With our blog posts being behavior analytic in content and scope, it only made sense to put together an ABA glossary of terms we have used.
With a great line up of content coming out in 2021, we will be sure to add to the glossary so all the terms and definitions are ready at your fingertips!
| ABA (Applied Behavior Analysis): a data-driven and evidence-based science of behavior |
| 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 |
| Consequence: what happens after a behaviour 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 |
| 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) |
| 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 |
| 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 |
| Intraverbal: a verbal operant; complex part of speech; ability to respond to a question |
| Mand: a verbal operant; requesting |
| 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 |
| 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 |
| 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 |
| 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 |
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
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