QBA604 Behavior Change Procedures (reading list updated June 2022)
Course Description:
This is the fourth course in the QABA Pre-approved QBA six course sequence. Students will be able to
identify the ultimate outcomes for the person or persons involved, identify sequential or concurrent
intermediate outcomes, identify the behavior or behaviors targeted for change in observable and
measurable terms, and establish positive interpersonal relationships using behavior change procedures.
Students will also be able to select procedures based on hypotheses generated from behavioral
assessment data; select behavior change procedures that are consistent with the principles of behavior
and published research, when more than one procedure is indicated; select behavior change procedures
based on competencies of the behavior analyst and other persons who will be carrying out the program;
and when weakening behavior, develop a behavior replacement plan using the least restrictive
interventions likely to be effective given the function of the behavior to be weakened.
Course Outcomes:
Upon completion of the course, students will be able to:
1. Identify setting events and contextual or ecological variables
2. Select, develop and use incidental teaching techniques;
3. Identify and implement consequence based interventions: reinforcers; potential reinforcers
4. Identify and implement appropriate parameters and values of reinforcement; and appropriate
schedules of positive reinforcement.
5. Identify variables affecting reinforcement effectiveness, differential reinforcement, punishers,
potential punishers, appropriate parameters, values and schedules of punishment, variables
affecting punishment effectiveness, negative effects and limitations of punishers in changing
behavior and their effects on behavior.
6. Implement extinction and stimulus control strategies, develop and implement shaping,
chaining, token economies, and self-control procedures
Recommended Texts
1. Cooper, Heron & Heward. (2020). Applied Behavior Analysis 3rd Edition. Pearson Education
Inc.,Hoboken, NJ.
2. Mayer, Sulzer-Azaroff, & Wallace. (2019). Behavior Analysis for Lasting Change 4th Edition.
Sloan Publishing, Cornwall-on-Hudson, NY.
Assignments:
● Students will be required to complete online lessons as outlined in the syllabus.
● Students will be required to complete assigned readings outlined in the syllabus and the content
of readings will be included in the probe quizzes in the corresponding material outlined in the
syllabus
● Behavior Change Program/Intervention: See attached for project details.
Quizzes
● The probe quizzes are graded automatically through the system. If a student does not pass at
the established pass criteria of 90% they will be required to go back to the content for review
and then will be required to take the quiz again before moving to the next module.
Technical Requirements
● HTML5 compatible browser
● A high-speed Internet connection
LESSON 1: Basic Principles and their Application to Verbal Behavior
o 1.1 Basic Principles and their Application to Verbal Behavior(Part 1)
o 1.2 Basic Principles and their Application to Verbal Behavior(Part 2)
o 1.3 Basic Principles and their Application to Verbal Behavior(Part 3)
Readings
● Cooper, Heron & Heward (2020). Applied Behavior Analysis, 3rd Ed. ,
o Ch’s 3
o Chapters:11 pp. 265-269.,
o 13 pp. 312-322.,
o 17 pp. 398-410.,
o 25 pp. 595-612
● Mayer, Sulzer-Azaroff & Wallace. (2019). Behavior Analysis for Lasting Change, 4th
Edition.Chapters
o Chapters 4,·
o Ch.15(pp. 334-342)
o ·Ch. 28
o Ch. 6pp. 113-114.,·
o Ch. 22pp. 484-519.,·
o Ch. 29pp. 631-656
● Chiu-Wen Chen & Hsen-Hsing Ma (2007). Effects of Treatment on Disruptive Behaviors:
A Quantitative Synthesis of Single-Subject Researches Using the PEM Approach The Behavior
Analyst Today, 8(4), 380-397.https://files.eric.ed.gov/fulltext/EJ821610.pdf
● Barthold,C.H., & Egel, A.L. (2001) Stimulus Overselectivity and Generative Language
Instruction for Students with Autism: AnIssue that Needs to Be Revisited. TheBehavior Analyst
Today, 2 (1), 33-40https://files.eric.ed.gov/fulltext/ED564564.pdf
● Schreibman, L.(1975). Effects of within-stimulus and extra-stimulus prompting on
discrimination learning in autistic children. Journal of Applied BehaviorAnalysis, 8, 91-112.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311823/pdf/jaba00055-0093.pdf
