What does ABA mean in therapy?

ABA stands for Applied Behavior Analysis. It is a scientific approach to understanding and changing behavior. ABA therapy uses evidence-based techniques to increase helpful skills (communication, social skills, daily living skills) and reduce challenging behaviors. It is the most widely researched treatment for autism spectrum disorder and is recommended by the US Surgeon General and the American Academy of Pediatrics.

What is a discriminative stimulus (SD) in ABA?

A discriminative stimulus (written as SD or S-D) is a signal that tells a person that reinforcement is available for a specific behavior. For example, a green traffic light is an SD for driving through the intersection. In ABA therapy, a therapist might hold up a picture card (the SD) to signal that naming the item will be reinforced with praise or a preferred item.

What is the difference between positive and negative reinforcement?

Both positive and negative reinforcement increase behavior, but they work differently. Positive reinforcement adds something desirable after a behavior (for example, giving a child a sticker for completing homework). Negative reinforcement removes something unpleasant after a behavior (for example, turning off a loud alarm when someone gets out of bed). 'Positive' and 'negative' here refer to adding or removing, not to good or bad.

What is an extinction burst in ABA?

An extinction burst is a temporary increase in the frequency, intensity, or duration of a behavior when reinforcement is first withheld. For example, if a child has learned that crying gets them candy at the store and the parent stops giving in, the child may initially cry harder and longer before the behavior eventually decreases. This temporary worsening is normal and expected when using extinction procedures.

What does DTT mean in ABA?

DTT stands for Discrete Trial Training. It is a structured teaching method used in ABA where skills are broken into small, distinct steps. Each trial has three parts: the therapist gives an instruction (antecedent), the child responds (behavior), and the therapist provides feedback (consequence). Trials are repeated multiple times with clear pauses between them. DTT is especially useful for teaching new skills in a controlled setting.

What is a mand in ABA?

A mand is a type of verbal behavior where a person makes a request. The word 'mand' comes from 'command' and 'demand.' In ABA, mands are considered one of the most important types of communication because they allow a person to get their needs met. A child saying 'water' when thirsty, pointing to a toy they want, or using a picture card to request a break are all examples of mands.

What is the difference between a BCBA and an RBT?

A BCBA (Board Certified Behavior Analyst) is a master's-level professional who designs treatment plans, conducts assessments, analyzes data, and supervises therapy. An RBT (Registered Behavior Technician) is a paraprofessional who works directly with clients to implement the treatment plan designed by the BCBA. RBTs require a high school diploma, 40 hours of training, and ongoing supervision. BCBAs require a master's degree, supervised fieldwork, and passing the BCBA exam.

What is functional communication training (FCT)?

Functional Communication Training (FCT) is an ABA procedure that teaches a person an appropriate way to communicate their needs as a replacement for challenging behavior. First, a functional behavior assessment identifies why the behavior occurs. Then, the person is taught a communication response that serves the same function. For example, if a child screams to escape a difficult task, they might be taught to say 'break please' or hand over a break card instead.

What is the difference between ABA and other therapies?

ABA is distinct because it is grounded in the scientific principles of behavior and relies heavily on data collection to guide treatment decisions. Unlike talk therapy, ABA focuses on observable behaviors rather than internal states. Unlike occupational therapy, which focuses on motor and sensory skills, ABA targets the full range of socially significant behaviors. ABA is the only autism treatment with 'well-established' evidence status from the American Psychological Association. Many families use ABA alongside speech therapy, occupational therapy, and other services.

Complete ABA Glossary: 200+ Terms in Plain Language

Q: What is the ABC model in ABA?

ABC stands for Antecedent-Behavior-Consequence. It is the foundational framework in ABA for understanding why behaviors occur. The Antecedent is what happens right before the behavior, the Behavior is the observable action, and the Consequence is what happens right after. By analyzing these three components, behavior analysts can identify patterns and design effective interventions.

A Terms
19 terms

ABC (Antecedent-Behavior-Consequence)

A three-part model used to understand behavior. The Antecedent is what happens right before the behavior, the Behavior is the observable action, and the Consequence is what happens right after. This framework is the foundation of behavioral assessment in ABA.

Example: A teacher asks a student to put away their toy (antecedent). The student throws the toy (behavior). The teacher removes the demand and lets the student keep playing (consequence). ABC data reveals the student throws toys to escape demands. Try our free ABC Data Sheet tool.

ABA (Applied Behavior Analysis)

A scientific discipline that applies principles of learning and behavior to improve socially significant behaviors. ABA uses systematic observation, data collection, and evidence-based interventions. It is the most researched and endorsed treatment for autism spectrum disorder.

Example: A BCBA designs a program to teach a child to request items using words instead of grabbing. They collect data on each attempt, adjust the teaching strategy based on the data, and measure progress over time. Read our complete guide: What is ABA?

Abolishing Operation (AO)

A type of motivating operation that temporarily decreases the effectiveness of a reinforcer and reduces behaviors that have previously produced that reinforcer. It is the opposite of an establishing operation.

Example: A child who just finished a large lunch (abolishing operation) is less likely to ask for snacks. The food is temporarily less reinforcing because they are already full.

Acquisition

The initial phase of learning where a new skill or behavior is being taught and practiced. During acquisition, the learner is building the skill from scratch, typically with more support and reinforcement.

Example: A child is learning to tie their shoes for the first time. Their therapist provides full physical guidance, then gradually reduces help as the child practices. This learning phase is acquisition.

Analytic

One of the seven dimensions of ABA. A study or intervention is analytic when it demonstrates a functional relationship between the intervention and the behavior change, meaning the practitioner can show the treatment caused the improvement.

Example: A BCBA uses a reversal design (implementing and then temporarily removing an intervention) to show that a token economy is responsible for increasing a child's on-task behavior, not other factors.

Antecedent

Any event, action, or condition that occurs immediately before a behavior. Antecedents set the stage for behavior by providing signals about what consequences are available.

Example: The classroom bell rings (antecedent) and students begin packing up their materials (behavior). The bell signals that it is time to transition.

Antecedent Intervention

A proactive strategy that modifies the environment or conditions before a behavior occurs to prevent problem behaviors or increase the likelihood of desired behaviors. Also called antecedent manipulation.

Example: A teacher provides a visual schedule at the start of the day (antecedent intervention) to reduce anxiety-related behaviors during transitions. By changing what happens before the behavior, the problem behavior is less likely to occur.

Applied

One of the seven dimensions of ABA defined by Baer, Wolf, and Risley (1968). A behavior is "applied" when it is socially significant and meaningful to the individual and their community, rather than chosen only because it is easy to measure.

Example: Teaching a child to greet peers (socially significant) is applied. Counting how many times a child taps a table (not meaningful) is not applied.

Assent

An individual's affirmative agreement to participate in an assessment or intervention, especially when that individual cannot provide legal consent. In ABA, practitioners are ethically required to seek assent from clients, including children and individuals with disabilities.

Example: Before starting a teaching session, an RBT shows the child the activity materials and waits for the child to approach or reach for them (demonstrating assent) rather than physically placing the child at the table.

Automatic Reinforcement

Reinforcement that occurs without another person being involved. The behavior itself produces the reinforcing consequence directly through sensory feedback.

Example: A child hums or rocks because the sensory input feels good. No one else needs to provide a reward. The behavior is maintained by the sensory experience it produces.

Avoidance

A behavior that prevents or postpones the presentation of an aversive stimulus. The person acts before the unpleasant event happens in order to keep it from occurring.

Example: A student completes their homework (avoidance behavior) before their parent reminds them, preventing the unpleasant nagging. The behavior is reinforced by the absence of the aversive event.

Aversive

A stimulus that a person finds unpleasant and will work to avoid or escape. What counts as aversive varies from person to person. Modern ABA practice minimizes the use of aversive procedures.

Example: For one child, loud noises may be aversive (they cover their ears and leave the room). For another child, the same noise may not be bothersome at all. Aversiveness is individual.

Aversive Stimulus

A specific event or condition that functions as unpleasant for an individual. When removed following a behavior, it serves as negative reinforcement. When added following a behavior, it serves as positive punishment.

Example: A child puts on sunglasses (behavior) to remove the bright sunlight (aversive stimulus). The removal of bright light reinforces wearing sunglasses.

A-B Design

A basic single-subject research design with two phases: baseline (A) and intervention (B). While it shows whether behavior changed after treatment began, it cannot prove the intervention caused the change because there is no reversal or control condition.

Example: A BCBA measures how often a child raises their hand during class for one week (baseline A), then introduces a token board and continues measuring for two more weeks (intervention B).

A-B-A-B Design (Reversal Design)

A single-subject experimental design that alternates between baseline (A) and intervention (B) phases. By showing that behavior changes when treatment is applied and returns to baseline when it is removed, this design demonstrates a functional relationship between the intervention and the behavior.

Example: A BCBA measures aggression at baseline, introduces a token economy (aggression drops), removes the token economy (aggression increases again), then reintroduces it (aggression drops again). This pattern demonstrates the token economy is causing the change.

Acceptance and Commitment Training (ACT)

A behavioral approach that uses acceptance, mindfulness, and values-based strategies to increase psychological flexibility. ACT is increasingly used alongside traditional ABA to address private events and promote well-being for both clients and practitioners.

Example: An RBT experiencing burnout works with a supervisor trained in ACT to identify their professional values and develop strategies for responding to difficult emotions at work without avoidance.

Adjunctive Behavior

Behavior that occurs at higher-than-expected rates as a byproduct of a reinforcement schedule, rather than being directly reinforced itself. These behaviors are often called schedule-induced behaviors.

Example: A child on a fixed-interval schedule for earning tokens begins excessively tapping the table between reinforcement opportunities. The tapping is not reinforced, but it increases due to the schedule arrangement.

Alternating Treatments Design

A single-subject experimental design that rapidly alternates between two or more conditions (such as two different interventions) to compare their effects on the same behavior. Each condition is presented in a counterbalanced or randomized order.

Example: A BCBA compares DTT and NET for teaching vocabulary by alternating sessions between the two methods and graphing the results separately. The data show which method produces faster acquisition for this particular learner.

Autism Spectrum Disorder (ASD)

A neurodevelopmental condition characterized by differences in social communication, social interaction, and patterns of behavior or interests. ABA therapy is the most widely researched and recommended intervention for individuals with ASD.

