BCBA Exam (6th ed. TCO) Full Glossary of ABA Terms

Abative effect

A type of behavior-altering effect that causes an in-the-moment decrease in the current frequency of behavior that's been reinforced by a specific stimulus.

B.16 Identify examples of motivating operations.

ABC continuous recording

A direct and descriptive measurement and assessment procedure in which instances of a naturally occurring target behavior and the specific environmental events (antecedents and consequences) accompanying the behavior are recorded. Measurement is conducted using checklists to mark occurrences and nonoccurrences of the target behavior during a specified time interval and to calculate the conditional probabilities for that behavior.

F.5 Design and evaluate descriptive assessments.

ABC narrative recording

A direct and descriptive measurement, and assessment procedure in which instances of a naturally occurring target behavior and the specific environmental events (antecedents and consequences) accompanying the behavior are recorded. Measurement is conducted only when the behavior occurs using narrative, written descriptions of the behavior and the corresponding specific environmental events and used to calculate conditional probabilities for that behavior.

F.5 Design and evaluate descriptive assessments.

Abolishing operation

A type of motivating operation that is the product of satiation that, at that moment, decreases the effectiveness of the stimulus as a reinforcer as well as the current frequency of any behavior to contact that reinforcer.

B.16 Identify examples of motivating operations.

Accuracy

The degree to which what was measured (observed value) is representative of what actually occurred (true value); in other words, the data was measured correctly.

C.12 Select a measurement procedure to obtain representative procedural integrity data that accounts for relevant dimensions (e.g., accuracy, dosage) and environmental constraints.

Adaptation

Refers to the changes in operant responding due to the repeated presentation of a particular antecedent stimulus.

D.3 Identify threats to internal validity (e.g., history, maturation).

Add-in component analysis

A method for conducting a component analysis that identifies the effective components of a treatment package by comparing each component individually or in different combinations, to the complete treatment package.

D.8 Identify rationales for conducting comparative, component, and parametric analyses.

Additive effects

When an individual component of a treatment package acts alone to produce a desired effect and does not impact the effectiveness or lack thereof of the other components.

D.8 Identify rationales for conducting comparative, component, and parametric analyses.

Adjunctive behaviors

Time-filling behaviors that occur as a result of reinforcement schedules, at times when reinforcement isn't available. These behaviors are not related to the specific reinforcement yet tend to occur in the same conditions in which the reinforcement will be delivered.

H.4 Plan for and attempt to mitigate possible unwanted effects when using reinforcement, extinction, and punishment procedures.

Affirmation of the consequent

Demonstrating that the independent variable controls the dependent variable (behavior) by showing a functional relationship between the independent variable and the dependent variable, evidenced by a change in responding occurring with the presentation of the independent variable.

D.4 Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

Alternative behaviors

Specific adaptive and functionally inequivalent behaviors that are taught to replace and/or prevent challenging behaviors.

H.3 Select socially valid alternative behavior to be established or increased when a target behavior is to be decreased.

Alternative schedules of reinforcement

A compound schedule of reinforcement in which reinforcement is delivered when the requirement of either a ratio or interval schedule is met, regardless of which of the component schedule requirements is met first.

B.10 Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.

Analytic

A dimension of ABA, which explains that a functional relationship is demonstrated when manipulated events (independent variables) produce a reliable change in any measurable dimension of the targeted behavior (dependent variables) and exhibit a reliable functional relation.

A.5 Identify and describe dimensions of applied behavior analysis.

Antecedent intervention

Interventions that are implemented prior to and are not contingent on behavior.

G.5 Incorporate motivating operations and discriminative stimuli into behavior-change procedures.

Antecedent-based self-management procedures

A variety of procedures used in self-management that manipulate antecedents to increase or decrease one's own target behaviors.

G. Behavior-Change Procedures

Applied

A dimension of ABA, which explains that ABA treatment must aim to improve socially significant behaviors in real-world settings.

A.5 Identify and describe dimensions of applied behavior analysis.

Arbitrary stimulus class

A group of stimuli that do not share any common topographies but evoke the same response.

B.2 Identify and distinguish between stimulus and stimulus class.

