In Applied Behavior Analysis, precise communication is critical to effectively understanding and implementing teaching procedures. Correct terminology ensures consistency, accuracy, and clarity in discussions surrounding behavior analysis.
To navigate this rich discipline, it’s essential to grasp the concepts and definitions that form our ABA glossary below. This post explores the importance of understanding the correct terminology in ABA and how it can enhance our knowledge and practice.
What’s the Value of “Correct” Terminology?
1. Establish a Common Language
An ABA glossary of terms serves as a common language for professionals, researchers, educators, and practitioners in the field. By having a shared vocabulary, discussions, and collaborations become more efficient and effective.
ABA professionals can also better communicate ideas, interventions, and research findings precisely, reducing misunderstandings and promoting accurate interpretation of information.
2. Facilitate Effective Assessment
Understanding the correct terminology enables ABA practitioners to conduct thorough assessments and gather reliable data. Properly defining and measuring behavior allows for accurate identification of target behaviors, monitoring progress, and evaluating the effectiveness of interventions.
Additionally, precise terminology minimizes ambiguity and ensures consistency when describing behaviors across different settings and individuals. See below for our ABA glossary of terms.
3. Enhance Treatment Planning & Implementation
An in-depth comprehension of definitions in ABA empowers practitioners to develop comprehensive and individualized treatment plans. With precise terminology, practitioners can identify appropriate intervention strategies. They can establish specific goals and select evidence-based techniques that align with the principles of behavior analysis.
This precision enhances the quality and effectiveness of interventions, ultimately leading to improved outcomes.
4. Enhance Professional Development
Staying informed about the correct terminology in ABA is crucial for professional growth and development. As the field continues to evolve and new research emerges, remaining up-to-date with the latest concepts and definitions is essential.
Engaging with consistent ABA definitions will help professionals expand their knowledge. It will also deepen their understanding so that they can remain at the forefront of advancements in the field.
The Comprehensive List of ABA Definitions
| ABA (Applied Behavior Analysis): a data-driven and evidence-based science of behavior |
| Acquisition Task: A target that is in the process of being taught; this behavior is not yet a known skill |
| Antecedent: stimuli existing or changing before a behavior of interest |
| BIP (Behavior Intervention Plan): using the observations from a functional assessment, a plan that is function-based and focus on positive replacement behaviors and skills that can replace the targeted negative behavior when possible Also: behavior protocol, behavior treatment plan |
| BST (Behavioral Skills Training): a training package model that includes instruction, modeling, rehearsal, and feedback |
| Behavioral Momentum: one effect of the high-probability request sequence; client responding is repeated at a quick and consistent rate |
| Chaining: a tool for teaching larger, complex skills; teaching one step in the sequence at a time |
| Chronological Age/ Developmental Age: Chronological age is the actual age calculated by birthdate; developmental age is based on functioning/cognitive ability and adaptive skills |
| Consequence: what happens after a behavior of interest |
| DTT (Discrete Trial Training): method of teaching where there is a clear beginning and end to each presentation Note: 3 parts of DTT include the presentation, response, and consequence |
| DI (Direct Instruction): evidence-based teaching approach using lessons created around small learning increments and clear instruction |
| Differential Reinforcement: reinforcement is provided contingent on the target behavior, reinforcement is not provided under those conditions if the target behavior does not occur Differential Reinforcement of Alternative Behavior (DRA): providing reinforcement for a predetermined alternative behavior while withholding reinforcement for the unwanted response Differential Reinforcement of Diminishing Rates (DRD): providing reinforcement dependent upon the number of responses meeting or being below a predetermined limit during a specified time frame Differential Reinforcement of High Rates of Behavior (DRH): providing reinforcement dependent on the responses meeting or being above a predetermined limit during a specified time frame Differential Reinforcement of Incompatible Behaviors (DRI): a type of DRA; the alternative behavior is one that is incompatible with the unwanted behavior – they cannot occur at the same time Differential Reinforcement of Low Rates of Behavior (DRL): providing reinforcement dependent on the response occurring after a specified time frame with no occurrences Differential Reinforcement of Other Behaviors (DRO): providing reinforcement for the non-occurrence of the unwanted behavior Differential Reinforcement of Paced Responding (DRP): providing reinforcement for behavior occurring within a minimum and maximum time limit |
| Discriminative stimulus (SD): This can be a demand/question or directive given to obtain a specific response or a naturally occurring signal that reinforcement is available (For example, “when the school bell rings, we get to go home”) |
| Echoic: a verbal operant; point-to-point similarity with a verbal model; repeating what is heard |
| Expressive: part of language acquisition that indicates how much a learner can express (does not need to be vocal language) |
| Extinction: The withholding of reinforcement for a previously reinforced behavior, reducing that behavior |