Example: A child diagnosed with ASD at age 3 begins receiving ABA services that focus on building communication skills, social play, and daily living skills based on an individualized assessment.

B Terms
16 terms

Backward Chaining

A teaching method where the last step in a multi-step task is taught first. The therapist completes all prior steps for the learner, then prompts and reinforces the learner for completing the final step. Once mastered, the second-to-last step is added, and so on.

Example: To teach hand-washing, the therapist completes all steps except drying hands. The child learns to dry hands independently first, then gradually learns to turn off the faucet, then rinse, and so on backward through the chain.

Baseline

A measure of behavior before any intervention is introduced. Baseline data serve as the comparison point for evaluating whether an intervention is effective. Stable baseline data are important for making valid conclusions about treatment effects.

Example: Before starting a new social skills program, a BCBA collects two weeks of data on how often a child initiates conversations with peers during recess. This baseline shows the starting point.

Behavior

Any observable and measurable action performed by a living organism. In ABA, behavior includes both overt actions (things you can see) and covert actions (thoughts and feelings, though these are harder to measure directly).

Example: Raising a hand, saying "hello," crying, walking to the door, and typing on a keyboard are all behaviors because they are observable and measurable.

Behavior Analyst

A professional who applies the science of behavior analysis to help individuals improve their lives. Board Certified Behavior Analysts (BCBAs) hold a master's degree, have completed supervised fieldwork, and have passed a national certification exam administered by the BACB.

Example: A family hires a behavior analyst to assess their child's challenging behaviors, develop a treatment plan, and train the team of RBTs who work directly with the child each day. Resources for behavior analysts.

Behavior Contract

A written agreement between two or more parties that specifies the behaviors expected, the consequences for meeting or not meeting those expectations, and any other relevant conditions. Also called a contingency contract.

Example: A teacher and student sign a contract stating: "If Marcus completes all morning assignments by 11:00 AM for five consecutive days, he may choose a preferred activity on Friday afternoon."

Behavior Intervention Plan (BIP)

A written plan developed from the results of a functional behavior assessment that describes specific strategies for reducing problem behaviors and teaching replacement behaviors. A BIP includes prevention strategies, teaching strategies, and consequence strategies.

Example: After an FBA reveals a student hits peers to get their attention, the BIP includes: teach the student to tap a peer's shoulder (replacement), provide attention for appropriate bids (reinforcement), and redirect hitting without providing extended attention (consequence).

Behavior Reduction

Procedures designed to decrease the frequency, duration, or intensity of a problem behavior. Ethical ABA practice pairs behavior reduction with the teaching of replacement behaviors and prioritizes reinforcement-based approaches over punishment.

Example: A BCBA uses differential reinforcement of alternative behavior (DRA) to reduce screaming by teaching and heavily reinforcing appropriate verbal requests.

Behavioral Contrast

A change in behavior in one situation that is opposite to the change observed in another situation. When reinforcement conditions change in one context, behavior in an unchanged context may shift in the opposite direction.

Example: A student's behavior improves with a new teacher who uses a token economy, but the same student's behavior worsens with a different teacher who has not changed anything. The contrast in reinforcement conditions produces opposite behavior patterns.

Behavioral Cusp

A behavior that, once learned, opens up the learner's world to new environments, reinforcers, and contingencies. Cusps have far-reaching effects beyond the specific skill taught.

Example: Learning to read is a behavioral cusp because it opens up access to books, instructions, signs, menus, social media, and countless other learning opportunities that were previously unavailable.

Behavioral Momentum

A concept from behavioral physics suggesting that a behavior's resistance to change is related to its overall rate of reinforcement. Behaviors that are reinforced more frequently are harder to stop, similar to how heavy objects in motion are harder to stop.

Example: The high-probability request sequence uses behavioral momentum by presenting several easy, likely-to-be-completed requests before a more difficult one, building a "momentum" of compliance.

Blocking

A procedure where a therapist physically prevents a problem behavior from being completed. Blocking is used as a safety measure, not as a punishment. It is often combined with redirection to an appropriate alternative behavior.

Example: When a child reaches to hit a peer, the therapist gently intercepts the child's hand (blocking) and redirects them to use a "break" card or tap the peer's shoulder to get attention.

BCBA (Board Certified Behavior Analyst)

A graduate-level certification in behavior analysis granted by the Behavior Analyst Certification Board (BACB). BCBAs must hold a master's degree, complete required coursework, accumulate supervised fieldwork hours, and pass the BCBA certification exam. BCBAs design and oversee ABA programs.

Example: A BCBA conducts an initial assessment of a new client, writes the treatment plan, trains the RBT team, analyzes data weekly, and adjusts the program as needed. How to become a BCBA.

BCBA-D (Board Certified Behavior Analyst, Doctoral)

A doctoral-level certification from the BACB for behavior analysts who hold a doctoral degree. BCBA-Ds meet all BCBA requirements plus have completed a doctoral program in behavior analysis or a related field.

Example: A university professor who teaches ABA coursework and conducts research on behavioral interventions holds BCBA-D certification, reflecting their advanced training.

BCaBA (Board Certified Assistant Behavior Analyst)

An undergraduate-level certification from the BACB. BCaBAs provide behavior analysis services under the supervision of a BCBA or BCBA-D. They may assist with assessment, intervention implementation, and data analysis.

Example: A BCaBA works in a clinic running behavior programs designed by the supervising BCBA, collecting and graphing data, and reporting progress during weekly supervision meetings.

BACB (Behavior Analyst Certification Board)

The nonprofit organization that credentials behavior analysts worldwide. The BACB administers the RBT, BCaBA, BCBA, and BCBA-D certification programs and maintains a public registry of certified practitioners. It also publishes the Professional and Ethical Compliance Code.

Example: A parent looking for an ABA provider can search the BACB registry to verify that a behavior analyst's certification is current and in good standing.

Behavioral Objective

A clear, specific, and measurable statement that describes what a learner will do, under what conditions, and to what criteria. Good behavioral objectives are observable and leave no room for interpretation.

Example: "When presented with 10 flashcards of community signs, Marcus will correctly read aloud at least 8 out of 10 signs within 5 seconds each, across three consecutive sessions."

C Terms
18 terms

Chain (Behavior Chain)

A specific sequence of behaviors where each response produces a stimulus change that serves as the discriminative stimulus for the next response. The entire sequence is reinforced at the end.

Example: Making a sandwich is a behavior chain: open the bag, take out bread, open the jar, pick up the knife, spread peanut butter, put the slices together. Each step cues the next.

Chaining

A teaching procedure used to link individual behaviors into a multi-step sequence (chain). The three main types are forward chaining (teach from the first step), backward chaining (teach from the last step), and total task chaining (practice all steps each time).

Example: Teaching a child to brush their teeth using forward chaining: first teach picking up the toothbrush independently, then adding toothpaste, then brushing the front teeth, and so on through the full routine.

Conditioned Reinforcer (Secondary Reinforcer)

A stimulus that was not originally reinforcing but has become reinforcing through repeated pairing with an existing reinforcer. Also called a learned reinforcer or secondary reinforcer.

Example: Money is a conditioned reinforcer. A dollar bill is not naturally reinforcing, but through experience we learn that money can be exchanged for food, activities, and other things we value.

Conditioned Stimulus

In respondent (classical) conditioning, a previously neutral stimulus that, after repeated pairing with an unconditioned stimulus, comes to elicit a conditioned response on its own.

Example: In Pavlov's experiment, the bell (originally a neutral stimulus) was paired with food (unconditioned stimulus) until the bell alone (now a conditioned stimulus) caused the dogs to salivate.

Consequence

Any event that follows a behavior and affects the likelihood of that behavior occurring again. Consequences can increase behavior (reinforcement) or decrease behavior (punishment).

Example: A child says "please" (behavior) and receives the toy they wanted (consequence, positive reinforcement). The child is more likely to say "please" in the future.

Contingency

The "if-then" relationship between a behavior and its consequence. A contingency specifies that a particular consequence will occur only if a particular behavior occurs. Contingencies can be natural or arranged.

Example: "If you finish your homework (behavior), then you may play video games (consequence)." The contingency is the relationship between homework completion and game access.

Continuous Reinforcement (CRF)

A schedule of reinforcement where every correct response is reinforced. CRF is ideal during the acquisition phase of learning because it helps the learner make a clear connection between the behavior and its consequence.

Example: Every time a child says "ball" to request a ball, they immediately receive the ball. This is CRF, and it helps the child learn the connection between the word and getting what they want.

Contriving

Deliberately arranging the environment to create opportunities for a learner to practice a target behavior. Contriving situations allows the therapist to provide teaching and reinforcement in a natural-looking but controlled way.

Example: A therapist places a child's favorite toy on a high shelf (contriving) to create an opportunity for the child to practice requesting, since the child cannot reach it independently.

Correction Procedure

A planned response to an incorrect answer or problem behavior during a teaching trial. The correction procedure provides the correct response and gives the learner another opportunity to respond correctly, typically with added prompting.

Example: A therapist shows a picture of a cat and asks "What is this?" The child says "dog" (incorrect). The therapist says "cat" (models the correct answer), removes the picture, then presents it again and asks "What is this?" to give the child another chance.

Cumulative Record

A type of graph that displays the total number of responses over time. Each response moves the line up by one unit. The slope of the line indicates the rate of responding: a steep slope means a high rate, and a flat section means no responding.

Example: A cumulative record of a student's correct math problems would show a line that goes up with each correct answer. A steep upward line means the student is answering quickly; a flat line means they stopped.

Concurrent Schedule

Two or more reinforcement schedules that are available at the same time for two or more different behaviors. The individual can choose which behavior to engage in. This arrangement helps researchers study preference and choice.

Example: A child can either work on math problems (reinforced on a VR-5 schedule with tokens) or read quietly (reinforced on a VR-10 schedule with tokens). Both options are available simultaneously, and the child allocates their time based on which is more reinforcing.

Conditioned Punisher

A stimulus that was not originally punishing but became punishing through repeated pairing with an existing punisher. The opposite of a conditioned reinforcer.

Example: A teacher's stern look (conditioned punisher) may reduce a student's off-task behavior because the look has been paired with losing recess time in the past.

Contingency Contract

A formal, written agreement that specifies the relationship between a behavior and its consequence. All parties sign the contract, which clearly states what behavior is expected, what the reward will be, and the timeline for earning it.

