2. Conceptual Workshow How to use The Contingency-Diagramming Checklist Do you hear music? You should, so check your volume or, if you’re at the University lab, you’ll need to use headphones.

3. Behaver Test Specific-Behavior Test Action Test Dead-man Test Receiver Test Compare & Contrast This is the table of contents. If this is the first time doing this workshow, then click on the continue button. But if this is review then you may choose where to go by left-clicking a test. Questions 2-5 Questions 19-23 Questions 15-18 Questions 11-14 Questions 6-10 Mini-lecture Continue

5. To help you along the way, we’ve designed a job aid (The Contingency-Diagramming Checklist) of all the concepts and general rules you need to keep in mind while analyzing and creating behavioral contingencies.

7. You can come up with really interesting analyses of human and animal behavior You could impress your teacher and hopefully even make your buddies in class laugh. Or they’ll think hard about your example’s heavy-duty intellectuality. But before you’re done with each example, you’ll make sure that it passes all 10 tests. We call the job aid with the 10 tests the Pink Sheet . And it saves many lost contingencies that need saving. Sometimes you’ll be able to view the pink sheet by clicking a button like this, but it’s better to have the paper version out too. Click me if you want to see the Pink Sheet LET’S BEGIN! Click the pink sheet button to advance

9. Behaver Test: Is the behavior in the behavior box performed by the person who you are analyzing?

11. For most people, attention is a powerful reinforcer. And attention is a powerful reinforcer for Bobby, too.

12. Before Bobby receives attention Bobby receives no attention We can give Bobby attention contingent on his studying. Let’s try to analyze Bobby’s behavior with the contingency diagram Behavior The teacher gives Bobby attention After

13. Wait! This isn’t Bobby Before Bobby receives attention Bobby receives no attention the person whose behavior we’re analyzing. Behavior The teacher gives Bobby attention After

14. Before So we redo the example to make sure we analyze Bobby’s behavior. Bobby receives attention Bobby receives no attention Bobby studies Behavior The teacher gives Bobby attention After

15. Before Bobby studies Bobby begins a worksheet. Bobby receives attention Bobby receives no attention Behavior After Immediately before his behavior, he has no attention (the teacher isn’t saying anything to him). Immediately after his studying, the teacher gives him attention.

22. Bobby Brat is at his desk when he sees a perfect opportunity to shoot a spit ball at Susie in front of him. He shoots spit balls because her reaction is mucho attention for him. What’s the contingency on Bobby’s behavior?

24. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Back to the Question

36. How do we correctly diagram Susie’s contingency? Have you thought of your answer? Susie says, “You’re a brat Bobby!” Then Bobby gives her attention with a smile. Before Susie has no attention Behavior Bobby smiles at Susie After Susie has attention

37. Susie says, “You’re a brat Bobby!” Here’s the correct contingency: Before Susie has no attention Behavior After Susie has attention

38. It’s important to make sure that the behavior of the behaver is in the behavior box ! You’re on your way to becoming an expert behavior analyst! GOOD JOB!

39. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Back to the Question

40. Receiver Test: Is the behaver the receiver of the outcome (the after condition)?

41. Let’s take a further look at Bobby’s shooting spit balls at Susie.

47. Click me to go back to the Question 10. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not then rework the example.

50. Before Teacher doesn’t see Bobby study Behavior Bobby studies After Teacher sees Bobby study So, the before condition and the after condition need to be analyzed again.

52. Click me to go back to the Question 10. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not then rework the example.

63. Before Emily does not feel nice kiss from Bobby So here’s the correct contingency for Emily’s Behavior: Behavior Emily kisses Bobby After Emily feels nice kiss from Bobby

64. Dead-Man Test Can a dead man do it? If he can then you haven’t properly specified the behavior (so roll over the dead man)

73. Click the behavior that passes the Dead-Man Test Before Bob receives no approval Before Bob receives no approval Behavior B. Bob studies quietly After Bob receives approval Behavior A. Bob doesn’t interrupt After Bob receives approval

74. Click the behavior that passes the Dead-Man Test Before Bob receives no approval Before Bob receives no approval No, a dead man “doesn’t interrupt” Behavior B. Bob studies quietly After Bob receives approval Behavior A. Bob doesn’t interrupt After Bob receives approval

75. Click the behavior that passes the Dead-Man Test Before Bob receives no approval Before Bob receives no approval Right! A dead man can’t study quietly. So it passes the test Behavior B. Bob studies quietly After Bob receives approval Behavior A. Bob doesn’t interrupt After Bob receives approval

