The key consideration is the function and effect of the added stimulus. While extraneous talk is often discouraged to maintain procedural integrity, the supervisor must analyze whether the praise has become a conditioned reinforcer. If it reliably follows the functional reinforcer (attention) and the target behavior is increasing, the praise itself may be part of an effective reinforcement contingency. The focus should be on the observable effect on behavior, not just a rigid rule about extra verbalizations.

The BCBA is observing and recording behavior as it occurs naturally without systematic manipulation of variables. Recording antecedents (A), behaviors (B), and consequences (C) in a continuous narrative or coded format during the event is a descriptive assessment method. This is contrasted with a functional analysis, which requires experimentally testing hypotheses by manipulating antecedents and consequences.

Offering a variety of backup reinforcers helps prevent satiation. If only one or two items are available, a student may lose motivation to earn tokens after obtaining the item or consuming the edible. A menu of options maintains the reinforcing value of the tokens over time by allowing choices that match current motivating operations.

Mastery in training sessions does not guarantee maintenance in the natural environment. A critical step is to thin the schedule of reinforcement (e.g., from FR1 to a variable schedule) to make the behavior more resistant to extinction and to approximate the natural contingencies of reinforcement. This should be done systematically while continuing to monitor the data for any deterioration in performance.

An extinction burst—a temporary increase in the magnitude, duration, or frequency of a behavior when reinforcement is withheld—is a common and expected pattern when implementing FCT. The extinction component of FCT involves no longer reinforcing the problem behavior. The burst often precedes a steady decline if the intervention is implemented consistently. The BCBA should anticipate this possibility and ensure the team remains consistent.

Behavioral Skills Training (BST) is an evidence-based, multi-component approach specifically designed to teach implementation of behavioral procedures. It includes instruction (describing), modeling (demonstrating), rehearsal (caregiver practices), and feedback (specific praise and correction). This active, performance-based approach is far more effective for skill acquisition and generalization than passive methods like reading or lecture alone.

The technician provided reinforcement (‘Great job!’ and high-five) for the correct response. However, by adding the statement ‘That’s a dog!’, the technician also presented the correct SD again. This essentially adds an extra, non-planned learning trial (a repetition of the SD and the correct response) within the reinforcement period. While often done with good intent, it can blur the distinction between instructional and consequence periods and is sometimes discouraged in strict discrete trial training to maintain clear trial boundaries.

Self-monitoring (or self-recording) is the foundational component where the individual observes and records their own target behavior. This act of recording and graphing often has reactive effects, influencing the behavior itself. The weekly review with the BCBA adds an external accountability component, but the core procedure described is the teen’s own data collection on their behavior.

Core Ethics Code principles (e.g., 2.14, 4.10) require behavior analysts to prioritize reinforcement-based procedures first. Punishment procedures may only be considered after reinforcement-based alternatives have been deemed insufficient, and they must be accompanied by safeguards. The selected intervention must be the least restrictive, effective alternative to address the risks of the problem behavior, and requires informed consent, oversight, and a plan to pair it with reinforcement for alternative behaviors.

The key consideration is the function and effect of the added stimulus. While extraneous talk is often discouraged to maintain procedural integrity, the supervisor must analyze whether the praise has become a conditioned reinforcer. If it reliably follows the functional reinforcer (attention) and the target behavior is increasing, the praise itself may be part of an effective reinforcement contingency. The focus should be on the observable effect on behavior, not just a rigid rule about extra verbalizations.0