Example: A parent and teenager sign a contingency contract: "If Maya completes all homework and chores for the week, she earns an extra hour of screen time on Saturday."

Conceptually Systematic

One of the seven dimensions of ABA. Interventions should be described in terms of the basic principles of behavior from which they are derived, rather than using vague labels or proprietary names.

Example: Instead of saying "we used the Smith Method," a BCBA describes the intervention as "differential reinforcement of alternative behavior combined with escape extinction," linking the procedures to basic behavioral principles.

Conditioned Response

In respondent conditioning, the learned response that occurs to a conditioned stimulus after that stimulus has been repeatedly paired with an unconditioned stimulus.

Example: A child who was once stung by a bee (unconditioned stimulus) now cries (conditioned response) at the sight of any flying insect (conditioned stimulus), even harmless ones.

Covert Behavior

Behavior that is not directly observable by others, such as thinking, feeling, and imagining. While ABA primarily focuses on overt (observable) behavior, covert behaviors are recognized as real behaviors that follow the same principles.

Example: A child feels anxious (covert behavior) before a test. While anxiety is not directly observable, a BCBA can measure observable indicators (fidgeting, asking to leave) and teach coping strategies.

CRF (see Continuous Reinforcement)

An abbreviation for Continuous Reinforcement, meaning every instance of the target behavior is reinforced. CRF is commonly used during skill acquisition and is thinned to an intermittent schedule once the behavior is established.

Example: A new learner receives a token every time they label a picture correctly (CRF). Once they are consistently correct, the therapist shifts to giving a token every third correct response.

Clicker Training

A training method based on operant conditioning that uses a "click" sound as a conditioned reinforcer to mark desired behavior precisely at the moment it occurs. While widely known in animal training, the same principles apply in ABA with humans using various auditory or visual markers.

Example: A dog trainer clicks the instant the dog sits, then delivers a treat. The click bridges the gap between the behavior and the food reinforcer, providing precise feedback about which behavior earned the reward.

D Terms
14 terms

Data Collection

The systematic recording of behavior observations. Data collection is central to ABA because it allows practitioners to make objective, evidence-based decisions about whether interventions are working. Common methods include frequency, duration, latency, and interval recording.

Example: An RBT uses a tally counter to count the number of times a student raises their hand during a 30-minute lesson. This frequency data is graphed and shared with the supervising BCBA to track progress.

Deprivation

A condition where an individual has not had access to a particular reinforcer for a period of time, which temporarily increases the value of that reinforcer and the behaviors that have produced it. Deprivation is one type of establishing operation.

Example: A child who has not eaten for several hours (deprivation) is more motivated to request food and more likely to work for food-based reinforcers during therapy.

Differential Reinforcement of Alternative Behavior (DRA)

A procedure that reinforces a specific alternative behavior while withholding reinforcement for the problem behavior. The alternative behavior should serve the same function as the problem behavior.

Example: A child who screams to get attention is taught to tap the teacher's arm instead. The teacher provides attention for tapping (reinforcement) and ignores screaming (extinction).

Differential Reinforcement of Incompatible Behavior (DRI)

A procedure that reinforces a behavior that is physically incompatible with the problem behavior. The person cannot perform both behaviors at the same time.

Example: A child who frequently gets out of their seat is reinforced for sitting with both feet on the floor (incompatible with standing up). They cannot be sitting and standing at the same time.

Differential Reinforcement of Other Behavior (DRO)

A procedure that delivers reinforcement when the problem behavior has not occurred for a specified time interval. The individual is reinforced for the absence of the target behavior, regardless of what they are doing instead.

Example: A BCBA sets a 5-minute DRO interval for hitting. If the child goes 5 minutes without hitting, they earn a token. The timer resets to 5 minutes after each delivery or each instance of hitting.

Differential Reinforcement of Low Rates (DRL)

A procedure that reinforces a behavior only when it occurs at or below a specified rate. DRL is used when a behavior is acceptable in small amounts but problematic at high frequencies.

Example: A student who raises their hand 40 times per class (excessively) is reinforced only if they raise their hand 10 times or fewer. The goal is to reduce the rate, not eliminate the behavior.

Discrete Trial Training (DTT)

A structured, therapist-directed teaching method that breaks skills into small, distinct components. Each trial has a clear beginning (instruction or SD), middle (learner response), and end (consequence), followed by a brief pause before the next trial.

Example: The therapist places three pictures on the table and says "Touch cat" (SD). The child touches the cat picture (response). The therapist says "Great job!" and gives a sticker (reinforcement). After a brief pause, the next trial begins.

Discriminative Stimulus (SD)

A stimulus in the presence of which a particular behavior has been reinforced and is therefore more likely to occur. The SD signals that reinforcement is available for a specific response.

Example: When the phone rings (SD), picking it up has been reinforced by conversations in the past. The ringing signals that answering will be reinforced. When the phone is silent, picking it up is not reinforced.

Duration Recording

A data collection method that measures the total amount of time a behavior occurs during an observation period. Duration recording is most useful for behaviors where how long they last is more important than how often they happen.

Example: A therapist uses a stopwatch to measure how many minutes a child engages in tantrum behavior during a one-hour session. If the child tantrums for 3 separate episodes lasting 2, 5, and 1 minutes, the total duration is 8 minutes.

Dependent Variable

The behavior being measured in a study or treatment program. It is the variable that the researcher or practitioner expects to change as a result of the intervention (independent variable).

Example: In a study testing whether a token economy increases homework completion, the dependent variable is the number of homework assignments completed.

Deprivation-Satiation Continuum

The concept that the effectiveness of a reinforcer falls on a spectrum between deprivation (when the individual has had limited access, making it more effective) and satiation (when the individual has had too much access, making it less effective).

Example: Stickers are very reinforcing for a child at the start of the week (deprivation). By Friday, after earning dozens of stickers, they are less motivated to work for them (satiation). The therapist switches to a different reinforcer.

Differential Reinforcement

A general category of procedures that involve reinforcing one class of behavior while withholding reinforcement for another. This includes DRA, DRI, DRO, DRL, and DRH. Differential reinforcement is a cornerstone of ethical behavior reduction in ABA.

Example: A teacher reinforces a student for raising their hand to speak (desired behavior) and does not call on the student when they shout out (undesired behavior). The teacher is differentially reinforcing hand-raising over shouting.

Discrimination

The ability to respond differently to different stimuli. When a behavior is reinforced in the presence of one stimulus but not another, the individual learns to discriminate between them.

Example: A child learns to say "red" only when shown a red card and "blue" only when shown a blue card. They have learned to discriminate between the two colors.

Discrimination Training

A teaching procedure that reinforces a response in the presence of one stimulus (SD) and withholds reinforcement in the presence of another stimulus (S-Delta), until the learner responds only to the correct stimulus.

Example: A therapist presents a picture of a dog (SD) and says "What is it?" Saying "dog" is reinforced. When a picture of a cat (S-Delta) is presented and the child says "dog," the response is not reinforced and a correction is provided.

E Terms
13 terms

Echoic

A type of verbal behavior where the speaker repeats what they have just heard. Echoics are controlled by a verbal stimulus and have point-to-point correspondence with that stimulus (the response sounds like the model). Echoics are important for language development.

Example: A therapist says "ball" and the child repeats "ball." The child's response is an echoic because they are repeating the verbal model they heard.

Effective

One of the seven dimensions of ABA. An intervention is effective when it produces practical and meaningful improvements in the target behavior to a degree that matters to the individual and their family.

Example: Reducing a child's self-injurious behavior from 50 times per day to 45 times per day may be statistically significant but is not effective because the child is still being harmed frequently. A meaningful reduction would bring the behavior to a safe level.

Errorless Learning (Errorless Teaching)

A teaching strategy that uses prompts to prevent the learner from making errors during instruction. By providing immediate, strong prompts and fading them gradually, the learner practices only the correct response, building confidence and minimizing frustration.

Example: When teaching a child to identify colors, the therapist physically guides the child's hand to the correct card on the first trial (full prompt), then gradually reduces the guidance until the child selects the correct card independently.

Establishing Operation (EO)

A type of motivating operation that temporarily increases the effectiveness of a reinforcer and increases behaviors that have been reinforced by that stimulus. The opposite of an abolishing operation.

Example: Not drinking water for several hours (establishing operation) increases the value of water and makes a person more likely to ask for water, walk to the kitchen, or buy a drink.

Escape

A behavior that terminates (ends) an ongoing aversive stimulus. Escape is maintained by negative reinforcement because the behavior is strengthened by the removal of the unpleasant condition.

Example: A child covers their ears when a fire alarm sounds. Covering their ears (escape behavior) is reinforced by the reduction in perceived noise volume.

Escape Extinction

A procedure where escape from a demand or task is no longer provided following problem behavior. The demand remains in place regardless of the challenging behavior. This is used when a functional assessment shows behavior is maintained by escape.

Example: A child throws their worksheet to avoid doing math. In escape extinction, the therapist calmly returns the worksheet and re-presents the task. The child cannot escape the demand through problem behavior.

Extinction

The process of no longer providing reinforcement for a previously reinforced behavior, which results in the behavior decreasing over time. Extinction does not mean the behavior disappears instantly; it gradually weakens.

Example: A child who whines to get extra screen time has always been given extra time. The parents begin ignoring the whining (withholding the reinforcer). Over several days, the whining decreases because it no longer produces the desired result.

Extinction Burst

A temporary increase in the frequency, duration, or intensity of a behavior when reinforcement is first removed. Extinction bursts are a normal and expected part of the extinction process. They typically resolve if the extinction procedure is maintained consistently.

Example: A child who cries to get candy at the store is no longer given candy. For the first few trips, the crying becomes louder and lasts longer (the extinction burst) before it eventually decreases.

Extinction-Induced Variability

The phenomenon where, during extinction, a person tries new and different behaviors that they have not used before to obtain the reinforcer. This variability can be useful when combined with differential reinforcement to shape new behaviors.

Example: A child who usually bangs on the table to get attention finds that banging no longer works (extinction). They try waving, tapping a shoulder, and raising a hand. The therapist reinforces raising a hand, using the natural variability produced by extinction.