● Horner,R., Day, H.M, & Day, J.R. (1997). Using Neutralizing Routines to ReduceProblem
Behaviors. Journal of Applied Behavior Analysis, 30,
601-614http://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC1284078&blobtype=pdf
LESSON 2: From Principles to Procedures: Review of Reinforcement and Punishment Effects
o 2.1 From Principles to Procedures: Review of Reinforcement and Punishment Effects and
Technology (Part 1)
o 2.2 From Principles to Procedures: Review of Reinforcement and Punishment Effects and
Technology (Part 2)
LESSON 3: Using Behavior Analytic Principles and Techniques to Explain Normal Development
o 3.1 Using Behavior Analytic Principles and Techniques to Explain Normal Development
and Developmental Psychopathology, as well as to Intervene (Part 1)
o 3.2 Using Behavior Analytic Principles and Techniques to Explain Normal Development
and Developmental Psychopathology, as well as to Intervene (Part 2)
Readings
● Cooper, Heron & Heward (2020). Applied Behavior Analysis 3rd Edition ,
o Chapters:11 pp. 265-269.,
o Chapter 13 pp. 312-322.,
o Chapter.14 pp.325-351
o Chapter 15 pp. 352-369
o Chapter 17 pp. 398-410.,
o Chapter 25 pp. 595-612
● Mayer, Sulzer-Azaroff & Wallace (2019). Behavior Analysis for Lasting Change, 4th Edition Ch. 6
pp. 113-114., Ch. 22 pp. 484-519., Ch. 29 pp. 631-656, Ch. 30 pp. 657-682, Ch, 31 pp. 683-722
● Daddario, Rosemarie & Anhalt, Karla & Barton, Lyle. (2007). Differential reinforcement of other
behavior applied classwide in a child care setting.. International Journal of Behavioral
Consultation and Therapy. 3. 342-348. 10.1037/h0100810.
https://files.eric.ed.gov/fulltext/EJ801226.pdf
● Kanter, J.W., Cautilli, J.D., Busch, A.M., and Baruch, D.E. (2005). Toward a Comprehensive
Functional Analysis of Depressive Behavior: Five Environmental Factors and a Possible Sixth and
Seventh. The Behavior Analyst Today. https://psycnet.apa.org/fulltext/2014-44012-006.pdf
● Spates, C.R.; Pagoto, S. & Kalata, A. (2006). A Qualitative and Quantitative Review of Behavioral
Activation Treatment of Major Depressive Disorder. The Behavior Analyst Today, 7(4), 508-518
https://escholarship.umassmed.edu/cgi/viewcontent.cgi?article=1106&context=prevbeh_pp
● Rapport MD, Murphy HA, Bailey JS. (1982) Ritalin vs. response cost in the control of hyperactive
children: a within-subject comparison. J Appl Behav Anal. Summer; 15(2):205-16.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1308265/pdf/jaba00040-0017.pdf
● Embry, D.D., & Biglan, A. (2008). Evidence-based Kernels: Fundamental Units of Behavioral
Influence. Clin Child Fam Psychol Rev., 11(3): 75-113.
https://www.academia.edu/12366793/Evidence_based_Kernels_Fundamental_Units_of_Behavi
oral_Influence
● Wasik, B., Senn, K., Welch, R.H, & Cooper, B.R. (1969). Behavior modification with culturally
deprived school children: Two case studies. Journal of Applied Behavior Analysis, 2,
171-179.https://europepmc.org/backend/ptpmcrender.fcgi?accid=PMC1311061&blobtype=pdf
● Pelios, Morren, Tesch, & Axelrod. (1999) The impact of functional analysis methodology on
treatment choice for self-injurious behavior and aggressive behavior. Journal of Applied Behavior
Analysis, 32, 185- 195.
https://www.academia.edu/8764389/The_impact_of_functional_analysis_methodology_on_tre
atment_choice_for_self_injurious_and_aggressive_behavior
● Wacker DP, Berg WK, Harding JW, Derby KM, Asmus JM, Healy A. (1998) Evaluation and
long-term treatment of aberrant behavior displayed by young children with disabilities. J Dev
Behav Pediatr. 19(4):260-266.
https://www.researchgate.net/publication/315415873_The_Long-Term_Effects_of_Functional_C
ommunication_Training_Conducted_in_Young_Children's_Home_Settings
Video: https://youtu.be/_6IXe0lK_rY ABA Made Easy: Differential Reinforcement DRA DRO DRI DRD DRL DRH
https://youtu.be/BZY2Rs-13fE
LESSON 4: Verbal Behavior
o 4.1 Verbal Behavior (Part 1)
o 4.2 Verbal Behavior (Part 2)
o 4.3 Verbal Behavior (Part 3)
o 4.4 Verbal Behavior (Part 4)
Readings
● Applied Behavior Analysis 3rd Edition (2020). Cooper, Heron & Heward,
o Ch. 4 pp. 76-79,
o Ch. 11 pp. 273-277,
o Ch. 17 pp. 405-408,
o Ch 18 pp. 412 – 449
o Ch 19 pp.451-496
o Ch. 22 pp. 540-556,
o Ch. 23 pp. 557-579
o Ch 26 pp 619-621
● Mayer, Sulzer-Azaroff & Wallace. Behavior Analysis for Lasting Change, 4th Edition (2019)
o Ch. 13 pp. 271-292,
o Ch. 14 pp. 293-324
o Ch. 15 pp. 325-337
o Ch 16 pp. 325 – 337, pp.354-359
o Ch. 18 pp. 383-408.