Asking stimulus preference assessment

A stimulus preference assessment in which an assessor asks the client or relevant individuals about the client's specific preferences or offers the client a pre-task choice from items identified as preferred.

F.4 Design and evaluate preference assessments.

Assent

The agreement of participation by a client who is unable to give legal consent for their own participation.

E. Ethical and Professional Issues

Attention function

When the source of reinforcement for a behavior is access to socially mediated attention.

F.5 Design and evaluate descriptive assessments.

Attrition

A reduction in the number of study participants, which can impact the validity and reliability of the findings and compromise the integrity of the data.

D.3 Identify threats to internal validity (e.g., history, maturation).

Autoclitic

A secondary verbal operant that modifies one's own verbal behavior to attain a response from the listener and increases the chances that the listener will respond as intended by the speaker.

B.19 Identify and distinguish among verbal operants.

Autoclitic mand

A secondary verbal operant that modifies one's own primary verbal behavior and is controlled by an MO in that it commands the listener to take some sort of action.

B.19 Identify and distinguish among verbal operants.

Autoclitic tact

A secondary verbal operant that modifies one's own primary verbal behavior and is controlled by some nonverbal aspect of the main response.

B.19 Identify and distinguish among verbal operants.

Automatic punishment

Punishment that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.

B.6 Identify and distinguish between automatic and socially mediated contingencies.

Automatic reinforcement

Reinforcement that occurs without the social mediation of others and is mediated by the self or environmental (internal or external) variables.

B.6 Identify and distinguish between automatic and socially mediated contingencies.

Automatic reinforcement extinction

A process where the maintaining automatic reinforcer no longer follows a specific behavior, resulting in that behavior decreasing and eventually ceasing.

B.11 Identify and distinguish between operant and respondent extinction as operations and processes.

Automatic reinforcement function

When the source of reinforcement for a behavior is self-mediated access to specific reinforcement or escape from aversive stimuli.

F.5 Design and evaluate descriptive assessments.

Automaticity of reinforcement and punishment

The phenomenon that behavior is modified by consequences, even if a person is unaware of the contingency.

B.6 Identify and distinguish between automatic and socially mediated contingencies.

Avoidance contingency

When a behavior prevents the onset of aversive stimulus.

B.4 Identify and distinguish between positive and negative reinforcement contingencies.

BAB reversal design

A three-phase variation of the reversal design that begins with the treatment phase first, followed by the baseline phase, after which responding is reversed to a level obtained in the treatment phase by returning to the treatment condition.

D.7 Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs.

BACB®'s definition of applied behavior analysis (ABA)

A science based on the use of learning principles to improve socially important behavior. ABA practice focuses on assessing the environmental influences on behavior, implementing assessment-based interventions, and making data-based decisions. ABA has been used to address the behavioral needs of consumers in multiple areas, including general and special education, organizational behavior management, gerontology, and many more. ABA is the leading evidence-based treatment approach for ASD and other developmental disabilities (copyright © 2018, BACB®).

A.4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.

Backup reinforcer

Specific preferred items or activities that can be exchanged for the earned tokens delivered in a token economy system.

G.4 Identify procedures to establish and use conditioned reinforcers (e.g., token economies).

Backward chaining

A chaining method in which an instructor initially completes the chain in its naturally occurring order, and then the individual is taught one step at a time, starting from the last step of the chain and then moving to the second to last step and so on, until the individual can complete the entire chain in its naturally occurring order.

G.12 Select and implement chaining procedures.

Backward chaining with leap aheads

A variation of the backward chain in which any step in the task analysis that is already in the individual's repertoire is not formally trained.

G.12 Select and implement chaining procedures.

Bar graph

A chart that displays data using rectangular bars or columns that represent unrelated discrete sets of data with a common dimension.

C.10 Graph data to communicate relevant quantitative relations (e.g., equal-interval graphs, bar graphs, cumulative records).

Baseline data

The data collected prior to implementing a treatment or intervention, used as a comparison for treatment outcomes and acts as a control condition.

D.4 Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

Baseline logic

The essential reasoning of single-subject experimental designs, which consists of prediction, verification, and replication.