79. Check your scantron, you should have 1-14 filled in now.

80. Specific-Behavior Test: Is it perfectly clear what action is involved in the behavior?

84. “ Sleeps at his desk” is perfectly clear because this statement specifies an actual, specific instance of behavior Before Bob receives praise Bob sleeps at his desk And, Bobby wouldn’t agree that he was lazy, but he might agree that he was asleep at his desk! Behavior Bob is lazy After Bob receives no praise

86. 5. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not then reword the behavior. Back to the Question

88. Click me if you want to see the Pink Sheet No, this isn’t specific enough, is she telling him to add, subtract, multiply? Before Bob does not understand question 5 Behavior A. The teacher helps Bobby After Bob understands question 5 Before Bob does not understand question 5 Behavior B. The teacher tells Bobby to carry the four After Bob understands question 5

89. Click me if you want to see the Pink Sheet Right on! Before Bob does not understand question 5 Behavior A . The teacher helps Bobby After Bob understands question 5 Before Bob does not understand question 5 Behavior B. The teacher tells Bobby to carry the four After Bob understands question 5

91. Sue quickly said she was sorry and picked up the clothes, and Jennifer immediately reinstated her borrowing privileges. Before Sue can’t borrow Jen’s clothes Behavior ? After Sue can borrow Jen’s clothes

93. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Click me to go back to the Question

99. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Back to the Question

109. Behaver Test Specific-Behavior Test Action Test Dead-man Test Receiver Test Compare & Contrast This is the table of contents. If this is the first time doing this workshow, then you should just click on the continue button. But if this is review then you may choose where to go by left-clicking a test. Mini-lecture Continue

110. Action Test: Does the behavior involve an action?

114. Bob is taught a lot fails the action test but because a dead man cannot be taught, it passes the dead-man test. Before Bob knows next to nothing Here’s an example that shows the difference between the action test and the dead-man test. How about this response? Does it involve an action? Can a dead man do it? Behavior Bob is taught a lot After Bob knows mucho

115. Before Bob knows next to nothing It may sound tricky, but we’re just pointing out a time-saver for you to use in your arsenal of behavior-analytic weapons. Bob reviews his flashcards Reviews is better, as it passes the action test too. Behavior Bob is taught a lot After Bob knows mucho

125. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Click me to go back to the Question

131. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Back to the Question

137. Contingency-Diagramming Checklist A. Whose behavior are you analyzing? _________________________ 1. Behaver Test Is the behavior in the behavior box performed by the person who you are analyzing? If not, redo the example. Before Behavior After D. What is the condition before the response? 10. Related Outcomes Test Is the before condition related to the after condition? (Often the relationship is one of opposites) If not, change one or both of the conditions. Use this checklist for every contingency diagram you do and you’ll save yourself some headaches and impress your TA during transparency time. Simply place the answer to each of the 10 questions for the corresponding blank in the contingency diagram above it. Turn the checklist over to determine which type of contingency you have. In learning these criteria for a test, you need only know each name and sentence that’s bold. B. What is the behavior being analyzed or diagrammed? 2. Deadman Test Can a dead man do it? If he can, then you haven’t properly specified the behavior. So roll over the dead man. 3. Action Test Does the behavior involve an action? (Hint: Learning, receiving, being, hearing, seeing, and feeling are not behavior). If not, then change the behavior. 4. Specific-Behavior Test Is it perfectly clear exactly what action is involved in the behavior? If not, then reword the behavior. 5. Reinforceable Response-Unit Test Are there any interruptions of greater than 60 seconds during the response? If there are, then the behavior is not a response-unit. Rewrite the behavior. C. What is the outcome that follows the response? 6. Stimulus Test Is the before & after a stimulus, event or condition and not a behavior of the behaver? If it’s not a stimulus then change your condition. (Hint: If the before or after is another behavior of the behaver, you probably don’t have a correct condition. Exceptions: self-reinforcement, seeing, hearing, or the opportunity for activity. 7. Causality Test Is the outcome caused by the response? If not, change the outcome. 8. 60” Test Does the outcome follow the response by more than 60 seconds? If so, find an immediate outcome. 9. Receiver Test Is the behaver the receiver of the outcome (after condition)? If not, rework the example. Hint: Make sure the diagram passes the behaver test first Back to the Question

147. Compare and Contrast: Specific Behavior Vs. Action test

148. Personal attributes or characteristics are mistaken for behavior. For example, “ Tom is lazy,” “ Tom is dishonest,” or “Tom is intelligent.”

152. Adjectives and adverbs are often risky; They’re often too vague to get reliable agreement among independent observers.

154. Behaver Test Specific-Behavior Test Action Test Dead-man Test Receiver Test Compare & Contrast You are now ready to move on to Part II. Click on the arrow to move on to the 2 nd part of this show, or if you would like to review, click on one of the tests. Mini-lecture