Studies

Readings

Use your Behavior Modification text to read the following:

• Chapter 5, “Extinction,” pages 91–102.

Use the Internet to read the following:

• Frank, H. B. (2018). Extinction: It’s as simple as withholding the functional reinforcer . . . Or, is it? Behavioral Science in the 21st Century. Retrieved from https://www.researchgate.net/publication/332332786_Extinction_It’s_as_Simple_as_Withholding_the_Functional_Reinforcer_Or_Is_It

Learning Components

This activity will help you achieve the following learning components:

• Define the concept of extinction in the context of applied behavior analysis.

ABA Terminology Flashcards – Unit 7

In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

• Click the linked ABA Terminology Flashcards – Unit 7 title above to launch the media and master your knowledge of the terms used in this unit.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Learning Components

This activity will help you achieve the following learning components:

• Define common terms used in the field of applied behavior analysis.

Resources

• ABA Media Best Practices [DOCX].

Instructor Contact Session

In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

• Attending ICS by phone or Zoom.
• Actively providing spoken or written input during ICS.
• Responding to a majority of the ASRs through polls in Zoom.

If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Resources

• DisabilityServices@Capella.edu.</a href=”mailto:disabilityservices@capella.edu”>
• Using Zoom.

Extinction Side-Effects

Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

General Guidelines

Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

Unit 7, Discussion Prompt Option 1

Real Life

Extinction is a procedure that allows us to decrease or completely remove behaviors by withholding the reinforcer that previously maintained that behavior. This procedure can be extremely effective; however, it is important to consider the potential side effects before deciding if this is the right approach for any behavior.

Consider a time where one of your behaviors was placed on extinction by someone else. How did encountering extinction feel and did you engage in any of the side effects?

Unit 7, Discussion Prompt Option 2

What Do You Think?

For more information on extinction, spontaneous recovery, and resistance to extinction, from the Internet, read Bereavement: A Behavioural Process which discusses a behavior analytic conceptualization of grief.

Discuss your interpretation, thoughts, or questions.

Unit 7, Discussion Prompt Option 3

Ask, Answer, Share

In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

Learning Components

This activity will help you achieve the following learning components:

• Explain the side-effects of extinction.

Resources

• Discussion Participation Scoring Guide.

Quiz 7

This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

• Competency 2: Analyze the principles of behavior associated with response rates and stimulus control.

Please carefully read the following instructions before beginning the quiz:

• You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
• Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
• There is no time limit for this or any other courseroom quizzes.
• You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

Resources

• Quiz 7 Scoring Guide.

Periodically, information will be posted in this space for the good of the class.

This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

Studies

Readings

Use your Behavior Modification text to read the following:

• Pages 81–88 in Chapter 4, “Reinforcement.”

Use your Applied Behavior Analysis text to review the following:

• Chapter 13, “Schedules of Reinforcement,” pages 301–321.

Learning Components

This activity will help you achieve the following learning components:

• Identify different types of schedules of reinforcement.
• Identify key elements of positive reinforcement, negative reinforcement, and other reinforcement-based behavioral processes.

Graphing Reinforcement Schedules

Click the linked Graphing Reinforcement Schedules title above to launch the media. Schedules of reinforcement are a critical component in developing and maintaining appropriate behaviors. Each reinforcement schedule produces different rates of responding, which can be identified by analyzing graphs of behavior rates. In this activity, you practice identifying different types of reinforcement schedules.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Resources

• ABA Media Best Practices [DOCX].

ABA Terminology Flashcards – Unit 5

In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

• Click the linked ABA Terminology Flashcards – Unit 5 title above to launch the media and master your knowledge of the terms used in this unit.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Learning Components

This activity will help you achieve the following learning components:

• Define common terms used in the field of applied behavior analysis.

Resources

• ABA Media Best Practices [DOCX].

