 I think we'll start this out with an example of how the hell we're changed as you're going to have eight past five of us out. You grabbed by the function. We might be wrong. We're funny. We have to think about target behaviors. Alright, it's the behavior that you're going to choose to fix or to fix. It's a totally inappropriate way to think about behavior. But I do anyway. Sorry. So we have to think about target behaviors. We have to think we're going to choose one, so on and so forth. It's the behavior we want to change. We want to habilitate the person. Remember, habilitation is simply just teaching that person. In other words, to expand their repertoire, to maximize reinforcement and minimize punishment. We've got short term and long term, anyway, all that stuff. So maximize reinforcement, minimize punishment, that's habilitation. So when we choose a target behavior to habilitate and we want to try to get people to improve, then the end result is that we have some considerations we need to take into account. The first thing is social relevance, right? Why don't you choose a behavior that's socially relevant to this kiddo? Or an adult or something? The examples always end up going with kiddos, but they don't have to be. I don't want you to keep getting sucked into the idea of just that this applies to kids and dogs. It applies to everybody, alright? The examples are sometimes easiest when you're thinking about kids, but it doesn't have to be. So with social relevance, we've got a lot of things we want to worry about. Number one, is the behavior that you're trying to teach age appropriate? Is this a skill that should be done by a three-year-old? Or is this a skill that should be done by a 30-year-old? I think that as a parent, that's one of the more challenging things sometimes. You've got a teenager running around, you want them to be adult, right? And like an adult, but they're 13 or they're 14 or they're 15. Let's keep the behaviors age appropriate. So another important one's here, cusps. So is the behavior we're going to teach a behavioral cusp? If we teach this one response, does that then generalize to a new setting? And more importantly, when they have that new skill, does that open up the door for more skills? You know, I think one of the good ones is attending, right? So if I'm teaching somebody to attend, that teaches them a skill that can be useful in many environments, right? Another one would be a pivotal behavior, which is very similar to a cusp in the sense that the training of one skill affects other behaviors, right? But what we're talking about here is that training of one particular skill will affect other responses indirectly. How they may try some modifications to other responses based on the experience or the repertoire that they have now developed with another response. So cusps, running on high gear. Now that that's on film, all right, I'm back, all right! So is this behavior a necessary prerequisite for other ones? I mean, if I want to learn, you know, let me think. We've got a river around us, kind of on both sides, we're on Canada Island right now. And if I want to learn, if I want to swim, if I want to kayak, I should probably know how to swim. Maybe it'd be a good idea, right? Necessary prerequisites, maybe not the true necessary prerequisite, but you get why I give the example. So those types of behaviors are good ones to change as well. Oh, if you're gonna reduce a behavior, let's think about, so we're gonna suppress one, right? So punishment, right? We like to think of it as suppression in the field because it doesn't really completely get rid of a behavior, just suppresses it for a while. So if we're gonna suppress a behavior, we better make sure we address the damn function. And by that I mean that stuff's gonna pop right back up in there. So you better teach a socially appropriate response or one that's functional for the person. So you're gonna suppress a behavior, you gotta set a reinforcers that are sitting there that are trying to get to that behavior that's been suppressed, right? So you better put one in its place that attaches to these reinforcers. Now you locked out one in place, you got yourself a DRA, a DRI, whatever the heck we're talking about, but the point being that you're gonna suppress one, you're gonna put a replacement behavior in. Another issue, we are not just talking about talking. I can talk and that's one type of response, but talking isn't doing, knowing isn't doing just because you know something doesn't mean you do it. Look at all the MDs out there that still smoke cigarettes. In fact, I'll bet a bunch of you smoke cigarettes or whatever it is. As a result, you probably know that. I bet you can tell me all the bad things that will happen to you if you continue to smoke but yet you continue to smoke. Doing and talking are different things. So our behaviors that we're concerned about, the ones that we need to focus on aren't just telling me that you're going to change. I wanna see you actually change, okay? I'm gonna check on something else again. Today