Expressive Language

Language that a person produces to communicate with others. In ABA, expressive language includes all forms of communication: spoken words, sign language, picture exchange, and communication devices. ABA targets specific verbal operants (mands, tacts, echoics, intraverbals) rather than using the general term.

Example: A child who says "I want juice," signs "more," or presses a button on a communication device that says "help" is using expressive language in different forms.

Elicit

To automatically produce a response through a stimulus, without the response being learned. Elicited behaviors are reflexive and part of respondent (classical) conditioning, as opposed to operant behaviors which are controlled by consequences.

Example: Shining a bright light in someone's eyes elicits pupil constriction. This happens automatically and is not a learned behavior.

Emit

To perform an operant behavior. Unlike elicited responses (which are automatic), emitted behaviors are voluntary actions that are influenced by their consequences. The distinction between elicited and emitted behaviors is fundamental in ABA.

Example: A child raises their hand in class (emitted behavior). This is voluntary and has been shaped by consequences (being called on, earning praise). It is not a reflexive reaction to a stimulus.

Environment

All of the physical, social, and temporal conditions that can influence behavior. In ABA, the environment is broadly defined and includes objects, people, instructions, sounds, temperature, and any other condition that a person can detect and respond to.

Example: A child's "environment" in a therapy session includes the room layout, the therapist, the materials on the table, background noise, other children nearby, and the time of day. All of these factors can affect behavior.

F Terms
13 terms

Fading

The gradual removal of prompts or cues so that the learner begins to respond independently. Fading prevents the learner from becoming overly dependent on prompts. The key is to reduce assistance slowly enough that the learner continues to succeed.

Example: A therapist initially uses a full physical prompt to help a child write the letter "A." Over trials, the therapist shifts to a partial physical prompt (light touch on the hand), then a gestural prompt (pointing), then no prompt at all.

Fixed Interval (FI)

A schedule of reinforcement where the first response after a set amount of time has passed is reinforced. The interval is always the same length. FI schedules produce a characteristic "scallop" pattern where responding increases as the interval end approaches.

Example: On an FI-5-minute schedule, a student who raises their hand is reinforced with a token only after 5 minutes have passed since the last reinforcement. Responses during the interval are not reinforced.

Fixed Ratio (FR)

A schedule of reinforcement where reinforcement is delivered after a set number of responses. The ratio is always the same. FR schedules typically produce high, steady rates of responding with a brief pause after reinforcement (post-reinforcement pause).

Example: On an FR-5 schedule, a worker in a factory earns a bonus for every 5 widgets assembled. After earning the bonus, there is a brief pause before the worker begins assembling the next set of 5.

Forward Chaining

A teaching method where the first step in a multi-step task is taught first. Once the learner masters the first step, the second step is added, then the third, and so on until the entire chain is learned. The therapist completes the remaining steps for the learner.

Example: Teaching a child to put on a coat: first teach reaching for the coat independently. Once mastered, teach picking it up. Then teach putting one arm in. Each new step is added sequentially.

Free Operant

An observation method where the individual can respond at any time without discrete trials. There is no specific instruction or signal from the observer. Free operant observations allow behavior to be measured in a naturalistic context.

Example: A therapist observes a child during free play and records all instances of sharing behavior. The child is not prompted or instructed to share. This is free operant observation.

Frequency Recording (Event Recording)

A data collection method that counts the number of times a behavior occurs during an observation period. It is best used for behaviors with a clear beginning and end that occur at moderate rates.

Example: An RBT tallies each time a student calls out without raising their hand during a 45-minute class. If the student calls out 12 times, the frequency is 12.

Functional Analysis (FA)

An experimental procedure that systematically manipulates environmental variables to identify the function of a behavior. Conditions typically include attention, escape, tangible, and alone/control. FA provides the strongest evidence about why a behavior occurs.

Example: A BCBA conducts a functional analysis of a child's hitting by setting up test conditions: giving attention after hitting (attention condition), removing a task after hitting (escape condition), providing a toy after hitting (tangible condition), and a play condition with no demands. The data show that hitting occurs most in the escape condition, identifying escape as the function.

Functional Behavior Assessment (FBA)

A systematic process for gathering information to determine the function (purpose) of a problem behavior. An FBA may include interviews, direct observation, and sometimes a functional analysis. The results guide the development of a behavior intervention plan.

Example: A school psychologist and BCBA conduct an FBA for a student who throws materials during class. They interview teachers and parents, observe the student in class, collect ABC data, and determine that the behavior functions as escape from difficult tasks.

Functional Communication Training (FCT)

An intervention that teaches a person to use an appropriate communication response as a replacement for a problem behavior that serves the same function. FCT is one of the most widely researched and effective interventions in ABA.

Example: A child who screams to get a break from work is taught to hand the teacher a "break" card instead. The card gets the same result (a break) as the screaming, but it is a socially appropriate way to communicate the need.

Function of Behavior

The purpose or reason a behavior occurs. In ABA, the four main functions of behavior are: attention (to get social interaction), escape (to avoid or end something unpleasant), tangible (to get an item or activity), and automatic/sensory (the behavior itself is reinforcing).

Example: A child throws toys during cleanup time. The function is escape: throwing toys results in adults stopping the cleanup demand. Understanding the function is essential for designing an effective intervention.

Fluency

The combination of accuracy and speed in performing a skill. A fluent behavior is one that is performed correctly and quickly, indicating true mastery. Fluency building involves practicing a skill until it becomes automatic.

Example: A child can name all 26 letters correctly but takes 3 seconds per letter (accurate but not fluent). After fluency training, they can name all 26 letters in under 30 seconds (accurate and fast).

Functional Relationship

A demonstrated cause-and-effect relationship between an independent variable (the intervention) and a dependent variable (the behavior). In ABA, establishing a functional relationship means showing that the intervention caused the behavior change.

Example: Using an ABAB reversal design, a BCBA shows that a child's on-task behavior increases when a token economy is active and decreases when it is removed. This demonstrates a functional relationship between the token economy and on-task behavior.

Four Functions of Behavior

The four main reasons why behavior occurs: (1) Attention: to get social interaction or reactions from others, (2) Escape/Avoidance: to get away from or avoid something unpleasant, (3) Tangible: to get access to a preferred item or activity, (4) Sensory/Automatic: the behavior itself produces a reinforcing sensation.

Example: A child may scream for different reasons depending on the context: to get a parent's attention (attention), to avoid brushing teeth (escape), to get a tablet (tangible), or because they enjoy the sound (sensory). The same behavior can serve different functions.

G Terms
7 terms

Generalization

When a learned behavior occurs in new situations, with different people, or at different times beyond the original training conditions. Generalization is essential because skills taught in therapy need to be used in the real world.

Example: A child learns to request "more" during therapy sessions with their RBT. Generalization occurs when the child begins saying "more" at home with parents, at school with teachers, and at restaurants with servers.

Generalized Conditioned Reinforcer

A conditioned reinforcer that has been paired with many different reinforcers and is therefore effective across a wide range of conditions. Because it is associated with multiple reinforcers, it maintains its value even when a person is satiated on any single one.

Example: Tokens in a token economy are generalized conditioned reinforcers because they can be exchanged for many different items and activities (snacks, screen time, stickers, breaks). Their value is maintained because there is always something desirable to trade for.

Graph

A visual display of data that allows behavior analysts to identify trends, patterns, and changes in behavior over time. Graphs are a primary tool for data-based decision making in ABA. Common types include line graphs, bar graphs, and cumulative records.

Example: A BCBA graphs a child's daily frequency of manding (requesting) over six weeks. The upward trend on the graph shows that the intervention is working, while a sudden drop alerts the team to investigate what changed.

Group Contingency

A reinforcement arrangement applied to a group rather than an individual. There are three types: independent (each person earns reinforcement based on their own behavior), dependent (the group earns reinforcement based on one person's behavior), and interdependent (the group earns reinforcement based on the collective behavior).

Example: A teacher uses an interdependent group contingency: if the entire class stays below 5 talk-outs during reading time, everyone earns 5 extra minutes of recess. This motivates students to support each other.

Generality

One of the seven dimensions of ABA. A behavior change has generality when it lasts over time (maintenance), appears in environments other than the training setting (generalization), and spreads to related behaviors that were not directly taught.

Example: A child taught to share toys during therapy sessions also shares at school and at home (stimulus generalization), continues sharing months after formal training ends (maintenance), and begins taking turns without being taught (response generalization).

Generalization Training

Planned strategies to promote the use of learned behaviors across different settings, people, materials, and times. Rather than hoping generalization happens on its own, effective ABA programs build it into the teaching plan from the start.

Example: A BCBA plans for generalization by having the child practice greetings with multiple people (therapist, parent, sibling, peer), in multiple settings (clinic, home, playground), using different greetings ("hi," "hello," "hey"), and at different times of day.

Graduated Guidance

A prompting procedure where the therapist provides the level of physical assistance needed at any moment and adjusts it in real time. More help is given when the learner struggles, and less help is given when the learner shows independence.

Example: During a tooth-brushing routine, the therapist places hands over the child's hands and applies pressure only when the child hesitates. When the child begins the correct motion, the therapist lightens their touch to a shadow prompt.

H Terms
3 terms

Habituation

A decrease in a response to a stimulus after repeated exposure to that stimulus. Habituation is one of the simplest forms of learning and is different from extinction because no reinforcement was involved in maintaining the response.

Example: A person who moves to a house near train tracks initially startles every time a train passes. After weeks of exposure, they no longer notice the trains. Their startle response has habituated.

High-Probability Request Sequence (High-P)

A strategy where several easy, likely-to-be-followed requests (high-probability requests) are given in quick succession immediately before a difficult or less likely-to-be-followed request (low-probability request). The momentum from compliance with the easy tasks increases the likelihood of compliance with the hard one.

Example: Before asking a child to clean up their toys (low-p), the therapist quickly gives three easy requests: "Give me a high five!" (child complies), "Touch your nose!" (child complies), "Clap your hands!" (child complies), "Now put the toys in the box!" The child is more likely to comply due to the momentum built.

History of Reinforcement

The cumulative record of all past experiences where a particular behavior was reinforced. An individual's reinforcement history explains why they currently engage in certain behaviors and avoid others. It shapes preferences, habits, and behavioral tendencies.

Example: A child who has a long history of tantrums being reinforced with candy will be more resistant to extinction than a child whose tantrums were only occasionally reinforced. The denser reinforcement history produces more persistent behavior.

