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HANDBOOK OF APPLIED BEHAVIOR ANALYSIS
HANDBOOK
OF APPLIED
BEHAVIOR ANALYSIS
SECOND EDITION

Edited by
Wayne W. Fisher
Cathleen C. Piazza
Henry S. Roane

THE GUILFORD PRESS

New York  London
Copyright © 2021 The Guilford Press
A Division of Guilford Publications, Inc.
370 Seventh Avenue, Suite 1200, New York, NY 10001
www.guilford.com

All rights reserved

No part of this book may be reproduced, translated, stored in a retrieval system, or transmitted,
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Last digit is print number: 9 8 7 6 5 4 3 2 1

The authors have checked with sources believed to be reliable in their efforts to provide
information that is complete and generally in accord with the standards of practice that are
accepted at the time of publication. However, in view of the possibility of human error or
changes in behavioral, mental health, or medical sciences, neither the authors, nor the editors
and publisher, nor any other party who has been involved in the preparation or publication
of this work warrants that the information contained herein is in every respect accurate or
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the use of such information. Readers are encouraged to confirm the information contained in
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Library of Congress Cataloging-in-Publication Data

Names: Fisher, Wayne W., editor. | Piazza, Cathleen C., editor. | Roane, Henry S., editor.
Title: Handbook of applied behavior analysis / edited by Wayne W. Fisher, Cathleen C. Piazza,
Henry S. Roane.
Other titles: Handbook of applied behavior analysis (Guilford Press)
Description:Second edition. | New York, NY : The Guilford Press, [2021] |
Includes bibliographical references and index.
Identifiers: LCCN 2020057977 | ISBN 9781462543755 (paperback) |
ISBN 9781462543762 (hardcover)
Subjects: LCSH: Classroom management. | Classroom management—Case studies. |
Organizational behavior.
Classification: LCC LB3013 .H335 2021 | DDC 371.102/4—dc23
LC record available at https://lccn.loc.gov/2020057977
About the Editors

Wayne W. Fisher, PhD, BCBA-D, is the Henry Rutgers Endowed Professor of Pediatrics at Robert
Wood Johnson Medical School and a core faculty member of the Brain Health Institute. He is also
inaugural director of the Rutgers Center for Autism Research, Education, and Services (RUCARES)
at Rutgers, The State University of New Jersey. His influential research has focused on preference
assessment, choice responding, and the assessment and treatment of autism and severe behavior
disorders. Dr. Fisher has published over 200 peer-reviewed journal articles. He is a past editor of the
Journal of Applied Behavior Analysis, past president of the Society for the Experimental Analysis of
Behavior (SEAB), and a Fellow of the Association for Behavior Analysis International (ABAI). Dr.
Fisher is a recipient of the Bush Leadership Award; the Nathan H. Azrin Distinguished Contribu-
tion to Applied Behavior Analysis Award and the SEAB Don Hake Translational Research Award
from Division 25 (Behavior Analysis) of the American Psychological Association; and research and
mentorship awards from the University of Nebraska.

Cathleen C. Piazza, PhD, BCBA-D, is Professor in the Graduate School of Applied and Professional
Psychology at Rutgers, The State University of New Jersey, and founding director of the Pediatric
Feeding Disorders Program at Children’s Specialized Hospital in New Jersey. Dr. Piazza and her col-
leagues have examined various aspects of feeding disorders—­among the most common health prob-
lems in children—and have developed a series of interventions to address them. Her research has
established strong empirical support for applied-behavior-analytic interventions for feeding disorders.
Dr. Piazza is a former editor of the Journal of Applied Behavior Analysis, past president of the SEAB,
and a Fellow of the ABAI. She is a recipient of the Nathan H. Azrin Distinguished Contribution to
Applied Behavior Analysis Award from Division 25 (Behavior Analysis) of the American Psycho-
logical Association and the Outstanding Mentor Award from the ABAI.

