BEHV5250.013 Yusuke Hayashi Examples of Rule-Governed Behavior.

BEHV5250.013BEHV5250.013

Yusuke HayashiYusuke Hayashi

Examples ofExamples of

Rule-Governed BehaviorRule-Governed Behavior

• When the subject is the third person and a When the subject is the third person and a singular form, put “s” on the verb.singular form, put “s” on the verb.

• In an In an interrogative sentenceinterrogative sentence, write “?” at the end , write “?” at the end of the sentence.of the sentence.

• If a shape is a square, all the angles are 90 If a shape is a square, all the angles are 90 degrees.degrees.

• To calculate the area of a rectangular, multiply the To calculate the area of a rectangular, multiply the base by the height.base by the height.

4 Rule-Governed Behv. (Academic Skills)4 Rule-Governed Behv. (Academic Skills)

• PrinciplePrinciple• In an In an interrogative sentenceinterrogative sentence, write “?” at the end of the , write “?” at the end of the

sentence.sentence.

• Conceptual componentsConceptual components1. Writing (Including “?”)1. Writing (Including “?”)

2. 2. Interrogative Interrogative SentenceSentence

3. End3. End

Principles & Conceptual ComponentsPrinciples & Conceptual Components (Academic Skills) (Academic Skills)

• Critical AttributeCritical Attribute1. 1. Interrogative Interrogative SentenceSentence

2. Write2. Write

3. ?3. ?

4. End4. End

Critical/Variable AttributesCritical/Variable Attributes (Academic Skills) (Academic Skills)

• Variable AttributeVariable Attribute1. Place1. Place

a) Home, b) Schoola) Home, b) School

2. Sentence length2. Sentence lengtha) Long, b) Shorta) Long, b) Short

3. Instrument3. Instrumenta) Pencil, b) Pen, c) Markera) Pencil, b) Pen, c) Marker

4. Paper4. Papera) White, b) Non-whitea) White, b) Non-white

• PrototypePrototype• At school, I wrote “?” at the end of “How are you” when I was writing At school, I wrote “?” at the end of “How are you” when I was writing

with a pencil on the while paper.with a pencil on the while paper.

• Lack #1Lack #1• At school, I wrote “?” at the end of At school, I wrote “?” at the end of “I play baseball”“I play baseball” when I was writing when I was writing


• Lack #2Lack #2• At school, I At school, I saidsaid “?” at the end of “How are you” when I was writing with “?” at the end of “How are you” when I was writing with

a pencil on the while paper.a pencil on the while paper.

• Lack #3Lack #3• At school, I wrote “At school, I wrote “!!” at the end of “How are you” when I was writing ” at the end of “How are you” when I was writing


• Lack #4Lack #4• At school, I wrote “?” at the At school, I wrote “?” at the beginningbeginning of “How are you” when I was of “How are you” when I was

writing with a pencil on the while paper.writing with a pencil on the while paper.

Close-in Nonexamples (Academic Skills)Close-in Nonexamples (Academic Skills)

• PrototypePrototype• At school, I wrote “?” at the end of “How are you” when I was writing At school, I wrote “?” at the end of “How are you” when I was writing


• Maximally Different Example Maximally Different Example • At At homehome, I wrote “?” at the end of “, I wrote “?” at the end of “Were you watching TV when I called Were you watching TV when I called

youyou” when I was writing with a ” when I was writing with a markermarker on the on the blueblue paper. paper.

• Minimally Different NonexampleMinimally Different Nonexample• At home, I wrote “At home, I wrote “!!” at the end of “Were you watching TV when I called ” at the end of “Were you watching TV when I called

you” when I was writing with a marker on the blue paper.you” when I was writing with a marker on the blue paper.

• Maximally Different NonexampleMaximally Different Nonexample• At At schoolschool, I wrote “, I wrote “??” at the ” at the beginningbeginning of “ of “How are youHow are you” when I was ” when I was

writing with a writing with a penpen on the on the redred paper. paper.

• Minimally Different ExampleMinimally Different Example• At school, I wrote “At school, I wrote “??” at the ” at the endend of “How are you” when I was writing of “How are you” when I was writing

with a pen on the red paper.with a pen on the red paper.

