 6 Measuring behavior </div> </a> <button aria-controls="toc-Measuring_behavior-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Measuring behavior subsection </button> <ul id="toc-Measuring_behavior-sublist" class="vector-toc-list"> <li id="toc-Repeatability" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Repeatability"> <div class="vector-toc-text"> 6.1 Repeatability </div> </a> <ul id="toc-Repeatability-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Temporal_extent" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Temporal_extent"> <div class="vector-toc-text"> 6.2 Temporal extent </div> </a> <ul id="toc-Temporal_extent-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Temporal_locus" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Temporal_locus"> <div class="vector-toc-text"> 6.3 Temporal locus </div> </a> <ul id="toc-Temporal_locus-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Derivative_measures" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Derivative_measures"> <div class="vector-toc-text"> 6.4 Derivative measures </div> </a> <ul id="toc-Derivative_measures-sublist" class="vector-toc-list"> <li id="toc-Response_latency" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Response_latency"> <div class="vector-toc-text"> 6.4.1 Response latency </div> </a> <ul id="toc-Response_latency-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> </ul> </li> <li id="toc-Analyzing_behavior_change" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Analyzing_behavior_change"> <div class="vector-toc-text"> 7 Analyzing behavior change </div> </a> <button aria-controls="toc-Analyzing_behavior_change-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Analyzing behavior change subsection </button> <ul id="toc-Analyzing_behavior_change-sublist" class="vector-toc-list"> <li id="toc-Experimental_control" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Experimental_control"> <div class="vector-toc-text"> 7.1 Experimental control </div> </a> <ul id="toc-Experimental_control-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Methodologies_developed_through_ABA_research" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Methodologies_developed_through_ABA_research"> <div class="vector-toc-text"> 8 Methodologies developed through ABA research </div> </a> <button aria-controls="toc-Methodologies_developed_through_ABA_research-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Methodologies developed through ABA research subsection </button> <ul id="toc-Methodologies_developed_through_ABA_research-sublist" class="vector-toc-list"> <li id="toc-Task_analysis" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Task_analysis"> <div class="vector-toc-text"> 8.1 Task analysis </div> </a> <ul id="toc-Task_analysis-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Chaining" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Chaining"> <div class="vector-toc-text"> 8.2 Chaining </div> </a> <ul id="toc-Chaining-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Prompting" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Prompting"> <div class="vector-toc-text"> 8.3 Prompting </div> </a> <ul id="toc-Prompting-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Fading" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Fading"> <div class="vector-toc-text"> 8.4 Fading </div> </a> <ul id="toc-Fading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Thinning_a_reinforcement_schedule" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Thinning_a_reinforcement_schedule"> <div class="vector-toc-text"> 8.5 Thinning a reinforcement schedule </div> </a> <ul id="toc-Thinning_a_reinforcement_schedule-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Generalization" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Generalization"> <div class="vector-toc-text"> 8.6 Generalization </div> </a> <ul id="toc-Generalization-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Shaping" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Shaping"> <div class="vector-toc-text"> 8.7 Shaping </div> </a> <ul id="toc-Shaping-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Acceptance_and_Commitment_Therapy" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Acceptance_and_Commitment_Therapy"> <div class="vector-toc-text"> 8.8 Acceptance and Commitment Therapy </div> </a> <ul id="toc-Acceptance_and_Commitment_Therapy-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Interventions_based_on_an_FBA" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Interventions_based_on_an_FBA"> <div class="vector-toc-text"> 8.9 Interventions based on an FBA </div> </a> <ul id="toc-Interventions_based_on_an_FBA-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Criticisms" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Criticisms"> <div class="vector-toc-text"> 9 Criticisms </div> </a> <button aria-controls="toc-Criticisms-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Criticisms subsection </button> <ul id="toc-Criticisms-sublist" class="vector-toc-list"> <li id="toc-Neurodiversity_Movement" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Neurodiversity_Movement"> <div class="vector-toc-text"> 9.1 Neurodiversity Movement </div> </a> <ul id="toc-Neurodiversity_Movement-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Research_Validity" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Research_Validity"> <div class="vector-toc-text"> 9.2 Research Validity </div> </a> <ul id="toc-Research_Validity-sublist" class="vector-toc-list"> <li id="toc-Conflicts_of_Interest_in_Research" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Conflicts_of_Interest_in_Research"> <div class="vector-toc-text"> 9.2.1 Conflicts of Interest in Research </div> </a> <ul id="toc-Conflicts_of_Interest_in_Research-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Quality_of_evidence" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Quality_of_evidence"> <div class="vector-toc-text"> 9.2.2 Quality of evidence </div> </a> <ul id="toc-Quality_of_evidence-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Ethical_Concerns" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Ethical_Concerns"> <div class="vector-toc-text"> 9.3 Ethical Concerns </div> </a> <ul id="toc-Ethical_Concerns-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Use_of_aversives" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Use_of_aversives"> <div class="vector-toc-text"> 9.4 Use of aversives </div> </a> <ul id="toc-Use_of_aversives-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Response_to_Criticisms" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Response_to_Criticisms"> <div class="vector-toc-text"> 9.5 Response to Criticisms </div> </a> <ul id="toc-Response_to_Criticisms-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> 10 See also </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> 11 References </div> </a> <button aria-controls="toc-References-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle References subsection </button> <ul id="toc-References-sublist" class="vector-toc-list"> <li id="toc-Sources" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Sources"> <div class="vector-toc-text"> 11.1 Sources </div> </a> <ul id="toc-Sources-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> 12 Further reading </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> 13 External links </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" > Toggle the table of contents </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading">Applied behavior analysis</h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 20 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-20" aria-hidden="true" > 20 languages </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D8%AA%D8%AD%D9%84%D9%8A%D9%84_%D8%A7%D9%84%D8%B3%D9%84%D9%88%D9%83_%D8%A7%D9%84%D8%AA%D8%B7%D8%A8%D9%8A%D9%82%D9%8A" title="تحليل السلوك التطبيقي – Arabic" lang="ar" hreflang="ar" data-title="تحليل السلوك التطبيقي" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Aplikovan%C3%A1_behavior%C3%A1ln%C3%AD_anal%C3%BDza" title="Aplikovaná behaviorální analýza – Czech" lang="cs" hreflang="cs" data-title="Aplikovaná behaviorální analýza" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target">Čeština</a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Applied_Behavior_Analysis" title="Applied Behavior Analysis – German" lang="de" hreflang="de" data-title="Applied Behavior Analysis" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target">Deutsch</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/An%C3%A1lisis_aplicado_de_conducta" title="Análisis aplicado de conducta – Spanish" lang="es" hreflang="es" data-title="Análisis aplicado de conducta" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eo mw-list-item"><a href="https://eo.wikipedia.org/wiki/Konduta_aplikanalizo" title="Konduta aplikanalizo – Esperanto" lang="eo" hreflang="eo" data-title="Konduta aplikanalizo" data-language-autonym="Esperanto" data-language-local-name="Esperanto" class="interlanguage-link-target">Esperanto</a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D8%AA%D8%AD%D9%84%DB%8C%D9%84_%D8%B1%D9%81%D8%AA%D8%A7%D8%B1_%DA%A9%D8%A7%D8%B1%D8%A8%D8%B1%D8%AF%DB%8C" title="تحلیل رفتار کاربردی – Persian" lang="fa" hreflang="fa" data-title="تحلیل رفتار کاربردی" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Analyse_appliqu%C3%A9e_du_comportement" title="Analyse appliquée du comportement – French" lang="fr" hreflang="fr" data-title="Analyse appliquée du comportement" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Analisis_perilaku_terapan" title="Analisis perilaku terapan – Indonesian" lang="id" hreflang="id" data-title="Analisis perilaku terapan" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target">Bahasa Indonesia</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Applied_behavior_analysis" title="Applied behavior analysis – Italian" lang="it" hreflang="it" data-title="Applied behavior analysis" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%A0%D7%99%D7%AA%D7%95%D7%97_%D7%94%D7%AA%D7%A0%D7%94%D7%92%D7%95%D7%AA_%D7%99%D7%99%D7%A9%D7%95%D7%9E%D7%99" title="ניתוח התנהגות יישומי – Hebrew" lang="he" hreflang="he" data-title="ניתוח התנהגות יישומי" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-ms mw-list-item"><a href="https://ms.wikipedia.org/wiki/Analisis_tingkah_laku_gunaan" title="Analisis tingkah laku gunaan – Malay" lang="ms" hreflang="ms" data-title="Analisis tingkah laku gunaan" data-language-autonym="Bahasa Melayu" data-language-local-name="Malay" class="interlanguage-link-target">Bahasa Melayu</a></li><li class="interlanguage-link interwiki-uz mw-list-item"><a href="https://uz.wikipedia.org/wiki/Amaliy_xatti-harakatlar_tahlili" title="Amaliy xatti-harakatlar tahlili – Uzbek" lang="uz" hreflang="uz" data-title="Amaliy xatti-harakatlar tahlili" data-language-autonym="Oʻzbekcha / ўзбекча" data-language-local-name="Uzbek" class="interlanguage-link-target">Oʻzbekcha / ўзбекча</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Stosowana_analiza_behawioralna" title="Stosowana analiza behawioralna – Polish" lang="pl" hreflang="pl" data-title="Stosowana analiza behawioralna" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/An%C3%A1lise_do_comportamento_aplicada" title="Análise do comportamento aplicada – Portuguese" lang="pt" hreflang="pt" data-title="Análise do comportamento aplicada" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%9F%D1%80%D0%B8%D0%BA%D0%BB%D0%B0%D0%B4%D0%BD%D0%BE%D0%B9_%D0%B0%D0%BD%D0%B0%D0%BB%D0%B8%D0%B7_%D0%BF%D0%BE%D0%B2%D0%B5%D0%B4%D0%B5%D0%BD%D0%B8%D1%8F" title="Прикладной анализ поведения – Russian" lang="ru" hreflang="ru" data-title="Прикладной анализ поведения" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Applied_behavior_analysis" title="Applied behavior analysis – Simple English" lang="en-simple" hreflang="en-simple" data-title="Applied behavior analysis" data-language-autonym="Simple English" data-language-local-name="Simple English" class="interlanguage-link-target">Simple English</a></li><li class="interlanguage-link interwiki-sr mw-list-item"><a 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class="vector-body" aria-labelledby="firstHeading" data-mw-ve-target-container> <div class="vector-body-before-content"> <div class="mw-indicators"> </div> <div id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">The application of respondent and operant conditioning to change behavior.</div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote 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#b32424}.mw-parser-output .ambox-content{border-left:10px solid #f28500}.mw-parser-output .ambox-style{border-left:10px solid #fc3}.mw-parser-output .ambox-move{border-left:10px solid #9932cc}.mw-parser-output .ambox-protection{border-left:10px solid #a2a9b1}.mw-parser-output .ambox .mbox-text{border:none;padding:0.25em 0.5em;width:100%}.mw-parser-output .ambox .mbox-image{border:none;padding:2px 0 2px 0.5em;text-align:center}.mw-parser-output .ambox .mbox-imageright{border:none;padding:2px 0.5em 2px 0;text-align:center}.mw-parser-output .ambox .mbox-empty-cell{border:none;padding:0;width:1px}.mw-parser-output .ambox .mbox-image-div{width:52px}@media(min-width:720px){.mw-parser-output .ambox{margin:0 10%}}@media print{body.ns-0 .mw-parser-output .ambox{display:none!important}}</style><table class="box-Unbalanced plainlinks metadata ambox ambox-content ambox-unbalanced" role="presentation"><tbody><tr><td class="mbox-image"><div class="mbox-image-div"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/45px-Unbalanced_scales.svg.png" decoding="async" width="45" height="40" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/68px-Unbalanced_scales.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Unbalanced_scales.svg/90px-Unbalanced_scales.svg.png 2x" data-file-width="400" data-file-height="354" /></div></td><td class="mbox-text"><div class="mbox-text-span">This article may be <a href="/wiki/Wikipedia:Neutral_point_of_view#Undue_weight" title="Wikipedia:Neutral point of view">unbalanced</a> toward certain viewpoints. Please <a class="external text" href="https://en.wikipedia.org/w/index.php?title=Applied_behavior_analysis&action=edit">improve the article</a> by adding information on neglected viewpoints, or discuss the issue on the <a href="/wiki/Talk:Applied_behavior_analysis" title="Talk:Applied behavior analysis">talk page</a>. (July 2024)</div></td></tr></tbody></table> Applied behavior analysis (ABA) is a scientific discipline that utilizes the principles of <a href="/wiki/Behaviorism" title="Behaviorism">learning</a> based upon <a href="/wiki/Respondent_conditioning" class="mw-redirect" title="Respondent conditioning">respondent</a> and <a href="/wiki/Operant_conditioning" title="Operant conditioning">operant conditioning</a> to make socially significant changes in a subject's behavior. ABA is the applied form of <a href="/wiki/Behavior_analysis" class="mw-redirect" title="Behavior analysis">behavior analysis</a>. The impact ABA has on meaningful behaviors is a defining feature, and what differentiates it from <a href="/wiki/Experimental_analysis_of_behavior" title="Experimental analysis of behavior">experimental analysis of behavior</a>, which focuses on basic experimental research.