Concepts and Principles
Rule-governed behavior and observational learning
Distinguish rule-governed from contingency-shaped behavior and identify imitation or observational learning when behavior changes after models or described contingencies.
Concept review facts
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What this concept means here
Distinguish rule-governed from contingency-shaped behavior and identify imitation or observational learning when behavior changes after models or described contingencies.
How it appears in questions
Identify behavior controlled by stated rules.
Best next action
If this concept is weak, practice Concepts and Principles scenarios and write one correction rule after each miss.
How this shows up in scenario questions
- 1Identify behavior controlled by stated rules.
- 2Distinguish direct contingency shaping from instruction following.
- 3Recognize imitation or observational learning in teaching examples.
Common misconceptions
- Assuming all instruction-following is contingency-shaped.
- Calling any similar behavior imitation without a model relation.
- Ignoring whether contact with consequences occurred.
Distractor patterns
- Choose reinforcement history when the stem emphasizes a rule.
- Choose imitation when no modeled response is present.
- Ignore delayed or described contingencies.
Self-check before more practice
Can you define it without using the term itself?
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Related terms
rule-governed behaviorcontingency-shaped behaviorimitationobservational learning
Turn this concept into practice
Use this page as a weak-area checkpoint: practice related scenarios, then review missed answers and save a study plan from your results.
Related study guides
Related practice prompts
Practice moreRule-governed versus contingency-shaped behavior: Rule-governed behavior and observational learning.
During community outing sessions, an adolescent completes waiting for access when one cue is present but not when a similar cue is used by another adult. Across 6 sessions in service week 3, 2 observers recorded 34 minutes of observation in the community outing. The data pattern suggests the BCBA should first:
Imitation and observational learning: Rule-governed behavior and observational learning.
During community outing sessions, an adolescent completes waiting for access when one cue is present but not when a similar cue is used by another adult. Across 7 sessions in service week 3, 2 observers recorded 40 minutes of observation in the community outing. The data pattern suggests the BCBA should first:
Rule-governed versus contingency-shaped behavior: Rule-governed behavior and observational learning.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 5 sessions in service week 13, one observer recorded 44 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
Imitation and observational learning: Rule-governed behavior and observational learning.
During early intervention clinic sessions, a 5-year-old learner completes asking for a break when one cue is present but not when a similar cue is used by another adult. Across 6 sessions in service week 14, one observer recorded 50 minutes of observation in the early intervention clinic. The data pattern suggests the BCBA should first:
Rule-governed versus contingency-shaped behavior: Rule-governed behavior and observational learning.
During home program sessions, a child completes requesting help when one cue is present but not when a similar cue is used by another adult. Across 4 sessions in service week 24, 3 observers recorded 54 minutes of observation in the home program. The data pattern suggests the BCBA should first:
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