Minimal Rational Set (Academic Skills)Minimal Rational Set (Academic Skills)

Scope & Sequence (Academic Skills)Scope & Sequence (Academic Skills)

EndEndEndEnd

See/SaySee/Say

WritingWritingWritingWriting

Free/DoFree/Do

InterrogativeInterrogative

SentenceSentence

InterrogativeInterrogative

SentenceSentence

Hear/PointHear/Point

PrinciplePrinciple

In an In an interrogative sentenceinterrogative sentence, write “?” , write “?” at the end of the sentence.at the end of the sentence.

• When you talk to someone, keep eye-contactingWhen you talk to someone, keep eye-contacting

• When someone says, “How are you?,” say When someone says, “How are you?,” say “Good”“Good”

• When someone says, “Give me five,” give him or When someone says, “Give me five,” give him or her five.her five.

• When you see someone you know, say, “Hello.”When you see someone you know, say, “Hello.”

4 Rule-Governed Behv. (Social Skill)4 Rule-Governed Behv. (Social Skill)

• PrinciplePrinciple• When someone says to you “Give me five,” give him or her When someone says to you “Give me five,” give him or her

five.five.

• Conceptual componentConceptual component1. Someone who is talking to you1. Someone who is talking to you

(Discrimination of who is talking)(Discrimination of who is talking)

2. 2. “Give me five”“Give me five”

3. Give five3. Give five

Principles & Conceptual Components Principles & Conceptual Components (Social Skill) (Social Skill)

• Critical AttributeCritical Attribute1. You1. You



4. The person whom 4. The person whom you give five to you give five to

Critical/Variable Attributes Critical/Variable Attributes (Social Skill) (Social Skill)



2. Enthusiasm 2. Enthusiasm (1)(1)

a) Enthusiastically, b) Quietlya) Enthusiastically, b) Quietly

3. The person who said “give …”3. The person who said “give …”a) Teacher, b) Mom, c) Frienda) Teacher, b) Mom, c) Friend

4. Hardness 4. Hardness (1)(1)

a) Hard, b) Gentlea) Hard, b) Gentle

(1) 2a-4a or 2b-4b may be appropriate,(1) 2a-4a or 2b-4b may be appropriate,

but other combinations can be possiblebut other combinations can be possible

and still qualified as giving fiveand still qualified as giving five

• PrototypePrototype• At school, when my teacher said to me “Give me five” enthusiastically, At school, when my teacher said to me “Give me five” enthusiastically,

I gave him hard five.I gave him hard five.

• Lack #1Lack #1• At school, when my teacher said to At school, when my teacher said to my friendmy friend “Give me five” enthusiastically, “Give me five” enthusiastically,

I gave him (the teacher) hard five.I gave him (the teacher) hard five.

• Lack #2Lack #2• At school, when my teacher said to me “At school, when my teacher said to me “Quite handQuite hand” enthusiastically, ” enthusiastically,


• Lack #3Lack #3• At school, when my teacher said to me “Give me five” enthusiastically, At school, when my teacher said to me “Give me five” enthusiastically,

I gave him hard I gave him hard tenten..


I gave I gave my friendmy friend hard five. hard five.

Close-in Nonexamples (Social Skill)Close-in Nonexamples (Social Skill)



• Maximally Different Example Maximally Different Example • At At homehome, when , when MomMom said to me “Give me five” said to me “Give me five” quietlyquietly, ,

I gave her I gave her gentlegentle five. five.

• Minimally Different NonexampleMinimally Different Nonexample• At home, when Mom said to me “At home, when Mom said to me “Eat your carrotEat your carrot” quietly, ” quietly,

I gave her gentle five.I gave her gentle five.

• Maximally Different NonexampleMaximally Different Nonexample• At At schoolschool, when , when my friendmy friend said to me said to me “Give me five”“Give me five” enthusiasticallyenthusiastically, ,

I gave I gave my teachermy teacher hardhard five. five.

• Minimally Different ExampleMinimally Different Example• At school, when my friend said to me “Give me five” enthusiastically, At school, when my friend said to me “Give me five” enthusiastically,

I gave I gave himhim hard five. hard five.

