ABSTRACT
As alluded to in chapter 4, in the early evolution of the field, behavior
analysts had a modus operandi of carrying out behavior change pro-
grams that could be described positively by supporters as “fluid” and
by detractors as “making-it-up-as-they-go-along.” In the beginning,
behavior programs were just extensions of laboratory procedures with
adaptations for humans and the settings they occupied. Nothing was
written down and there was no approval process per se. Data was al-
ways collected, usually with precision and consistency, and the results
were so novel and amazing that all of those involved would marvel at
the effects they were seeing with these primitive procedures. With suc-
cess came recognition of the seriousness of the mission these early pio-
neers had undertaken. They quickly realized that these were not just
experiments in behavior change but rather a totally new form of ther-
apy, data-based to be sure, but therapy nonetheless. And therapy re-
quired a new level of care, consideration, thoughtfulness, and
responsibility. It became clear that better record keeping would be re-
quired. By the mid-1980s, behavior analysis practitioners were fully in
compliance with standards of the time, which required that the client,
or a surrogate, actually approve the program in writing before it was
implemented. This increased responsibility and accountability also
meant that other protocols must be followed as well, such as using
least-restrictive procedures,1 avoiding harmful consequences (includ-
ing both reinforcers and punishers), and involving the client in any
modifications to programs that might be made along the way. Skinner
(1953) had always been against the use of punishers, but it took the
field of behavior analysis quite a while to codify some statement on
this. It was the vetting of these Guidelines that finally resulted in a con-
cise and cohesive position: “The behavior analyst recommends rein-
forcement rather than punishment whenever possible.” The essence of
this aspect of the Guidelines is to inform consumers and remind be-
havior analysts that, as a field, we are primarily interested in develop-
ing behavior change programs that teach new, appropriate, adaptive
behaviors using nonharmful reinforcers whenever possible.