I Terms
9 terms

Imitation

A behavior where a person copies or reproduces the actions of a model. In ABA, imitation is considered a foundational skill because many other skills (language, social behavior, daily living skills) are learned through watching and copying others.

Example: A therapist claps their hands and says "Do this." The child claps their hands in return. This is motor imitation. Imitation training often starts with simple gross motor actions and progresses to fine motor and vocal imitation.

Incidental Teaching

A naturalistic teaching strategy where the therapist uses the child's interests and initiations as opportunities to teach. The child leads by showing interest in something, and the therapist arranges the interaction to prompt a target behavior before providing access.

Example: A child reaches for a puzzle on a high shelf. The therapist says "What do you want?" (prompt). The child says "puzzle" (target response). The therapist gives the puzzle (reinforcement). The learning opportunity arose naturally from the child's interest.

Independent Variable

The variable that is systematically manipulated by the researcher or practitioner to observe its effect on behavior. In ABA treatment, the independent variable is the intervention itself.

Example: In a study testing the effect of visual schedules on transition behavior, the visual schedule is the independent variable. It is the thing being changed to see if it affects the behavior.

Intraverbal

A type of verbal behavior where a person responds to another person's words without directly repeating them. Intraverbals include answering questions, filling in the blank, and engaging in conversational exchanges. They are controlled by the verbal behavior of others.

Example: Someone says "Twinkle twinkle little..." and the child says "star." Or a therapist asks "What do you ride?" and the child says "bike." Both are intraverbals because the response is related to, but different from, the verbal prompt.

Interval Recording

A data collection method where an observation period is divided into equal time intervals, and the observer records whether the behavior occurred during each interval. The three main types are whole interval, partial interval, and momentary time sampling.

Example: A 30-minute observation is divided into sixty 30-second intervals. For each interval, the observer records whether the child was on-task. This produces a percentage of intervals with the behavior.

Interobserver Agreement (IOA)

A measure of the extent to which two or more observers agree when simultaneously and independently recording the same behavior. High IOA (typically 80% or above) indicates that the behavior definition is clear and the data are reliable.

Example: Two RBTs independently count a child's hand-raising during the same session. Observer A records 15 instances and Observer B records 14. IOA is calculated as (smaller/larger) x 100 = 93%, indicating good agreement.

Intermittent Reinforcement

A schedule of reinforcement where only some instances of a behavior are reinforced, not every one. Intermittent reinforcement produces behavior that is more resistant to extinction compared to continuous reinforcement. It is used during the maintenance phase of learning.

Example: A teacher praises a student for raising their hand, but not every time. Sometimes the praise comes after 2 hand-raises, sometimes after 5. This unpredictability keeps the behavior strong and resistant to extinction.

Interventionist

The person who delivers the ABA intervention directly to the client. This may be an RBT, therapist, teacher, parent, or other trained individual working under the supervision of a BCBA.

Example: An RBT who works one-on-one with a child during therapy sessions is the interventionist. The BCBA designs the program, but the RBT is the person implementing it each day.

Interresponse Time (IRT)

The amount of time that passes between two consecutive instances of the same behavior. IRT data help practitioners understand the pacing and temporal patterns of behavior.

Example: If a child raises their hand at 9:05, again at 9:08, and again at 9:09, the IRTs are 3 minutes and 1 minute. Tracking IRT helps the BCBA understand whether the behavior is occurring in bursts or at a steady rate.

J Terms
1 term

Joint Attention

The shared focus of two individuals on the same object or event. Joint attention involves one person directing another person's attention to something (pointing, showing, looking) and both individuals being aware that they are attending to the same thing. It is a critical social-communication milestone.

Example: A child sees an airplane and points to the sky, then looks at their parent to see if the parent is also looking. The parent looks up and says "Yes, airplane!" Both are sharing attention on the same thing. Many children with autism have difficulty with joint attention, and ABA programs often target it directly.

L Terms
4 terms

Latency

The time between the presentation of a stimulus (such as an instruction) and the beginning of the response. Latency data tell you how quickly a person starts responding, which is different from how long the behavior lasts (duration).

Example: A teacher says "Please sit down" and starts a timer. The student begins moving toward their seat 12 seconds later. The latency of compliance is 12 seconds.

Learning History

The total sum of all an individual's experiences with reinforcement, punishment, and other environmental contingencies. A person's learning history shapes their current behavior, preferences, and responses to new situations.

Example: A child who has been reinforced for asking questions in the past is more likely to ask questions in a new classroom. A child who was punished for asking questions in the past may stay silent. Their different learning histories produce different behaviors in the same situation.

Lovaas Method

An intensive, early intervention ABA approach developed by Dr. O. Ivar Lovaas at UCLA in the 1960s-70s. The original Lovaas method used discrete trial training for 40+ hours per week with young children with autism. Modern ABA has evolved significantly from this approach, incorporating more naturalistic and child-led strategies.

Example: The landmark 1987 Lovaas study showed that 47% of children who received intensive ABA (40 hours per week for 2+ years) achieved typical intellectual and educational functioning. While ABA techniques have evolved, this research established the foundation for early intensive behavioral intervention.

Listener Responding (Receptive Language)

The ability to follow instructions or respond correctly to what someone else says, without producing language in return. In ABA terms, listener responding is behavior controlled by the verbal behavior of others where the response is a nonverbal action.

Example: A therapist says "Touch your head" and the child touches their head. The child did not say anything but demonstrated understanding through their action. This is listener responding.

M Terms
10 terms

Mand

A type of verbal behavior where a person makes a request for something they want or need. The word "mand" comes from "command" and "demand." Mands are controlled by motivation (the person wants something) and reinforced by receiving the requested item or action. Manding is often the first verbal operant targeted in ABA programs.

Example: A thirsty child says "water" and receives a glass of water. The child signed "more" to request more crackers. A teenager texts a friend "Can you give me a ride?" All are mands because the speaker is requesting what they want.

Matching Law

A principle stating that when two or more behaviors are available, the proportion of responses allocated to each option will match the proportion of reinforcement received from each option. In simpler terms, people spend their time doing the things that pay off the most.

Example: If a student receives teacher attention twice as often for raising their hand compared to calling out, the matching law predicts they will raise their hand roughly twice as often as they call out.

Modeling

A teaching strategy where the therapist or another person demonstrates the correct behavior for the learner to imitate. Modeling is a type of prompt that is widely used in teaching social skills, play skills, and language.

Example: A therapist wants to teach a child to greet peers. The therapist walks up to another adult and says "Hi, how are you?" while the child watches. Then the therapist says "Now you try" and the child imitates the greeting with a peer.

Momentary Time Sampling (MTS)

A data collection method where the observer records whether a behavior is occurring at the exact moment the interval ends, rather than during the entire interval. MTS is practical for classroom settings and when observing multiple students.

Example: A teacher sets a timer to beep every 2 minutes. At each beep, they look at the student and record whether the student is on-task (yes) or off-task (no) at that precise moment. This produces an estimate of the percentage of time the student is on-task.

Motivating Operation (MO)

An environmental variable that temporarily alters the effectiveness of a reinforcer or punisher and changes the frequency of behaviors associated with that consequence. The two types are establishing operations (which increase effectiveness) and abolishing operations (which decrease effectiveness).

Example: Skipping lunch (establishing operation) makes food more reinforcing and increases food-seeking behaviors. Just finishing a large meal (abolishing operation) makes food less reinforcing and decreases food-seeking behaviors.

Multiple Exemplar Training (MET)

A teaching method that uses a variety of examples, materials, people, and settings during instruction to promote generalization. By training across multiple exemplars, the learner is more likely to respond correctly to novel examples they have not been directly taught.

Example: When teaching "dog," the therapist uses pictures of many different breeds, sizes, and colors of dogs. The child also identifies real dogs, toy dogs, and dogs in videos. This ensures the child can recognize any dog, not just one specific picture.

Maintenance

The persistence of a learned behavior over time after formal training has ended. A behavior is maintained when the individual continues to perform it at an acceptable level without the structured teaching conditions that were originally in place.

Example: A child learned to wash hands independently during a six-week intensive teaching program. Three months later, the child still washes hands correctly without reminders. The skill is being maintained.

Mand Training

Systematic instruction designed to teach a learner to make requests (mands). Effective mand training creates motivation (through establishing operations), provides prompts as needed, and immediately delivers the requested item or action as reinforcement.

Example: During snack time, the therapist holds up a cookie (creating motivation). If the child does not request, the therapist says "cookie" (vocal model prompt). The child says "cookie" and immediately receives the cookie. Over time, the prompt is faded.

Mastery Criterion

A predetermined level of performance that defines when a skill has been learned. Mastery criteria ensure that a learner has demonstrated consistent, reliable performance before moving on to new targets.

Example: A BCBA sets a mastery criterion of "80% correct across three consecutive sessions." A child labeling animals must get at least 8 out of 10 correct for three sessions in a row before the BCBA considers the skill mastered and moves to a new target.

Measurement

The process of quantifying behavior by assigning numbers to it according to specific rules. In ABA, measurement involves defining a behavior clearly, selecting an appropriate data collection method, and recording data consistently. Measurement enables practitioners to evaluate whether interventions are effective.

Example: Rather than saying a child "had a bad day," measurement provides specific data: "The child engaged in 7 instances of hitting, each lasting less than 5 seconds, primarily during transitions." This objectivity is what makes ABA scientific.

N Terms
6 terms

Natural Environment Teaching (NET)

A teaching approach that uses naturally occurring situations and the learner's interests as opportunities for instruction. NET takes place in the child's typical environment (home, playground, community) rather than at a table, and follows the child's lead.

Example: While playing on the playground, a child reaches for the swing. The therapist says "What do you want?" The child says "swing." The therapist pushes the child on the swing. The teaching happened in a natural context, using the child's own motivation.

Negative Punishment

The removal of a stimulus after a behavior that decreases the likelihood of that behavior occurring again. "Negative" means something is taken away, and "punishment" means the behavior decreases.

Example: A teenager comes home past curfew (behavior). The parent takes away their phone for 24 hours (removal of a preferred stimulus). If the teenager comes home on time in the future, the phone removal served as negative punishment.