Minimal Rational Set (Social Skill)Minimal Rational Set (Social Skill)

Scope & Sequence (Social Skill)Scope & Sequence (Social Skill)

Give fiveGive fiveGive fiveGive five

Free/DoFree/Do

PrinciplePrinciple

When someone says to you When someone says to you ““Give me five,” give him or her fiveGive me five,” give him or her five

Person who Person who

is talkingis talking

Person who Person who

is talkingis talking

Hear/PointHear/Point

““Give me five”Give me five”““Give me five”Give me five”

Hear/DoHear/Do

• After you void, flush a toiletAfter you void, flush a toilet

• When a traffic light turns green, start walking When a traffic light turns green, start walking

• When you eat soup, do not make a noiseWhen you eat soup, do not make a noise

• When your hands are dirty, wash your handsWhen your hands are dirty, wash your hands

4 Rule-Governed Behv. (Self-Help Skill)4 Rule-Governed Behv. (Self-Help Skill)

• PrinciplePrinciple• When a traffic light turns green, start walkingWhen a traffic light turns green, start walking

• Conceptual ComponentConceptual Component1. Traffic light1. Traffic light

2. 2. Turns greenTurns green

3. Start walking 3. Start walking

Principles & Conceptual ComponentPrinciples & Conceptual Component (Self-Help Skill) (Self-Help Skill)


a) Near school, b) Near homea) Near school, b) Near home

2. Whether2. Whethera) Sunny, b) Rainya) Sunny, b) Rainy

3. Type of a traffic light3. Type of a traffic lighta) Green-yellow-red, a) Green-yellow-red,

b) Green-redb) Green-red

4. Timing of starting walking4. Timing of starting walkinga) Immediately, b) 1-sec latera) Immediately, b) 1-sec later

• Critical AttributeCritical Attribute1. Traffic light1. Traffic light

2. 2. Turns greenTurns green

3. Start3. Start

4. Walking 4. Walking

Critical/Variable Attributes Critical/Variable Attributes (Self-Help Skill) (Self-Help Skill)


a) Near school, b) Near homea) Near school, b) Near home

2. Whether2. Whethera) Sunny, b) Rainya) Sunny, b) Rainy

3. Type of a traffic light3. Type of a traffic lighta) Green-yellow-red, a) Green-yellow-red,

b) Green-redb) Green-red

4. Timing of starting walking4. Timing of starting walkinga) Immediately, b) 1-sec latera) Immediately, b) 1-sec later

• PrototypePrototype• In a sunny day, when a traffic light (3 color type) near my school turns green, In a sunny day, when a traffic light (3 color type) near my school turns green,

I started walking immediately.I started walking immediately.

• Lack #1Lack #1• In a sunny day, when a In a sunny day, when a Christmas lightChristmas light near my school turns green, near my school turns green,


• Lack #2Lack #2• In a sunny day, when a traffic light (3 color type) near my school turns In a sunny day, when a traffic light (3 color type) near my school turns redred, ,


• Lack #3Lack #3• In a sunny day, when a traffic light (3 color type) near my school turns green, In a sunny day, when a traffic light (3 color type) near my school turns green,

I I stoppedstopped walking immediately. walking immediately.

• Lack #4Lack #4• In a sunny day, when a traffic light (3 color type) near my school turns green, In a sunny day, when a traffic light (3 color type) near my school turns green,

I started I started dancingdancing immediately immediately

Close-in Nonexamples (Self-Help Skill)Close-in Nonexamples (Self-Help Skill)

• PrototypePrototype• In a sunny day, when a traffic light (3 color type) near my school turns green, In a sunny day, when a traffic light (3 color type) near my school turns green,


• Maximally Different Example Maximally Different Example • In a In a rainyrainy day, when a traffic light ( day, when a traffic light (22 color type) near my color type) near my homehome turns green, turns green,

I started walking I started walking after 1 second had passedafter 1 second had passed..

• Minimally Different NonexampleMinimally Different Nonexample• In a rainy day, when a traffic light (2 color type) near my home turns green, In a rainy day, when a traffic light (2 color type) near my home turns green,

I started I started jumpingjumping after 1 second had passed. after 1 second had passed.