on, behavior isn't in the park. And one last one here before we get into another sub topic. We're gonna focus on behaviors, not outcomes. All right, so maybe my outcome is to lose some weight. I'm getting a little tight in my suit here. Oh, right. So if I'm not willing to lose some weight, is that a behavior? You better be shaking your head. You bet right now, shake your head out. It is not losing. You are nodding your head. I said shake your head. There you go, all right, well done. All right, three enforcers, clopping, clopping. Anyway, so outcome, losing weight is an outcome. It's not a behavior. What do I need to do? I need to exercise. I need to eat healthy. And maybe I need to try, that was kind of weird. But anyway, you get the idea. If I can teach myself to exercise, I can teach myself to eat healthier, I can engage in appropriate responses that might lead to weight loss, which is an outcome, all right? So we focus on behaviors, not outcomes. So one of the other things we need to worry about then when we're choosing our target behaviors is relevance of behavior rule, right? So we're not going to teach somebody just because we can teach them something in the lab here in the clinical setting or whatever. We're going to teach something that's relevant for them. In other words, we're going to teach them a behavior that has reinforcers available in the natural context, right? So we're going to teach them a skill that becomes useful for them, relevant, because in the natural environment, it's going to get reinforced. We don't want some artificial thing where they're just getting behavior for behavior sake. We want to make this stuff functional for them. So we also have to worry about prioritizing. So we just talk about some of the considerations with the types of behavior that we should choose. We want to think about prioritizing as well. So number one, A number one, is this behavior harmful to the individual or someone else? If it is, fix it now, now, and I mean now and use whatever technique you've got available to do it. Fix it before it stopped that behavior from happening before somebody gets hurt, right? Is this behavior going to increase the amount of reinforcement in this person's overall world? Really big important thing, right? So are we going to jack up the amount of reinforcement that is available to this person in the natural world by teaching this new response? Similar sort of thing, right? We always want to focus on that. So pause. I bet you can't fix that one after effects. Yeah. Oh, is the person going to have an opportunity to engage in this behavior frequently in the real world, right? So is there going to be a lot of reinforces? It's really similar to the last one. I was going to do this one at a time. All right. I just, this is known as the BCBA shuttle run. Longstanding and skill development. So how long standing has the behavior been? If it's been there a long time, maybe it's something you need to change or if it's new, but it's really serious. You're sitting at two and a half minutes of long standing. Sorry. So is it long standing behaviors? Have been a problem for a long time? Or is it not? You can argue both ways on this one, right? If it's long standing and harmful, you better fix it. But if it's brand new, it might be really easy to fix, okay? Which made me forget my other one. I have a new behavioral problem today as I can't remember, seem to remember by lectures, which is why this is going to be the most cut up video you've seen out of all of our behavior based stuff. I abide. I think we need to move our book closer. We should move the book closer. It's dry there. Right there. Well, this new behavior teaches it. Shit. Well, priority number 453 that I can't remember today. Holy cow, my priority should be learning these things. Now, is the skill that you're gonna teach them that you wanna teach them? Or is the problem behavior is addressing that and habilitating that response? Is that going to help them become more independent individuals in their world? There's another priority that you wanna focus on. Well, changing this behavior will produce reinforcement for other people. Well, changing this behavior reduces, oh, negative interactions with other folks, maybe reduce the amount of punishers that the person's experiencing. Hopefully increase reinforcers, which is another priority. What's the probability of success? Do you think you can pull it off? If you can. At this point, no. What's that? At this point, no. No. The very most important one at Thorough House here at SiteCourse, how much will it cost to change the behavior? Is it gonna cost an entire lens because it's raining a bit today, as you can see from my suit coat and you should see how Brad has the lens covered. But anyway, so, fixing these behaviors, what's the priority for fixing all these responses, right? It's not just as easy as I wanna fix the behavior. So, anyway, with all the editing and running back and forth, and I'm out of breath, and I think that's enough for now. I'll see you again with another episode another time. Thanks.