Baer, Wolf, Risley 1968

Generalization should be programmed rather than expected or lamented.

It can be socially important to understand what leads to negative behaviors, such as disruptive classroom behavior.

Reliable quantification of behavior.

Because socially important behaviors are rarely studied in controlled laboratory settings.

The applied researcher chooses subjects based on their importance to society, while the non-applied researcher may choose subjects for convenience or theoretical significance.

If it is integrated with socially important stimuli, such as in a teaching machine for arithmetic skills.

How immediately important is this behavior or these stimuli to this subject?

It must be independently substantiated to be considered valid.

To ask not merely if behavior changed, but whose behavior changed.

Baselines provide a comparison to evaluate changes when an experimental variable is applied.

A non-experimental analysis.

By programming behavior changes in a certain number of settings, one after another.

It means the experimenter can exercise control over the behavior.

To evaluate changes in behavior without reversing it, especially when behavior appears irreversible.

Changes in measurement may not always reflect the subject's behavior.

Play therapy.

It describes exactly how a teacher will attend to specific behaviors, like jungle-gym climbing for a child afraid of heights.

It involves measuring a behavior, applying an experimental variable, and then removing it to see if the behavior changes.

Replication.

The techniques making up a behavioral application are completely identified and described.

It can dictate the feasibility of using techniques like reversals and affect the dependency of behavior on experimental techniques.

Retardation, crime, mental illness, and education.

Published descriptions of procedures should be precisely technological and strive for relevance to principles.

It helps in deriving similar procedures from basic principles, making the technology a discipline rather than a collection of tricks.

How much did that behavior need to be changed?

All salient ingredients must be described as a set of contingencies.

It reflects the real-world context in which these behaviors occur, making the findings more applicable.

The effectiveness of procedures in making sufficient change for value.

It indicates practical improvement in important behaviors and enhances the effectiveness of applications.

They are often complex and may confound multiple variables.

The process of applying principles of behavior to improve specific behaviors while evaluating the effectiveness of the application.

The importance of the behavior changed, its quantitative characteristics, and the experimental manipulations responsible for the change.

A technologically exact description of all procedures contributing to behavior change.

Examining behaviors that are socially important rather than convenient for study.

Determining whether enough control has been demonstrated for believability.

Because valuable behavior may become independent of the experimental technique due to extra-experimental reinforcement.

It is sometimes assumed that application has failed when generalization does not occur widely, which is a flawed conclusion.

It is determined by the societal interest in the problems being studied, not by the research procedures used.

They may not guarantee successful application in socially important settings until proven sound.

The analysis of individual behavior and its application to problem behavior.

Applied research focuses on variables that can improve behavior, while basic research may explore any behavior and related variables.

To contribute to a better state of society through effective behavioral applications.

The application must produce large enough effects to be socially important.

Reliability.

They must be applied, behavioral, analytic, technological, conceptually systematic, effective, and display some generality.

It studies what subjects can be brought to do rather than what they can be brought to say.

The behaviors of its members.

They may represent changes in the observers' responses rather than the subject's behavior.

A believable demonstration of the behavior being studied.

Demonstration of the effectiveness of different values of some variable in changing behavior.

The suitability of the inferential statistic chosen and the propriety of the data for that test.

It may still leave other disruptive techniques intact, but could lead to generalized loss of remaining techniques.

Generality is indicated by durability over time, appearance in various environments, or spreading to related behaviors.

Whether a typically trained reader could replicate the procedure well enough to produce the same results.