• Maximally Different NonexampleMaximally Different Nonexample• In a In a sunnysunny day, when a traffic light ( day, when a traffic light (33 color type) near my color type) near my schoolschool turns turns red,red,

I started I started walkingwalking immediatelyimmediately..

• Minimally Different ExampleMinimally Different Example• In a sunny day, when a traffic light (3 color type) near my school turns In a sunny day, when a traffic light (3 color type) near my school turns greengreen, ,


Minimal Rational Set (Self-Help Skill)Minimal Rational Set (Self-Help Skill)

Scope & Sequence (Self-Help Skill)Scope & Sequence (Self-Help Skill)

Start walkingStart walkingStart walkingStart walking

Hear/DoHear/Do

Traffic lightTraffic lightTraffic lightTraffic light

See/PointSee/Point

PrinciplePrinciple

When a traffic light turns green, When a traffic light turns green, start walkingstart walking

Turn greenTurn greenTurn greenTurn green

See/SaySee/Say

• To start a video, push a start buttonTo start a video, push a start button

• When someone says “goose” and taps your head, When someone says “goose” and taps your head, start chasing the personstart chasing the person

• When you play a TV game, keep away from the When you play a TV game, keep away from the TV at least 3 feetTV at least 3 feet

• When you hit a ball, watch it carefullyWhen you hit a ball, watch it carefully

4 Rule-Governed Behv. (Leisure Skill)4 Rule-Governed Behv. (Leisure Skill)

• PrinciplePrinciple• When someone says “goose” and taps your head, start chasing When someone says “goose” and taps your head, start chasing

the personthe person

• Conceptual componentConceptual component1. “Goose”1. “Goose”

2. 2. Tap your headTap your head

3. Start chasing3. Start chasing

Principles & Conceptual Component Principles & Conceptual Component (Leisure Skill) (Leisure Skill)

• Critical AttributeCritical Attribute1. “Goose”1. “Goose”

2. 2. Tap your headTap your head

3. Start3. Start

4. Chasing4. Chasing

5. The person you5. The person youchasechase

Critical/Variable Attributes Critical/Variable Attributes (Leisure Skill) (Leisure Skill)


a) school, b) homea) school, b) home

2. Loudness of “goose”2. Loudness of “goose”a) loud, b) quieta) loud, b) quiet

3. Gentleness of the tap3. Gentleness of the tapa) gentle, b) not gentlea) gentle, b) not gentle

4. The person who says “goose”4. The person who says “goose”a) teacher, b) mom, c) frienda) teacher, b) mom, c) friend

• PrototypePrototype• At school, when my teacher said “goose” loudly and tapped my head gently, At school, when my teacher said “goose” loudly and tapped my head gently,

I started chasing him.I started chasing him.

• Lack #1Lack #1• At school, when my teacher said “At school, when my teacher said “duckduck” loudly and tapped my head gently, ” loudly and tapped my head gently,


• Lack #2Lack #2• At school, when my teacher said “goose” loudly and At school, when my teacher said “goose” loudly and tapped my friend’s headtapped my friend’s head

gently, I started chasing him (the teacher).gently, I started chasing him (the teacher).

• Lack #3Lack #3• At school, when my teacher said “goose” loudly and tapped my head gently, At school, when my teacher said “goose” loudly and tapped my head gently,

I I thought ofthought of chasing him. chasing him.


I started I started watchingwatching him. him.


I started chasingI started chasing my friend. my friend.

Close-in Nonexamples (Leisure Skill)Close-in Nonexamples (Leisure Skill)

• PrototypePrototype• At school, when my teacher said “goose” loudly and tapped my head gently, At school, when my teacher said “goose” loudly and tapped my head gently,


• Maximally Different Example Maximally Different Example • At At homehome, when , when MomMom said “goose” said “goose” quietlyquietly and tapped my head and tapped my head hardhard, ,

I started chasing her.I started chasing her.