D.4 Identify the defining features of single-case experimental designs (e.g., individuals serve as their own controls, repeated measures, prediction, verification, replication).

Behavior

A large class of responses that share physical dimensions and functions and are the observable actions of a person (what they say or do), as well as their private events, such as their feelings, emotions, thoughts, and memories.

B.1 Identify and distinguish among behavior, response, and response class.

Behavior chain

A specific sequence of discrete responses/behaviors that, when linked together, form a terminal behavior. Each discrete response/behavior is associated with a particular stimulus condition (SD), and each response and the associated SD serve as an individual component of the chain.

G.12 Select and implement chaining procedures.

Behavior chain with a limited hold

Any behavior chain with the requirement of not only being performed correctly and in order, but also within a specified period of time.

G.12 Select and implement chaining procedures.

Behavior checklist

An indirect assessment method administered using checklists to gather descriptions of the referral behavior and the relevant antecedents and consequences, as well as information about the frequency, duration, or intensity of the referral behavior.

F.3 Design and evaluate assessments of relevant skill strengths and areas of need.

Behavior cusp

Behaviors that, when acquired, result in the individual accessing new environments and, therefore, new stimulus controls and contingencies (i.e., reinforcement).

F.8 Interpret assessment data to identify and prioritize socially significant, client-informed, and culturally responsive behavior-change procedures and goals.

Behavior skills training (BST)

An empirically validated, performance and competency-based approach for staff training that involves description, modeling, practice, and feedback.

I.7 Make data-based decisions about the efficacy of supervisory practices.

Behavior trap

A method to program for generalization and maintenance during instruction that involves bringing a target behavior under the control of natural reinforcers by exposing the behavior to those reinforcers.

G.15 Design and evaluate procedures to promote stimulus and response generalization.

Behavior-altering effect

An effect of motivating operations that causes an in-the-moment increase or decrease in the current frequency of behavior that's been reinforced by a specific stimulus.

B.16 Identify examples of motivating operations.

Behavioral

A dimension of ABA, which explains that ABA treatment must target measurable and observable behavior.

A.5 Identify and describe dimensions of applied behavior analysis.

Behavioral contrast

A side effect of treatment that occurs in a multiple schedule of reinforcement or punishment when a change in the schedule of one part of the reinforcement or punishment contingency changes the behavior in the opposite direction in the other component of the schedule.

Hint: When the target behavior occurs in many settings, but intervention occurs in only one setting. The behavior improves in the treatment setting but has a contrast effect in the non-treatment settings, meaning it gets worse.

H.4 Plan for and attempt to mitigate possible unwanted effects when using reinforcement, extinction, and punishment procedures.

Behavioral interview

An indirect assessment method used to identify potential target behaviors and the client's and relevant individual's primary concerns by asking about the client's home environment, family dynamics, social history, community involvement, friendships, relevant, behavioral incidents, past programs, etc.

F.3 Design and evaluate assessments of relevant skill strengths and areas of need.

Behavioral momentum

The tendency for behavior to become more persistent (e.g., low-probability behaviors increase following a series of high-probability requests) following the delivery of reinforcement (e.g., a high-probability request sequence) in a given context. Generally, higher schedules of reinforcement produce higher rates of behavior and more resistance to change.

B.22 Identify ways behavioral momentum can be used to understand response persistence.

Behaviorism

A branch of behavior analysis that examines the philosophical, theoretical, historical, and methodological issues within the science of behavior.

A.4 Distinguish among behaviorism, the experimental analysis of behavior, applied behavior analysis, and professional practice guided by the science of behavior analysis.

Block trial

A procedure in discrete-trial teaching during which different learning trials (SDs) are presented in blocks, which are gradually reduced in size contingent upon correct responding until the stimuli are presented randomly.

G.13 Design and evaluate trial-based and free-operant procedures.

Bonus response cost

A type of response cost procedure in which additional non-contingent reinforcers are made available and are removed if the challenging behavior occurs.

G.17 Design and evaluate positive and negative punishment (e.g., time-out, response cost, overcorrection).