Reinforcement Schedules

Reinforcement is the cornerstone of behavior analysis. How frequently (or not frequently) reinforcement is delivered has a large impact on how quickly one may respond. This is the case for all behavior. For example, someone who sells cars may be paid on a fixed interval schedule (every two weeks regardless of how many cars are sold) or fixed ratio schedule (100 dollars for every car sold). As you can imagine, based on the pay schedule, the response rate of car selling by the individual who is paid every two weeks, regardless of the number of cars, is likely to be much lower than that of the individual who is paid per car sold. This type of reinforcement schedule and rate of responding translates the same for when you may be teaching a client a skill. Choosing the appropriate reinforcement schedule allows us to support our clients in achieving those successes.

For this assignment, write a paper that includes the following:

• Describe the main types of reinforcement schedules (fixed interval, fixed ratio, variable ratio, and variable interval).
• Explain how each schedule works to evoke a behavior and the type of responding that results.
• Describe how you would use this information on response rates and reinforcement schedules to evoke a behavior in your personal or professional life.
• Analyze why you would choose a particular reinforcement schedule for that particular behavior.

Assignment Requirements

Your assignment should meet the following requirements:

• Written communication: Should be free of errors that detract from the overall message.
• APA formatting: References and citations are formatted according to current APA style guidelines.
• Resources: 2–3 scholarly or professional resources.
• Length: 3–4 double-spaced pages, excluding the title page and reference page.
• Font and font size: Times New Roman, 12-point.
• SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

Refer to the Reinforcement Schedules Scoring Guide to ensure you understand the grading criteria for this assignment.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.

Resources

• Reinforcement Schedules Scoring Guide.
• Applied Behavior Analysis (ABA) Research Guide.
• ePortfolio.
• Evidence and APA.
• Online ePortfolio Guidelines [PDF].
• SafeAssign.
• Writing Feedback Tool.

Instructor Contact Session

In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

• Attending ICS by phone or Zoom.
• Actively providing spoken or written input during ICS.
• Responding to a majority of the ASRs through polls in Zoom.

If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Resources

• DisabilityServices@Capella.edu.</a href=”mailto:disabilityservices@capella.edu”>
• Using Zoom.

Schedules of Reinforcement

Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

General Guidelines

Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

Unit 5, Discussion Prompt Option 1

What Do You Think?

Reinforcement schedules significantly impact the development, rate, and maintenance of behavior. Even the delivery of reinforcement in the form of a paycheck for completing work tasks can impact employee performance. Consider the following study on employee pay schedules and discuss your interpretation, thoughts, and/or questions.

Use the Capella University Library to read the following:

• Long, R. D., III, Wilder, D. A., Betz, A., & Dutta, A. (2012). Effects of and preference for pay for performance: An analogue analysis. Journal of Applied Behavior Analysis, 45(4), 821-826.

Unit 5, Discussion Prompt Option 2

Real Life

Have you ever played a game before and didn’t want to stop? Revisit or imagine that experience and how schedules of reinforcement might relate to continued gameplay. What compound schedules of reinforcement can you identify from a game that you’ve played before?

For details on how ABA relates to gamification, from the Internet, read Loyalty – Building a Better Mousetrap.

Unit 5, Discussion Prompt Option 3

Ask, Answer, Share

In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

Learning Components

This activity will help you achieve the following learning components:

• Describe the main types of reinforcement schedules.
• Provide examples of the main types of reinforcement schedules.

Resources

• Discussion Participation Scoring Guide.

Quiz 5

This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competencies:

• Competency 1: Distinguish the principles of behavior analysis associated with increasing and decreasing behavior.
• Competency 2: Analyze the principles of behavior associated with response rates and stimulus control.

Please carefully read the following instructions before beginning the quiz:

• You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
• Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
• There is no time limit for this or any other courseroom quizzes.
• You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

Resources

• Quiz 5 Scoring Guide.

Periodically, information will be posted in this space for the good of the class.