Henry S. Roane, PhD, BCBA-D, is Vice President of Clinical Quality at Sprout Therapy and holds
the Gregory S. Liptak, MD, Professorship of Child Development in the Department of Pediatrics at
the State University of New York (SUNY) Upstate Medical University. Dr. Roane serves as Chief of

v
vi About the Editors

the Division of Development, Behavior and Genetics; Director of the Golisano Center for Special
Needs; and Chair of the Behavior Analysis Studies Program at Upstate. He is Editor-­in-Chief of
Behavioral Development and has served as an associate editor and editorial board member for journals
in the fields of pediatrics, behavior analysis, and school psychology. Dr. Roane has coauthored over
100 research articles and chapters as well as several academic texts on the assessment and treatment
of behavior disorders in children with autism and related disorders. He is a Fellow of the ABAI, a
member of the Society for Pediatric Research, and a previous recipient of the SUNY Chancellor’s
Award for Excellence in Faculty Service.
Contributors

Scott P. Ardoin, PhD, Department of Educational Psychology, University of Georgia, Atlanta, Georgia
Elizabeth Athens, PhD, ABA Learning Center, and Department of Disability and Community Studies,
Douglas College, Vancouver, British Columbia, Canada
Jonathan C. Baker, PhD, Department of Psychology, Western Michigan University, Kalamazoo, Michigan
John C. Begeny, PhD, Department of Psychology, North Carolina State University, Raleigh, North Carolina
Samantha C. J. Bergmann, PhD, Department of Behavior Analysis, University of North Texas,
Denton, Texas
Alison M. Betz, PhD, Betz Behavioral Consulting, LLC, Highlands Ranch, Colorado
Kyle Boerke, PhD, Center for Psychological Studies, Nova Southeastern University, Fort Lauderdale, Florida
Andy Bondy, PhD, Pyramid Educational Consultants, New Castle, Delaware
John C. Borrero, PhD, Department of Psychology, University of Maryland, Baltimore County,
Baltimore, Maryland
Kelly J. Bouxsein, MS, CHI Health, Omaha, Nebraska
Nathan A. Call, PhD, Marcus Autism Center, Emory University School of Medicine, Atlanta, Georgia
James E. Carr, PhD, Behavior Analyst Certification Board, Littleton, Colorado
A. Charles Catania, PhD, Department of Psychology, University of Maryland, Baltimore County,
Baltimore, Maryland
Casey J. Clay, PhD, Thompson Autism Center, Children’s Hospital of Orange County
and Chapman University, Orange, California
Robin S. Codding, PhD, Department of Applied Psychology, Northeastern University, Boston, Massachusetts
Andrew R. Craig, PhD, Departments of Pediatrics, Behavior Analysis Studies, and Neuroscience
and Physiology, State University of New York Upstate Medical University, Syracuse, New York
Shannon Crozier, PhD, Behavior University, Las Vegas, Nevada

vii
viii Contributors

Edward J. Daly III, PhD, Department of Educational Psychology, University of Nebraska–Lincoln,

Lincoln, Nebraska
Iser G. DeLeon, PhD, Department of Psychology, University of Florida, Gainesville, Florida
Nicole M. DeRosa, PsyD, Departments of Pediatrics and Behavior Analysis Studies, State University
of New York Upstate Medical University, Syracuse, New York
Florence D. DiGennaro Reed, PhD, Department of Applied Behavioral Science, University of Kansas,
Lawrence, Kansas
John W. Donahoe, PhD, Department of Psychological and Brain Sciences, University of Massachusetts–
Amherst, Amherst, Massachusetts
Kyle E. Ferguson, PhD, Department of Family Medicine, University of Washington, Seattle, Washington;
Squaxin Island Health Clinic, Shelton, Washington
Jonathan K. Fernand, PhD, Department of Applied Behavior Analysis, Aurora University, Aurora, Illinois
Nathalie Fernandez, MS, Department of Psychology, University of Florida, Gainesville, Florida
Wayne W. Fisher, PhD, Department of Pediatrics and Brain Health Institute, Robert Wood Johnson
Medical School, and Rutgers Center for Autism Research, Education, and Services, Rutgers,
The State University of New Jersey, New Brunswick, New Jersey
Patrick C. Friman, PhD, Clinical Services and Research, Boys Town, Boys Town, Nebraska
Dana M. Gadaire, PsyD, Department of Counseling and Human Services, The University of Scranton,
Scranton, Pennsylvania
Kissel J. Goldman, PhD, Florida Children’s Institute, Jacksonville, Florida
Nicole E. Gravina, PhD, Department of Psychology, University of Florida, Gainesville, Florida
Brian D. Greer, PhD, Department of Pediatrics and Brain Health Institute, Robert Wood Johnson
Medical School, and Rutgers Center for Autism Research, Education, and Services, Rutgers,
The State University of New Jersey, New Brunswick, New Jersey
Rebecca A. Groff, MA, BTEC Behavioral Therapy, Inc., Pensacola, Florida
Amy C. Gross, PhD, Department of Pediatrics, University of Minnesota Medical School,
Minneapolis, Minnesota
Laura L. Grow, PhD, Executive Director, Garden Academy, West Orange, New Jersey
Lisa M. Hagermoser Sanetti, PhD, Department of Educational Psychology, University of Connecticut,
Storrs, Connecticut
Gregory P. Hanley, PhD, FTF Behavioral Consulting, Worcester, Massachusetts
August F. Holtyn, PhD, Department of Psychiatry and Behavioral Sciences, Center for Learning and Health,
Johns Hopkins University School of Medicine, Baltimore, Maryland
Einar T. Ingvarsson, PhD, Virginia Institute of Autism, Charlottesville, Virginia
Brantley P. Jarvis, PhD, Knoweiss, LLC, Fairfax, Virginia
Corina Jimenez‑Gomez, PhD, Center for Autism Research, Treatment, and Training,
Department of Psychological Sciences, Auburn University, Auburn, Alabama
James M. Johnston, PhD, Department of Psychology, Auburn University, Auburn, Alabama
Heather J. Kadey, MS, Department of Pediatrics, Upstate Golisano Children’s Hospital, Syracuse, New York
SungWoo Kahng, PhD, Department of Applied Psychology, Rutgers, The State University of New Jersey,
New Brunswick, New Jersey
 Contributors ix

