This term refers to a situation where a single verbal response is influenced by more than one variable. There are two types of multiple control: convergent and divergent. Convergent multiple control occurs when a single verbal response is controlled by multiple variables. Divergent multiple control occurs when a single antecedent variable affects the strength of multiple responses.

This instructional technique involves providing learners with practice across various stimulus conditions, response variations, and response topographies. The goal is to ensure that the learner acquires the desired response forms and to promote generalization of skills across different settings and situations.

It is a variation of the multiple baseline design. In this design, intermittent measures or probes are taken during the baseline phase. It is used to evaluate the effects of instruction on skill sequences, especially when it is unlikely for the subject to improve performance on later steps before mastering prior steps.

This refers to a compound schedule of reinforcement consisting of two or more basic schedules that occur in an alternating, often random, sequence. Each element of the schedule is associated with a discriminative stimulus, and reinforcement is delivered for meeting the response requirements of the active element.

This occurs when the effects of one treatment on a subject’s behavior are confounded by the influence of another treatment administered during the same study. It is important to control for such interference to accurately assess the effects of individual treatments.

This is an experimental design that uses the reversal tactic to compare the effects of two or more experimental conditions to baseline and/or to one another. The design involves alternating treatments and baselines to evaluate their impact on behavior.

A naive observer is someone who is unaware of the study’s purpose and/or the experimental conditions in effect during a given phase or observation period. Data obtained by a naive observer are less likely to be influenced by observer bias or expectations.

This refers to any contingency of reinforcement (or punishment) that operates independently of the behavior analyst’s or practitioner’s efforts. It includes socially mediated contingencies that are already in effect in the relevant setting, contrasting with contingencies that are experimentally contrived.

Negative punishment involves the removal of a stimulus (or a decrease in its intensity) immediately following a response behavior. This leads to a decrease in the future frequency of similar responses under similar conditions. It is also known as Type II punishment.

A negative reinforcer is a stimulus whose termination or reduction in intensity functions as a reinforcement. In contrast to a positive reinforcer, which involves the presentation of a stimulus to strengthen a behavior, a negative reinforcer involves the removal or reduction of a stimulus to achieve the same effect.

Noncontingent reinforcement refers to a procedure where stimuli with known reinforcing properties are presented on fixed-time (FT) or variable-time (VT) schedules, completely independent of the learner’s behavior. It is often used as an antecedent intervention to reduce problem behavior.

A two-phase design: 1. Pre-treatment baseline (A); 2. treatment condition (B).

A three-phase design: Pre-treatment baseline (A); 2. treatment condition (B); 3. return to baseline conditions (A). Each phase should reach “steady-state” responding before the introduction of the next phase.

A four-phase design: Pre-treatment baseline (A); 2. treatment condition (B); 3. return to baseline (A) and (4) a second intervention phase (B). Each phase should reach “steady-state” responding before the introduction of the next phase. (Also called reversal design, withdrawal design)

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation. For example, food ingestion abates (decreases the current frequency of) behavior that has been reinforced by food.

A two-phase design: 1. Pre-treatment baseline (A); 2. treatment condition (B).

A three-phase design: Pre-treatment baseline (A); 2. treatment condition (B); 3. return to baseline conditions (A). Each phase should reach “steady-state” responding before the introduction of the next phase.

A four-phase design: Pre-treatment baseline (A); 2. treatment condition (B); 3. return to baseline (A) and (4) a second intervention phase (B). Each phase should reach “steady-state” responding before the introduction of the next phase. (Also called reversal design, withdrawal design)

A decrease in the current frequency of behavior that has been reinforced by the stimulus that is increased in reinforcing effectiveness by the same motivating operation. For example, food ingestion abates (decreases the current frequency of) behavior that has been reinforced by food.