Bootleg reinforcement

Reinforcement that is accessed without meeting the response requirements of the contingency.

D.3 Identify threats to internal validity (e.g., history, maturation).

Breaking point

When during a progressive-ratio schedule reinforcer assessment, responding decreases or stops due to response requirements exceeding the relative effectiveness of the reinforcement schedule.

F.4 Design and evaluate preference assessments.

Brief FA

A variation of the functional analysis conducted over a shorter period of time by decreasing the duration of each analyzed condition.

F.6 Design and evaluate functional analyses.

Celeration

A measure of the change (i.e., increase or decrease) in the rate of a behavior over a period of time. Answers the question: How did the rate of behavior change over a specific period of time?

C.3 Measure occurrence.

Chained schedules of reinforcement

A compound schedule of reinforcement in which a sequence of two or more signaled (SD) basic schedules of reinforcement must be met successively for the response to contact reinforcement.

B.10 Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.

Chaining

A specific collection of methods that are used to connect a specific sequence of stimuli and responses to form new behaviors.

G.12 Select and implement chaining procedures.

Changing criterion design

An experimental design in which an initial baseline phase is followed by a series of treatment phases consisting of successive, stepwise, and gradually changing criteria for which reinforcement or punishment is delivered, examining how these criteria impact responding.

D.7 Distinguish among reversal, multiple-baseline, multielement, and changing-criterion designs.

Circular reasoning

A mentalistic process in which the cause and effect of behavior are both inferred from the same information.

A.5 Identify and describe dimensions of applied behavior analysis.

Code's definition of behavior analyst

An individual who holds BCBA® or BCaBA® certification or who has submitted a complete application for BCBA® or BCaBA® certification.

E.1 Identify and apply core principles underlying the ethics codes for BACB certificants (e.g., benefit others; treat others with compassion, dignity, and respect; behave with integrity).

Code's definition of behavior-change intervention

The full set of behavioral procedures designed to improve the client's wellbeing.

G. Behavior-Change Procedures

Code's definition of behavioral services

Services that are explicitly based on the principles and procedures of behavior analysis and are designed to change behavior in meaningful ways. These services include, but are not limited to, assessment, behavior-change interventions, training, consultation, managing and supervising others, and delivering continuing education.

G. Behavior-Change Procedures

Code's definition of client

The direct recipient of the behavior analyst's services. At various times during service provision, one or more stakeholders may simultaneously meet the definition of client (e.g., the point at which they receive direct training or consultation). In some contexts, the client might be a group of individuals (e.g., with organizational behavior management services).

G. Behavior-Change Procedures

Code's definition of clients' rights

Human rights, legal rights, rights codified within behavior analysis, and organization rules designed to benefit the client.

E.12 Identify and apply the legal, regulatory, and practice requirements (e.g., licensure, jurisprudence, funding, certification) relevant to the delivery of behavior-analytic services.

Code's definition of conflict of interest

An incompatibility between a behavior analysts' private and professional interests resulting in risk or potential risk to services provided to, or the professional relationship with, a client, stakeholder, supervisee, trainee, or research participant. Conflicts may result in a situation in which personal, financial, or professional considerations have the potential to influence or compromise professional judgment in the delivery of behavioral services, research, consultation, supervision, training, or any other professional activity.

E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable.

Code's definition of digital content

Information that is made available for online consumption, downloading, and/or distribution through an electronic medium (e.g., television, radio, eBook, website, social media, videogame, application, computer, smart device). Common digital content includes documents, pictures, videos, and audio files.

E.4 Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information.

Code's definition of informed consent (information use/sharing)

Information Use/Sharing: Providing the opportunity for an individual to give informed consent to share or use their information involves communicating about: 1) the purpose and intended use; 2) the audience; 3) the expected duration; 4) the right to decline or withdraw consent at any time; 5) potential risks or benefits; 6) any limitations to confidentiality or privacy; 7) whom to contact for questions or concerns at any time; and 8) the opportunity to ask questions and receive answers.

E.4 Identify and comply with requirements for collecting, using, protecting, and disclosing confidential information.