| FBA (Functional Behavioral Assessment): an assessment to determine the function of a target behavior (or behaviors) |
| FCT (Functional Communication Training): a method of teaching expressive communication to get needs met |
| Generalization: Term used to describe the ability to learn a skill in one situation and apply it flexibly to other similar but different situations |
| Graduated Guidance: a system of gradually and systematically reducing physical prompts |
| High-Probability Request Sequence: an antecedent intervention; high-probability tasks are presented before a low-probability task is presented |
| IBI (Intensive Behavioral Intervention): based on the principles of ABA, involving higher intensity of one-to-one treatment involving 20-40 hours a week of therapy Note: Not all ABA is IBI, but all IBI is ABA |
| Intervention: This is the action plan or strategy you will use to change a behavior. An example of an intervention is teaching learners to raise their hands instead of blurting out the answer |
| Intraverbal: a verbal operant; complex part of speech; ability to respond to a question |
| Mand: a verbal operant; requesting |
| Mouthing: Placing items/toys, etc., in the mouth. Often, this may also mean licking an object |
| MTS (Momentary Time Sampling): a sample of the defined behavior in the exact instant you are taking data Process: observer would define the interval of time, and look up at the end of the interval to record whether the target behavior was occurring or not |
| NET (Natural Environment Teaching): a method of teaching where skills are taught or generalized within the natural environment |
| PRT (Pivotal Response Training): based on the principles of ABA; a method of teaching where pivotal behavioral skills are targeted for behavioral improvements Note: Pivotal areas include motivation, response to multiple cues, self-management, initiation of social interactions |
| Priming: an antecedent strategy; a method used prior to the event to set the stage for a desired response, or to reduce the likelihood of a challenging response |
| Partial Interval: a method of data collection; recording where a behavior occurs or does not occur during a specific interval; it does not have to occur throughout the entire interval |
| Prompt: a strategy used to correct the learner and still increase learning; it is usually placed after the instruction and before the response Physical Prompt: physically guiding the learner through the response Model Prompt: showing the learner what to do before they do it Gestural Prompt: pointing or using other gestures to indicate the correct response as you are presenting the instruction Verbal Prompt: using vocal cues to indicate the correct response Visual Prompt: can include texts or pictures; provide visual supports to indicate the correct response |
| Premack Principle: first/then contingency; a high-probability behavior is made contingent upon a lower-probability behavior, then the lower-probability behavior is more likely to occur Note: also known as “grandma’s rule” |
| Punishment: a consequence that happens after a behavior that serves to reduce the likelihood of that behavior happening again in the future Positive Punishment: the addition of something that acts to decrease the likelihood of a behavior happening in the future Negative Punishment: the removal of something that acts to decrease the likelihood of a behavior happening again in the future |
| RBT (Registered Behavior Technician): For direct-level staff, this credential denotes that the person has met specific education and experience standards and, starting in 12/2015, has passed a rigorous exam |
| Receptive: part of language acquisition that indicates how much a person understands |
| Reinforcement: a consequence that happens after a behavior that serves to increase the likelihood of that behavior happening again in the future Positive Reinforcement: the addition of something that acts to increase the likelihood of a behavior happening in the future Negative Reinforcement: the removal of something that acts to increase the likelihood of a behavior happening in the future |
| Satiation: when the frequent use of a reinforcer leads to decreased effectiveness when the frequent use of a reinforcer leads to decreased effectiveness |
| Shaping: a method used to teach and differentially reinforce gradually closer approximations of a target behavior/skill |
| Tact: a verbal operant; labelling or naming; language evoked by an item or picture; speaker comes in to contact with the object |
| Target Behavior: This refers to the specific behavior of focus that one aims to either promote or diminish. A comprehensive treatment plan may involve addressing multiple target behaviors simultaneously. |
| Task Analysis: a skill broken down into a sequence of small steps |
| Verbal Operant: parts of language and communication that includes mand, tact, echoic, intraverbal, listener responding, motor imitation, and visual perception |
This ABA glossary is a guiding tool enabling professionals to navigate the discipline precisely and clearly. By embracing the power of correct terminology, we can enhance our practice, promote interdisciplinary collaboration, and ultimately improve outcomes for individuals experiencing behavioral challenges.
I have found this list to be missing some very important definitions. I agree there needs to be precise language in definitions, especially in a field where interventions cannot even begin or be agreed upon until that definition is very precise.
Is there an official glossary endorsed by any professional organizations is ABA such BACB, APBA and ABAI? I have searched a bit and cannot find one. This is odd.
Hi! Yes, this is not an exhaustive list. The ones you mentioned are organizations or boards – Behavior Analysis Certification Board, Association of Professional Behavior Analysis, Association for Behavior Analysis International