<a href="#cite_note-Baer_1968-1">[1]</a> The term applied behavior analysis has replaced <a href="/wiki/Behavior_modification" title="Behavior modification">behavior modification</a> because the latter approach suggested changing behavior without clarifying the relevant behavior-environment interactions. In contrast, ABA changes behavior by first assessing the functional relationship between a targeted behavior and the environment, a process known as a <a href="/wiki/Functional_analysis_(psychology)" title="Functional analysis (psychology)">functional behavior assessment</a>. Further, the approach seeks to develop socially acceptable alternatives for maladaptive behaviors, often through administering <a href="/wiki/Positive_reinforcement" class="mw-redirect" title="Positive reinforcement">differential reinforcement contingencies</a>. Although ABA is most commonly associated with <a href="/wiki/Autism_therapies" title="Autism therapies">autism intervention</a>, it has been utilized in a range of other areas, including <a href="/wiki/Organizational_behavior_management" title="Organizational behavior management">organizational behavior management</a>, <a href="/wiki/Positive_behavior_support" title="Positive behavior support">behavior management in classrooms</a>, and <a href="/wiki/Acceptance_and_commitment_therapy" title="Acceptance and commitment therapy">acceptance and commitment therapy</a>.<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a><a href="#cite_note-APA_Behavior_Analysis_Division_25-4">[4]</a> ABA is controversial, and generally rejected by the <a href="/wiki/Autism_rights_movement" title="Autism rights movement">autism rights movement</a>. Among other reasons, this is because of a history of suppressing autistic behaviors such as <a href="/wiki/Stimming" title="Stimming">stimming</a>; using <a href="/wiki/Aversives" title="Aversives">aversives</a>, such as physical pain, or in modern forms, withholding stimuli that bring comfort; and because of its weak evidence base and failure to investigate possible harms. <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Definition">Definition</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=1" title="Edit section: Definition">edit</a>]</div> ABA is a field of study that focuses on using the principles of behaviorism to make changes in a client's behavior that are relevant to their everyday life.<a href="#cite_note-5">[5]</a> The social validity of interventions is what differentiates ABA from <a href="/wiki/Experimental_analysis_of_behavior" title="Experimental analysis of behavior">experimental analysis of behavior</a>, which focuses on basic experimental research.<a href="#cite_note-As-in-ABA-6">[6]</a> Behavior analysis adopts the viewpoint of <a href="/wiki/Radical_behaviorism" title="Radical behaviorism">radical behaviorism</a>, which states that all behavior occurs for a reason, and the cause can be understood based on the subject's learning history and current conditions.<a href="#cite_note-7">[7]</a> This represents a shift away from methodological <a href="/wiki/Behaviorism" title="Behaviorism">behaviorism</a>, which restricts behavior-change procedures to behaviors that are overt, and was the conceptual underpinning of <a href="/wiki/Behavior_modification" title="Behavior modification">behavior modification</a>. Behavior analysts emphasize that the science of behavior must be a <a href="/wiki/Natural_science" title="Natural science">natural science</a> as opposed to a <a href="/wiki/Social_science" title="Social science">social science</a>.<a href="#cite_note-8">[8]</a> <div class="mw-heading mw-heading2"><h2 id="History">History</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=2" title="Edit section: History">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Radical_behaviorism" title="Radical behaviorism">Radical behaviorism</a>, <a href="/wiki/Experimental_analysis_of_behavior" title="Experimental analysis of behavior">Experimental analysis of behavior</a>, <a href="/wiki/Behavior_modification" title="Behavior modification">Behavior modification</a>, <a href="/wiki/Operant_conditioning" title="Operant conditioning">Operant conditioning</a>, <a href="/wiki/B._F._Skinner" title="B. F. Skinner">B. F. Skinner</a>, <a href="/wiki/Charles_Ferster" title="Charles Ferster">Charles Ferster</a>, <a href="/wiki/Nathan_Azrin" title="Nathan Azrin">Nathan Azrin</a>, <a href="/wiki/Jack_Michael" title="Jack Michael">Jack Michael</a>, <a href="/wiki/Donald_M._Baer" title="Donald M. Baer">Donald M. Baer</a>, <a href="/wiki/Montrose_Wolf" title="Montrose Wolf">Montrose Wolf</a>, <a href="/wiki/Sidney_W._Bijou" title="Sidney W. Bijou">Sidney W. Bijou</a>, <a href="/wiki/Ivar_Lovaas" class="mw-redirect" title="Ivar Lovaas">Ivar Lovaas</a>, <a href="/wiki/Robert_Koegel" title="Robert Koegel">Robert Koegel</a>, and <a href="/wiki/Steven_C._Hayes" title="Steven C. Hayes">Steven C. Hayes</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><video id="mwe_player_0" poster="//upload.wikimedia.org/wikipedia/commons/thumb/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/220px--O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.jpg" controls="" preload="none" data-mw-tmh="" class="mw-file-element" width="220" height="155" data-durationhint="76" data-mwtitle="O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm" data-mwprovider="wikimediacommons" resource="/wiki/File:O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm"><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.480p.vp9.webm" type="video/webm; codecs="vp9, opus"" data-transcodekey="480p.vp9.webm" data-width="682" data-height="480" /><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.720p.vp9.webm" type="video/webm; codecs="vp9, opus"" data-transcodekey="720p.vp9.webm" data-width="1022" data-height="720" /><source src="//upload.wikimedia.org/wikipedia/commons/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm" type="video/webm; codecs="vp9, vorbis"" data-width="1408" data-height="992" /><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.144p.mjpeg.mov" type="video/quicktime" data-transcodekey="144p.mjpeg.mov" data-width="204" data-height="144" /><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.240p.vp9.webm" type="video/webm; codecs="vp9, opus"" data-transcodekey="240p.vp9.webm" data-width="340" data-height="240" /><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.360p.vp9.webm" type="video/webm; codecs="vp9, opus"" data-transcodekey="360p.vp9.webm" data-width="510" data-height="360" /><source src="//upload.wikimedia.org/wikipedia/commons/transcoded/6/6d/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm/O._Ivar_Lovaas_ABA_experiments_on_autistic_kids_1965.webm.360p.webm" type="video/webm; codecs="vp8, vorbis"" data-transcodekey="360p.webm" data-width="510" data-height="360" /></video><figcaption>Lovaas prompting several young research subjects and using food as a reinforcer, ca. 1965</figcaption></figure> The field of behaviorism originated in 1913 by <a href="/wiki/John_B._Watson" title="John B. Watson">John B. Watson</a> with his seminal work "Psychology as the Behaviorist Views it.".<a href="#cite_note-9">[9]</a> In it, Watson argued against the field of psychology's focus on consciousness and proposed the field instead focus on the relationship between stimuli and observable behavioral responses (S-R behaviorism).<a href="#cite_note-10">[10]</a> The field of experimental behaviorism, which was partially based on Waton's work, was founded by <a href="/wiki/B._F._Skinner" title="B. F. Skinner">B. F. Skinner</a> in the 1930s and 1940s.<a href="#cite_note-A_study_in_the_founding_of_applied-11">[11]</a> Skinner is credited with being the first person to describe the principals of operant conditioning and the philosophy of radical behaviorism, which are the foundations of Applied Behavior Analysis. Skinner was also one of the founders of the <a href="/wiki/Journal_of_Experimental_Analysis_of_Behavior" class="mw-redirect" title="Journal of Experimental Analysis of Behavior">Journal of Experimental Analysis of Behavior</a> (JEAB) in 1958, which was the first academic journal focused on the publication of research in experimental behaviorism. The first experiments studying the effectiveness of behavior analysis on human subjects were published in the 1940s and 50s, including B.F. Skinner's "Baby in a box" in 1945 and Paul Fueller's 1949 "Operant conditioning of a vegetative human organism." <a href="/wiki/Jack_Michael" title="Jack Michael">Jack Michael</a>'s study "The psychiatric nurse as a behavioral engineer" in 1959 was the first to utilize the concepts of behaviorism to effect meaningful change in the subject's behavior.<a href="#cite_note-A_study_in_the_founding_of_applied-11">[11]</a><a href="#cite_note-12">[12]</a><a href="#cite_note-13">[13]</a> The successful and meaningful use of behavior analysis in human subjects led researchers at the <a href="/wiki/University_of_Kansas" title="University of Kansas">University of Kansas</a> to start the <a href="/wiki/Journal_of_Applied_Behavior_Analysis" title="Journal of Applied Behavior Analysis">Journal of Applied Behavior Analysis</a> (JABA) in 1968.<a href="#cite_note-lovaas-14">[14]</a><a href="#cite_note-CooperHeron2007-15">[15]</a> A group of researchers at the <a href="/wiki/University_of_Washington" title="University of Washington">University of Washington</a>, including <a href="/wiki/Donald_M._Baer" title="Donald M. Baer">Donald Baer</a>, <a href="/wiki/Sidney_W._Bijou" title="Sidney W. Bijou">Sidney W. Bijou</a>, Bill Hopkins, Jay Birnbrauer, <a href="/wiki/Todd_Risley" title="Todd Risley">Todd Risley</a>, and <a href="/wiki/Montrose_Wolf" title="Montrose Wolf">Montrose Wolf</a>,<a href="#cite_note-16">[16]</a><a href="#cite_note-apba-17">[17]</a> applied the principles of behavior analysis to treat autism, manage the behavior of children and adolescents in juvenile detention centers, and <a href="/wiki/Organizational_behavior_management" title="Organizational behavior management">organize employees who required proper structure and management in businesses</a>. In 1968, Baer, Bijou, Risley, Birnbrauer, Wolf, and James Sherman joined the Department of Human Development and Family Life at the University of Kansas, where they founded the Journal of Applied Behavior Analysis.<a href="#cite_note-HistoryofJABAResearchFaculty-18">[18]</a> From 1960 through 1997, <a href="/wiki/Ivar_Lovaas" class="mw-redirect" title="Ivar Lovaas">Ivar Lovaas</a> researched the efficacy of ABA techniques on autistic and schizophrenic children. While Lovaas's work was instrumental in establishing ABA as an effective treatment of autism through the Lovaas method, his use of shock treatment has considerable ethical concerns, and the practice has been condemned by the <a href="/wiki/Association_for_Behavior_Analysis_International" title="Association for Behavior Analysis International">Association for Behavior Analysis Interntational</a>.<a href="#cite_note-19">[19]</a><a href="#cite_note-20">[20]</a> Over the years, "behavior analysis" gradually superseded "behavior modification"; that is, from simply trying to alter problematic behavior, behavior analysts sought to understand the function of that behavior, what reinforcement histories (i.e., attention seeking, escape, <a href="/wiki/Stimming" title="Stimming">sensory stimulation</a>, etc.) promote and maintain it, and how it can be replaced by successful behavior.<a href="#cite_note-JEAB-21">[21]</a> <div class="mw-heading mw-heading2"><h2 id="Characteristics">Characteristics</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=3" title="Edit section: Characteristics">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:ABA_Characteristics.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/4/42/ABA_Characteristics.svg/330px-ABA_Characteristics.svg.png" decoding="async" width="330" height="186" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/42/ABA_Characteristics.svg/495px-ABA_Characteristics.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/42/ABA_Characteristics.svg/660px-ABA_Characteristics.svg.png 2x" data-file-width="512" data-file-height="288" /></a><figcaption>7 Characteristics of ABA</figcaption></figure> Baer, Wolf, and Risley's 1968 article<a href="#cite_note-22">[22]</a> is still used as the standard description of ABA.<a href="#cite_note-CooperHeron2007-15">[15]</a><a href="#cite_note-23">[23]</a> It lists the following seven characteristics of ABA. Another resource for the characteristics of applied behavior analysis is the textbook Behavior Modification: Principles and Procedures.<a href="#cite_note-24">[24]</a> <ul><li>Applied: ABA focuses on the social significance of the behavior studied and works to improve the lives of those receiving ABA services.</li> <li>Behavioral: ABA focuses on behavior, which is defined as the observable and measurable movements of an organism. Definitions of behavior should be written so they can be clearly understood by a third party who is collecting data on the behavior.</li> <li>Analytic: Behavior analysis is successful when the analyst understands and can manipulate the events that control a target behavior. This may be relatively easy to do in the lab, where a researcher is able to arrange the relevant events, but it is not always easy, or ethical, in an applied situation.<a href="#cite_note-Baer_1968-1">[1]</a> In order to consider something to fall under the spectrum of analytic, it must demonstrate a functional relationship and it must be provable. Baer et al. outline two methods that may be used in applied settings to demonstrate control while maintaining ethical standards. These are the reversal design and the multiple baseline design. In the reversal design, the experimenter first measures the behavior of choice, introduces an intervention, and then measures the behavior again. Then, the intervention is removed, or reduced, and the behavior is measured yet again. The intervention is effective to the extent that the behavior changes and then changes back in response to these manipulations. The multiple baseline method may be used for behaviors that seem irreversible. Here, several behaviors are measured and then the intervention is applied to each in turn. The effectiveness of the intervention is revealed by changes in just the behavior to which the intervention is being applied.