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AbstractThe three principles of reinforcement are (1) events such as incentives and reinforcers increase the activity of an organism; (2) that activity is bounded by competition from other responses; and (3) animals approach incentives and their signs, guided by their temporal and physical conditions, together called the “contingencies of reinforcement.” Mathematical models of each of these principles comprised mathematical principles of reinforcement (MPR; Killeen, 1994). Over the ensuing decades, MPR was extended to new experimental contexts. This article reviews the basic theory and its extensions to satiation, warm‐up, extinction, sign tracking, pausing, and sequential control in progressive‐ratio and multiple schedules. In the latter cases, a single equation balancing target and competing responses governs behavioral contrast and behavioral momentum. Momentum is intrinsic in the fundamental equations, as behavior unspools more slowly from highly aroused responses conditioned by higher rates of incitement than it does from responses from leaner contexts. Habits are responses that have accrued substantial behavioral momentum. Operant responses, being predictors of reinforcement, are approached by making them: The sight and feel of a paw on a lever is approached by placing paw on lever, as attempted for any sign of reinforcement. Behavior in concurrent schedules is governed by approach to momentarily richer patches (melioration). Applications of MPR in behavioral pharmacology and delay discounting are noted.

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AbstractThe Behavior Analysis Certification Board (BACB) Ethics Code states that “behavior analysts should put compliance with the law and clients’ interests first by actively working to maximize desired outcomes and minimize risk” (emphasis added; BACB, 2020, p. 5). In turn, board certified practitioners must approach the case conceptualization process in applied behavior analysis (ABA) with respect to minimizing risks to an improved quality of life (QoL). As such, ABA services must be based on an understanding of risk—risk to ensuring desired outcomes. The purpose of the current article is two-fold (1) revisit social validity and propose features of socially meaningful case conceptualization, and (2) introduce a corresponding structured risk-driven approach to ABA service delivery. A primary aim is to equip all stakeholders with readily accessible practice-related supports—ensuring clients’ rights to effective services towards an improved QoL.

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AbstractEcological validity refers to how closely an experiment aligns with real‐world phenomena. In applied behavioral research, ecological validity may guide decisions about experimental settings, stimuli, people, and other design features. However, inconsistent use of the term ecological validity in the published literature has led to a somewhat disjointed technology. The purposes of this paper were to review current uses of the term “ecological validity” in the Journal of Applied Behavior Analysis, propose ways to make a study more ecologically valid, and develop a checklist to assist in identifying the type and degree of ecological validity in any given study.

AbstractAutoclitics are secondary verbal operants that are controlled by a feature of the conditions that occasion or evoke a primary verbal operant such as a tact or mand. Qualifying autoclitics extend, negate, or assert a speaker's primary verbal response and modify the intensity or direction of the listener's behavior. Howard and Rice (1988) established autoclitics that indicated weak stimulus control (e.g., “like a [primary tact]”) with four neurotypical preschool children. However, generalization to newly acquired tacts was limited. In Experiment 1, we addressed similar behavior as in Howard and Rice but with autistic children while using simultaneous teaching procedures, and we observed generalization across sets and with newly acquired tacts. In Experiment 2, we evaluated the effects of multiple‐exemplar training on generalization of autoclitics across sets of naturalistic stimuli. Across participants, gradual increases in the frequency of autoclitics occurred with untaught stimuli after teaching with one or more sets.

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