**3. Microcontingential system**

**2. Contingential analysis**

24 Behavior Analysis

Contingential analysis is a methodology developed for psychologists' professional work which enables analysis and modification of individual human behavior. It was developed by Ribes et al. [1], based on Ribes and López's [2] work, who developed an interbehavioral theory based on Kantor's work [3]. This theory presents a naturalistic behavior approach which

The subject matter of the interbehavioral approach, also known as the field model, is interbehavior, understood as a series of interdependent relationships—of varying degrees of complexity between specific elements of the environment and of the organism that are built in the ontogenetic history. This approach's specific premises and characteristics make it different from others.

From this perspective and using a functional criterion, all of an individual's interactions with his/her environment comprise different elements that can be grouped into three specific categories: the stimulus-response function, dispositional factors, and the means of contact.

Generally, it is important to mention that the stimulus-response function refers to the response and stimulus segments that make contact. This can take place at different qualitative levels.

Dispositional factors refer to the series of events conducive to certain types of interactions by facilitating or inhibiting the same. Such factors include situational and environmental factors (temperature, objects, places, and organisms, among others), the interbehavioral history (stimulus evolution and reactive biography), and the organism's conditions (diseases, ail-

Finally, the physical-chemical, biological, and regulatory means of contact refer to the condi-

These elements constitute the interbehavioral field, which is *a conceptual representation of an interaction segment of the individual organism with its environment* ([2], p. 42). In this field, elements are interrelated synchronously, establishing contingencies between events, in other

Based on this model, Ribes and López [2] developed a taxonomy of the different levels of behavior organization mainly based on two parameters: (1) *mediation*, which is the process by which different factors of a psychological event relate through the critical element, which is the mediating element [2] and (2) the functional *detachment*, which refers to the possibility of an organism to respond in a relatively autonomous manner to the physical-chemical properties of the environment, in other words, its capacity to interact with objects, events, or absent

**a.** In a specific context, the relationship between the stimulus and response functions repre-

**b.** The behavioral approach is naturalistic—the relationships between elements of the person or people with their environment never refer to entities, phenomena, or supernatural

Thereby, some of this theory's basic characteristics are briefly described hereunder:

ments, deprivation fullness, drug effects, or tendencies).

words, establishing mutual dependencies between them.

tions that enable a specific interaction [2, 3].

people in the here and now [2].

sents the psychological analysis unit.

is radically different from the dualistic conceptions that permeate our discipline.

The microcontingential system refers to the series of relationships that a person establishes with objects, people, circumstances, or environmental events [5], in which any of these elements structures the form in which such relationship occurs (mediating element). It is limited according to the conventionally defined situation of interest, family relationship, work relationship, upbringing, and love relationships, among others. It consists of four elements: behavior morphologies, situations, other people's behavior, and effects. Each one is explained herein.

his/her partner, he/she repeats these types of behaviors. To be jealous is a tendency, in other

Contingential Analysis: Interbehavioral Methodology for the Applied Field

http://dx.doi.org/10.5772/intechopen.74464

27

The situations that give a context to a relationship comprise different elements with a possible dispositional function. Some of them refer to specific components of the person's interbehavioral history, whereas others refer to certain environmental characteristics. Thereby, the subcategories that correspond to situations are (1) social circumstance, (2) place or places, (3) objects or physical events, (4) socially expected behaviors, (5) competencies and incompetences to carry out what is socially expected, (6) inclinations and propensities, and (7) tendencies [5].

**a.** Social circumstance: the type of circumstance in this category is identified according to conventional criteria, in which the behavior that is going to be studied is presented. Examples of these circumstances are family circumstances, couple relationships, and work

**b.** Place or places: a physical space can have a dispositional function for a certain behavior,

**c.** Objects or physical events: in this category the possible dispositional function of objects or physical events that are part of the physical context is identified. For example, hot weather can facilitate people wearing light clothing or abundant food, for a person to overeat. **d.** Socially expected behaviors: in all social circumstances there are tacit or explicit demands for people. These demands have a dispositional function. What a person or a group of people expects from another can make a behavior more or less likely. For example, in a family relationship, children are regularly expected to behave respectfully with their parents, whereas in a peer relationship what can be expected is for peers to bully each other.

**e.** Competencies or incompetences to do what is socially expected: this category refers to a dispositional factor related to the history of the person whose behavior is studied. It refers to the ability or inability of this person to meet what is expected of him/her in a specific situation. For example, a person is expected to study, pass his/her exams, and do his/her homework in an academic situation. If this person does not have an effective studying method and does not understand the texts, his/her lack of competency is a factor that

**f.** Inclinations, propensities, and motives: these categories fall within the broadest tendency category, although they have more specific characteristics. Inclinations refer to tastes and preferences; propensities refer to short-term temporary states, particularly states of mind/ moods (sadness, happiness, infatuation), to emotional shocks (intense short-term emotions such as rage, elation, anger, fear, etc.), and to biological conditions (such as a headache, drug or alcohol intake, different diseases, sexual deprivation); on the other hand, motives refer to tendencies linked with short-, medium- and long-term possible consequences. It should be noted that these concepts are the ones used the most in a dualistic form as categories that "explain" behavior when from this perspective are a part of the behavior that will be explained. According to the specific analysis of each case, inclinations, propensities, and motives may have a dispositional function and would be a part

makes it less likely for him/her to pass his/her exams and get good grades.

words, a dispositional factor.

relationships, among others.

for example, a school can facilitate the habit of studying.
