Comprehensive Individualized Curriculum and Instructional Design

The context in which the behavior is exhibited provides a picture of when the behavior occurs or does not occur in relation to other events (Johnston & Pennypacker, 1993). Observing the changes of behavior requires knowledge of an analytic approach. To be analytic requires a believable demonstration of the events that caused the change in behavior. These changes of behavior are empirical demonstrations of functional relations between antecedent events, behavior, and consequence events. There are different degrees to this level of analytic behavior change. At the highest level, research methodology using single-subject research designs (i.e., reversal, multiple-baseline line) is used to determine if functional control is established, verified, and replicated (Kennedy, 2005). A less-rigorous level still includes demonstrations of prediction and control (i.e., baseline or phase with no intervention, intervention phase, intervention removal, and reintroduction of the intervention) but may have lower levels of inter-observer reliability of data-collection procedures. The value of the data depends on the accuracy and reliability of the data to make decision about which intervention to choose, continuation of the procedures, or when to stop the intervention. Select Evidence-Based Treatment Procedures Based on Behavior Contingencies Conceptually systematic highlights ABA’s reference to the principles and basic concepts of behavioral development (Baer et al., 1968). Predicting why the behavior change occurred relies on the established principles in behavior analysis and the past repertoires of the individual. One observes the patterns or relationships (i.e., contingency) between stimuli before and after behavioral responses. An example of the contingency between the 47