What are the Seven Dimensions of Applied Behavior Analysis?
Welcome back to our 6th Edition BCBA Task List series! Today, we’re breaking down A-5: The Seven Dimensions of Applied Behavior Analysis. These dimensions, introduced by Baer, Wolf, and Risley (1968), serve as the foundational framework for implementing effective behavior analytic interventions. The dimensions are: Behavioral, Applied, Technological, Conceptually Systematic: Analytic, Generality, and Effective.
While each dimension is relatively straightforward, distinguishing between them on the BCBA exam can be tricky. In practice, these dimensions guide everything we do, from assessments to interventions and ethical considerations. Understanding them fluently is crucial for both the exam and professional practice.
Let’s break them down in simple, practical terms so you can master this topic!
Behavioral
The behavioral dimension is the building block of our behavior change as board certified behavior analysts. Behavior must be observable and measurable, and in need of change.
- If a behavior cannot be observed or measured, it cannot be changed effectively.
- ABA practitioners define behavior operationally, ensuring everyone collects data with accuracy, validity, and reliability.
- Private events (e.g., emotions, thoughts) exist but are not directly measurable, so we typically target public behaviors in practice.
Example: If a child struggles with writing their name, we would not target frustration or anger, two things that cannot be observed and measured. Rather, you would target the actual behavior of writing their name, or operationally define “frustration” or “anger.”
Applied
The applied dimension says that, as behavior analysts, we should target socially valid behaviors. This means behaviors that are meaningful to the client, the client’s family, and others that interact with the client.
- Behavior change should be meaningful in a real world setting
- Behaviors chosen for intervention should directly impact daily functioning, safety, independence, communication, or another critical aspect of the client’s life
- The benefit extends beyond the individual—it should also positively affect those around them (e.g., family, peers, teachers).
Example: Communication, social skills, self-help skills, adaptive skills, independent living skills, and self-management are all socially valid behaviors that improve the lives of the client and others around the client. Always choose the most socially valid behaviors to target in treatment.
Reducing a behavior just because a caregiver finds it annoying (e.g., hand-flapping) is not necessarily applied unless it impacts learning, social interactions, or safety.
Technological
The technological dimension says that treatment plans, interventions, and behavior plans should be written in a way that is replicable. In other words, could another BCBA replicate your treatment plan with ease?
- A well-written behavior intervention plan (BIP) allows different practitioners to implement it consistently.
- Lack of detail can lead to misinterpretation and treatment drift, reducing effectiveness.
- Ensuring procedural clarity improves treatment fidelity and consistency.
Example: How-to guides and recipes are written in a way that anyone can follow them and successfully implement them, e.g. Deliver a token immediately after each independently completed math problem. When the child earns five tokens, provide access to their preferred game for two minutes.” (Technological—specific, clear, and replicable). What is the recipe for success in your treatment plan?
Conceptually Systematic
The conceptually systematic dimension says that all interventions, treatment plans, and behavior plans are based on the principles of behavior analysis. These established principles include reinforcement, punishment, and extinction. In other words, apply what you’ve learned from the BCBA exam to your interventions!
- BCBAs must avoid non-evidence-based methods
- Every intervention you design or use as a behavior analyst should be rooted in behavioral principles.
- Consistency with ABA principles maintains integrity.
Example: You design a treatment plan that revolves around a gluten-free diet but does not include any components of ABA. This would violate this dimension.
Using differential reinforcement to increase desired behaviors and decrease problem behaviors aligns with ABA principles.
Analytic
Behavior analysts must demonstrate that changes in behavior are directly caused by the intervention. We are trying to identify a functional relationship between our dependent variable and independent variable.
- Behavior analysts use single-subject experimental designs to identify functional relationships.
- Without experimental control, we cannot determine if our intervention is controlling behavior.
- A functional relationship exists when the introduction or removal of an intervention consistently changes behavior.
Example: A BCBA uses a reversal (ABAB) design to confirm that reinforcement increases on-task behavior and that removing reinforcement decreases on-task behavior.
If behavior changes without intervention adjustments, other factors (e.g., medication changes, environmental changes) may be responsible, meaning the intervention was not analytically sound.
Generality
The generality dimension says that behavior change should persist outside of the learning environment across settings, people, behaviors, and other stimuli. Generality is arguably the most important dimension. If behavior change only occurs in the learning environment, then the client has failed to generalize the behavior and the results will not be meaningful. In other words, generalization is key. It is important to plan for generalization, and not “wait and hope” that things work out.
- Skills must transfer to new environments, people, and contexts.
- Without generalization, a behavior is not truly mastered.
- Generalization should be actively planned and programmed into interventions.
Example: Your client is potty trained at their house. Through additional teaching, the client can now use the bathroom in stores, in school, and in other locations. BCBAs should always program for generalization. Read more about generalization and maintenance.
Effective
The effective dimensions asks if your intervention is working. Your treatment plans should be changing the behavior, and changing the behavior in the desired direction (either increased or decreased). Additionally, is the behavior change substantial and relevant? Interventions must lead to significant and meaningful change.
- A statistically significant change is not enough—behavior must improve in a way that positively impacts the individual’s life.
- If an intervention is not working, modifications must be made.
- Success should be measured by effectiveness, not just basic behavior change.
Example: Reducing self-injurious behavior that allows a child to participate in school activities is more impactful than reducing SIB at night when it already occurs at a low rate and has no impact on other aspects of the client’s life.
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