o Ch. 19 pp. 409 - 434
● Russo, D.C., Cataldo, M.F., and Cushing, P.J. (1981). Compliance training and behavioral
covariation in the treatment of multiple behavior problems. Appl Behav Anal. 1981 Fall; 14(3):
209-222https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1308208/pdf/jaba00045-0003.pdf
● Wahler, R. (1969). Oppositional children: a quest for parental reinforcement control. J Appl
Behav Anal. 2(3):
159-170https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311059/pdf/jaba00081-0019.pdf
LESSON 5: Antecedent Strategies, Generalization, Maintenance and Self-Management Approaches
o 5.1 Use of Antecedent Strategies, Generalization, Maintenance and Self-Management
Approaches (Part 1)
o 5.2 Use of Antecedent Strategies, Generalization, Maintenance and Self-Management
Approaches (Part 2)
o 5.3 Use of Antecedent Strategies, Generalization, Maintenance and Self-Management
Approaches (Part 3)
o 5.4 Use of Antecedent Strategies, Generalization, Maintenance and Self-Management
Approaches (Part 4)
LESSON 6: Competency Training and Advances in Behavior Analysis
o 7.1 Competency Training and Advances in Behavior Analysis (Part 1)
o 7.2 Competency Training and Advances in Behavior Analysis (Part 2)
Readings
● Cooper, Heron & Heward. Applied Behavior Analysis. 3rd Edition. (2020).
o Ch. 28 pp. 656-680
o Ch. 29 pp. 681-712
o Ch. 30 pp. 714-755
● Mayer, Sulzer-Azaroff & Wallace (2019). Behavior Analysis for Lasting Change 4th Edition
o Ch. 3 pp. 35-53
o Ch. 21 pp. 457-483
o Ch. 11 pp. 232-246
o Ch. 12 pp.258-268, 247 – 253
● Ferraioli, S., Hughes, C. and Smith, T. (2005). A Model for Problem Solving in Discrete Trial
Training for Children with Autism. JEIBI 2(4),
Pg.224-246https://files.eric.ed.gov/fulltext/EJ846778.pdf
LESSON 7: Learning Principles and Concepts
o 7.1 Learning Principles and Concepts; Respondent Conditioning, Stimulus-Stimulus
Relations, Exposure Therapy & Systemic Desensitization Stimulus Control. (Part 1)
o 7.2 Learning Principles and Concepts; Respondent Conditioning, Stimulus-Stimulus
Relations, Exposure Therapy & Systemic Desensitization Stimulus Control. (Part 2)
o 7.3 Learning Principles and Concepts; Respondent Conditioning, Stimulus-Stimulus
Relations, Exposure Therapy & Systemic Desensitization Stimulus Control. (Part 3)
Readings
● Osnes & Lieblein: (2003) An Explicit Technology of Generalization- The Behavior Analyst
Today, 3 (4),
364-374https://www.thefreelibrary.com/An+explicit+technology+of+generalization-a01700205
49
● Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied
Behavior Analysis, 10,
349-367.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1311194/pdf/jaba00113-0179.pdf
● 1. Kane, M., Connell, J.E., and Pellecchia, M. (2010). A Quantitative Analysis of Language
Interventions for Children with Autism. The Behavior Analyst Today, 11(2),
128-144.https://psycnet.apa.org/fulltext/2011-20547-005.pdf
● Pfiffner LJ, Rosen LA, & O'Leary SG. (1985). The efficacy of an all-positive approach to classroom
management. Journal of Applied Behavior Analysis,
18:257-261https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1308016/pdf/jaba00029-0073.pdf
● Hanley, G.P., Piazza, C.C., Fisher, W.W., and Maglieri, K.A. (2005). On The Effectiveness of and
Preference for Punishment and Extinction Components of Function-Based Interventions. Journal
of Applied Behavior Analysis, 38(1): 51-65.