This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

Studies

Readings

Use your Applied Behavior Analysis text to read the following:

• Chapter 30, “Generalization and Maintenance of Behavior Change,” pages 714–753.

Use the Capella library to read the following:

• Poling, A. (2010). Looking to the future: Will behavior analysis survive and prosper? The Behavior Analyst, 33(1), 7–17.

Learning Components

This activity will help you achieve the following learning components:

• Identify examples of discrimination, generalization, and maintenance.

Generalization Gradient

Click the linked Generalization Gradient title above to launch the media. The generalization gradient is used to study generalization and discrimination. It shows the relationship between the degree of change in the original conditioning stimulus and response strength. In this activity, you work through a series of scenarios to further your understanding of the concepts of discrimination and generalization.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Resources

• ABA Media Best Practices [DOCX].

ABA Terminology Flashcards – Unit 4

In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

• Click the linked ABA Terminology Flashcards – Unit 4 title above to launch the media and master your knowledge of the terms used in this unit.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Learning Components

This activity will help you achieve the following learning components:

• Define common terms used in the field of applied behavior analysis.

Resources

• ABA Media Best Practices [DOCX].

Instructor Contact Session

In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

• Attending ICS by phone or Zoom.
• Actively providing spoken or written input during ICS.
• Responding to a majority of the ASRs through polls in Zoom.

If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Resources

• DisabilityServices@Capella.edu.</a href=”mailto:disabilityservices@capella.edu”>
• Using Zoom.

Sds and Sdeltas

Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

General Guidelines

Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

Unit 4, Discussion Prompt Option 1 Real Life

What is a behavior you engage in that only occurs in the presence of a specific stimulus (S^D), but does not occur in the presence of some other stimulus (S^Δ)? How did you come to discriminate between the two stimuli? Did you demonstrate generalization?

For example:

I have a number of friends on group text. When I send a text to the group, friends 1, 2, and 4 almost always respond immediately. Friend 3 rarely responds when I text to the group. However, if I send an individual text to friend 3, they usually respond. The S^D in this scenario is the individual text thread on my phone, signaling that friend 3 will respond (reinforcement). The S^Δ is the group text thread on my phone, signaling friend 3 will not respond (extinction). Friends 1, 2, and 4 have open schedules and ample free time during the day. Friend 3 has a busy schedule and limited free time during the day. I engaged in stimulus generalization in the future by only individually texting friends who also have busy schedules.

Unit 4, Discussion Prompt Option 2

Practice

Dyamond is in a group home setting with two other residents and 24/7 caregivers. Dyamond can communicate her wants and needs with her caregivers, but they are often occupied with another resident who requires high levels of support. Often, Dyamond must wait for assistance with hygiene tasks and for her caregivers to have time to make meals or open snacks. Dyamond will request to watch television and wait until a caregiver has an opportunity to turn it on. Dyamond is described as patient, cooperative, and kind.

Considering the relevance of behavior rule and strategies for promoting generalization, what would you choose as a first target to teach Dyamond and why?

Unit 4, Discussion Prompt Option 3

Ask, Answer, Share

In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

Learning Components

This activity will help you achieve the following learning components:

• Describe real-world examples of discriminative stimuli.
• Describe real-world examples of stimulus deltas.

Resources

• Discussion Participation Scoring Guide.

Quiz 4

This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competency:

• Competency 1: Distinguish the principles of behavior analysis associated with increasing and decreasing behavior.

Please carefully read the following instructions before beginning the quiz:

• You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
• Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
• There is no time limit for this or any other courseroom quizzes.
• You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

Resources

• Quiz 4 Scoring Guide.

Periodically, information will be posted in this space for the good of the class.

This forum was created to provide a convenient space for you to ask questions—questions about particular assignment and discussion activities, questions about the course in general, questions about expectations. If there is something that you feel you could use help with, please post your question here. Most likely, some of your classmates will have the same concern, so your post may help several learners. If you feel your question is private, please use the Messages tool found under Notifications.