</li> <li>Technological: The description of analytic research must be clear and detailed so that any competent researcher can repeat it accurately.<a href="#cite_note-Baer_1968-1">[1]</a></li> <li>Conceptually Systematic: Behavior analysis should not simply produce a list of effective interventions; rather, intervention protocols should focus on including technological descriptions as well as theoretically meaningful terms, such as "secondary reinforcement" or "errorless discrimination", to help the reader understand how the concepts could be used in similar protocols.</li> <li>Effective: Interventions must produce behavioral changes that have a large enough effect to make meaningful, positive changes in the client's life.</li> <li>Generality: ABA intervention should focus on selecting and teaching new behaviors so the client can transfer those skills into new environments and stimuli outside of what was directly taught. Behavior analysts should incorporate plans for generalization when creating programs.</li></ul> <div class="mw-heading mw-heading3"><h3 id="Other_proposed_characteristics">Other proposed characteristics</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=4" title="Edit section: Other proposed characteristics">edit</a>]</div> In 2005, Heward et al. suggested the addition of the following five characteristics:<a href="#cite_note-Heward_2005-25">[25]</a> <ul><li>Accountable: ABA must be able to demonstrate that its methods are effective. This requires repeatedly measuring the effect of interventions (success, failure or no effect at all), and, if necessary, making changes that improve their effectiveness.</li> <li>Public: The methods, results, and theoretical analyses of ABA must be published and open to scrutiny. There are no hidden treatments or mystical, metaphysical explanations.</li> <li>Doable: To be generally useful, interventions should be available to a variety of individuals, who might be teachers, parents, therapists, or even those who wish to modify their own behavior. With proper planning and training, many interventions can be applied by almost anyone willing to invest the effort.<a href="#cite_note-Heward_2005-25">[25]</a>: 205 </li> <li>Empowering: ABA provides tools that give the practitioner feedback on the results of interventions. These allow clinicians to assess their skill level and build confidence in their effectiveness.<a href="#cite_note-26">[26]</a></li> <li>Optimistic: Behavior analysts have cause to be optimistic that their efforts are socially worthwhile, for the following reasons: <ul><li>The behaviors impacted by behavior analysis are largely determined by learning and controlled by manipulable aspects of the environment.</li> <li>Practitioners can improve performance by direct and continuous measurements.</li> <li>As a practitioner uses behavioral techniques with positive outcomes, they become more confident of future success.</li> <li>The literature provides many examples of success in teaching individuals considered previously unteachable.</li></ul></li></ul> <div class="mw-heading mw-heading2"><h2 id="Applications">Applications</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=5" title="Edit section: Applications">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Autism_Intervention">Autism Intervention</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=6" title="Edit section: Autism Intervention">edit</a>]</div> Although there are many applications of ABA outside of autism intervention, a large majority of ABA practitioners specialize in <a href="/wiki/Autism_spectrum" class="mw-redirect" title="Autism spectrum">autism</a>, and ABA itself is often mistakenly considered synonymous with <a href="/wiki/Therapy_for_autism" class="mw-redirect" title="Therapy for autism">therapy for autism</a>.<a href="#cite_note-bacb_cert-27">[27]</a><a href="#cite_note-As-in-ABA-6">[6]</a> Practitioners often use ABA-based techniques to teach adaptive behaviors to, or diminish challenging behaviors presented by, individuals with autism.<a href="#cite_note-Treating_adaptive_living_skills_of_persons_with_autism_using_applied_behavior_analysis:_A_review-28">[28]</a><a href="#cite_note-Pediatrics-29">[29]</a> ABA methodologies such as differential reinforcement, extinction, and task analysis, are among the most well-researched evidence-based practices for autism intervention.<a href="#cite_note-Wong_2015-30">[30]</a> <div class="mw-heading mw-heading4"><h4 id="History_2">History</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=7" title="Edit section: History">edit</a>]</div> Early development of the techniques that would later become the Lovaas method involved use of electric shocks, scolding, and the withholding of food.<a href="#cite_note-Kirkham_107–126-31">[31]</a><a href="#cite_note-Pediatrics2-32">[32]</a> By the time the children were enrolled in this study, such aversives were abandoned, and a loud "no", electric shock, or slap to the thigh were used only as a last resort to reduce aggressive and <a href="/wiki/Self-stimulatory_behavior" class="mw-redirect" title="Self-stimulatory behavior">self-stimulatory behaviors</a>. In 1965, <a href="/wiki/Ivar_Lovaas" class="mw-redirect" title="Ivar Lovaas">Ivar Lovaas</a> published a series of articles that described a pioneering investigation of the antecedents and consequences that maintained a problem behavior,<a href="#cite_note-Lovaas-33">[33]</a> including the use of electric shock on autistic children to suppress <a href="/wiki/Stimming" title="Stimming">stimming</a> and <a href="/wiki/Autistic_meltdown" title="Autistic meltdown">meltdowns</a> (described as "self-stimulatory behavior" and "<a href="/wiki/Tantrum" title="Tantrum">tantrum</a> behaviors" respectively) and to coerce "affectionate" behavior,<a href="#cite_note-Lovaas,_Schaeffer,_and_Simmons-34">[34]</a> and relied on the methods of <a href="/wiki/Errorless_learning" title="Errorless learning">errorless learning</a> which was initially used by <a href="/wiki/Charles_Ferster" title="Charles Ferster">Charles Ferster</a> to teach nonverbal children to speak. Lovaas also described how to use social (secondary) reinforcers, teach children to imitate, and what interventions (including electric shocks) may be used to reduce aggression and life-threatening self-injury.<a href="#cite_note-Lovaas-33">[33]</a><a href="#cite_note-35">[35]</a> In 1987, Lovaas published the study, "Behavioral treatment and normal educational and intellectual functioning in young autistic children".<a href="#cite_note-lovaas-14">[14]</a> The experimental group in this study received an average of 40 hours per week in a 1:1 teaching setting at a table using errorless <a href="/wiki/Discrete_trial_training" title="Discrete trial training">discrete trial training</a> (DTT) with a trained student therapist.<a href="#cite_note-36">[36]</a> The treatment was implemented at home by student therapists. Parents were trained on the teaching techniques to allow near-constant ABA instruction. During episodes of aggressive or self-stimulatory behavior, interventionists used planned ignoring, reinforcing appropriate alternative behavior, and "as a last resort...the delivery of a loud "no" or a slap on the thigh contin- gent upon the presence of the undesirable behavior."<a href="#cite_note-lovaas-14">[14]</a> The outcome of this study indicated 47% of the experimental group (9/19) went on to lose their autism diagnosis and were described as indistinguishable from their typically developing adolescent peers. This included passing general education without assistance and forming and maintaining friendships. These gains were maintained as reported in the 1993 study, "Long-term outcome for children with autism who received early intensive behavioral treatment". Lovaas' work went on to be recognized by the US Surgeon General in 1999, and his research were replicated in university and private settings.<a href="#cite_note-AJMR-37">[37]</a><a href="#cite_note-JDBP-38">[38]</a> The "Lovaas Method" went on to become known as early intensive behavioral intervention (EIBI). <div class="mw-heading mw-heading3"><h3 id="Modern_practices">Modern practices</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=8" title="Edit section: Modern practices">edit</a>]</div> In 2018, a Cochrane meta-analysis database concluded that some recent research is beginning to suggest that there are two different ABA teaching approaches to acquiring <a href="/wiki/Spoken_language" title="Spoken language">spoken language</a>: children with <a href="/wiki/Expressive_language_disorder" title="Expressive language disorder">higher receptive language skills</a> respond to 2.5 – 20 hours per week of the <a href="/wiki/Pivotal_response_treatment" title="Pivotal response treatment">naturalistic approach</a>, whereas children with <a href="/wiki/Language_processing_in_the_brain" title="Language processing in the brain">lower receptive language skills</a> need 25 hours per week of <a href="/wiki/Discrete_trial_training" title="Discrete trial training">discrete trial training</a>—the structured and intensive form of ABA.<a href="#cite_note-Cochrane-39">[39]</a> A 2023 multi-site randomized control trial study of 164 participants showed similar findings.<a href="#cite_note-AutismResearch2023Study-40">[40]</a> <div class="mw-heading mw-heading3"><h3 id="Applications_outside_of_autism_intervention">Applications outside of autism intervention</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=9" title="Edit section: Applications outside of autism intervention">edit</a>]</div> Although most research in ABA focuses on autism intervention, it is also used in a broad range of other areas. Recent notable areas of research in the Journal of Applied Behavior Analysis include autism,<a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a> classroom instruction with typically developing students, pediatric feeding therapy,<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a><a href="#cite_note-41">[41]</a> and <a href="/wiki/Substance_use_disorder" title="Substance use disorder">substance use disorders</a>.<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a> Other applications of ABA include applied animal behavior, <a href="/wiki/Consumer_behaviour" title="Consumer behaviour">consumer behavior analysis</a>, forensic behavior analysis, <a href="/wiki/Behavioral_medicine" title="Behavioral medicine">behavioral medicine</a>, <a href="/wiki/Behavioral_neuroscience" title="Behavioral neuroscience">behavioral neuroscience</a>, <a href="/wiki/Clinical_behavior_analysis" title="Clinical behavior analysis">clinical behavior analysis</a>,<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a> <a href="/wiki/Organizational_behavior_management" title="Organizational behavior management">organizational behavior management</a>,<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">[3]</a> schoolwide <a href="/wiki/Positive_behavior_support" title="Positive behavior support">positive behavior interventions and support</a>,<a href="#cite_note-APA_Handbook_Behavior_Analysis-2">[2]</a><a href="#cite_note-PBSExpansion-42">[42]</a><a href="#cite_note-abapbsschoolviolence-43">[43]</a><a href="#cite_note-SWPBIS-44">[44]</a><a href="#cite_note-centeronpbis-45">[45]</a> and <a href="/wiki/Systematic_desensitization" title="Systematic desensitization">contact desensitization</a> for phobias. <div class="mw-heading mw-heading4"><h4 id="Animal_Welfare">Animal Welfare</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=10" title="Edit section: Animal Welfare">edit</a>]</div> ABA has been successfully used in other species.<a href="#cite_note-morris-46">[46]</a> Morris uses ABA to reduce <a href="/wiki/Feather-plucking" title="Feather-plucking">feather-plucking</a> in the black vulture (<a href="/wiki/Coragyps_atratus" class="mw-redirect" title="Coragyps atratus">Coragyps atratus</a>).<a href="#cite_note-morris-46">[46]</a><a href="#cite_note-47">[47]</a><a href="#cite_note-48">[48]</a> <div class="mw-heading mw-heading2"><h2 id="Concepts">Concepts</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=11" title="Edit section: Concepts">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Behavior">Behavior</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=12" title="Edit section: Behavior">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Behavior" title="Behavior">Behavior</a></div> Behavior refers to the movement of some part of an organism that changes some aspect of the environment.<a href="#cite_note-49">[49]</a> Often, the term behavior refers to a class of responses that share physical dimensions or functions, and in that case a response is a single instance of that behavior.<a href="#cite_note-CooperHeron2007-15">[15]</a><a href="#cite_note-50">[50]</a> If a group of responses have the same function, this group may be called a response class. Repertoire refers to the various responses available to an individual; the term may refer to responses that are relevant to a particular situation, or it may refer to everything a person can do. <div class="mw-heading mw-heading3"><h3 id="Operant_conditioning">Operant conditioning</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=13" title="Edit section: Operant conditioning">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Operant_conditioning" title="Operant conditioning">Operant conditioning</a></div> Operant behavior is voluntary behavior that is sensitive to, or controlled by its consequences. Specifically, operant conditioning refers to the <a href="/wiki/Three-term_contingency" title="Three-term contingency">three-term contingency</a> that uses <a href="/wiki/Stimulus_control" title="Stimulus control">stimulus control</a>. In the three-term contingency, first, a discriminative stimulus signals to the subject that reinforcement (or, less commonly, punishment) is available. Then, the subject performs a behavior. After performing a behavior, a consequence will occur that either adds (positive) or removes (negative) something that will make the behavior either occur more (reinforcement) or less (punishment) frequently in the future. <div class="mw-heading mw-heading4"><h4 id="Reinforcement">Reinforcement</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=14" title="Edit section: Reinforcement">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Reinforcement" title="Reinforcement">Reinforcement</a></div> Reinforcement occurs when the consequence of a behavior makes it more likely for that behavior to occur in the future. Reinforcing consequences can be either positive, where something preferred is added, or negative, where something aversive is removed.