Michael E. Kelley, PhD, Department of Counseling and Human Services, The University of Scranton,
Scranton, Pennsylvania
Caitlin A. Kirkwood, PhD, Center for Pediatric Behavioral Health, Wilmington, North Carolina
Tiffany Kodak, PhD, Department of Psychology, Behavior Analysis Program, Marquette University,
Milwaukee, Wisconsin
Robert H. LaRue, PhD, Department of Applied Psychology, Rutgers, The State University of New Jersey,
New Brunswick, New Jersey
Linda A. LeBlanc, PhD, LeBlanc Behavioral Consulting, Denver, Colorado
Dorothea C. Lerman, PhD, Department of Clinical, Health, and Applied Sciences, University of Houston–
Clear Lake, Houston, Texas
Scott D. Lindgren, PhD, Stead Family Department of Pediatrics, The University of Iowa Carver College
of Medicine, Iowa City, Iowa
F. Charles Mace, PhD, retired, Sioux Falls, South Dakota
Brian MacNeill, MA, Department of Psychology, Western Michigan University, Kalamazoo, Michigan
Kenneth M. Macurik, PhD, Spectrum Transformation, Richmond, Virginia
Brian K. Martens, PhD, Department of Psychology, Syracuse University, Syracuse, New York
Caio Miguel, PhD, Department of Psychology, California State University, Sacramento, California
Sarah J. Miller, PhD, Department of Psychology, Children’s Hospital of New Orleans,
New Orleans, Louisiana
Raymond G. Miltenberger, PhD, Department of Child and Family Studies, University of South Florida,
Tampa, Florida
George H. Noell, PhD, Department of Psychology, Old Dominion University, Norfolk, Virginia
Melissa R. Nosik, PhD, Behavior Analyst Certification Board, Littleton, Colorado
William O’Donohue, PhD, Department of Psychology, University of Las Vegas–Reno, Reno, Nevada
Niamh P. O’Kane, MA, private practice, Arlington, Tennessee
Heather Penney, MSc, Aran Hall School, Rhydymain, Dolgellau, Gwynedd, Wales, United Kingdom
Cathleen C. Piazza, PhD, Department of Applied Psychology, Rutgers, The State University of New Jersey,
New Brunswick, New Jersey
Christopher A. Podlesnik, PhD, Department of Psychological Sciences, Auburn University,
Auburn, Alabama
Duncan Pritchard, PhD, Aran Hall School, Rhydymain, Dolgellau, Gwynedd, Wales, United Kingdom
Anna M. Quigg, PhD, Occupational Therapy Program, Cox College, Springfield, Missouri
Christine L. Ratcliff, MS, Behavioral Health Center of Excellence and School of Behavior Analysis,
Florida Institute of Technology, Melbourne, Florida
Paige B. Raetz, PhD, Southwest Autism Research and Resource Center, Phoenix, Arizona
Derek D. Reed, PhD, Department of Applied Behavioral Science, University of Kansas, Lawrence, Kansas
Dennis H. Reid, PhD, Carolina Behavior Analysis and Support Center, Morganton, North Carolina
David Reitman, PhD, College of Psychology, Nova Southeastern University, Fort Lauderdale, Florida
Billie Retzlaff, PhD, Intermediate School District 917, Rosemount, Minnesota
x Contributors