● Rasmussen, E.R. and Newland, M.C. (2008). Asymmetry of Reinforcement and Punishment in
Human Choice. J Exp Anal Behav. 89(2):
157-167.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2251321/pdf/jeab-89-02-157.pdf
● Tincani, M. (2007). Moving forward: Positive behavior support and applied behavior analysis.
The Behavior Analyst Today, 8, 492-499. https://psycnet.apa.org/fulltext/2008-05985-008.pdf
● Carr, E. G., Dunlap, G., Horner, H. R., Koegel, R. L., Turnbull, A. P., Sailor, W., et al. (2002). Positive
behavior support: Evolution of an applied science. Journal of Positive Behavior Interventions, 20,
4-16.https://kuscholarworks.ku.edu/bitstream/handle/1808/6147/PBS16_PBS%20Evolution.pdf
?sequence=1&isAllowed=y
● International Journal of Psychology and Psychological Therapy2011, 11, 2, pp. 269-284
Contextual Control and Generalization of Say-Do Correspondence. A Preliminary Study Mónica
Hernández López*1, Miguel Rodríguez Valverde1 and Carmen
Luciano2https://www.researchgate.net/publication/267399190_Contextual_Control_and_Gener
alization_of_Say-Do_Correspondence_A_Preliminary_Study/link/54535bd80cf26d5090a3c6d5/d
ownload
● Sanders, M.R. & Glynn, T. (1981). Training parents in behavioral self-management: An analysis of
generalization and management. J Appl Behav Anal. 14(3):
223-237.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1308209/pdf/jaba00045-0017.pdf
● Lovaas, O. I. (1987). Behavioral Treatment and Normal Educational and Intellectual Functioning
In Young Autistic Children. Journal of Consulting and Clinical Psychology, 55,
3-9.https://earlyautismservices.com/wp-content/uploads/2018/02/lovaas-1987.pdf
● Hixson, M.D., Wilson, J.L., Doty, S.J., and Vladescu, J.C. (2008). Review of the Behavioral
Theories of Autism and Evidence for an Environmental Etiology. SPL-ABA, 3(1)
46-59https://doi.apa.org/fulltext/2014-51872-004.pdf
● Smith T. (2013). What is evidence-based behavior analysis?. The Behavior analyst, 36(1), 7–33.
https://doi.org/10.1007/BF03392290https://www.ncbi.nlm.nih.gov/pmc/articles/PMC364089
0/pdf/bhan-36-01-7.pdf
● Buchanan, J.A. (2006): A Review of Behavioral Treatments for Persons with Dementia. The
Behavior Analyst Today, 7. (2), Page 522https://psycnet.apa.org/fulltext/2010-10811-006.pdf
● Gitlin, L. N., Winter, L., Dennis, M. P., Hodgson, N. and Hauck, W. W. (2010), Targeting and
Managing Behavioral Symptoms in Individuals with Dementia: A Randomized Trial of a
Nonpharmacological Intervention. Journal of the American Geriatrics Society, 58:
1465-1474https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2955191/pdf/nihms-222910.pdf
● Derby, K.M., Wacker, D.P., Berg, W., DeRaad, A., Ulrich, S., Asmus, J., Harding, J., Prouty, A,
Leffy, P., & Stoner, E.A. (1997). The long term effects of functional communication training in
the home setting. Journal of Applied Behavior Analysis, 30,
587-531.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8218995/pdf/nihms-1604883.pdf
● Brinkman, T.M., Segool, N.K, Pham, A.V., & Carlson, J.S. (2007). Writing Comprehensive
Behavioral Consultation Reports: Critical Elements. International Journal of Behavioral
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● David W. Barnett, et. al. (2007). Preschool Intervention Scripts: Lessons from 20 years of
Research and Practice. SLP-APA Volume 2(2),
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● Ruth Anne Rehfeldt, Elisabeth M Kinney, Shannon Root, and Robert Stromer (2004) Creating
activity schedules using Microsoft PowerPoint. J Appl Behav Anal.; 37(1):
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ABA 505: Behavior Change Project
You will develop a resource guide for parents/guardians to actively participate in their child’s therapeutic
journey. This guide should contain:
● Resources that support reinforcement techniques utilized in the therapeutic setting.
● Understanding the role of extinction and how the parent/guardian plays a role in this process.
● Material that is supportive of incidental teaching.
● Resources and supportive material to help the parent/guardian support the therapeutic
interventions utilized in the client’s therapy
You are encouraged to include materials that are both national resources, as well as resources that are
local to you. This research will help familiarize you with the resources in your local area. We encourage
you to include resources outside those in this list to help the parent/guardian support the child in their
therapies