<a href="#cite_note-51">[51]</a> Reinforcement is the key element in operant conditioning and most behavior change programs.<a href="#cite_note-52">[52]</a><a href="#cite_note-53">[53]</a> There are multiple <a href="/wiki/Schedules_of_reinforcement" class="mw-redirect" title="Schedules of reinforcement">schedules of reinforcement</a> that affect the future probability of behavior. <div class="mw-heading mw-heading4"><h4 id="Punishment">Punishment</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=15" title="Edit section: Punishment">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Punishment_(psychology)" title="Punishment (psychology)">Punishment (psychology)</a></div> Punishment occurs when the consequences of a behavior make the behavior less likely to occur in the future.<a href="#cite_note-54">[54]</a> As with reinforcement, a stimulus can be added (<a href="/wiki/Positive_punishment" class="mw-redirect" title="Positive punishment">positive punishment</a>) or removed (<a href="/wiki/Negative_punishment" class="mw-redirect" title="Negative punishment">negative punishment</a>). Broadly, there are three types of punishment: presentation of aversive stimuli (e.g., pain), response cost (removal of desirable stimuli as in monetary fines), and restriction of freedom (as in a 'time out').<a href="#cite_note-55">[55]</a> Punishment in practice can often result in unwanted side effects.<a href="#cite_note-56">[56]</a> Some other potential unwanted effects include resentment over being punished, attempts to escape the punishment, expression of pain and negative emotions associated with it, and recognition by the punished individual between the punishment and the person delivering it. ABA therapist state that they use punishment is used infrequently as a last resort or when there is a direct threat caused by the behavior.<a href="#cite_note-BACB-57">[57]</a> <div class="mw-heading mw-heading3"><h3 id="Respondent_(classical)_conditioning">Respondent (classical) conditioning</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=16" title="Edit section: Respondent (classical) conditioning">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Classical_conditioning" title="Classical conditioning">Classical conditioning</a></div> Respondent (classical) conditioning is based on involuntary reflexes. In his experiments with dogs, <a href="/wiki/Ivan_Pavlov" title="Ivan Pavlov">Ivan Pavlov</a> usually used the salivary reflex, namely salivation (unconditioned response) following the taste of food (unconditioned stimulus). Pairing a neutral stimulus, for example, a bell (conditioned stimulus) with food caused the dog to elicit salivation (conditioned response). Thus, in classical conditioning, the conditioned stimulus becomes a signal for a biologically significant consequence. Note that in respondent conditioning, unlike operant conditioning, the response does not produce a reinforcer or punisher (e.g., the dog does not get food because it salivates). <div class="mw-heading mw-heading3"><h3 id="Extinction">Extinction</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=17" title="Edit section: Extinction">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Extinction_(psychology)" title="Extinction (psychology)">Extinction (psychology)</a></div> Extinction is the technical term to describe the procedure of withholding/discontinuing reinforcement of a previously reinforced behavior, resulting in the decrease of that behavior.<a href="#cite_note-Miltenberger_2008-58">[58]</a>: 102  The behavior is then set to be extinguished (Cooper et al.). Extinction procedures are often preferred over punishment procedures, as many punishment procedures are deemed unethical and in many states prohibited. Nonetheless, extinction procedures must be implemented with utmost care by professionals, as they are generally associated with extinction bursts. An extinction burst is the temporary increase in the frequency, intensity, and/or duration of the behavior targeted for extinction.<a href="#cite_note-Miltenberger_2008-58">[58]</a>: 104  Other characteristics of an extinction burst include an extinction-produced aggression—the occurrence of an emotional response to an extinction procedure often manifested as aggression; and b) extinction-induced response variability—the occurrence of novel behaviors that did not typically occur prior to the extinction procedure. These novel behaviors are a core component of <a href="/wiki/Shaping_(psychology)" title="Shaping (psychology)">shaping</a> procedures. <div class="mw-heading mw-heading3"><h3 id="Discriminated_operant_and_three-term_contingency">Discriminated operant and three-term contingency</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=18" title="Edit section: Discriminated operant and three-term contingency">edit</a>]</div> In addition to a relation being made between behavior and its consequences, operant conditioning also establishes relations between antecedent conditions and behaviors. This differs from the S–R formulations (If-A-then-B), and replaces it with an AB-because-of-C formulation. In other words, the relation between a behavior (B) and its context (A) is because of consequences (C), more specifically, this relationship between AB because of C indicates that the relationship is established by prior consequences that have occurred in similar contexts.<a href="#cite_note-59">[59]</a> This antecedent–behavior–consequence contingency is termed the three-term contingency. A behavior which occurs more frequently in the presence of an antecedent condition than in its absence is called a discriminated operant. The antecedent stimulus is called a discriminative stimulus (SD). The fact that the discriminated operant occurs only in the presence of the discriminative stimulus is an illustration of <a href="/wiki/Stimulus_control" title="Stimulus control">stimulus control</a>.<a href="#cite_note-60">[60]</a> More recently behavior analysts have been focusing on conditions that occur prior to the circumstances for the current behavior of concern that increased the likelihood of the behavior occurring or not occurring. These conditions have been referred to variously as "Setting Event", "Establishing Operations", and "Motivating Operations" by various researchers in their publications. <div class="mw-heading mw-heading3"><h3 id="Verbal_behavior">Verbal behavior</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=19" title="Edit section: Verbal behavior">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Verbal_Behavior" title="Verbal Behavior">Verbal Behavior</a></div> <a href="/wiki/B._F._Skinner" title="B. F. Skinner">B. F. Skinner's</a> classification system of behavior analysis has been applied to treatment of a host of communication disorders.<a href="#cite_note-61">[61]</a> Skinner's system includes: <ul><li><a href="/wiki/Tact_(psychology)" title="Tact (psychology)">Tact</a> – a verbal response evoked by a non-verbal antecedent and maintained by generalized conditioned reinforcement.</li> <li><a href="/wiki/Mand_(psychology)" title="Mand (psychology)">Mand</a> – behavior under control of motivating operations maintained by a characteristic reinforcer.</li> <li>Intraverbals – verbal behavior for which the relevant antecedent stimulus was other verbal behavior, but which does not share the response topography of that prior verbal stimulus (e.g., responding to another speaker's question).</li> <li><a href="/wiki/Autoclitic" title="Autoclitic">Autoclitic</a> – secondary verbal behavior which alters the effect of primary verbal behavior on the listener. Examples involve quantification, grammar, and qualifying statements (e.g., the differential effects of "I think..." vs. "I know...")</li></ul> <div class="mw-heading mw-heading2"><h2 id="Measuring_behavior">Measuring behavior</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=20" title="Edit section: Measuring behavior">edit</a>]</div> In applied behavior analysis, the quantifiable measures are a derivative of the dimensions. These dimensions are repeatability, temporal extent, and temporal locus.<a href="#cite_note-62">[62]</a> <div class="mw-heading mw-heading3"><h3 id="Repeatability">Repeatability</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=21" title="Edit section: Repeatability">edit</a>]</div> Response classes occur repeatedly throughout time—i.e., how many times the behavior occurs. <ul><li>Count is the number of occurrences in behavior.</li> <li>Rate/frequency is the number of instances of behavior per unit of time.</li> <li>Celeration is the measure of how the rate changes over time.</li></ul> <div class="mw-heading mw-heading3"><h3 id="Temporal_extent">Temporal extent</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=22" title="Edit section: Temporal extent">edit</a>]</div> The temporal extent refers to the duration of the response, which is the measure of time from the start to the end of the response. The duration of a response is either the duration of each response or the duration of all responses during a specific timeframe, which is then recorded as a percentage.<a href="#cite_note-63">[63]</a> <div class="mw-heading mw-heading3"><h3 id="Temporal_locus">Temporal locus</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=23" title="Edit section: Temporal locus">edit</a>]</div> Latency specifically measures the time that elapses between the event of a <a href="/wiki/Stimulus_(physiology)" title="Stimulus (physiology)">stimulus</a> and the behavior that follows. This is important in behavioral research because it quantifies how quickly an individual may respond to <a href="/wiki/External_stimulus" class="mw-redirect" title="External stimulus">external stimuli</a>, providing insights into their perceptual and <a href="/wiki/Cognition" title="Cognition">cognitive processing</a> rates.<a href="#cite_note-:6-64">[64]</a> There are two measurements that are able to define temporal locus, they are response latency and interresponse time. <ul><li>Response latency measures the time between the presentation of a stimulus, such as an instruction, and the first response.<a href="#cite_note-65">[65]</a></li> <li>Interresponse time refers to the duration of time that occurs between two instances of behavior, and it helps in understanding <a href="/wiki/Pattern" title="Pattern">patterns</a> and <a href="/wiki/Frequency" title="Frequency">frequency</a> of a certain behavior on a period of time.<a href="#cite_note-:6-64">[64]</a> Use of <a href="/wiki/Psychiatric_medication" title="Psychiatric medication">psychiatric medications</a> may reduce the rate of response, but on the other hand lengthen the duration of interresponse time. The usage of these medications effectively reduces interest as the reaction declines as well.<a href="#cite_note-66">[66]</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Derivative_measures">Derivative measures</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=24" title="Edit section: Derivative measures">edit</a>]</div> Derivative measures are additional metrics derived from primary data, often by combining or transforming dimensional quantities to offer deeper insights into a phenomenon. Despite not being directly tied to specific dimensions, these measures provide valuable supplemental information. In applied behavior analysis (ABA), for example, percentage is a derivative measure that quantifies the ratio of specific responses to total responses, offering a nuanced understanding of behavior and assisting in evaluating progress and <a rel="nofollow" class="external text" href="https://iris.peabody.vanderbilt.edu/module/fba/cresource/q4/p12/">intervention effectiveness</a>. Trials-to-criterion, another ABA derivative measure, tracks the number of response opportunities needed to achieve a set level of performance. This metric aids behavior analysts in assessing skill acquisition and mastery, influencing decisions on program adjustments and <a rel="nofollow" class="external text" href="https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC1285958&blobtype=pdf">teaching methods</a>. Applied behavior analysis relies on meticulous measurement and impartial evaluation of observable behavior as a foundational principle. Without accurate data collection and analysis, behavior analysts lack the essential information to assess intervention effectiveness and make informed decisions about <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980/">program modifications</a>. Therefore, precise measurement and assessment play a pivotal role in ABA practice, guiding practitioners to enhance behavioral outcomes and drive significant change. Behavior analysts utilize a few distinct techniques to gather information. A portion of the ways of collect data information include: <div class="mw-heading mw-heading4"><h4 id="Response_latency">Response latency</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=25" title="Edit section: Response latency">edit</a>]</div> Latency refers to how much time after a particular boost has been given before the objective way of behaving happens.<a href="#cite_note-PSYCH_581-67">[67]</a><a href="#cite_note-Prince_2013-68">[68]</a> <div class="mw-heading mw-heading2"><h2 id="Analyzing_behavior_change">Analyzing behavior change</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=26" title="Edit section: Analyzing behavior change">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Experimental_control">Experimental control</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=27" title="Edit section: Experimental control">edit</a>]</div> In applied behavior analysis, all experiments should include the following:<a href="#cite_note-69">[69]</a> <ul><li>At least one participant</li> <li>At least one behavior (dependent variable)</li> <li>At least one setting</li> <li>A system for measuring the behavior and ongoing visual analysis of data</li> <li>At least one treatment or intervention condition</li> <li>Manipulations of the independent variable so that its effects on the dependent variable may be quantitatively or qualitatively analyzed</li> <li>An intervention that will benefit the participant in some way (<a href="/wiki/Behavioral_cusp" title="Behavioral cusp">behavioral cusp</a>)</li></ul> <div class="mw-heading mw-heading2"><h2 id="Methodologies_developed_through_ABA_research">Methodologies developed through ABA research</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=28" title="Edit section: Methodologies developed through ABA research">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Task_analysis">Task analysis</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=29" title="Edit section: Task analysis">edit</a>]</div> <a href="/wiki/Task_analysis" title="Task analysis">Task analysis</a> is the process of breaking down a multi-step instruction into its component parts. The student is then taught to complete a task analysis through chaining. For example, a task analysis of washing hands might include the following steps: Turn on the sink, put hands in the water, put soap on hands, scrub hands, rinse hands, turn off water. Task analysis has been used in organizational behavior management, a behavior analytic approach to changing the behaviors of members of an organization (e.g., factories, offices, or hospitals).