Code's definition of informed consent (service/research)

The permission given by an individual with the legal right to consent before participating in services or research, or allowing their information to be used or shared. Providing the opportunity for an individual to give informed consent for services or research involves communicating about and taking appropriate steps to confirm understanding of: 1) the purpose of the services or research; 2) the expected time commitment and procedures involved; 3) the right to decline to participate or withdraw at any time without adverse consequences; 4) potential benefits, risks, discomfort, or adverse effects; 5) any limits to confidentiality or privacy; 6) any incentives for research participation; 7) whom to contact for questions or concerns at any time; and 8) the opportunity to ask questions and receive answers.

D.9 Apply single-case experimental designs.

Code's definition of legally authorized representative

Any individual authorized under law to provide consent on behalf of an individual who cannot provide consent to receive services or participate in research.

F. Behavior Assessment

Code's definition of multiple relationship

A comingling of two or more of a behavior analyst's roles (e.g., behavioral and personal) with a client, stakeholder, supervisee, trainee, research participant, or someone closely associated with or related to the client.

E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable.

Code's definition of public statements

Delivery of information (digital or otherwise) in a public forum for the purpose of either better informing that audience or providing a call-to-action. This includes paid or unpaid advertising, brochures, printed material, directory listings, personal resumes or curriculum vitae, interviews, or comments for use in media (e.g., print, statements in legal proceedings, lectures and public presentations, social media, published materials).

E.5 Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misrepresentation of professional credentials, behavior analysis, and service outcomes).

Code's definition of research

Any data-based activity, including analysis of preexisting data, designed to generate generalizable knowledge for the discipline. The use of an experimental design does not by itself constitute research.

D.9 Apply single-case experimental designs.

Code's definition of research participant

Any individual participating in a defined research study for whom informed consent has been obtained.

D.9 Apply single-case experimental designs.

Code's definition of research review committee

A group of professionals whose stated purpose is to review research proposals to ensure the ethical treatment of human research participants. This committee might be an official entity of a government or university (e.g., Institutional Review Board, Research Ethics Board), an independent committee within a service organization, or an independent organization created for this purpose.

D.9 Apply single-case experimental designs.

Code's definition of scope of competence

The professional activities a behavior analyst can consistently perform with proficiency.

E.3 Develop and maintain competence by engaging in professional development activities (e.g., read literature, seek consultation, establish mentors).

Code's definition of social media channels

A digital platform, either found through a web browser or through an application, where users (individuals and/or businesses) can consume, create, copy, download, share, or comment on posts or advertisements. Both posts and advertisements would be considered digital content.

E.5 Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misrepresentation of professional credentials, behavior analysis, and service outcomes).

E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable

Code's definition of stakeholder

An individual, other than the client, who is impacted by and invested in the behavior analyst's services (e.g., parent, caregiver, relative, legally authorized representative, collaborator, employer, agency or institutional representatives, licensure board, funder, third-party contractor for services).

F. Behavior Assessment

Code's definition of supervisee

Any individual whose behavioral service delivery is overseen by a behavior analyst within the context of a defined, agreed- upon relationship. Supervisees may include RBT®s, BCaBA®s, and BCBA®s, as well as other professionals carrying out supervised behavioral services.

I.2 Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback).

Code's definition of testimonial

Any solicited or unsolicited recommendation, in any form, from a client, stakeholder, supervisee, or trainee affirming the benefits received from a behavior analyst's product or service. From the point at which a behavior analyst asks an individual for a recommendation it is considered solicited.

E.5 Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misrepresentation of professional credentials, behavior analysis, and service outcomes).

E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable

Code's definition of third-party

Any individual, group of individuals, or entity, other than the direct recipient of services, the primary caregiver, the legally authorized representative, or the behavior analyst, who requests and funds services on behalf of a client or group of clients. Some examples include a school district, governmental entity, mental health agency, among others.

E.7 Identify types of and risks associated with multiple relationships, and how to mitigate those risks when they are unavoidable.

Code's definition of trainee

Any individual accruing fieldwork/experience toward fulfilling eligibility requirements for BCaBA® or BCBA® certification.

