G.19. Design and evaluate procedures to promote emergent relations and generative performance.
For BCBAs, clinic owners, supervisors, and caregivers, this post explains how to design procedures that foster emergent relations and generative performance. It emphasizes systematic probing, data-driven decision rules, and an ethical framework to verify emergence rather than assume it. Using a Train–Probe–Interpret–Adjust workflow, it helps you turn ABA data into clear, responsible decisions about when to expand exemplars or provide direct instruction.
B.2. Identify and distinguish between stimulus and stimulus class.
This post is for BCBAs, clinic leaders, senior RBTs, and clinicians supporting learners at home who want data-driven, ethical ABA practice. It clarifies the difference between a single stimulus and a stimulus class, and why forming stimulus classes matters for real-world generalization. It offers practical steps for planning instruction, diagnosing errors, and designing generalization probes across varied exemplars. It also highlights ethical considerations, including caregiver involvement and transparent data to guide decisions.
B.21. Identify examples of processes that promote emergent relations and generative performance.
Designed for BCBAs, RBTs, clinic directors, and caregivers, this post clarifies emergent relations and generative performance and explains how a single well-planned teaching sequence can yield multiple untaught skills. It emphasizes testing for emergence—via systematic probes—and turning ABA data into clear, ethical decisions about what a learner can do in real life. You’ll gain practical guidance on processes like stimulus equivalence, multiple-exemplar training, naming, and probing to design efficient, durable, and flexible teaching programs.