<a href="#cite_note-70">[70]</a> <a href="/wiki/Behavioral_script" title="Behavioral script">Behavioral scripts</a> often emerge from a task analysis.<a href="#cite_note-71">[71]</a><a href="#cite_note-72">[72]</a> Bergan conducted a task analysis of the behavioral consultation relationship<a href="#cite_note-73">[73]</a> and Thomas Kratochwill developed a training program based on teaching Bergan's skills.<a href="#cite_note-74">[74]</a> A similar approach was used for the development of microskills training for counselors.<a href="#cite_note-75">[75]</a><a href="#cite_note-76">[76]</a><a href="#cite_note-77">[77]</a> Ivey would later call this "behaviorist" phase a very productive one<a href="#cite_note-78">[78]</a> and the skills-based approach came to dominate counselor training during 1970–90.<a href="#cite_note-79">[79]</a> Task analysis was also used in determining the skills needed to access a career.<a href="#cite_note-80">[80]</a> In education, Englemann (1968) used task analysis as part of the methods to design the <a href="/wiki/Direct_instruction" title="Direct instruction">direct instruction</a> curriculum.<a href="#cite_note-Englemann-81">[81]</a> <div class="mw-heading mw-heading3"><h3 id="Chaining">Chaining</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=30" title="Edit section: Chaining">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Chaining" title="Chaining">Chaining</a></div> Chaining is the process of teaching the steps of a task analysis. The two methods of <a href="/wiki/Chaining" title="Chaining">chaining</a>, forward chaining and backward chaining, differ based on what step a learner is taught to complete first. In forward chaining, the ABA practitioner teaches the learner to independently complete the first step and prompts the learner for all subsequent steps. In backward chaining, the practitioner prompts all steps except the last step. As the learner begins to respond independently, the practitioner systematically removes the prompts and teaches the next step in the task analysis. <a href="#cite_note-82">[82]</a><a href="#cite_note-83">[83]</a> Total task presentation is a variation of forward chaining where the practitioner asks the learner to perform the entire task analysis and provides prompting only when the learner is unable to complete a step independently.<a href="#cite_note-84">[84]</a> <div class="mw-heading mw-heading3"><h3 id="Prompting">Prompting</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=31" title="Edit section: Prompting">edit</a>]</div> A <a href="/wiki/Response_Prompting_Procedures" class="mw-redirect" title="Response Prompting Procedures">prompt</a> is a cue that encourages a desired response from an individual.<a href="#cite_note-85">[85]</a> Prompts are often categorized into a prompt hierarchy from most intrusive to least intrusive, although there is some controversy about what is considered most intrusive, those that are physically intrusive or those that are hardest prompt to fade (e.g., verbal).<a href="#cite_note-86">[86]</a> In order to minimize errors and ensure a high level of success during learning, prompts are given in a most-to-least sequence and faded systematically.<a href="#cite_note-Martin_&_Pear_2003-87">[87]</a> During this process, prompts are faded as quickly as possible so that the learner does not come to depend on them and eventually behaves appropriately without prompting.<a href="#cite_note-88">[88]</a><a href="#cite_note-89">[89]</a> <div class="mw-heading mw-heading3"><h3 id="Fading">Fading</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=32" title="Edit section: Fading">edit</a>]</div> The overall goal is for an individual to eventually not need prompts. As an individual gains mastery of a skill at a particular prompt level, the prompt is faded to a less intrusive prompt. This ensures that the individual does not become overly dependent on a particular prompt when learning a new behavior or skill. One of the primary choices that was made while showing another way of behaving is the manner by which to fade the prompts or prompts. An arrangement should be set up to fade the prompts in an organized style. For instance, blurring the actual brief of directing a kid's hands might follow this succession: (a) supporting wrists, (b) contacting hands softly, (c) contacting lower arm or elbow, and (d) pulling out actual contact through and through. Fading guarantees that the kid does not turn out to be excessively subject to a specific brief while mastering another expertise.<a href="#cite_note-Prince_2013-68">[68]</a> <div class="mw-heading mw-heading3"><h3 id="Thinning_a_reinforcement_schedule">Thinning a reinforcement schedule</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=33" title="Edit section: Thinning a reinforcement schedule">edit</a>]</div> Thinning is often confused with fading. Fading refers to a prompt being removed, where thinning refers to an increase in the time or number of responses required between reinforcements.<a href="#cite_note-90">[90]</a> Periodic thinning that produces a 30% decrease in reinforcement has been suggested as an efficient way to thin.<a href="#cite_note-91">[91]</a> Schedule thinning is often an important and neglected issue in <a href="/wiki/Contingency_management" title="Contingency management">contingency management</a> and <a href="/wiki/Token_economy" title="Token economy">token economy</a> systems, especially when these are developed by unqualified practitioners (see <a href="/wiki/Professional_practice_of_behavior_analysis" title="Professional practice of behavior analysis">professional practice of behavior analysis</a>).<a href="#cite_note-92">[92]</a> <div class="mw-heading mw-heading3"><h3 id="Generalization">Generalization</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=34" title="Edit section: Generalization">edit</a>]</div> Generalization is the expansion of a student's performance ability beyond the initial conditions set for acquisition of a skill.<a href="#cite_note-93">[93]</a> Generalization can occur across people, places, and materials used for teaching. For example, once a skill is learned in one setting, with a particular instructor, and with specific materials, the skill is taught in more general settings with more variation from the initial acquisition phase. For example, if a student has successfully mastered learning colors at the table, the teacher may take the student around the house or school and generalize the skill in these more natural environments with other materials. Behavior analysts have spent considerable amount of time studying factors that lead to generalization.<a href="#cite_note-94">[94]</a> <div class="mw-heading mw-heading3"><h3 id="Shaping">Shaping</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=35" title="Edit section: Shaping">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Shaping_(psychology)" title="Shaping (psychology)">Shaping (psychology)</a></div> Shaping involves gradually modifying the existing behavior into the desired behavior. If the student engages with a dog by hitting it, then they could have their behavior shaped by reinforcing interactions in which they touch the dog more gently. Over many interactions, successful shaping would replace the hitting behavior with patting or other gentler behavior. Shaping is based on a behavior analyst's thorough knowledge of <a href="/wiki/Operant_conditioning" title="Operant conditioning">operant conditioning</a> principles and <a href="/wiki/Extinction_(psychology)" title="Extinction (psychology)">extinction</a>. Recent efforts to teach shaping have used simulated computer tasks.<a href="#cite_note-95">[95]</a> One teaching technique found to be effective with some students, particularly children, is the use of video modeling (the use of taped sequences as exemplars of behavior). It can be used by therapists to assist in the acquisition of both verbal and <a href="/wiki/Voluntary_action" title="Voluntary action">motor</a> responses, in some cases for long <a href="/wiki/Chaining" title="Chaining">chains</a> of behavior.<a href="#cite_note-96">[96]</a><a href="#cite_note-97">[97]</a> Another example of shaping is when a toddler learns to walk. The child is reinforced by crawling, standing, taking a few steps, and then eventually walking. When a child is learning to walk, they are praised by a lot of claps and excitements.<a href="#cite_note-98">[98]</a> <div class="mw-heading mw-heading3"><h3 id="Acceptance_and_Commitment_Therapy">Acceptance and Commitment Therapy</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=36" title="Edit section: Acceptance and Commitment Therapy">edit</a>]</div> <a href="/wiki/Acceptance_and_commitment_therapy" title="Acceptance and commitment therapy">Acceptance and Commitment Therapy</a> (ACT), is a therapeutic approach based on behavior analytic principles with the theoretical framework of <a href="/wiki/Relational_frame_theory" title="Relational frame theory">Relational Frame Theory</a>.<a href="#cite_note-99">[99]</a> The primary goal of ACT is to help the client acknowledge negative or unwanted private events described by Skinner, such as thoughts and feelings, and shift their self-identity from one based on psychological phenomenon to one based in <a href="/wiki/Self-as-context" title="Self-as-context">self-as-context</a>.<a href="#cite_note-100">[100]</a> <div class="mw-heading mw-heading3"><h3 id="Interventions_based_on_an_FBA">Interventions based on an FBA</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=37" title="Edit section: Interventions based on an FBA">edit</a>]</div> Functional behavioral assessment (FBA) is an individualized critical thinking process that may be used to address problem behavior. An evaluation is initiated to distinguish the causality of a problem behavior. This interactive evaluation includes gathering data about the ecological circumstances that occur prior to an identified conduct issue and the resulting rewards that reinforce the behavior. The data that is collected is then used to recognize and execute individualized interventions pointed toward lessening problem behaviors and expanding positive behavior outcomes. Critical to behavior analytic interventions is the concept of a systematic behavioral <a href="/wiki/Case_formulation" class="mw-redirect" title="Case formulation">case formulation</a> with a functional behavioral assessment or analysis at the core.<a href="#cite_note-101">[101]</a><a href="#cite_note-102">[102]</a> This approach should apply a behavior analytic <a href="/wiki/Theory_of_change" class="mw-redirect" title="Theory of change">theory of change</a> (see <a href="/wiki/Behavioral_change_theories" class="mw-redirect" title="Behavioral change theories">Behavioral change theories</a>). This formulation should include a thorough functional assessment, a skills assessment, a sequential analysis (behavior chain analysis), an ecological assessment, a look at existing evidenced-based behavioral models for the problem behavior (such as Fordyce's model of chronic pain)<a href="#cite_note-103">[103]</a> and then a treatment plan based on how environmental factors influence behavior. Some argue that behavior analytic case formulation can be improved with an assessment of rules and rule-governed behavior.<a href="#cite_note-104">[104]</a><a href="#cite_note-105">[105]</a><a href="#cite_note-106">[106]</a> Some of the interventions that result from this type of conceptualization involve training specific communication skills to replace the problem behaviors as well as specific setting, antecedent, behavior, and consequence strategies.<a href="#cite_note-107">[107]</a> <div class="mw-heading mw-heading2"><h2 id="Criticisms">Criticisms</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=38" title="Edit section: Criticisms">edit</a>]</div> <div class="mw-heading mw-heading3"><h3 id="Neurodiversity_Movement">Neurodiversity Movement</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=39" title="Edit section: Neurodiversity Movement">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/Autism_rights_movement" title="Autism rights movement">Autism rights movement</a></div> Some Neurodiversity advocates, including some autistic people who have experienced ABA interventions, believe that ABA attempts to eliminate, suppress or reduce autistic behaviors and reinforces autistic people to <a href="/wiki/Autistic_masking" title="Autistic masking">mask</a> their true personalities in order to imitate neurotypical behaviors (e.g. eye contact, body language) and conform to an overly narrow conception of normal behavior.<a href="#cite_note-108">[108]</a><a href="#cite_note-fortune.com-109">[109]</a> Masking is generally associated with suicidality and poor long-term mental health.<a href="#cite_note-110">[110]</a><a href="#cite_note-111">[111]</a> Instead, these critics advocate for increased social acceptance of harmless and sometimes adaptive autistic traits and interventions focused on improving well being and <a href="/wiki/Quality_of_life" title="Quality of life">quality of life</a>.<a href="#cite_note-DeVita_2016-112">[112]</a> The <a href="/wiki/Autistic_Self_Advocacy_Network" title="Autistic Self Advocacy Network">Autistic Self Advocacy Network</a>, campaigns against the use of ABA in autism.<a href="#cite_note-:7-113">[113]</a><a href="#cite_note-114">[114]</a> The European Council of Autistic People (EUCAP) published a 2024 position statement expressing deep concern about the harm caused by ABA being overlooked. They emphasize that most surveyed autistic individuals view ABA as harmful, abusive, and counterproductive to their well-being. EUCAP advocates for a variety of support methods and the inclusion of autistic individuals in decision-making processes regarding their care.