Negative Reinforcement

The removal of an aversive stimulus after a behavior that increases the likelihood of that behavior occurring again. "Negative" means something is removed, and "reinforcement" means the behavior increases. Negative reinforcement is NOT punishment.

Example: A child puts on a coat when they feel cold (aversive stimulus). Putting on the coat removes the cold feeling (negative reinforcement). The child is more likely to put on a coat when cold in the future.

Neutral Stimulus

A stimulus that does not currently produce a particular response. In respondent conditioning, a neutral stimulus can become a conditioned stimulus through repeated pairing with an unconditioned stimulus.

Example: Before conditioning, the sound of a bell is a neutral stimulus for a dog. It does not cause salivation. After the bell is paired with food several times, the bell becomes a conditioned stimulus that now causes salivation.

Noncontingent Reinforcement (NCR)

The delivery of reinforcers on a fixed-time or variable-time schedule regardless of the individual's behavior. NCR reduces the motivation to engage in problem behavior by providing the reinforcer "for free," weakening the connection between the problem behavior and the reinforcer.

Example: A child who screams for attention receives adult attention every 2 minutes (NCR) regardless of what they are doing. Because attention is freely available, the child is less motivated to scream to get it.

Novel Stimulus

A stimulus that the learner has not previously encountered in training. Presenting novel stimuli is important for assessing generalization: can the learner respond correctly to something new, or only to the exact materials used during teaching?

Example: A child was taught to identify "dog" using five different pictures. A novel picture of a dog breed the child has never seen before is presented to test whether they can generalize the label "dog" to new examples.

O Terms
5 terms

Observational Learning

Learning that occurs by watching the behavior of others and the consequences they receive, without directly performing the behavior oneself. Also called vicarious learning. Observational learning requires attention, retention, motor reproduction, and motivation.

Example: A child watches a peer get praised for putting their plate in the sink after lunch. The next day, the child puts their own plate in the sink without being asked. They learned by observing the peer's behavior and its positive consequence.

Operant Conditioning

A type of learning where behavior is modified by its consequences. Behaviors that are reinforced become more likely, and behaviors that are punished become less likely. Operant conditioning is the foundation of most ABA interventions. It was extensively studied by B.F. Skinner.

Example: A child says "please" (behavior) and receives a cookie (reinforcement). The child says "please" more often in the future. This is operant conditioning because the behavior was changed by its consequence.

Overcorrection

A behavior reduction procedure where the individual must correct the effects of their behavior and then practice the correct behavior repeatedly. There are two types: restitutional overcorrection (restoring the environment to a better state) and positive practice (repeatedly practicing the correct behavior).

Example: A child who throws food on the floor must pick up the food, clean the floor (restitutional), and then practice carrying food to the trash correctly five times (positive practice).

Overt Behavior

Behavior that is directly observable by others. ABA primarily focuses on overt behaviors because they can be measured reliably. Examples include speaking, walking, writing, and any other action that can be seen or heard.

Example: A child raising their hand, saying "hello," or pushing a button are all overt behaviors. An observer can see and count them. This is in contrast to covert behaviors like thinking or feeling, which are not directly visible.

Operant

A class of behaviors that are defined by their function (effect on the environment) rather than their form (what they look like). All members of an operant class are maintained by the same type of consequence.

Example: A child might wave, say "hi," or tap someone on the shoulder to get attention. These look different but serve the same function (getting attention), so they belong to the same operant class.

P Terms
16 terms

Pairing

The process of associating a therapist, location, or activity with positive experiences (preferred items, fun activities, no demands) so that the person begins to view those things favorably. Pairing is essential at the start of ABA therapy to build rapport and trust.

Example: During the first week of therapy, the RBT plays the child's favorite games, offers preferred snacks, and makes no demands. The child begins to associate the therapist with good things. This pairing makes the child more willing to engage in teaching activities later.

Partial Interval Recording

A data collection method where the observer records whether the behavior occurred at any point during the interval, even if only briefly. If the behavior happened for even one second of a 30-second interval, that interval is scored as "occurred." This method tends to overestimate how much the behavior actually occurs.

Example: During a 10-second interval, a child is off-task for only 2 seconds. The entire interval is still scored as "off-task occurred." Partial interval recording captures whether the behavior happened at all, not for how long.

PECS (Picture Exchange Communication System)

A structured augmentative and alternative communication (AAC) system that teaches individuals to communicate using pictures. Developed by Bondy and Frost, PECS progresses through six phases, starting with exchanging a single picture for a desired item and advancing to constructing sentences and commenting.

Example: A nonverbal child picks up a picture of "juice" from their communication book and hands it to the therapist. The therapist says "You want juice!" and gives the child juice. Over time, the child learns to construct sentences like "I want juice please" using multiple picture cards.

Pivotal Response Training (PRT)

A naturalistic ABA intervention that targets "pivotal" areas of development (motivation, responding to multiple cues, self-management, self-initiations) whose improvement produces widespread positive changes across many other behaviors. PRT is play-based and child-directed.

Example: Rather than teaching a child to label 100 individual items, a therapist uses PRT to increase the child's motivation to communicate by following the child's interests, offering choices, and reinforcing attempts (not just perfect responses). Improved motivation leads to faster learning across all skills.

Positive Punishment

The addition of a stimulus after a behavior that decreases the likelihood of that behavior occurring again. "Positive" means something is added, and "punishment" means the behavior decreases. Modern ABA practice minimizes the use of positive punishment and prioritizes reinforcement-based approaches.

Example: A child touches a hot stove (behavior) and feels pain (stimulus added). The child is less likely to touch the hot stove again. This is a natural example of positive punishment.

Positive Reinforcement

The addition of a stimulus after a behavior that increases the likelihood of that behavior occurring again. "Positive" means something is added, and "reinforcement" means the behavior increases. Positive reinforcement is the most commonly used and recommended procedure in ABA.

Example: A child shares a toy with a peer (behavior) and the teacher says "Great sharing!" (stimulus added). If the child shares more in the future, the praise functioned as positive reinforcement.

Preference Assessment

A systematic procedure used to identify items and activities that may function as reinforcers for an individual. Common methods include single stimulus, paired stimulus (also called forced-choice), multiple stimulus with replacement (MSWR), and multiple stimulus without replacement (MSWO).

Example: A therapist presents a child with pairs of items (toy car vs. blocks, toy car vs. bubbles, etc.) and records which item the child chooses each time. After all pairs are presented, the therapist ranks the items from most to least preferred. This helps select effective reinforcers for therapy.

Premack Principle

A principle stating that a high-probability (preferred) behavior can be used to reinforce a low-probability (less preferred) behavior. Often summarized as "first this, then that" or "Grandma's rule."

Example: "First eat your vegetables (low-probability behavior), then you can have dessert (high-probability behavior)." Access to dessert reinforces eating vegetables.

Probe

A brief test of a skill conducted without prompting or teaching to assess the learner's current level of performance. Probes help determine whether a skill has been acquired, maintained, or generalized.

Example: Once a week, a therapist presents 10 flashcards without any prompts to see how many the child can identify independently. This probe data, collected separately from teaching data, shows the child's true level of mastery.

Prompt

An added cue or assistance given before or during a response to help a learner perform correctly. Prompts are temporary supports that are faded over time. Types include physical, verbal, gestural, model, positional, and visual prompts.

Example: A therapist asks "What color is this?" (showing a red card). The child does not respond. The therapist says "rr..." (phonemic prompt). The child says "red." The phonemic hint is a verbal prompt that helped the child respond correctly.

Prompt Fading

The systematic and gradual reduction of prompts over time so that the learner becomes increasingly independent. Prompt fading is critical because the goal of ABA is for the learner to perform skills without any artificial assistance.

Example: When teaching a child to write their name, the therapist starts by holding the child's hand (full physical prompt), then just touching their wrist (partial physical), then pointing to where to write (gestural), then providing no prompt. Each level of fading increases independence.

Prompt Hierarchy

An ordered sequence of prompts arranged from most to least intrusive (or least to most intrusive). The hierarchy guides therapists in providing the right level of support and systematically fading that support.

Example: A most-to-least hierarchy: full physical prompt, partial physical prompt, model prompt, gestural prompt, verbal prompt, independent. A least-to-most hierarchy reverses this order, giving the least help first and adding more only if needed.

Punisher

A consequence that follows a behavior and decreases the probability of that behavior occurring again. Whether something functions as a punisher is determined by its effect on behavior, not by how it looks or feels to the outside observer.

Example: A teacher gives a student extra homework (intended punisher) for talking out of turn. If talking out of turn decreases, the extra homework functioned as a punisher. If talking continues or increases, it did not function as a punisher, regardless of the teacher's intention.

Punishment

A consequence that decreases the future probability of a behavior. There are two types: positive punishment (adding something) and negative punishment (removing something). In ABA, punishment is used sparingly and only when reinforcement-based approaches have been insufficient.

Example: A child receives a verbal reprimand (positive punishment) for running in the hallway. If the child runs less in the hallway after the reprimand, the reprimand functioned as punishment. Ethical ABA prioritizes teaching replacement behaviors over relying on punishment alone.

Prompt Dependency

A condition where a learner waits for a prompt before responding, even though they are capable of performing the behavior independently. Prompt dependency occurs when prompts are not faded quickly or systematically enough.

Example: A child can name all the colors correctly but always waits for the therapist to start the sound ("rr..." for red) before answering. The child has become dependent on the phonemic prompt. The therapist needs to implement a prompt-fading plan.

Pivotal Behavior

A behavior that, when changed, produces widespread improvements in other behaviors that were not directly targeted. Targeting pivotal behaviors is efficient because one change leads to many positive outcomes.

Example: Teaching a child to make eye contact (a pivotal behavior) may lead to improvements in social skills, following instructions, imitation, and communication, even though those were not directly taught.

R Terms
14 terms

Rate

The number of times a behavior occurs per unit of time (frequency divided by time). Rate is useful because it allows comparison across observation periods of different lengths.

Example: A student calls out 12 times in a 60-minute class. The rate is 12/60 = 0.2 per minute, or about once every 5 minutes. This can be compared to a 30-minute class where the student called out 5 times (0.17 per minute).

Ratio Strain

A decrease in responding that occurs when the reinforcement schedule requires too many responses before reinforcement is delivered. The effort required outweighs the value of the reinforcer, causing the behavior to break down.