Studies

Readings

Use your Behavior Modification text to read the following:

• Chapter 7, “Stimulus Control: Discrimination and Generalization,” pages 127–142.

Use your Applied Behavior Analysis text to read the following:

• Pages 372–392 in Chapter 16, “Motivating Operations.”

Use the Capella library to read the following:

• Nosik, M. R., & Carr, J. E. (2015). On the distinction between the motivating operation and setting event concepts. The Behavior Analyst, 38(2), 219–223.

Learning Components

This activity will help you achieve the following learning components:

• Define the concept of motivating operations.
• Provide examples of stimulus control.

What Type of MO?

Click the linked What Type of MO? title above to launch the media. In this activity, you will work through a series of scenarios and practice identifying the antecedent, the stimulus control, and the motivating operation.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Learning Components

This activity will help you achieve the following learning components:

• Identify the antecedent, the stimulus control, and the motivating operation in a scenario.

Resources

• ABA Media Best Practices [DOCX].

ABA Terminology Flashcards – Unit 3

In each unit, you are provided with resources to help you study and practice behavior analysis terminology. Mastering the terminology during your program will provide you with a solid foundation for developing examples of these terms and ultimately for practical application in the field.

• Click the linked ABA Terminology Flashcards – Unit 3 title above to launch the media and master your knowledge of the terms used in this unit.

Note: This media piece is included in your required instructional activities. Although you will not receive a grade for this activity, you must complete it to pass the course. You are required to answer each question correctly to receive credit for completing this activity.

An ABA Media Best Practices guide is located in the resources. Follow the practices in this guide to have the best possible experience with the media and to make sure you get credit for this activity.

Learning Components

This activity will help you achieve the following learning components:

• Define common terms used in the field of applied behavior analysis.

Resources

• ABA Media Best Practices [DOCX].

MOs and Sds

Antecedents are stimuli that occur before a behavior and can influence behaviors. MOs and S^ds are types of antecedents that play an important role in the occurrence of behaviors. Understanding the impact of these antecedents allows behavior analysts to manipulate these variables and influence client behavior in a meaningful way.

For this assignment, use the template Motivating Operations and Discriminative Stimuli given in the resources. This template has a column for similarities and one for differences. In a bulleted format, fill in your analysis of the two concepts, placing similarities in the left column and differences in the right column.

Below the table:

• Identify and describe three real situations from your environment or experience (please identify MOs and S^ds in each of your examples).
• Identify the relevant antecedent variables and explain how they operate as either an MO or a S^d.

Assignment Requirements

Your assignment should meet the following requirements:

• Written communication: Should be free of errors that detract from the overall message.
• APA formatting: References and citations are formatted according to current APA style guidelines.
• Resources: 2–3 scholarly or professional resources. Resources should include the course text and a combination of seminal works.
• Length: 3–4 double-spaced pages of content, in addition to the title page and references page.
• Font and font size: Times New Roman, 12-point.
• SafeAssign: You are required to use SafeAssign before submitting the completed assignment to your instructor. Submit your work to SafeAssign as a draft, review the results, and make any needed changes. When you are ready, submit your assignment to the assignment area for grading.

Please refer to the MOs and S^ds Scoring Guide to ensure you understand the grading criteria for this assignment.

Note: Your instructor may also use the Writing Feedback Tool to provide feedback on your writing. In the tool, click the linked resources for helpful writing information.

Portfolio Prompt: You may choose to save this learning activity to your ePortfolio.

Resources

• MOs and Sds Scoring Guide.
• Applied Behavior Analysis (ABA) Research Guide.
• ePortfolio.
• Evidence and APA.
• Motivating Operations and Discriminative Stimuli [DOC].
• Online ePortfolio Guidelines [PDF].
• SafeAssign.
• Writing Feedback Tool.

