Psych Methods of ABA Final

What is Criminal Behavior? 

Any conduct or act that violates the criminal law and is punishable by law. (Property crimes, violent crimes, etc) 

Behavior Modification: 

A psychologist approach that uses learning techniques, primarily operant conditioning, to change behaviors by altering the environmental factors that influence them. Simply put, it means changing how someone acts by using rewards or punishments. 

Applied Behavior Analysis is a

scientific approach that focuses on the analysis, understanding, and modification of behavior for positive and meaningful outcomes at both individual and societal levels and has been applied to a wide range of socially significant behavior.

Behavior modification is needed in the criminal justice system to reduce

reduce recidivism and improve public safety by targeting the thoughts and behaviors that lead to crime. It teaches individuals new skills, encourages positive attitudes, and supports better decision-making—often making it more effective and cost-efficient than relying only on punishment.

In Correctional and Rehabilitation settings, these behavior modification methods help officers to: 

Replace aggression with communication or problem-solving skills. This would prevent inmate-to-inmate assault. 

Develop self-control and responsibility 

Reinforce positive habits like working, studying, or cooperating with others. 

Positive Reinforcement:

Earning privileges for good conduct 

Prompting:

Specifically, modeling. Correctional officers should act towards the prisoners the way that they would want them to act too. Acting aggressively or irrationally would make prisoners think that is the norm. 

Extinction:

Reducing attention or privileges for rule-breaking behavior. Inmates should not think that bad conduct is a way to get whatever they want

Differential Reinforcement:

Increasing reinforcement for desirable behaviors, while attempting to eliminate reinforcement for undesirable behaviors. 

Does the American Criminal Justice System use Behavior Modification? 

The American Criminal Justice System does use some behavior modification. Since 1972, token economies and positive-reinforcement programs have been part of rehabilitation efforts. However, the system is largely punishment-focused, and inmates often face physical, psychological, and even sexual abuse from officers. These conditions can undermine the effectiveness of behavior-modification techniques.

Norwegian Prison System: 

Prioritizes Rehabilitation 

Dynamic security over static security

Access to education and vocational training 

Focus on reintegration. 

Recidivism:

The tendency for a convicted individual to reoffend. 

Ways to reduce recidivism in the prison system:

Strengthen rehabilitation through mental health care, substance-abuse treatment, education, vocational training, and CBT. Prepare inmates for reentry by providing job-search support, stable housing, and family reunification when appropriate. Focus on individual needs to ensure effective reintegration.

Behavioral:

The behavior selected must be measurable and observable for an accurate description and analysis, with a focus on behaviors that are causing issues for the individual.

Applied:

Behaviors targeted for intervention should be the ones that are expected to be upheld by others post-intervention are likely to enhance positive adjustment to the surroundings. 

Technological:

Interventions must be described in ample detail to necessitate the creation of methods to ensure that interventions can be replicated. 

Analytical:

requires that interventions are based on empirical evidence, and would provide final validation by establishing that modifications in behavior are the outcomes of interventions being implemented. 

Restorative justice

brings victims, offenders, and the community together to repair harm rather than focus on punishment. It emphasizes offender accountability, meeting victims’ needs, and reintegrating everyone involved back into the community.

ABA principles should be incorporated into the Criminal Justice System because

Criminal behavior is learned and can be changed. Behavior-modification strategies based on ABA can strengthen prosocial behaviors, lower recidivism, and support healthier adjustment back into society.

Stimulus Equivalence:

the ability to recognize and respond to relationships between stimuli, demonstrating that individuals can treat different and equivalent or interchangeable, even without explicit training. 

Reflectivity:

A stimulus can be matched to itself

Symmetry:

If A=B, then B=A (if a child learns that a picture of a dog is a dog, they can also understand that the object of a dog is a dog) 

Transitivity:

If A=B and B=C, then A=C (if a child learns that a picture of a dog is a dog and a toy dog is a dog, they can understand that the picture of the dog is equivalent to the toy dog) 

Facilitates Generalization:

Stimulus equivalence helps people apply learned skills and information to new, untrained situations.

Enhances Learning:

Stimulus equivalence improves learning by helping individuals understand relationships between stimuli, making learning more efficient and effective.

Matching to Sample:

a procedure where an individual is presented with a sample stimulus and must select a matching stimulus from a set of options, reinforcing the association between the sample and the correct match.

Process of Matching to Sample: 

A sample stimulus is shown, and the learner chooses the matching item from several comparison options. As the learner progresses, the number of comparison stimuli increases.

Examples:
• Matching a picture of a car to the written word “car”
• Matching a toy car to its picture
• Matching a picture of a bird to a real bird

Relational Frame Theory (RFT):

explains how people learn and use language by relating stimuli based on their relationships rather than physical features. It helps us understand language and cognitive development and guides ABA interventions in areas like language learning, social skills, and reducing challenging behaviors.

RFT is also used in Acceptance and Commitment Therapy (ACT).
It involves relational concepts such as:

Same/Different: recognizing when things share or differ in a characteristic.
Bigger/Smaller: understanding size relationships.
Before/After: understanding event sequences.
Cause/Effect: understanding how actions lead to consequences.