Henry S. Roane, PhD, Departments of Pediatrics and Psychiatry, State University of New York
Upstate Medical University, Syracuse, New York
Valdeep Saini, PhD, Department of Applied Disability Studies, Brock University,
St. Catherines, Ontario, Canada
Sindy Sanchez, PhD, Comprehensive Behavioral Consulting, Tampa, Florida
Elizabeth Schieber, MS, Department of Psychology, University of Florida, Gainesville, Florida
Kelly M. Schieltz, PhD, Stead Family Department of Pediatrics, University of Iowa Stead Family
Children’s Hospital, Iowa City, Iowa
Kimberly E. Seckinger, PhD, Mary Free Bed Rehabilitation Hospital, Grand Rapids, Michigan
Kenneth Silverman, PhD, Department of Psychiatry and Behavioral Sciences, Center for Learning
and Health, Johns Hopkins University School of Medicine, Baltimore, Maryland
Jennifer L. Simon, PhD, private practice, Lawrence, Kansas
Richard G. Smith, PhD, LBA‑TX, Department of Behavior Analysis, University of North Texas,
Denton, Texas
Joseph E. Spradlin, PhD, Department of Applied Behavioral Science (Emeritus), University of Kansas,
Lawrence, Kansas
Shrinidhi Subramaniam, PhD, Department of Psychology and Child Development, California
State University–Stanislaus, Turlock, California
Alyssa N. Suess, PhD, Child Psychology, Chatter Pediatric Therapy, Williston, North Dakota
William E. Sullivan, PhD, Departments of Pediatrics and Behavior Analysis Studies, SUNY Upstate
Medical University, Syracuse, New York
Heather M. Teichman, MEd, Beacon Services of Connecticut, Cromwell, Connecticut
Rachel H. Thompson, PhD, Department of Psychology, Western New England University,
Springfield, Massachusetts
Jeffrey H. Tiger, PhD, Department of Psychology, Marquette University, Marquette, Wisconsin
Matt Tincani, PhD, Department of Teaching and Learning, Temple University, Philadelphia, Pennsylvania
Lisa M. Toole, MA, Douglass Developmental Disabilities Center, Rutgers, The State University
of New Jersey, New Brunswick, New Jersey
Diego Valbuena, PhD, Comprehensive Behavioral Consulting, Tampa, Florida
Areti Vassilopoulos, PhD, Department of Psychiatry, Harvard Medical School and Boston
Children’s Hospital, Boston, Massachusetts
Rocío Vegas, PhD, Institute of Psychology, Universidad Central de Venezuela, Caracas, Venezuela
Timothy R. Vollmer, PhD, Department of Psychology, University of Florida, Gainesville, Florida
David P. Wacker, PhD, Stead Family Department of Pediatrics, The University of Iowa Carver College
of Medicine, Iowa City, Iowa
David A. Wilder, PhD, School of Behavior Analysis, Florida Institute of Technology, Melbourne, Florida
Preface

For the things we have to learn before we can do them,

we learn by doing them.
—Aristotle

Addressing the social and behavior problems that humans display is a daunting task; the first and most
important step is the realization that changing behavior inevitably involves learning by doing in an envi-
ronmental context in which the contingencies of reinforcement promote desirable behavior over unde-
sirable behavior. As behavior analysts, we may identify and understand the prevailing contingencies of
reinforcement better than most laypersons, but that knowledge does not inoculate us from the potent
effects those contingencies have on our own behavior. As applied behavior analysts, in particular, we
often find ourselves in contexts involving strong social contingencies in which we are expected to solve
complex and socially important behavior problems. Such powerful contingencies are likely to shape and
hone our behavior-analytic skills—much more so than reading this or any other book. Nevertheless,
an informative text can provide a roadmap that helps us respond to those social contingencies more
effectively and rapidly. We have developed and revised this book specifically for that purpose.
As we conceived of and developed the first edition of this book, it occurred to us that there
was no single source we would consistently go to when faced with a particularly challenging clini-
cal or applied research problem. Rather, we might start by going to any one of a number of different
sources, including (1) consulting with in-house colleagues or those at other institutions, (2) conduct-
ing searches of the Journal of Applied Behavior Analysis or the Journal of the Experimental Analysis
of Behavior, or (3) reading sections of the many books covering behavior-analytic topics relevant to
the specific clinical or research challenge before us. Thus our central goal for the first edition of this
book was to develop a resource for those behavior analysts working in service and applied research
settings—one that, we hoped, would be the first source they would turn to when presented with a
unique or difficult clinical or applied research problem. In fact, in selecting the authors for each of
the chapters, we spent a considerable amount of time asking ourselves whom we would call upon as
a first choice for a consultant on the specific topic, and then we invited that person to be the senior
author for the chapter. It was exceedingly reinforcing when our first choices accepted our invitation
to author the chapters on their specific areas of expertise in almost every case.
In planning the second edition of this book, we relied heavily on the feedback we received
from applied behavior analysts who used the first edition, particularly the feedback we received from
professors who employed the first edition to aid in the teaching of applied behavior analysis. Based
on that feedback, we have worked diligently to update and improve the integration, readability, and
relevance of the book’s contents. Importantly, we have expanded the number of chapters from 30