<a href="#cite_note-:8-115">[115]</a> A 2020 study examined perspectives of autistic adults that received ABA as children and found that the overwhelming majority reported that "behaviorist methods create painful lived experiences", that ABA led to the "erosion of the true actualizing self", and that they felt they had a "lack of self-agency within interpersonal experiences".<a href="#cite_note-:0-116">[116]</a> Another study published in 2023 at Autism, one of the leading journals in autism, found similar results, with evidence of increased masking and causing mental health challenges for some autistic people.<a href="#cite_note-117">[117]</a> <div class="mw-heading mw-heading3"><h3 id="Research_Validity">Research Validity</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=40" title="Edit section: Research Validity">edit</a>]</div> <a href="/wiki/Conflict_of_interest" title="Conflict of interest">Conflicts of interest</a>, <a href="/wiki/Methodological" class="mw-redirect" title="Methodological">methodological</a> concerns, and a high risk of <a href="/wiki/Bias" title="Bias">bias</a> pervade most ABA studies.<a href="#cite_note-:1-118">[118]</a><a href="#cite_note-Reichow2018-119">[119]</a> A 2019 <a href="/wiki/Meta-analysis" title="Meta-analysis">meta-analysis</a> noted that "methodological rigor remains a pressing concern" in research into ABA's use as therapy for autism; while the authors found some evidence in favour of behavioral interventions, the effects disappeared when they limited the scope of their review to <a href="/wiki/Randomized_controlled_trial" title="Randomized controlled trial">randomized controlled trial</a> designs and outcomes for which there was no risk of <a href="/wiki/Detection_bias" class="mw-redirect" title="Detection bias">detection bias</a>.<a href="#cite_note-auto1-120">[120]</a> <div class="mw-heading mw-heading4"><h4 id="Conflicts_of_Interest_in_Research">Conflicts of Interest in Research</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=41" title="Edit section: Conflicts of Interest in Research">edit</a>]</div> One study revealed extensive undisclosed conflicts of interest (COI) in published ABA studies. 84% of studies published in top behavioral journals over a period of one year had at least one author with a COI involving their employment, either as an ABA clinical provider or a training consultant to ABA clinical providers. However, only 2% of these studies disclosed the COI.<a href="#cite_note-:1-118">[118]</a> <div class="mw-heading mw-heading4"><h4 id="Quality_of_evidence">Quality of evidence</h4>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=42" title="Edit section: Quality of evidence">edit</a>]</div> Low-quality evidence is likewise a concern in some research reporting on the potential harms of ABA on autistic children.<a href="#cite_note-Davis2022-121">[121]</a> Another concern is that ABA research only measures behavior as a means of success, which has led to a lack of qualitative research about autistic experiences of ABA, a lack of research examining the internal effects of ABA and a lack of research for autistic children who are <a href="/wiki/Nonverbal_autism" title="Nonverbal autism">non-speaking</a> or have comorbid intellectual disabilities.<a href="#cite_note-:0-116">[116]</a><a href="#cite_note-Sandoval-Norton_2021-122">[122]</a><a href="#cite_note-Schreck-2000-123">[123]</a><a href="#cite_note-Weiss-2006-124">[124]</a> Research is also lacking about whether ABA is effective long-term and very little longitudinal outcomes have been studied.<a href="#cite_note-Sandoval-Norton_2021-122">[122]</a> <div class="mw-heading mw-heading3"><h3 id="Ethical_Concerns">Ethical Concerns</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=43" title="Edit section: Ethical Concerns">edit</a>]</div> Opponents of ABA have denounced the ABA ethical code as too lenient, citing its failure to restrict or clarify the use of aversives, the absence of an autism or child development education requirement for ABA therapists, and its emphasis on parental consent rather than the consent of the person receiving services.<a href="#cite_note-Sandoval-Norton_2021-122">[122]</a><a href="#cite_note-Wilkenfeld-2020-125">[125]</a> Numerous researchers have argued that some forms of ABA interventions can be abusive and can increase symptoms of <a href="/wiki/Post-traumatic_stress_disorder" title="Post-traumatic stress disorder">post-traumatic stress disorder</a> (PTSD) in people undergoing the intervention.<a href="#cite_note-:0-116">[116]</a><a href="#cite_note-Sandoval-Norton_2021-122">[122]</a><a href="#cite_note-Wilkenfeld-2020-125">[125]</a><a href="#cite_note-:3-126">[126]</a><a href="#cite_note-:4-127">[127]</a> Some <a href="/wiki/Bioethics" title="Bioethics">bioethicists</a> argue that employing ABA violates the principles of justice and nonmaleficence and infringes on the autonomy of both autistic children and their parents.<a href="#cite_note-Wilkenfeld-2020-125">[125]</a> <div class="mw-heading mw-heading3"><h3 id="Use_of_aversives">Use of aversives</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=44" title="Edit section: Use of aversives">edit</a>]</div> Lovaas incorporated <a href="/wiki/Aversives" title="Aversives">aversives</a> into some of the ABA practices he developed, including employing electric shocks, slapping, and shouting to modify undesirable behavior. Although the use of aversives in ABA became less common over time, and in 2012 their use was described as inconsistent with contemporary practice,<a href="#cite_note-Spreat-128">[128]</a> aversives persisted in some ABA programs. In comments made in 2014 to the US <a href="/wiki/Food_and_Drug_Administration" title="Food and Drug Administration">Food and Drug Administration</a> (FDA), a clinician previously employed by the <a href="/wiki/Judge_Rotenberg_Educational_Center" class="mw-redirect" title="Judge Rotenberg Educational Center">Judge Rotenberg Educational Center</a> claimed that "all textbooks used for thorough training of applied behavior analysts include an overview of the principles of punishment, including the use of <a href="/wiki/Electrical_brain_stimulation" title="Electrical brain stimulation">electrical brain stimulation</a>."<a href="#cite_note-FDACOMMENT-129">[129]</a> Skinner's verbal operants were critiqued by the linguist <a href="/wiki/Noam_Chomsky" title="Noam Chomsky">Noam Chomsky</a> who argued that Skinner's view of language as behavior did not explain the complexity of human language.[<a href="/wiki/Wikipedia:Verifiability" title="Wikipedia:Verifiability"><span title="Optional This citation is irrelevant because the aversives paragraph above doesn't discuss the nature of language but rather ABA. The aversives are clearly not verbal operants, but electroshocks etc (November 2024)">irrelevant citation</a>]<a href="#cite_note-130">[130]</a> <div class="mw-heading mw-heading3"><h3 id="Response_to_Criticisms">Response to Criticisms</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=45" title="Edit section: Response to Criticisms">edit</a>]</div> Justin B. Leaf and others examined and responded to several of these criticisms of ABA in three papers published in 2018<a href="#cite_note-131">[131]</a> 2019,<a href="#cite_note-132">[132]</a> and 2022<a href="#cite_note-Leaf_2022-133">[133]</a> in which they questioned the evidence for such criticisms, concluding that the claim that all ABA is abusive has no basis in the published literature. Others have published similar responses.<a href="#cite_note-134">[134]</a> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=46" title="Edit section: See also">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1259569809">.mw-parser-output .portalbox{padding:0;margin:0.5em 0;display:table;box-sizing:border-box;max-width:175px;list-style:none}.mw-parser-output .portalborder{border:1px solid var(--border-color-base,#a2a9b1);padding:0.1em;background:var(--background-color-neutral-subtle,#f8f9fa)}.mw-parser-output .portalbox-entry{display:table-row;font-size:85%;line-height:110%;height:1.9em;font-style:italic;font-weight:bold}.mw-parser-output .portalbox-image{display:table-cell;padding:0.2em;vertical-align:middle;text-align:center}.mw-parser-output .portalbox-link{display:table-cell;padding:0.2em 0.2em 0.2em 0.3em;vertical-align:middle}@media(min-width:720px){.mw-parser-output .portalleft{clear:left;float:left;margin:0.5em 1em 0.5em 0}.mw-parser-output .portalright{clear:right;float:right;margin:0.5em 0 0.5em 1em}}</style><ul role="navigation" aria-label="Portals" class="noprint portalbox portalborder portalright"> <li class="portalbox-entry"><a href="/wiki/File:Diploma_icon.png" class="mw-file-description"><img alt="icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/28px-Diploma_icon.png" decoding="async" width="28" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/42px-Diploma_icon.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/76/Diploma_icon.png/56px-Diploma_icon.png 2x" data-file-width="128" data-file-height="128" /></a><a href="/wiki/Portal:Education" class="mw-redirect" title="Portal:Education">Education portal</a></li><li class="portalbox-entry"><img alt="icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d6/WHO_Rod.svg/12px-WHO_Rod.svg.png" decoding="async" width="12" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d6/WHO_Rod.svg/18px-WHO_Rod.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d6/WHO_Rod.svg/24px-WHO_Rod.svg.png 2x" data-file-width="107" data-file-height="250" /><a href="/wiki/Portal:Medicine" title="Portal:Medicine">Medicine portal</a></li><li class="portalbox-entry"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Psi2.svg/28px-Psi2.svg.png" decoding="async" width="28" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Psi2.svg/42px-Psi2.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Psi2.svg/56px-Psi2.svg.png 2x" data-file-width="100" data-file-height="100" /><a href="/wiki/Portal:Psychology" title="Portal:Psychology">Psychology portal</a></li></ul> <ul><li><a href="/wiki/Association_for_Behavior_Analysis_International" title="Association for Behavior Analysis International">Association for Behavior Analysis International</a></li> <li><a href="/wiki/Behavior_analysis_of_child_development" title="Behavior analysis of child development">Behavior analysis of child development</a></li> <li><a href="/wiki/Behavior_therapy" class="mw-redirect" title="Behavior therapy">Behavior therapy</a></li> <li><a href="/wiki/Behavioral_activation" title="Behavioral activation">Behavioral activation</a></li> <li><a href="/wiki/Educational_psychology" title="Educational psychology">Educational psychology</a></li> <li><a href="/wiki/Parent_management_training" title="Parent management training">Parent management training</a></li> <li><a href="/wiki/Professional_practice_of_behavior_analysis" title="Professional practice of behavior analysis">Professional practice of behavior analysis</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="References">References</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=47" title="Edit section: References">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-Baer_1968-1">^ <a href="#cite_ref-Baer_1968_1-0">a</a> <a href="#cite_ref-Baer_1968_1-1">b</a> <a href="#cite_ref-Baer_1968_1-2">c</a> <style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFBaerWolfRisley1968" class="citation journal cs1">Baer DM, Wolf MM, Risley TR (1968). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980">"Some current dimensions of applied behavior analysis"</a>. Journal of Applied Behavior Analysis. 1 (1): 91–97. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1901%2Fjaba.1968.1-91">10.1901/jaba.1968.1-91</a>. <a href="/wiki/PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1310980">1310980</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/16795165">16795165</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Applied+Behavior+Analysis&rft.atitle=Some+current+dimensions+of+applied+behavior+analysis&rft.volume=1&rft.issue=1&rft.pages=91-97&rft.date=1968&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC1310980%23id-name%3DPMC&rft_id=info%3Apmid%2F16795165&rft_id=info%3Adoi%2F10.1901%2Fjaba.1968.1-91&rft.aulast=Baer&rft.aufirst=DM&rft.au=Wolf%2C+MM&rft.au=Risley%2C+TR&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC1310980&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> <li id="cite_note-APA_Handbook_Behavior_Analysis-2">^ <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-0">a</a> <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-1">b</a> <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-2">c</a> <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-3">d</a> <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-4">e</a> <a href="#cite_ref-APA_Handbook_Behavior_Analysis_2-5">f</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMadden2013" class="citation book cs1">Madden G, ed. 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Retrieved 24 December 2014.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=APA+Handbook+of+Behavior+Analysis&rft.place=Washington%2C+DC&rft.series=APA+Handbooks+in+Psychology+Series%3B+APA+Reference+Books+Collection&rft.pub=American+Psychological+Association&rft.date=2013&rft_id=info%3Aoclcnum%2F771425225&rft.isbn=978-1-4338-1111-1&rft_id=http%3A%2F%2Fwww.apa.org%2Fpubs%2Fbooks%2F4311509.aspx&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> <li id="cite_note-AP_Clinical_and_Organizational_Applications_of_ABA-3">^ <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-0">a</a> <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-1">b</a> <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-2">c</a> <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-3">d</a> <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-4">e</a> <a href="#cite_ref-AP_Clinical_and_Organizational_Applications_of_ABA_3-5">f</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFRoaneRingdahlFalcomata2015" class="citation book cs1">Roane HS, Ringdahl JE, Falcomata TS (2015). Clinical and Organizational Applications of Applied Behavior Analysis. Elsevier Science. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-12-420249-8" title="Special:BookSources/978-0-12-420249-8"><bdi>978-0-12-420249-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Clinical+and+Organizational+Applications+of+Applied+Behavior+Analysis&rft.pub=Elsevier+Science&rft.date=2015&rft.isbn=978-0-12-420249-8&rft.aulast=Roane&rft.aufirst=HS&rft.au=Ringdahl%2C+JE&rft.au=Falcomata%2C+TS&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988">[<a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources">page needed</a>] </li> <li id="cite_note-APA_Behavior_Analysis_Division_25-4"><a href="#cite_ref-APA_Behavior_Analysis_Division_25_4-0">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation journal cs1"><a rel="nofollow" class="external text" href="https://www.apadivisions.org/division-25/about">"Division 25 - About Behavior analysis"</a>. <a href="/wiki/American_Psychological_Association" title="American Psychological Association">American Psychological Association</a>. Retrieved 12 August 2024.