Instructor Contact Session

In this two-hour session, your instructor talks about specific topics related to ABA. Listen to the lecture, and then participate in the session by responding to any ASR questions through polls, participating in small breakout groups, and engaging in discussions with your peers and instructor in the chat area.

ICSs are not graded, but you must attend and participate in seven out of 10 of these sessions to pass the course. Participation is defined as:

• Attending ICS by phone or Zoom.
• Actively providing spoken or written input during ICS.
• Responding to a majority of the ASRs through polls in Zoom.

If you are going to miss a session, you must notify your instructor in advance. It is strongly recommended that you view the recordings of any sessions that you miss.

Note: If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact DisabilityServices@Capella.edu to request accommodations.

Resources

• DisabilityServices@Capella.edu.</a href=”mailto:disabilityservices@capella.edu”>
• Using Zoom.

Antecedents

Each week you must provide an initial post responding to one of the discussion board prompt options. Please include the discussion prompt you are addressing in the subject line of your post.

Review the posts of other learners and engage in two responses to a learner or learners in any discussion board prompt. (You may respond to the same learner twice in a conversation.)

General Guidelines

Your responses should be substantive and demonstrate your understanding of the material. In this, and in all of your courseroom posts, be sure to keep your tone respectful and professional. Use the name of the peer you are addressing. Cite any references according to APA guidelines.

Unit 3, Discussion Prompt Option 1

What Do You Think?

Classical Conditioning and Operant Learning

Antecedents are events that occur before a target behavior. Read Figure 4-1: Classical Conditioning and Operant Learning from Brief Interventions and Brief Therapies for Substance Abuse on how antecedent stimuli play a role in controlling respondent behavior and understanding operant behavior in addiction. Discuss your interpretation, thoughts, or questions.

Unit 3, Discussion Prompt Option 2

Real Life

Share an example from your life of a CMO-S, CMO-R, and/or CMO-T and the behavior and value-altering effects they had on your behavior.

Unit 3, Discussion Prompt Option 3

Ask, Answer, Share

In this thread, you have the opportunity to engage with your peers about the content of the unit in your current environment! Do you have a question for your peers about their experiences with the terms in a clinical setting? Do you wish to share an example of how you understand these terms as they relate to your life or experience? This is a space for peer engagement which will be monitored by your instructor, but if you have specific questions for your instructor please use the Ask Your Instructor forum, email, or course messages.

Learning Components

This activity will help you achieve the following learning components:

• Explain the importance of antecedents in understanding operant behaviors and controlling respondent behaviors.
• Explain the relationship between respondent and operant behaviors in a particular situation.

Resources

• Discussion Participation Scoring Guide.

Quiz 3

This quiz covers elements from the BCBA/BCaBA Task List (5th ed.) in this unit. This quiz will help you and your instructor to assess your learning gains and mastery of the relevant learning objectives and the following course competencies:

• Competency 1: Distinguish the principles of behavior analysis associated with increasing and decreasing behavior.
• Competency 2: Analyze the principles of behavior associated with response rates and stimulus control.

Please carefully read the following instructions before beginning the quiz:

• You must complete and submit the quiz by Sunday at 11:59 p.m. Central time.
• Do not start the quiz until you are fully prepared to complete it (that is, all unit study activities must be completed). The quiz must be completed without referring to reading materials, study aids (for example, flash cards), or notes. A dictionary is permitted to check spelling, however a glossary is not permitted. Contact with other learners or any informant is expressly prohibited during a quiz.
• There is no time limit for this or any other courseroom quizzes.
• You may retake this quiz up to a maximum of three attempts. If you have any incorrect answers, this allows you to study related content before the next quiz attempt. The average of your scores will be recorded as your grade.

Click the linked quiz title to access the quiz. If you have any issues with the quiz, contact your instructor.

Resources

• Quiz 3 Scoring Guide.

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