Multiple Exemplar Training (MET):

Uses many different examples of a skill or concept to promote generalization and deeper understanding. Instead of teaching with one example, MET exposes learners to a wide range of stimuli or responses they may encounter in real life.

Examples:
• Teaching “dog” by showing different breeds, sizes, colors, and even cartoon dogs.
• Teaching shoe-tying by practicing on various types of shoes so the skill transfers across situations.

Rule-Governed Behavior:

actions controlled by verbal or written instructions, rules, or statements, rather than direct experience or consequences. (following traffic laws, following rules because of potential consequences of breaking it, not because you have directly experienced those consequences) 

Importance of Rule-Governed Behavior:

crucial for human civilization, allowing individuals to respond effectively in complex situations without needing to directly experience potentially dangerous or inefficient contingencies. 

Contingency-shaped behavior:

Operant conditioning, learning through consequences, and direct experience. 

Component Analysis:

An experiment designed to identify which part of the treatment package is responsible for behavior change. 

Component Analysis—Procedure:

Identify treatment package: The treatment package being analyzed is typically a combination of multiple interventions or strategies. 

Isolate components: Each component of the package is isolated and evaluated independently. 

Compare outcomes: The outcomes of the treatment package with all components are compared to the outcomes of the treatment package with one component removed. 

Repeat: This process is repeated for each component of the package. 

Comparative Analysis involves

systematically comparing two or more interventions or treatments to determine which is more effective in achieving desired behavior changes. 

Comparative Analysis—Why it’s used:

To find the most effective intervention for a specific behavior

To choose the most efficient and cost-effective option

To guide evidence-based treatment decisions

Parametric Analysis:

involves systematically varying the independent variable (intervention) across a range of values (different doses of medication, different schedules of reinforcements) to determine how these variations impact the dependent variable (behavior)  . The goal is to identify the specific dosage or level of the intervention that yields the most effective and sustainable change in the target behavior. 

Nothing more, nothing less, I don't want to give you too much if you don’t need it. 

Parametric Analysis—Why it’s used:

Determines the optimal “dosage” or level of an intervention to produce the most effective and lasting behavior change.

Discrete Trial Training (DTT):

A structured, one-on-one method that breaks skills into small, teachable steps. Each trial includes a clear instruction, the learner’s response, and a consequence (reinforcement or correction).

Example: Teaching a child to identify colors by having them point to the correct color when named.

DTT is widely used and well-studied for teaching children with autism.

DTT Components:

Discriminative stimulus: Present the cue or instruction.

Response: Learner attempts the targeted behavior.

Consequence: Reinforce correct responses or prompts for incorrect ones.

Inter-trial interval: Pause between trials.

DTT provides a structured, intensive approach to teaching skills.

The discriminative stimulus (SD) is a

clear instructions given to the child, whereupon the child provides either a correct or an incorrect response. 

Discrete Trial Training (DTT)—After the child responds, the instructor provides a consequence:

After the child responds, the instructor provides a consequence: a positive reward for a correct response or an informal “no” for an incorrect response. This is followed by an inter-trial interval (ITI).

Inter-trial interval (ITI)—

a brief pause signaling the end of one instruction and the start of the next.

Main Techniques of DTT: 

Breaking the skills into smaller components 

Teaching until mastery is achieved 

Intensive teaching sessions 

Use of prompts is introduced, and then faded as required

Reinforcement strategies are used for skill improvement and to increase 

If the learner does not respond to or responds incorrectly. —DTT

Provide corrective feedback and begin the trial again, re-presenting the antecedent or cue.

Prompt the learner to respond correctly.

Reinforce and record the result of the prompted trial.

Provide another trial with reduced or no prompting.

Reinforce appropriately and record.

DTT Reinforcement:

Every correct response is initially reinforced with social or tangible rewards. As the learner improves, tangible reinforcements can be gradually reduced.

Discrimination Training (DTT):

Learners are taught to respond correctly to specific stimuli by helping them distinguish each target stimulus from others.

If a DTT Program Isn’t Working:

Teaching new behaviors can take time. Set a session or day limit before adjusting the program, stay persistent, and consider breaking tasks into smaller, manageable steps.

DTT Limitations:

Prompt dependency: Learners rely on instructor cues.

Limited generalization: Skills don’t easily transfer to new settings.

Labor-intensive: Requires constant attention from teachers, often working one-on-one, which can be exhausting.

Natural Environment Teaching (NET):

Focuses on teaching skills in the child’s everyday environments, like home, school, or the community. NET helps generalize skills from structured settings to real-life situations.

Example: Teaching a child to ask for help at a grocery store or follow directions in class.

Pivotal Response Training (PRT):

A naturalistic, play-based intervention that targets pivotal behaviors—like motivation, social interaction, and responding to cues—to promote overall development. It uses the child’s interests to teach skills in engaging, real-life contexts.

Precision Teaching:

A method that measures and analyzes behavior with a focus on frequency and fluency. It defines target behaviors, tracks progress using tools like the standard celeration chart, and uses data to guide instruction and interventions.

Incidental Teaching:

A method that uses naturally occurring opportunities in a child’s environment to teach skills. Learning is based on the child’s interests, making it engaging and relevant.

Example: Using a child’s interest in a toy car to teach them to say “car” or “drive.”