| Abstract: Complexity Theory provides ABA practitioners with a model for organizing and programming the myriad of listener, speaker, observer, problem solver and participator repertoires that must be acquired and generatively performed by competent learners. This paper will provide a brief introduction to the how Complexity Theory can aid practitioners in systematically implementing a component/composite program for the remediation of presenting learning challenges and deficits. From elemental "behavioral atoms" (Skinner, 1957, Pg. 10) to the emergence of complex "behavioral cusps" the logic of Complexity Theory will be explored as an organizational multi-scale model of repertoire development that is both flexible and comprehensive. Complexity Theory provides both a language and organizational model applicable to behavior analytic programming. It also integrates behavioral phenonmenon from behavioral "atoms" to latent behavioral repertoires (Palmer, 2009) and Cusps (Rosales-Ruiz & Baer, 1997), and suggests how fluency fosters the development of both behavioral complexity and adaptability. Key terms include component, composite, emergent, scale of observation and study, causal closure, and mixed scale effects. |