ABA628

Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2021). Handbook of Applied Behavior Analysis (2nd Ed). Guilford Publications.
Read Chapter 10 (p. 175-192) to understand positive reinforcement strategies and how to identify them and enhance their effectiveness.
Read Chapter 11 (p. 193-201) to understand indirect behavioral assessments such as interviews and rating scales and their place in the functional assessment of behavior.
Read Chapter 12 (p. 202-213) to understand how to conduct direct observations and their place in the functional assessment of behavior.
Read Chapter 13 (p. 214-233) to understand the history and an overview of the methods used in functional analysis.

Cooper, J.O., Heron, T.E., & Heward, W.L. (2019). Applied Behavior Analysis (3rd Ed.). Pearson.
Chapter 21 (p. 498-539). Imitation, modeling, and observational learning.
Chapter 27 (p. 628-654). Functional behavior assessment.

Harte, C., Barnes-Holmes, D., Barnes-Holmes, Y., & Kissi, A. (2020). The study of rule-governed behavior and derived stimulus relations: Bridging the gap. Perspectives on Behavior Science: An Official Journal of the Association for Behavior Analysis International, 43(2), 361–385. https://doi.org/10.1007/s40614-020-00256-w
The concept of rule-governed behavior or instructional control has been widely recognized for many decades within the behavior-analytic literature. It has also been argued that the human capacity to formulate and follow increasingly complex rules may undermine sensitivity to direct contingencies of reinforcement, and that excessive reliance upon rules may be an important variable in human psychological suffering. Although the concept of rules would appear to have been relatively useful within behavior analysis, it seems wise from time to time to reflect upon the utility of even well-established concepts within a scientific discipline. Doing so may be particularly important if it begins to emerge that the existing concept does not readily orient researchers toward potentially important variables associated with that very concept. The primary purpose of this article is to engage in this reflection. This article focuses on the link that has been made between rule-governed behavior and derived relational responding and consider the extent to which it might be useful to supplement talk of rules or instructions with terms that refer to the dynamics of derived relational responding.