Example: A token economy starts at 5 tokens to earn a reward. The therapist increases it to 50 tokens too quickly. The child stops trying because the reward feels impossibly far away. This breakdown is ratio strain.

RBT (Registered Behavior Technician)

A paraprofessional certification from the BACB for individuals who provide direct ABA services under the supervision of a BCBA. RBTs must complete a 40-hour training program, pass a competency assessment, and pass the RBT certification exam. They work directly with clients to implement treatment plans.

Example: An RBT works one-on-one with a child for 3 hours each day, running programs designed by the supervising BCBA. The RBT collects data, implements reinforcement procedures, and runs discrete trials as outlined in the treatment plan. Learn more about the RBT role.

Reinforcement

A consequence that follows a behavior and increases the probability of that behavior occurring again in the future. Reinforcement can be positive (adding something) or negative (removing something). Whether something is reinforcement is defined by its effect, not by intention.

Example: If a child receives a sticker after completing their math worksheet and subsequently completes math worksheets more often, the sticker functioned as reinforcement. If the child does not complete worksheets more often, the sticker was not reinforcing for that child.

Reinforcement Schedule

A rule that determines when reinforcement will be delivered following a behavior. The four basic schedules are fixed ratio (FR), variable ratio (VR), fixed interval (FI), and variable interval (VI). Each produces a distinctive pattern of responding.

Example: A slot machine operates on a variable ratio schedule: you are reinforced (win) after an unpredictable number of lever pulls. This produces a high, steady rate of responding, which is why slot machines are so engaging.

Reinforcer

Any stimulus that, when delivered as a consequence of a behavior, increases the future probability of that behavior. Reinforcers are identified by their effect on behavior, not by assumption. What is reinforcing varies from person to person.

Example: For one child, praise may be a powerful reinforcer. For another, praise may have no effect while access to a tablet is highly reinforcing. Preference assessments help identify what functions as a reinforcer for each individual.

Replacement Behavior

A socially appropriate behavior that is taught to serve the same function as a problem behavior. Teaching a replacement behavior is a core principle of ethical ABA: do not just reduce the problem behavior, but give the person a better way to get their needs met.

Example: A child who bites others to get toys is taught to say "Can I have a turn?" (replacement behavior). Both behaviors serve the same function (getting the toy), but the replacement is socially acceptable.

Response

A single instance or occurrence of a behavior. While "behavior" refers to a class of actions, a "response" refers to one specific occurrence of that behavior.

Example: "Hand-raising" is a behavior. Each individual time the child raises their hand is a response. The BCBA measures 15 responses of hand-raising during one session.

Response Cost

A type of negative punishment where a specific amount of a reinforcer is removed following a problem behavior. Response cost is commonly used within token economies where tokens are removed for specific behaviors.

Example: A student has 10 tokens on their board. Each time they talk out of turn, one token is removed. Losing tokens (response cost) decreases the future probability of talking out of turn.

Response Effort

The physical or cognitive effort required to perform a behavior. People tend to choose behaviors that require less effort to produce the same reinforcer. Manipulating response effort is a practical way to influence behavior.

Example: A child is more likely to use a communication card that is already in their hand (low effort) than walk across the room to get a card (high effort). Placing the card nearby reduces the response effort for appropriate communication.

Respondent Conditioning (Classical Conditioning)

A type of learning where a neutral stimulus is paired with a stimulus that automatically produces a response, until the neutral stimulus alone begins to produce a similar response. Discovered by Ivan Pavlov. Respondent conditioning explains involuntary, reflexive behaviors.

Example: A child who gets a shot at the doctor's office (unconditioned stimulus = pain) begins to cry when they see the waiting room (conditioned stimulus) because the waiting room has been paired with the painful experience.

Resurgence

The reappearance of a previously reinforced behavior when a more recently reinforced behavior undergoes extinction. Resurgence is important to anticipate when designing behavior plans because old problem behaviors may return if the new replacement behavior stops being reinforced.

Example: A child who used to hit to get attention was taught to raise their hand instead (FCT). If the teacher stops responding to hand-raising, hitting may resurge because it was previously effective for the same function.

Reversal Design

An experimental design that demonstrates a functional relationship by alternating between baseline and intervention conditions. Also known as an ABAB design. If behavior changes systematically with the introduction and removal of the intervention, the design provides strong evidence that the intervention caused the change.

Example: A BCBA implements a social skills intervention (B), withdraws it temporarily (A), then reimplements it (B). If social skills improve during B phases and decrease during A phases, the design demonstrates that the intervention caused the improvement.

Response Generalization

When a change in one behavior is accompanied by changes in similar but untrained behaviors. The person begins performing related behaviors that were never directly taught or reinforced.

Example: A child is taught to say "Hi" as a greeting. Without additional training, the child also begins saying "Hello" and "Hey." These untrained greeting variations are examples of response generalization.

S Terms
21 terms

Satiation

A condition where an individual has had so much access to a reinforcer that it temporarily loses its effectiveness. Satiation is the opposite of deprivation. When satiation occurs, the therapist should switch to a different reinforcer.

Example: A child who has been earning Goldfish crackers all morning is no longer motivated to work for them (satiation). The therapist switches to stickers, which the child has not had access to, and motivation returns.

Scatter Plot

A data collection tool used during functional behavior assessments that records when a behavior occurs throughout the day. By mapping behavior across time periods, patterns emerge that reveal when the behavior is most and least likely to occur.

Example: A scatter plot shows that a student's aggression occurs primarily between 11:00 AM and noon. The team investigates and discovers that the student is hungry before lunch, which is an establishing operation for escape-maintained behavior during difficult tasks.

Schedule of Reinforcement

A rule describing the conditions under which reinforcement will be delivered. Schedules can be continuous (every response) or intermittent (some responses), and they can be based on number of responses (ratio) or passage of time (interval).

Example: A child on a VR-3 schedule earns a token after an average of every 3 correct responses (sometimes after 1, sometimes after 5, averaging 3). This variable ratio schedule produces steady, high-rate responding.

SD (see Discriminative Stimulus)

An abbreviation for Discriminative Stimulus. The SD is the signal that tells the learner that reinforcement is available for a specific response. Written as S-D or SD (with the D in superscript in formal writing).

Example: The therapist holds up a card with the number "3" (SD). Saying "three" is reinforced. The SD signals that the correct response ("three") will be reinforced.

Self-Management

A set of procedures where the individual monitors, evaluates, and reinforces their own behavior. Self-management promotes independence because the person does not rely on external support to maintain behavior change.

Example: A teenager uses a checklist to track their own homework completion, rates their effort level each day, and earns a self-chosen reward after five consecutive days of completion. They are managing their own behavior.

Self-Monitoring

A self-management strategy where an individual systematically observes and records their own behavior. The act of self-monitoring alone can sometimes change behavior (called reactivity), even before any consequences are arranged.

Example: A student records a tally mark every time they raise their hand in class. Simply tracking the behavior makes the student more aware of it and often increases hand-raising without any other intervention.

Shaping

A procedure where successive approximations of a target behavior are reinforced. The therapist reinforces behaviors that are closer and closer to the final goal while no longer reinforcing earlier, less accurate attempts. Shaping is used to teach new behaviors that the learner does not yet perform.

Example: Teaching a nonverbal child to say "water": first reinforce any vocalization ("ah"), then reinforce sounds that start with "w" ("wa"), then reinforce closer approximations ("wah-er"), and finally reinforce "water."

Stimulus

Any event, object, or condition in the environment that can be detected by the senses and can affect behavior. Stimuli can be visual, auditory, tactile, olfactory, or gustatory.

Example: A red traffic light (visual stimulus), a doorbell ringing (auditory stimulus), a tap on the shoulder (tactile stimulus), and the smell of cookies baking (olfactory stimulus) are all stimuli that can influence behavior.

Stimulus Control

A relationship between a stimulus and a behavior where the presence of a particular stimulus reliably increases or decreases the probability of a specific behavior. A behavior is under stimulus control when it occurs consistently in the presence of the SD and rarely in its absence.

Example: A child consistently says "red" when shown a red card and does not say "red" when shown other colors. The response "red" is under the stimulus control of the red card.

Stimulus Delta (S-Delta)

A stimulus in the presence of which a particular behavior is not reinforced. The S-Delta signals that reinforcement is not available. Over time, the individual learns to respond in the presence of the SD but not in the presence of the S-Delta.

Example: An "Open" sign on a store door (SD) signals that entering will be reinforced (you can shop). A "Closed" sign (S-Delta) signals that entering will not be reinforced. You learn to visit only when the "Open" sign is displayed.

Stimulus Fading

A transfer of stimulus control procedure where a physical characteristic of a stimulus (size, color, intensity, position) is gradually changed so that the learner shifts from responding to an exaggerated cue to responding to the natural stimulus.

Example: When teaching a child to identify the letter "A," the therapist initially makes the correct card much larger and brighter than the other cards (stimulus fading). Over trials, the correct card is gradually reduced in size until all cards are the same size.

Stimulus Generalization

When a behavior that was reinforced in the presence of one stimulus also occurs in the presence of similar stimuli that were never used in training. The more similar the new stimulus is to the original, the more likely the behavior will occur.

Example: A child trained to say "dog" when shown a golden retriever also says "dog" when they see a labrador, a poodle, or a German shepherd. The response has generalized to similar but untrained stimuli.

Stimulus Preference Assessment

A systematic procedure to determine an individual's preferred items and activities. Results are used to identify potential reinforcers. Methods range from simple (asking the person or their caregiver) to formal (paired stimulus, MSWO, free operant observation).

Example: A therapist uses a multiple stimulus without replacement (MSWO) assessment: seven items are laid out, the child chooses one, it is removed, and the remaining items are rearranged. This continues until all items have been selected, producing a hierarchy from most to least preferred.

Successive Approximations

Behaviors that progressively resemble the target behavior and are reinforced during shaping. Each approximation is slightly closer to the final goal than the previous one.

Example: Teaching a child to say "mama": the therapist first reinforces "mmm," then "mah," then "mama." Each successive approximation is a closer version of the target word.

Systematic Desensitization

A procedure that combines gradual exposure to a feared stimulus with relaxation techniques to reduce anxiety and fear responses. Based on respondent conditioning principles, it works by replacing the fear response with a relaxation response through counterconditioning.