xi
xii Preface

to 34, in order to cover topics important to our readers that we did not cover sufficiently in the first
edition. We have added two chapters on the quantitative analysis of behavior: one on the matching
law and behavioral persistence by Podlesnik et al. (Chapter 6), and another on behavioral econom-
ics by DeLeon et al. (Chapter 7). These chapters cover highly relevant topics in applied work, since
they address the basic processes that govern how individuals allocate their time to various response
options, such as why individuals chose to emit problem behavior over adaptive behavior in certain
environmental conditions. We have also added a chapter on the assessment and treatment of pedi-
atric feeding disorders by Piazza and Kirkwood (Chapter 25), one on teacher training by DiGennaro
Reed and colleagues (Chapter 27), one on providing in-home behavioral services via telehealth by
Wacker et al. (Chapter 31), and one on organizational behavior management by Wilder and Gravina
(Chapter 32). These chapters provide important and timely information on topics highly relevant to
applied behavior analysts providing services in these areas.
The overall organization of this second edition of the book is similar to that of the first, in that it
provides the reader with the foundations of behavior analysis in the early chapters and then ties these
basic concepts to applications in subsequent chapters. As such, it strikes a balance between emphasis
on research and clinical applications. The book provides a detailed level of analysis for both general
and specialized areas of behavior analysis. Its content reflects the breadth of behavior analysis and the
expansion of applied behavior analysis into mainstream domains such as pediatric care, psychology,
organization management, psychiatry, and drug addiction.
After the book’s Introduction (Part I/Chapter 1), Part II of the book devotes six chapters to a
concise yet detailed review of the history, philosophy, and basic principles that provide the foun-
dational basis for applied behavior analysis. Part III is devoted to two chapters on measurement,
experimental design, and related methodological issues. Part IV consists of four chapters that discuss
stimulus preference assessments and both functional and structural approaches to assessing problem
behavior, as well as specific chapters on indirect, direct, and controlled functional assessments. Part
V of the book describes a variety of concepts and procedures relevant to interventions for increasing
desirable behavior. The four chapters in this section cover topics such as differential-reinforcement
procedures, building complex repertoires and establishing stimulus control, teaching verbal behav-
ior, and staff training and management. Part VI of the book includes five chapters covering issues
related to developing interventions for decreasing problem behavior. Topics in this section include
developing antecedent interventions; designing function-based extinction, reinforcement, and pun-
ishment interventions; and developing token economies. Part VII describes a variety of important
subspecialties within the field of applied behavior analysis, including treatment of autism spectrum
disorder, behavioral pediatrics, treatment of pediatric feeding disorders, behavioral approaches to
education, teacher training, establishing safety skills in children, behavioral treatment of drug addic-
tion, behavioral gerontology, telehealth delivery of behavioral services, and organizational behavior
management. Part VIII, the final section of the book, focuses on professional issues in applied behav-
ior analysis; it includes a chapter on ethics and training, and another on professional certification.
Of interest to the reader is that although the topics of each chapter are specific to that content area,
there are several overlapping themes across chapters. The discussion of specific principles across dif-
ferent content domains is representative of the breadth of the basic tenets of behavior analysis.
This book can be used as a core or primary textbook for courses in psychology, education, or
behavior analysis. The target audiences for the book are practicing behavior analysts and students
in graduate classes in psychology, education, or other related fields, and it could serve as a primary
source for preparing for professional certification. The quality and comprehensiveness of the book
make it a must-have for any behavior analysis library. We hope that our readers will find this text as
informative as it was enjoyable for us to edit.
Wayne W. Fisher
Cathleen C. Piazza
Henry S. Roane
Contents