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=American+Psychological+Association&rft.atitle=Division+25+-+About+Behavior+analysis&rft_id=https%3A%2F%2Fwww.apadivisions.org%2Fdivision-25%2Fabout&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> <li id="cite_note-5"><a href="#cite_ref-5">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCooperHeronHeward2019" class="citation book cs1">Cooper JO, Heron TE, Heward WL (2019). Applied Behavior Analysis (3rd ed.). 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"None of the As in ABA stand for autism: dispelling the myths". Journal of Intellectual & Developmental Disability. 34 (2): 193–195. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F13668250902845244">10.1080/13668250902845244</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/19404840">19404840</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:1818966">1818966</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Intellectual+%26+Developmental+Disability&rft.atitle=None+of+the+As+in+ABA+stand+for+autism%3A+dispelling+the+myths&rft.volume=34&rft.issue=2&rft.pages=193-195&rft.date=2009-06&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A1818966%23id-name%3DS2CID&rft_id=info%3Apmid%2F19404840&rft_id=info%3Adoi%2F10.1080%2F13668250902845244&rft.aulast=Dillenburger&rft.aufirst=K&rft.au=Keenan%2C+M&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> <li id="cite_note-7"><a href="#cite_ref-7">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBaum2011" class="citation journal cs1">Baum WM (2011). <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3014776">"What is Radical Behaviorism? 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Journal of Autism and Developmental Disorders. 52 (6): 2838–2853. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1007%2Fs10803-021-05137-y">10.1007/s10803-021-05137-y</a>. <a href="/wiki/PMC_(identifier)" class="mw-redirect" title="PMC (identifier)">PMC</a> <a rel="nofollow" class="external text" href="https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9114057">9114057</a>. <a href="/wiki/PMID_(identifier)" class="mw-redirect" title="PMID (identifier)">PMID</a> <a rel="nofollow" class="external text" href="https://pubmed.ncbi.nlm.nih.gov/34132968">34132968</a>. <a href="/wiki/S2CID_(identifier)" class="mw-redirect" title="S2CID (identifier)">S2CID</a> <a rel="nofollow" class="external text" href="https://api.semanticscholar.org/CorpusID:235449575">235449575</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Autism+and+Developmental+Disorders&rft.atitle=Concerns+About+ABA-Based+Intervention%3A+An+Evaluation+and+Recommendations&rft.volume=52&rft.issue=6&rft.pages=2838-2853&rft.date=2022-06&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC9114057%23id-name%3DPMC&rft_id=https%3A%2F%2Fapi.semanticscholar.org%2FCorpusID%3A235449575%23id-name%3DS2CID&rft_id=info%3Apmid%2F34132968&rft_id=info%3Adoi%2F10.1007%2Fs10803-021-05137-y&rft.aulast=Leaf&rft.aufirst=JB&rft.au=Cihon%2C+JH&rft.au=Leaf%2C+R&rft.au=McEachin%2C+J&rft.au=Liu%2C+N&rft.au=Russell%2C+N&rft.au=Unumb%2C+L&rft.au=Shapiro%2C+S&rft.au=Khosrowshahi%2C+D&rft_id=https%3A%2F%2Fwww.ncbi.nlm.nih.gov%2Fpmc%2Farticles%2FPMC9114057&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> <li id="cite_note-134"><a href="#cite_ref-134">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFGoryckiRuppelZane2020" class="citation journal cs1">Gorycki KA, Ruppel PR, Zane T (31 December 2020). "Is long-term ABA therapy abusive: A response to Sandoval-Norton and Shkedy". Cogent Psychology. 7 (1). <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1080%2F23311908.2020.1823615">10.1080/23311908.2020.1823615</a>. <a href="/wiki/Hdl_(identifier)" class="mw-redirect" title="Hdl (identifier)">hdl</a>:<a rel="nofollow" class="external text" href="https://hdl.handle.net/1808%2F31691">1808/31691</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Cogent+Psychology&rft.atitle=Is+long-term+ABA+therapy+abusive%3A+A+response+to+Sandoval-Norton+and+Shkedy&rft.volume=7&rft.issue=1&rft.date=2020-12-31&rft_id=info%3Ahdl%2F1808%2F31691&rft_id=info%3Adoi%2F10.1080%2F23311908.2020.1823615&rft.aulast=Gorycki&rft.aufirst=KA&rft.au=Ruppel%2C+PR&rft.au=Zane%2C+T&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"> </li> </ol></div></div> <div class="mw-heading mw-heading3"><h3 id="Sources">Sources</h3>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=48" title="Edit section: Sources">edit</a>]</div> <ul><li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCooperHeronHeward1987" class="citation book cs1">Cooper JO, Heron TE, Heward WL (1987). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=PVB9AAAAMAAJ">Applied Behavior Analysis</a>. Merrill Publishing Company. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-675-20223-7" title="Special:BookSources/978-0-675-20223-7"><bdi>978-0-675-20223-7</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Applied+Behavior+Analysis&rft.pub=Merrill+Publishing+Company&rft.date=1987&rft.isbn=978-0-675-20223-7&rft.aulast=Cooper&rft.aufirst=JO&rft.au=Heron%2C+TE&rft.au=Heward%2C+WL&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DPVB9AAAAMAAJ&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"></li></ul> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=49" title="Edit section: Further reading">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239549316">.mw-parser-output .refbegin{margin-bottom:0.5em}.mw-parser-output .refbegin-hanging-indents>ul{margin-left:0}.mw-parser-output .refbegin-hanging-indents>ul>li{margin-left:0;padding-left:3.2em;text-indent:-3.2em}.mw-parser-output .refbegin-hanging-indents ul,.mw-parser-output .refbegin-hanging-indents ul li{list-style:none}@media(max-width:720px){.mw-parser-output .refbegin-hanging-indents>ul>li{padding-left:1.6em;text-indent:-1.6em}}.mw-parser-output .refbegin-columns{margin-top:0.3em}.mw-parser-output .refbegin-columns ul{margin-top:0}.mw-parser-output .refbegin-columns li{page-break-inside:avoid;break-inside:avoid-column}@media screen{.mw-parser-output .refbegin{font-size:90%}}</style><div class="refbegin" style=""> <ul><li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFWheelerRichey2013" class="citation book cs1">Wheeler JJ, Richey DD (2013). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=9TeQMQEACAAJ">Behavior Management: Principles and Practices of Positive Behavior Supports</a>. Pearson Education, Limited. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-13-285169-5" title="Special:BookSources/978-0-13-285169-5"><bdi>978-0-13-285169-5</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Behavior+Management%3A+Principles+and+Practices+of+Positive+Behavior+Supports&rft.pub=Pearson+Education%2C+Limited&rft.date=2013&rft.isbn=978-0-13-285169-5&rft.aulast=Wheeler&rft.aufirst=JJ&rft.au=Richey%2C+DD&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3D9TeQMQEACAAJ&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSteegeMacePerryLongenecker2007" class="citation journal cs1">Steege MW, Mace FC, Perry L, Longenecker H (2007). "Applied behavior analysis: beyond discrete trial teaching". Psychology in the Schools. 44 (1): 91–99. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.1002%2Fpits.20208">10.1002/pits.20208</a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Psychology+in+the+Schools&rft.atitle=Applied+behavior+analysis%3A+beyond+discrete+trial+teaching&rft.volume=44&rft.issue=1&rft.pages=91-99&rft.date=2007&rft_id=info%3Adoi%2F10.1002%2Fpits.20208&rft.aulast=Steege&rft.aufirst=MW&rft.au=Mace%2C+FC&rft.au=Perry%2C+L&rft.au=Longenecker%2C+H&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMayerSulzer-AzaroffWallace2011" class="citation book cs1">Mayer GR, Sulzer-Azaroff B, Wallace M (2011). Behavior Analysis for Lasting Change (2/E ed.). Sloan. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-59738-032-4" title="Special:BookSources/978-1-59738-032-4"><bdi>978-1-59738-032-4</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Behavior+Analysis+for+Lasting+Change&rft.edition=2%2FE&rft.pub=Sloan&rft.date=2011&rft.isbn=978-1-59738-032-4&rft.aulast=Mayer&rft.aufirst=GR&rft.au=Sulzer-Azaroff%2C+B&rft.au=Wallace%2C+M&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCatania2007" class="citation book cs1"><a href="/wiki/A._Charles_Catania" title="A. Charles Catania">Catania AC</a> (2007). Learning. Sloan. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-59738-007-2" title="Special:BookSources/978-1-59738-007-2"><bdi>978-1-59738-007-2</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Learning&rft.pub=Sloan&rft.date=2007&rft.isbn=978-1-59738-007-2&rft.aulast=Catania&rft.aufirst=AC&rfr_id=info%3Asid%2Fen.wikipedia.org%3AApplied+behavior+analysis" class="Z3988"></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2>[<a href="/w/index.php?title=Applied_behavior_analysis&action=edit&section=50" title="Edit section: External links">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1235681985">.mw-parser-output .side-box{margin:4px 0;box-sizing:border-box;border:1px solid #aaa;font-size:88%;line-height:1.25em;background-color:var(--background-color-interactive-subtle,#f8f9fa);display:flow-root}.mw-parser-output .side-box-abovebelow,.mw-parser-output .side-box-text{padding:0.25em 0.9em}.mw-parser-output .side-box-image{padding:2px 0 2px 0.9em;text-align:center}.mw-parser-output .side-box-imageright{padding:2px 0.9em 2px 0;text-align:center}@media(min-width:500px){.mw-parser-output .side-box-flex{display:flex;align-items:center}.mw-parser-output .side-box-text{flex:1;min-width:0}}@media(min-width:720px){.mw-parser-output .side-box{width:238px}.mw-parser-output .side-box-right{clear:right;float:right;margin-left:1em}.mw-parser-output .side-box-left{margin-right:1em}}</style><div class="side-box metadata side-box-right"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1126788409"> <div class="side-box-abovebelow"> <a href="/wiki/Wikipedia:The_Wikipedia_Library" title="Wikipedia:The Wikipedia Library">Library resources</a> about Applied behavior analysis <hr /></div> <div class="side-box-flex"> <div class="side-box-text plainlist"><ul><li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=applied+behavior+analysis">Resources in your library</a></li> <li><a class="external text" href="https://ftl.toolforge.org/cgi-bin/ftl?st=wp&su=applied+behavior+analysis&library=0CHOOSE0">Resources in other libraries</a></li> </ul></div></div> </div> <ul><li><a rel="nofollow" class="external text" href="http://www.kennedykrieger.org/patient-care/patient-care-programs/inpatient-programs/neurobehavioral-unit-nbu/applied-behavior-analysis">Applied Behavior Analysis: Overview and Summary of Scientific Support</a></li> <li><a rel="nofollow" class="external text" href="https://iris.peabody.vanderbilt.edu/module/fba/#content">Functional Behavioral Assessment, The IRIS Center – U.S. Department of Education, Office of Special Education Programs Grant and Vanderbilt University</a></li></ul> <div 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href="/wiki/Achievement_ideology" title="Achievement ideology">Achievement ideology</a></li> <li><a href="/wiki/Atlas_personality" title="Atlas personality">Atlas personality</a></li> <li><a href="/wiki/Attachment_parenting" title="Attachment parenting">Attachment parenting</a></li> <li><a href="/wiki/Baby_talk" title="Baby talk">Baby talk</a></li> <li><a href="/wiki/Buddha-like_mindset" title="Buddha-like mindset">Buddha-like parenting</a></li> <li><a href="/wiki/Concerted_cultivation" title="Concerted cultivation">Concerted cultivation</a></li> <li><a href="/wiki/Enmeshment" title="Enmeshment">Enmeshment</a></li> <li><a href="/wiki/Free-range_parenting" title="Free-range parenting">Free-range parenting</a></li> <li><a href="/wiki/Gatekeeper_parent" title="Gatekeeper parent">Gatekeeper parent</a></li> <li><a href="/wiki/Helicopter_parent" title="Helicopter parent">Helicopter parent</a></li> <li><a href="/wiki/Nurturant_parent_model" title="Nurturant parent model">Nurturant parenting</a></li> <li><a href="/wiki/Slow_parenting" title="Slow parenting">Slow parenting</a></li> <li><a href="/wiki/Soccer_mom" title="Soccer mom">Soccer mom</a></li> <li><a href="/wiki/Strict_father_model" title="Strict father model">Strict father model</a></li> <li><a href="/wiki/Taking_Children_Seriously" title="Taking Children Seriously">Taking children seriously</a></li> <li><a href="/wiki/Theybie" class="mw-redirect" title="Theybie">Theybie</a></li> <li><a href="/wiki/Tiger_parenting" title="Tiger parenting">Tiger parenting</a></li> <li><a href="/wiki/Work_at_home_parent" title="Work at home parent">Work at home parent</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Techniques</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/After-school_activity" title="After-school activity">After-school activity</a></li> <li><a href="/wiki/Allowance_(money)#Allowances_for_children" title="Allowance (money)">Allowance</a></li> <li><a href="/wiki/Bedtime" title="Bedtime">Bedtime</a></li> <li><a href="/wiki/Child_care" title="Child care">Child care</a></li> <li><a href="/wiki/Co-sleeping" title="Co-sleeping">Co-sleeping</a></li> <li><a href="/wiki/Dishabituation" title="Dishabituation">Dishabituation</a></li> <li><a href="/wiki/Education" title="Education">Education</a></li> <li><a href="/wiki/Habituation" title="Habituation">Habituation</a></li> <li><a href="/wiki/Homeschooling" title="Homeschooling">Homeschooling</a></li> <li><a href="/wiki/Identification_(psychology)" title="Identification (psychology)">Identification (psychology)</a></li> <li><a href="/wiki/Introjection" title="Introjection">Introjection</a></li> <li><a href="/wiki/Kommune_1" title="Kommune 1">Kommune 1</a></li> <li><a href="/wiki/Latchkey_kid" title="Latchkey kid">Latchkey kid</a></li> <li><a href="/wiki/Moral_development" title="Moral development">Moral development</a></li> <li><a href="/wiki/Normative_social_influence" title="Normative social influence">Normative social influence</a></li> <li><a href="/wiki/Parent_management_training" title="Parent management training">Parent management training</a></li> <li><a href="/wiki/Play_(activity)" title="Play (activity)">Play</a> (<a href="/wiki/Play_date" title="Play date">date</a>)</li> <li><a href="/wiki/Role_model" title="Role model">Role model</a></li> <li><a href="/wiki/Social_integration" title="Social integration">Social integration</a></li> <li><a