• Minimally Different NonexampleMinimally Different Nonexample• At home, when Mom said “At home, when Mom said “duckduck” quietly and tapped my head hard, ” quietly and tapped my head hard,

I started chasing her.I started chasing her.

• Maximally Different NonexampleMaximally Different Nonexample• At At schoolschool, when , when my friendmy friend said “ said “goosegoose” ” loudlyloudly and tapped my head and tapped my head gentlygently, ,

I started chasing I started chasing my teachermy teacher..

• Minimally Different ExampleMinimally Different Example• At school, when my friend said “goose” loudly and tapped my head gently, At school, when my friend said “goose” loudly and tapped my head gently,

I started chasing I started chasing my friendmy friend..

Minimal Rational Set (Leisure Skill)Minimal Rational Set (Leisure Skill)

Scope & Sequence (Leisure Skill)Scope & Sequence (Leisure Skill)

Start chasingStart chasingStart chasingStart chasing

Free/DoFree/Do

““Goose”Goose”““Goose”Goose”

Hear/SayHear/Say

PrinciplePrinciple

When someone says “goose” and taps When someone says “goose” and taps your head, start chasing the personyour head, start chasing the person

Tap you headTap you headTap you headTap you head

Feel/DoFeel/Do

BEHV5250.013BEHV5250.013

Yusuke HayashiYusuke Hayashi

Examples ofExamples of

Rule-Governed BehaviorRule-Governed Behavior

• PrinciplePrinciple• When someone says to you “Give me five,” give him or her When someone says to you “Give me five,” give him or her

five.five.

• Critical AttributeCritical Attribute1. You1. You



4. The person who said, 4. The person who said,

””Give me five” Give me five”

Principles & Critical/Variable AttributesPrinciples & Critical/Variable Attributes



2. Enthusiasm2. Enthusiasma) Enthusiastically, b) Quietlya) Enthusiastically, b) Quietly

3. The person3. The persona) Teacher, b) Mom, c) Frienda) Teacher, b) Mom, c) Friend

4. Hardness4. Hardnessa) Hard, b) Gentlea) Hard, b) Gentle



• Lack #1Lack #1• At school, when my teacher said to At school, when my teacher said to my friendmy friend “Give me five” enthusiastically, “Give me five” enthusiastically,

I gave him (the teacher) hard five.I gave him (the teacher) hard five.

• Lack #2Lack #2• At school, when my teacher said to me “At school, when my teacher said to me “Quite handQuite hand” enthusiastically, ” enthusiastically,



I gave him hard I gave him hard tenten..


I gave I gave my friendmy friend hard five. hard five.

Close-in NonexamplesClose-in Nonexamples



• Maximally Different Example Maximally Different Example • At At homehome, when , when MomMom said to me “Give me five” said to me “Give me five” quietlyquietly, ,

I gave her I gave her gentlegentle five. five.

• Minimally Different NonexampleMinimally Different Nonexample• At home, when Mom said to me “At home, when Mom said to me “Eat your carrotEat your carrot” quietly, ” quietly,

I gave her gentle five.I gave her gentle five.

• Maximally Different NonexampleMaximally Different Nonexample• At At schoolschool, when , when my friendmy friend said to me said to me “Give me five”“Give me five” enthusiasticallyenthusiastically, ,

I gave I gave my teachermy teacher hardhard five. five.

• Minimally Different ExampleMinimally Different Example• At school, when my friend said to me “Give me five” enthusiastically, At school, when my friend said to me “Give me five” enthusiastically,

I gave I gave himhim hard five. hard five.

Minimal Rational SetMinimal Rational Set

Scope & SequenceScope & Sequence

Give fiveGive fiveGive fiveGive five

Hear/DoHear/Do

YouYouYouYou

Hear/SayHear/Say

PrinciplePrinciple

When someone says to you When someone says to you ““Give me five,” give him or her fiveGive me five,” give him or her five

Person who saidPerson who said

““Give me five”Give me five”

Person who saidPerson who said

““Give me five”Give me five”

Hear/DoHear/Do

““Give me five”Give me five”““Give me five”Give me five”

Hear/DoHear/Do

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BEHV5250.013 Yusuke Hayashi Examples of Rule-Governed Behavior.

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