Example: A child who is terrified of dogs begins by looking at pictures of dogs while practicing deep breathing (relaxation). Then they watch dog videos, then observe a dog from across a room, then sit near a calm dog. At each step, anxiety decreases before moving to the next.

Single-Subject Design

A research methodology used in ABA where the individual serves as their own control. Rather than comparing groups, single-subject designs compare the individual's behavior across different conditions or phases. This approach allows practitioners to demonstrate that an intervention is effective for a specific person.

Example: A BCBA uses a multiple baseline design across three behaviors for one student: academic engagement, social interaction, and self-care skills. The intervention is introduced to each behavior at staggered times, demonstrating the intervention caused the changes.

Spontaneous Recovery

The temporary reappearance of a behavior that had been reduced through extinction, after a period of time has passed without the behavior occurring. Spontaneous recovery is a normal phenomenon and does not mean the extinction procedure failed.

Example: A child's tantrum behavior was successfully reduced through extinction over two weeks. After the weekend (a break in the routine), the tantrum reappears on Monday. If the team maintains extinction, the behavior will decrease again, usually faster than before.

Stimulus Class

A group of stimuli that share a common feature and evoke the same response. Members of a stimulus class can look very different from each other but function the same way in terms of controlling behavior.

Example: Dogs of all breeds, sizes, and colors form a stimulus class for the response "dog." A chihuahua and a Great Dane look very different but are both members of the "dog" stimulus class because they both occasion the same response.

Schedule Thinning

The gradual, systematic reduction in the frequency of reinforcement delivery. Thinning moves from a dense schedule (like CRF) to a leaner schedule (like VR-5 or VR-10) to help maintain behavior under more natural conditions. Thinning must be done gradually to avoid ratio strain.

Example: A child initially earns a token for every correct response (CRF). The schedule is thinned to every 2 responses, then every 3, then every 5. If the child begins to show frustration or decreased responding, the thinning was too fast.

T Terms
11 terms

Tact

A type of verbal behavior where the speaker names, labels, or describes something they can perceive through their senses (sight, hearing, smell, taste, touch). Tacts are controlled by a nonverbal stimulus and reinforced by social consequences (praise, acknowledgment). The term comes from "contact" with the environment.

Example: A child sees a bird outside and says "bird!" (tact). A person smells popcorn and says "something smells good" (tact). Both are labeling things they perceive in the environment.

Task Analysis

The process of breaking a complex skill or activity into smaller, sequential steps. Each step is defined clearly enough that anyone could follow the instructions. Task analysis is essential for teaching daily living skills, vocational tasks, and multi-step academic tasks.

Example: Task analysis for washing hands: (1) turn on water, (2) wet hands, (3) pump soap onto hands, (4) rub hands together for 20 seconds, (5) rinse hands under water, (6) turn off water, (7) get paper towel, (8) dry hands, (9) throw away paper towel.

Time-Out (from Reinforcement)

A negative punishment procedure that involves a brief period of reduced or removed access to reinforcement following a problem behavior. The full name is "time-out from positive reinforcement." It is effective only when the "time-in" environment is reinforcing enough for its removal to matter.

Example: During a fun group activity (reinforcing environment), a child hits a peer. The child is asked to sit in a designated chair for 2 minutes (time-out) where they cannot participate in the activity. After 2 minutes, they rejoin. The temporary loss of the fun activity may decrease hitting.

Token Economy

A reinforcement system where individuals earn tokens (stickers, points, stars, chips) for performing desired behaviors and exchange those tokens for preferred items or activities from a "token store" or menu. Tokens are generalized conditioned reinforcers.

Example: A classroom token economy: students earn stars for completing work, being kind, and following instructions. Five stars can be exchanged for a homework pass, 10 stars for extra recess, and 20 stars for a prize from the treasure box.

Total Duration Recording

A data collection method that measures the total amount of time a behavior occurs across an entire observation period, combining the duration of every instance. This gives the cumulative time spent engaging in the behavior.

Example: A therapist tracks total duration of on-task behavior during a 60-minute session. The child was on-task for three separate periods: 10 minutes, 15 minutes, and 8 minutes. Total duration = 33 minutes (55% of the session).

Transfer of Stimulus Control

The process of shifting control of a behavior from one stimulus (such as a prompt) to another stimulus (such as the natural SD). This is accomplished through prompt fading and is essential for achieving independent performance.

Example: A child initially says "apple" only when the therapist provides a vocal model "say apple" (prompt controls the behavior). Through fading, the child begins to say "apple" when they see an apple (the natural stimulus now controls the behavior). Stimulus control has transferred from the prompt to the apple.

Trial-Based Instruction

A teaching approach that uses individual, structured learning opportunities (trials) with clear components: the instruction or SD, the learner's response, and the consequence. Each trial is a separate learning opportunity. This includes discrete trial training and other structured formats.

Example: The therapist presents a field of three pictures and says "Point to the car" (instruction). The child points to the car (response). The therapist says "Yes, that's the car!" (consequence). A brief pause occurs, then the next trial begins.

Technological

One of the seven dimensions of ABA. A procedure is technological when it is described completely and precisely enough that any trained reader could replicate it. Every step is spelled out, leaving nothing to interpretation.

Example: Instead of writing "use positive reinforcement," a technological description would specify: "Immediately after the child correctly labels the picture, the therapist says 'Great job!' in an enthusiastic voice and gives the child one M&M within 2 seconds."

Target Behavior

The specific behavior that has been selected for change through an ABA intervention. Target behaviors must be defined in observable and measurable terms. They can be behaviors to increase (skill acquisition targets) or behaviors to decrease (behavior reduction targets).

Example: "Marcus will independently request preferred items using a complete sentence ('I want [item], please') in at least 8 out of 10 opportunities across three consecutive sessions." This is a clearly defined target behavior.

Total Task Chaining

A teaching method where the learner practices all steps of a task analysis during every teaching session. Prompts are provided at any step where the learner needs help. This approach gives the learner experience with the full routine from the beginning.

Example: When teaching hand-washing using total task chaining, the child goes through all 9 steps every time. The therapist provides prompts only at the steps the child cannot do independently. Over time, the child needs fewer prompts as they master each step.

Thinning (see Schedule Thinning)

The gradual reduction of the reinforcement schedule from dense (frequent) to lean (infrequent) to approximate natural contingencies. Thinning is a critical step in transitioning from structured therapy to real-world conditions.

Example: A child who was earning a treat after every correct response (FR-1) is gradually moved to earning a treat after every 5 correct responses (FR-5), then every 10 (FR-10). This prepares the child for real life where reinforcement is not delivered after every action.

Variable Interval (VI)

A schedule of reinforcement where the first response after a variable amount of time has passed is reinforced. The average time is specified (e.g., VI-5 minutes), but each specific interval varies. VI schedules produce slow, steady rates of responding.

Example: A teacher checks on students at unpredictable times and praises those who are working (VI schedule). Students tend to stay on-task consistently because they do not know when the teacher will check next.

Variable Ratio (VR)

A schedule of reinforcement where reinforcement is delivered after a variable number of responses. The average number is specified (e.g., VR-5), but each specific requirement varies. VR schedules produce the highest, most steady rates of responding and the greatest resistance to extinction.

Example: A slot machine operates on a VR schedule. You might win after 3 pulls, then after 20, then after 7, then after 50. The unpredictability keeps you pulling because the next one might be a winner.

Verbal Behavior

B.F. Skinner's analysis of language as operant behavior, published in his 1957 book. Rather than classifying language by its form (nouns, verbs, sentences), Skinner classified it by its function. The major verbal operants are mands (requests), tacts (labels), echoics (repeats), and intraverbals (conversational responses). Many ABA programs use a verbal behavior approach to teach communication.

Example: The word "cookie" can serve multiple functions. "Cookie!" when a child wants one (mand). "Cookie!" when a child sees one and names it (tact). "Cookie" when repeating after a therapist says "cookie" (echoic). "Cookie" when asked "What goes with milk?" (intraverbal). Same word, four different verbal operants.

Video Modeling

A teaching strategy where the learner watches a video of someone performing a target behavior and then imitates it. Variations include basic video modeling (watching someone else), video self-modeling (watching a video of themselves performing the behavior), and point-of-view video modeling (the camera shows the learner's perspective).

Example: A child watches a short video of a peer ordering food at a restaurant (saying "I'd like a hamburger, please"). The child then practices ordering using the same words and actions they observed in the video.

Visual Schedule

A visual representation of a sequence of activities or tasks, presented using pictures, symbols, words, or a combination. Visual schedules help individuals understand what activities are coming, in what order, and when they are finished. They are widely used to support transitions and reduce anxiety. Try our free Visual Schedule builder.

Example: A classroom visual schedule shows picture icons in a vertical strip: Circle Time, Math, Snack, Reading, Recess, Lunch. As each activity is completed, the child moves the icon to a "finished" pocket. This helps them understand what comes next and feel more in control of their day.

Visual Support

Any visual tool used to help an individual understand expectations, communicate, organize, or follow routines. Visual supports include visual schedules, first-then boards, choice boards, token boards, social stories, and rule charts. They supplement verbal instructions with a permanent visual reference.

Example: A "first-then" board shows a picture of homework (first) and a picture of iPad (then). The child can see exactly what is expected and what reward comes after. This is clearer than a verbal instruction alone because the visual stays in view.

VB-MAPP (Verbal Behavior Milestones Assessment and Placement Program)

A comprehensive assessment tool used in ABA to evaluate a child's language, learning, and social skills based on B.F. Skinner's analysis of verbal behavior. Developed by Dr. Mark Sundberg, the VB-MAPP assesses 170 milestones across three developmental levels and identifies barriers to learning.

Example: A BCBA administers the VB-MAPP to a new client and discovers strong tacting skills (labeling items) but weak manding skills (requesting). This assessment guides the treatment plan to prioritize mand training.

W Terms
1 term

Whole Interval Recording

A data collection method where the observer records the behavior as occurring only if it lasted throughout the entire interval. If the behavior stopped at any point during the interval, that interval is scored as "did not occur." This method tends to underestimate the actual occurrence of behavior.

Example: During a 30-second interval, a child is on-task for 28 seconds but looks away for 2 seconds. Using whole interval recording, this interval is scored as "off-task" because the child was not on-task for the entire 30 seconds.

Complete ABA Glossary: 200+ Terms Defined in Plain Language