href="/wiki/Social_aspects_of_television" title="Social aspects of television">Television</a></li> <li><a href="/wiki/The_talk_(racism_in_the_United_States)" title="The talk (racism in the United States)">The talk (race)</a></li> <li><a href="/wiki/The_birds_and_the_bees" title="The birds and the bees">The talk (sex education)</a></li> <li><a href="/wiki/Toy" title="Toy">Toy</a> (<a href="/wiki/Educational_toy" title="Educational toy">educational</a>)</li> <li><a href="/wiki/Triple_P_(parenting_program)" title="Triple P (parenting program)">Positive Parenting Program</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Child_discipline" title="Child discipline">Child discipline</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Blanket_training" title="Blanket training">Blanket training</a></li> <li><a href="/wiki/Corporal_punishment_in_the_home" title="Corporal punishment in the home">Corporal punishment in the home</a></li> <li><a href="/wiki/Curfew" title="Curfew">Curfew</a></li> <li><a href="/wiki/Grounding_(discipline_technique)" title="Grounding (discipline technique)">Grounding</a></li> <li><a href="/wiki/Positive_discipline" title="Positive discipline">Positive discipline</a></li> <li><a href="/wiki/Silent_treatment" title="Silent treatment">Tactical ignoring</a></li> <li><a href="/wiki/Time-out_(parenting)" title="Time-out (parenting)">Time-out</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Abuse</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Adverse_childhood_experiences" title="Adverse childhood experiences">Adverse childhood experiences</a></li> <li><a href="/wiki/Child_abandonment" title="Child abandonment">Child abandonment</a></li> <li><a href="/wiki/Child_abuse" title="Child abuse">Child abuse</a></li> <li><a href="/wiki/Child_labour" title="Child labour">Child labour</a></li> <li><a href="/wiki/Child_neglect" title="Child neglect">Child neglect</a></li> <li><a href="/wiki/Cinderella_effect" title="Cinderella effect">Cinderella effect</a></li> <li><a href="/wiki/Codependency" title="Codependency">Codependency</a></li> <li><a href="/wiki/Dysfunctional_family" title="Dysfunctional family">Dysfunctional family</a></li> <li><a href="/wiki/Effects_of_domestic_violence" class="mw-redirect" title="Effects of domestic violence">Effects of domestic violence</a></li> <li><a href="/wiki/Incest" title="Incest">Incest</a></li> <li><a href="/wiki/Narcissistic_parent" title="Narcissistic parent">Narcissistic parent</a></li> <li><a href="/wiki/Parental_abuse_by_children" title="Parental abuse by children">Parental abuse by children</a></li> <li><a href="/wiki/Stress_in_early_childhood" title="Stress in early childhood">Stress in early childhood</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Legal and social aspects</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Child_custody" title="Child custody">Child custody</a></li> <li><a href="/wiki/Child_support" title="Child support">Child support</a></li> <li><a href="/wiki/Cost_of_raising_a_child" title="Cost of raising a child">Cost of raising a child</a></li> <li><a href="/wiki/Deadbeat_parent" title="Deadbeat parent">Deadbeat parent</a></li> <li><a href="/wiki/Disownment" title="Disownment">Disownment</a></li> <li><a href="/wiki/Family_disruption" title="Family disruption">Family disruption</a></li> <li><a href="/wiki/Right_to_family_life" class="mw-redirect" title="Right to family life">Right to family life</a></li> <li><a href="/wiki/Management_of_domestic_violence" title="Management of domestic violence">Management of domestic violence</a></li> <li><a href="/wiki/Marriage" title="Marriage">Marriage</a></li> <li><a href="/wiki/Parental_alienation" title="Parental alienation">Parental alienation</a></li> <li><a href="/wiki/Parental_responsibility_(access_and_custody)" title="Parental responsibility (access and custody)">Parental responsibility</a></li> <li><a href="/wiki/Parents%27_rights_movement" title="Parents' rights movement">Parents' rights</a></li> <li><a href="/wiki/Paternity_law" title="Paternity law">Paternity</a></li> <li><a href="/wiki/Shared_parenting" title="Shared parenting">Shared parenting</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Experts</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Mary_Ainsworth" title="Mary Ainsworth">Mary Ainsworth</a></li> <li><a href="/wiki/John_Bowlby" title="John Bowlby">John Bowlby</a></li> <li><a href="/wiki/T._Berry_Brazelton" title="T. Berry Brazelton">T. Berry Brazelton</a></li> <li><a href="/wiki/Rudolf_Dreikurs" title="Rudolf Dreikurs">Rudolf Dreikurs</a></li> <li><a href="/wiki/David_Elkind" title="David Elkind">David Elkind</a></li> <li><a href="/wiki/Jo_Frost" title="Jo Frost">Jo Frost</a></li> <li><a href="/wiki/Haim_Ginott" title="Haim Ginott">Haim Ginott</a></li> <li><a href="/wiki/Thomas_Gordon_(psychologist)" title="Thomas Gordon (psychologist)">Thomas Gordon</a></li> <li><a href="/wiki/Alan_E._Kazdin" title="Alan E. Kazdin">Alan E. Kazdin</a></li> <li><a href="/wiki/Truby_King" title="Truby King">Truby King</a></li> <li><a href="/wiki/Annette_Lareau" title="Annette Lareau">Annette Lareau</a></li> <li><a href="/wiki/Penelope_Leach" title="Penelope Leach">Penelope Leach</a></li> <li><a href="/wiki/Matthew_Sanders_(parenting_researcher)" title="Matthew Sanders (parenting researcher)">Matthew Sanders</a></li> <li><a href="/wiki/William_Sears_(physician)" title="William Sears (physician)">William Sears</a></li> <li><a href="/wiki/B._F._Skinner" title="B. F. Skinner">B. F. Skinner</a></li> <li><a href="/wiki/Benjamin_Spock" title="Benjamin Spock">Benjamin Spock</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Organizations</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Families_Need_Fathers" title="Families Need Fathers">Families Need Fathers</a></li> <li><a href="/wiki/Mothers_Apart_from_Their_Children" title="Mothers Apart from Their Children">Mothers Apart from Their Children</a></li> <li><a href="/wiki/Mothers%27_Union" title="Mothers' Union">Mothers' Union</a></li> <li><a href="/wiki/National_Childbirth_Trust" title="National Childbirth Trust">National Childbirth Trust</a></li> <li><a href="/wiki/National_Fatherhood_Initiative" title="National Fatherhood Initiative">National Fatherhood Initiative</a></li> <li><a href="/wiki/National_Parents_Organization" title="National Parents Organization">National Parents Organization</a></li> <li><a href="/wiki/Parent%E2%80%93teacher_association" title="Parent–teacher association">Parent–teacher association</a></li> <li><a href="/wiki/Parents_Against_Child_Exploitation" title="Parents Against Child Exploitation">Parents Against Child Exploitation</a></li></ul> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"><style data-mw-deduplicate="TemplateStyles:r1038841319">.mw-parser-output .tooltip-dotted{border-bottom:1px dotted;cursor:help}</style></div><div role="navigation" class="navbox authority-control" aria-label="Navbox" style="padding:3px"><table class="nowraplinks hlist navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Help:Authority_control" title="Help:Authority control">Authority control databases</a>: National <a href="https://www.wikidata.org/wiki/Q621607#identifiers" title="Edit this at Wikidata"><img alt="Edit this at Wikidata" src="//upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/10px-OOjs_UI_icon_edit-ltr-progressive.svg.png" decoding="async" width="10" height="10" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/15px-OOjs_UI_icon_edit-ltr-progressive.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/8/8a/OOjs_UI_icon_edit-ltr-progressive.svg/20px-OOjs_UI_icon_edit-ltr-progressive.svg.png 2x" data-file-width="20" data-file-height="20" /></a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"><ul><li><a rel="nofollow" class="external text" href="https://aleph.nkp.cz/F/?func=find-c&local_base=aut&ccl_term=ica=ph1111618&CON_LNG=ENG">Czech Republic</a></li></ul></div></td></tr></tbody></table></div>    </div><noscript><img src="https://login.wikimedia.org/wiki/Special:CentralAutoLogin/start?type=1x1" alt="" width="1" height="1" style="border: none; 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1,\n [\"CITEREFBrignellChenauskySongZhu2018\"] = 1,\n [\"CITEREFCameron2014\"] = 1,\n [\"CITEREFCassidyBradleyShawBaron-Cohen2018\"] = 1,\n [\"CITEREFCatania2007\"] = 1,\n [\"CITEREFCautilli2005\"] = 1,\n [\"CITEREFCernius2022\"] = 1,\n [\"CITEREFChance1974\"] = 1,\n [\"CITEREFChesnutWilliamsonMorrow2003\"] = 1,\n [\"CITEREFCohenAmerine-DickensSmith2006\"] = 1,\n [\"CITEREFCookHullCraneMandy2021\"] = 1,\n [\"CITEREFCooperHeron2019\"] = 2,\n [\"CITEREFCooperHeronHeward1987\"] = 1,\n [\"CITEREFCooperHeronHeward2007\"] = 1,\n [\"CITEREFCooperHeronHeward2019\"] = 5,\n [\"CITEREFCorbettAbdullah2005\"] = 1,\n [\"CITEREFCrowellAndersonAbelSergio1988\"] = 1,\n [\"CITEREFD\u0026#039;AtenoMangiapanelloTaylor2002\"] = 1,\n [\"CITEREFDavisDen_HoutingNordahl-HansenFletcher-Watson2022\"] = 1,\n [\"CITEREFDeVita-Raeburn2016\"] = 3,\n [\"CITEREFDillenburgerKeenan2009\"] = 1,\n [\"CITEREFDowdyNepoMiodusQuigley2023\"] = 1,\n [\"CITEREFEikesethSmithJahrEldevik2007\"] = 1,\n [\"CITEREFEnglemann1968\"] = 1,\n [\"CITEREFFernandezMartin2023\"] = 1,\n [\"CITEREFFlora2004\"] = 1,\n [\"CITEREFGerhardtWeissDelmolino2003\"] = 1,\n [\"CITEREFGilmore2020\"] = 1,\n [\"CITEREFGoryckiRuppelZane2020\"] = 1,\n [\"CITEREFGottliebPomerantz2021\"] = 1,\n [\"CITEREFHayesBrownsteinZettleRosenfarb1986\"] = 1,\n [\"CITEREFHayesPierson2005\"] = 1,\n [\"CITEREFHewardHeronNeefPeterson2005\"] = 1,\n [\"CITEREFIveyIvey1998\"] = 1,\n [\"CITEREFIveyNormingtonMillerMorrill1968\"] = 1,\n [\"CITEREFIwataWongRiordanDorsey1982\"] = 1,\n [\"CITEREFJohnstonPennypacker1993\"] = 1,\n [\"CITEREFJohnstonPennypacker1993a\"] = 1,\n [\"CITEREFKasariShireShihLanda2023\"] = 1,\n [\"CITEREFKellyKelly2022\"] = 1,\n [\"CITEREFKempEckerman2002\"] = 1,\n [\"CITEREFKirkham2017\"] = 1,\n [\"CITEREFKrantzMcClannahan1993\"] = 1,\n [\"CITEREFKratochwillVan_SomerenSheridan1989\"] = 1,\n [\"CITEREFKrumboltzMitchellJones1980\"] = 1,\n [\"CITEREFKupferstein2018\"] = 1,\n [\"CITEREFLarssonWright2011\"] = 1,\n [\"CITEREFLeBlancHagoplanMaglieriPoling2002\"] = 1,\n [\"CITEREFLeafCihonLeafMcEachin2022\"] = 1,\n [\"CITEREFLeafRossCihonWeiss2018\"] = 1,\n [\"CITEREFLeafTownley-ChochranCihonMitchell2019\"] = 1,\n [\"CITEREFLearning\"] = 1,\n [\"CITEREFLittrell2001\"] = 1,\n [\"CITEREFLovaas1987\"] = 1,\n [\"CITEREFLovaasSchaefferSimmons1965\"] = 1,\n [\"CITEREFLovitt1993\"] = 1,\n [\"CITEREFMacDuffKrantzMcClannahan1993\"] = 1,\n [\"CITEREFMaceCritchfield2010\"] = 1,\n [\"CITEREFMadden2013\"] = 1,\n [\"CITEREFMalott1992\"] = 1,\n [\"CITEREFMalottKohler2021\"] = 1,\n [\"CITEREFMalottShimamuneMalott1992\"] = 1,\n [\"CITEREFMarr2009\"] = 1,\n [\"CITEREFMartinPear2003\"] = 1,\n [\"CITEREFMatsonHattierBelva2012\"] = 1,\n [\"CITEREFMayerSulzer-AzaroffWallace2011\"] = 1,\n [\"CITEREFMcGillRobinson2020\"] = 1,\n [\"CITEREFMcLennan1994\"] = 1,\n [\"CITEREFMiltenberger2008\"] = 1,\n [\"CITEREFMiltenbergerVirues-Ortega2020\"] = 1,\n [\"CITEREFMorrisAltusSmith2013\"] = 1,\n [\"CITEREFMorrisSlocum2019\"] = 1,\n [\"CITEREFMoxley2004\"] = 1,\n [\"CITEREFMyersJohnson2007\"] = 1,\n [\"CITEREFNorthupVollmerSerrett1993\"] = 1,\n [\"CITEREFOntario_Ministry_of_Education2007\"] = 1,\n [\"CITEREFOsnesLieblein2003\"] = 1,\n [\"CITEREFPeterson2007\"] = 1,\n [\"CITEREFPinkston2022\"] = 1,\n [\"CITEREFPrince2013\"] = 1,\n [\"CITEREFReese1966\"] = 1,\n [\"CITEREFReichowHumeBartonBoyd2018\"] = 1,\n [\"CITEREFRoaneRingdahlFalcomata2015\"] = 1,\n [\"CITEREFRomanoJensenTurnerGood2000\"] = 1,\n [\"CITEREFSallowsGraupner2005\"] = 1,\n [\"CITEREFSandbankBottema-BeutelCrowleyCassidy2020\"] = 1,\n [\"CITEREFSandoval-NortonShkedyShkedy2019\"] = 1,\n [\"CITEREFSandoval-NortonShkedyShkedy2021\"] = 1,\n [\"CITEREFShapiroBrowder1990\"] = 1,\n [\"CITEREFShreckMetzMulickSmith2000\"] = 1,\n [\"CITEREFSkinner2014\"] = 1,\n [\"CITEREFSmithEikeseth2011\"] = 1,\n [\"CITEREFSoloman2008\"] = 1,\n [\"CITEREFSpreat2012\"] = 1,\n [\"CITEREFSteegeMacePerryLongenecker2007\"] = 1,\n [\"CITEREFThomason-SassiIwataNeidertRoscoe2011\"] = 1,\n [\"CITEREFTryon1976\"] = 1,\n [\"CITEREFVanDerHeydenSnyderDiCarloStricklin2002\"] = 1,\n [\"CITEREFWaasdorpBradshawLeaf2012\"] = 1,\n [\"CITEREFWatson1913\"] = 1,\n [\"CITEREFWeiss1978\"] = 1,\n [\"CITEREFWeissDelmolino2006\"] = 1,\n [\"CITEREFWheelerRichey2013\"] = 1,\n [\"CITEREFWilkenfeldMcCarthy2020\"] = 1,\n [\"CITEREFWongOdomHumeCox2015\"] = 1,\n}\ntemplate_list = table#1 {\n [\"Authority control\"] = 1,\n [\"Cite book\"] = 35,\n [\"Cite journal\"] = 82,\n [\"Cite magazine\"] = 1,\n [\"Cite report\"] = 1,\n [\"Cite web\"] = 15,\n [\"Cs1 config\"] = 1,\n [\"Dead link\"] = 1,\n [\"Distinguish\"] = 1,\n [\"Further\"] = 1,\n [\"Harvnb\"] = 6,\n [\"Irrelevant citation\"] = 1,\n [\"Library resources box\"] = 1,\n [\"Main\"] = 9,\n [\"Multiref2\"] = 1,\n [\"Page needed\"] = 3,\n [\"Parenting\"] = 1,\n [\"Portal\"] = 1,\n [\"Psychology sidebar\"] = 1,\n [\"Refbegin\"] = 1,\n [\"Refend\"] = 1,\n [\"Reflist\"] = 1,\n [\"Rp\"] = 3,\n [\"See also\"] = 1,\n [\"Short description\"] = 1,\n [\"Unbalanced\"] = 1,\n [\"Use dmy dates\"] = 1,\n}\narticle_whitelist = table#1 {\n}\n","limitreport-profile":[["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::callParserFunction","300","22.1"],["?","240","17.6"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::match","140","10.3"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::sub","100","7.4"],["recursiveClone \u003CmwInit.lua:45\u003E","100","7.4"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::gsub","60","4.4"],["dataWrapper \u003Cmw.lua:672\u003E","60","4.4"],["concat","40","2.9"],["extract_ids \u003CModule:Citation/CS1/Identifiers:1535\u003E","40","2.9"],["MediaWiki\\Extension\\Scribunto\\Engines\\LuaSandbox\\LuaSandboxCallback::getEntityStatements","40","2.9"],["[others]","240","17.6"]]},"cachereport":{"origin":"mw-api-ext.codfw.main-5649595d6f-76gzm","timestamp":"20241126175531","ttl":2592000,"transientcontent":false}}});});</script> <script type="application/ld+json">{"@context":"https:\/\/schema.org","@type":"Article","name":"Applied behavior analysis","url":"https:\/\/en.wikipedia.org\/wiki\/Applied_behavior_analysis","sameAs":"http:\/\/www.wikidata.org\/entity\/Q621607","mainEntity":"http:\/\/www.wikidata.org\/entity\/Q621607","author":{"@type":"Organization","name":"Contributors to Wikimedia projects"},"publisher":{"@type":"Organization","name":"Wikimedia Foundation, Inc.","logo":{"@type":"ImageObject","url":"https:\/\/www.wikimedia.org\/static\/images\/wmf-hor-googpub.png"}},"datePublished":"2005-02-12T00:56:18Z","dateModified":"2024-11-26T17:55:29Z","headline":"technique to change social behaviour"}</script> </body> </html>