I.2 Identify and apply strategies for establishing effective supervisory relationships (e.g., executing supervisor-supervisee contracts, establishing clear expectations, giving and accepting feedback).

Code's definition of website

A digital platform found through a web browser where an entity (individual and/or organization) produces and distributes digital content for the consumption of users online. Depending on the functionality, users can consume, create, copy, download, share, or comment on the provided digital content.

E.5 Identify and comply with requirements for making public statements about professional activities (e.g., social media activity; misrepresentation of professional credentials, behavior analysis, and service outcomes).

Codic

Any verbal behavior that does not share formal similarity with its controlling stimulus but does share point-to-point correspondence (e.g., transcription).

B.19 Identify and distinguish among verbal operants.

Common bidirectional naming (C-BiN)

Both speaker behavior and listener responses are established for the same stimulus from training only either the speaker or the listener response (e.g., a client is taught to tact "dog", and without direct training responds to the directive "touch dog").

B.21 Identify examples of processes that promote emergent relations and generative performance.

Comparative analysis

An applied comparison of two or more treatments to assess which treatment is most effective.

D.8 Identify rationales for conducting comparative, component, and parametric analyses.

Component analysis

An experiment in which each component of a multi-component behavior intervention (treatment package) is examined to determine the most effective elements and combinations.

D.8 Identify rationales for conducting comparative, component, and parametric analyses.

Component behaviors

The building block skills needed for the development of a more complex skill.

F.8 Interpret assessment data to identify and prioritize socially significant, client-informed, and culturally responsive behavior-change procedures and goals.

Conceptually systematic

A dimension of ABA, which explains that ABA procedures must be derived from the basic principles of behavior analysis.

A.5 Identify and describe dimensions of applied behavior analysis.

Concurrent schedule reinforcer assessment

A reinforcer assessment that identifies the contingency that is most effective as a reinforcer (i.e., which produces the most responding) when two or more contingencies operate on two or more behaviors at the same time, independent of each other.

F.4 Design and evaluate preference assessments.

Concurrent schedules of reinforcement

A compound schedule of reinforcement in which clients choose between two or more behaviors associated with different signaled (SD) schedules of reinforcement that are correlated with each behavior option.

B.10 Identify and distinguish among concurrent, multiple, mixed, and chained schedules of reinforcement.

Condition change lines

Vertical lines, drawn upward from the x-axis to the top of the graph, that separate the points in time of different independent variable conditions or important changes within a treatment period (e.g., change in schedules of reinforcement, change in teaching procedures, changes to medication, etc.).

C.11 Interpret graphed data.

Conditional discriminations

Correct responding that requires discriminating an antecedent stimulus condition (SD) that is conditional on the presence of another antecedent stimulus condition for the response to produce reinforcement.

G.6 Design and evaluate procedures to produce simple and conditional discriminations.

Conditional probability

A formula that generates information from ABC recording to assess the statistical possibility that a target behavior will occur under specific antecedent and/or consequence conditions.

F.5 Design and evaluate descriptive assessments.

Conditioned motivating operation (CMO)

An MO that, due to learning history, changes the value of other stimuli, objects, or events, and creates an in-the-moment change in the frequency of any behavior associated with those other stimuli, objects, or events.

B.16 Identify examples of motivating operations.

Conditioned punisher

A previously neutral stimulus that now functions as a punisher because of prior pairing with one or more other punishing stimuli.

B.8 Identify and distinguish among unconditioned, conditioned, and generalized punishers.

Conditioned reinforcer

A previously neutral stimulus that acquires the ability to function as a reinforcer through a stimulus-stimulus pairing with one or more unconditioned or conditioned reinforcers.

B.7 Identify and distinguish among unconditioned, conditioned, and generalized reinforcers.

Conditioned response/reflex (CR)

An unlearned, automatic response that is elicited by a previously neutral stimulus which has been paired with an unconditioned stimulus that typically elicits the response.

B.3 Identify and distinguish between respondent and operant conditioning.

Conditioned stimulus (CS)

A formally neutral stimulus that has been paired with an unconditioned stimulus and as a result can elicit a reflexive behavior.

B.3 Identify and distinguish between respondent and operant conditioning.