G.9 — Design and evaluate modeling procedures.

In this video, you'll learn: ✓ The behavioral science of imitation and why generalized imitation is a prerequisite for modeling procedures to function effectively ✓ How to design a modeling procedure — including model selection, demonstration format, imitative response requirements, and reinforcement delivery ✓ The clinical applications and comparative advantages of in vivo modeling, video modeling, and symbolic modeling ✓ How to evaluate modeling procedure outcomes — including generalization probes across novel models, settings, and materials ✓ How the BCBA exam tests modeling procedure design and the conditions under which each format is most appropriate Modeling is one of the most widely used instructional strategies in human learning. When designed with behavioral precision, it is also one of the most efficient skill acquisition tools available. G.9 is about moving beyond using models informally and designing modeling procedures that reliably produce the skill you are targeting. Key Concepts: Generalized Imitation: The ability to imitate novel behaviors demonstrated by a model without those specific imitative responses having been directly reinforced; a foundational repertoire that must be present for modeling procedures to function as instructional tools In Vivo Modeling: A modeling procedure in which a live model demonstrates the target behavior in the learner's presence; allows for real-time adjustment of the model based on the learner's responding and provides immediate reinforcement opportunities Video Modeling: A modeling procedure in which video recordings of the target behavior are used as the demonstration stimulus; research supports strong effectiveness across social skills, daily living tasks, vocational skills, and communication — particularly for learners who are motivated by screen-based media Video Self-Modeling: A variant of video modeling in which the learner themselves serves as the model — typically showing themselves performing the target behavior correctly; effective for behaviors the learner can already perform but not yet consistently in natural settings Generalization of Modeled Behavior: The extent to which the imitated behavior occurs in the presence of stimuli other than those present during training; must be assessed through systematic probes rather than assumed based on training performance Why This Matters: • A modeling procedure cannot function effectively for a learner who has not established generalized imitation — the procedure will produce inconsistent responding and the data will be difficult to interpret • Video modeling has a strong empirical base and is particularly effective for social skills training in populations frequently served by BCBAs — candidates should know its advantages and the conditions under which it is preferred • The exam will test whether candidates can identify appropriate versus inappropriate modeling formats for specific learners and behaviors — this is a selection and justification question, not just a definition question • Generalization of modeled behavior must be probed systematically — a learner who imitates only the specific model on the specific video with the specific therapist present has not acquired the modeled skill in any clinically meaningful sense • Reinforcement delivery following correct imitation is not optional — imitation is an operant behavior maintained by reinforcement, and the modeling procedure must include a contingency for reinforcing correct imitative responses Clinical Example: A BCBA designs a video modeling program for a client who needs to learn conversation initiation skills for school-based peer interactions. She uses a video featuring a peer model demonstrating a three-step initiation sequence: approach, greeting, and topic comment. Initial training produces accurate imitation of all three steps with the video model. Generalization probes with novel peers in naturalistic settings show inconsistent performance. She adds in vivo peer practice with a reinforcement system for naturalistic initiations and implements the video model at school before recess. Generalized responding increases across peer contexts within two weeks. Modeling is not just showing someone what to do — it is a precisely designed instructional procedure grounded in the behavioral science of imitation. G.9 gives you the design and evaluation tools to make modeling work for every learner and every skill target. 🔑 Hosted by LaKeysha Cobbs-Hayes, BCBA | 25+ years of experience 🦉 Part of the complete Behavior Keys BCBA Test Content Outline series — all 9 domains, 104 tasks 📌 Playlist: BCBA Domain G — Behavior-Change Procedures ⏮️ Previous: G.8 — Fading Stimulus and Response Prompts ⏭️ Next: G.10 — Instructions and Rules #BCBAExam #BCBAExamPrep #DomainG #Behavior-ChangeProcedures #G9 #BehaviorAnalysis #BCBA #BehaviorKeys #BACBCertification