I. INTRODUCTION 1

1. Applied Behavior Analysis: History, Philosophy, Principles, and Basic Methods 3

Wayne W. Fisher, Rebecca A. Groff, and Henry S. Roane

II. BASIC PRINCIPLES AND CONCEPTS 13

2. Respondent (Pavlovian) Conditioning 15

John W. Donahoe and Rocío Vegas

3. Basic Operant Contingencies: Main Effects and Side Effects 37

A. Charles Catania

4. Schedules of Reinforcement 58
F. Charles Mace, Duncan Pritchard, and Heather Penney

5. Stimulus Control and Generalization 78

Joseph E. Spradlin, Jennifer L. Simon, and Wayne W. Fisher

6. Matching and Behavioral Momentum: Quantifying Choice and Persistence 94

Christopher A. Podlesnik, Corina Jimenez-Gomez, and Michael E. Kelley

7. Behavioral Economics: Principles and Applications 115

Iser G. DeLeon, Nathalie Fernandez, Kissel J. Goldman, Elizabeth Schieber,
Brian D. Greer, and Derek D. Reed

xiii
xiv Contents

III. MEASUREMENT, DESIGN, AND METHODOLOGICAL ISSUES 133

8. Defining and Measuring Behavior 135

SungWoo Kahng, Einar T. Ingvarsson, Anna M. Quigg, Kimberly E. Seckinger,
Heather M. Teichman, and Casey J. Clay

9. Single-Case Experimental Designs 155

Nicole M. DeRosa, William E. Sullivan, Henry S. Roane, Andrew R. Craig,
and Heather J. Kadey

IV. BEHAVIORAL ASSESSMENT 173

10. Identifying and Enhancing the Effectiveness of Positive Reinforcement 175

Valdeep Saini, Billie Retzlaff, Henry S. Roane, and Cathleen C. Piazza

11. Indirect Behavioral Assessments: Interviews and Rating Scales 193

Dana M. Gadaire, Michael E. Kelley, and Robert H. LaRue

12. Direct Observation 202

Rachel H. Thompson and John C. Borrero

13. Functional Analysis: History and Methods 214

Valdeep Saini, Wayne W. Fisher, Alison M. Betz, and Cathleen C. Piazza

V. INTERVENTIONS FOR INCREASING DESIRABLE BEHAVIOR 235

14. Differential-Reinforcement Procedures 237

Jeffrey H. Tiger and Gregory P. Hanley

15. Building Complex Repertoires from Discrete Behaviors: 252

Establishing Stimulus Control, Behavioral Chains, and Strategic Behavior
George H. Noell, Nathan A. Call, Scott P. Ardoin, and Sarah J. Miller

16. Teaching Verbal Behavior 270

Matt Tincani, Caio Miguel, Andy Bondy, and Shannon Crozier

17. Staff Training and Management 285

Dennis H. Reid, Niamh P. O’Kane, and Kenneth M. Macurik
 Contents xv

VI. INTERVENTIONS FOR DECREASING PROBLEM BEHAVIOR 299

18. Developing Antecedent Interventions for Problem Behavior 301

Richard G. Smith

19. Developing Function-Based Extinction Procedures for Problem Behavior 321

Timothy R. Vollmer, Elizabeth Athens, and Jonathan K. Fernand

20. Developing Function-Based Reinforcement Procedures for Problem Behavior 337

Wayne W. Fisher, Brian D. Greer, and Kelly J. Bouxsein

21. Developing Function-Based Punishment Procedures for Problem Behavior 352

Dorothea C. Lerman and Lisa M. Toole

22. Token Economies 374

David Reitman, Kyle Boerke, and Areti Vassilopoulos

VII. SUBSPECIALTIES IN APPLIED BEHAVIOR ANALYSIS 387

23. Behavioral Treatment of Autism Spectrum Disorder 389

Tiffany Kodak, Laura L. Grow, and Samantha C. J. Bergmann

24. Behavioral Pediatrics: Integrating Applied Behavior Analysis 408

with Pediatric Medicine
Patrick C. Friman

25. A Behavior-Analytic Approach to Pediatric Feeding Disorders 427

Cathleen C. Piazza and Caitlin A. Kirkwood

26. Behavioral Approaches to Education 445

Brian K. Martens, Edward J. Daly III, John C. Begeny,
and William E. Sullivan

27. Teacher Consultation in Behavioral Assessment and Intervention 463

Florence D. DiGennaro Reed, Lisa M. Hagermoser Sanetti,
and Robin S. Codding

28. Teaching Safety Skills to Children 476

Raymond G. Miltenberger, Amy C. Gross, Diego Valbuena,
and Sindy Sanchez