Glossary of ABA Terminology

ABA (Applied Behavior Analysis) – A scientific approach to understanding behavior and applying techniques based on principles of learning theory to bring about meaningful changes in behavior. It’s widely used in autism therapy, education, and other areas.

Antecedent – The event or environment that occurs before a behavior, which can trigger or influence the behavior. It’s often the “cue” for a behavior to occur.

Attending – Refers to an individual’s ability to focus or direct their attention to a specific task, activity, or stimulus. In ABA, promoting attending behavior can be critical to ensuring that the individual engages in learning opportunities.

BCBA (Board-Certified Behavior Analyst) – A professional certification for individuals who have completed extensive training in ABA and are qualified to assess behavior, create intervention plans, supervise RBTs, and evaluate treatment progress.

Behavior – Any observable and measurable action or response by an individual. In ABA, behaviors can be anything from speech to physical actions.

B. F. Skinner – Skinner developed behavior analysis, especially the philosophy of radical behaviorism, and founded the experimental analysis of behavior, a school of experimental research psychology.

BIP (Behavior Intervention Plan) – A function-based plan focusing on positive replacement behaviors and skills that replace targeted negative behavior when possible. Also called behavior protocol or behavior treatment plan.

Consequence – The event that follows a behavior, which can either increase or decrease the likelihood of the behavior happening again in the future.

Continuous Schedule of Reinforcement (CRF) – During CRF, reinforcement is provided every time a behavior is emitted.

Discrete Trial Training (DTT) – A structured method of teaching skills by breaking tasks down into small, manageable components and providing clear instructions, prompts, and reinforcement.

DRA (Alternative Behavior) – Reinforces an alternative behavior while withholding reinforcement for unwanted behavior.

DRD (Diminishing Rates) – Reinforces when responses meet or fall below a set limit in a timeframe.

DRH (High Rates) – Reinforces responses above a set limit.

DRI (Incompatible Behaviors) – Reinforces behavior that cannot occur with the unwanted one.

DRL (Low Rates) – Reinforces responses occurring after a specified time with no occurrences.

DRO (Other Behaviors) – Reinforces when unwanted behavior does not occur.

DRP (Paced Responding) – Reinforces behavior occurring within set time limits.

Echoic – A verbal operant involving repeating what is heard.

EO (Establishing Operation) – Alters the value of reinforcers.

Expressive – Language acquisition, indicating how much a learner can express.

Extinction – Withholding reinforcement for a behavior.

Extinction Burst – Temporary increase in frequency/intensity of behavior when put on extinction.

FBA (Functional Behavioral Assessment) – Determines the function of a behavior.

FCT (Functional Communication Training) – Teaches expressive communication to meet needs.

Frequency (Rate) – How often a behavior occurs.

Generalization – The ability to perform a learned behavior in different environments, with different people, or under different conditions, without specific training for each new situation.

Hand Over Hand Prompting (HOH) – A physical prompt – placing hands over the learner’s hand to help them comply with a directive or motor demand.

Individual Education Plan or Individual Education Program (IEP) – This is a legal document for special education students (usually up to age 22). It outlines the goals to work on during the coming year.

Inclusive Classroom – The classroom includes typical learning children and children with special needs.

Intervention – The plan of action to be used to change a behavior. Or build up a skill.

Intraverbal – This is a type of language that involves explaining, discussing, or describing a situation or item that is not present or not currently happening – such as asking the person, “What are you eating today?”

Mand – A type of verbal behavior where the individual requests something they want or need (e.g., “water,” “help”). The term “mand” is derived from “demand” and is reinforced by getting the requested item or assistance.

Pairing – this is the process of building rapport by “pairing” oneself with the child’s favorite items and activities. Through these repeated connections, we take on the reinforcing value of all the good stuff, leading to better outcomes in therapy.

Picture Exchange Communication System (PECS) – is a method of communication that uses pictures instead of words

Prompting – A technique used to help an individual perform a behavior by providing cues or hints. Prompts can be verbal, physical, or visual and are gradually faded out as the person learns the behavior.

RBT (Registered Behavior Technician) – A paraprofessional who implements ABA therapy under the supervision of a BCBA or BCaBA. RBTs provide direct therapy to clients, following behavior intervention plans, data collection, and ensuring the consistency of interventions.

Reinforcement – The process of increasing a desired behavior by providing a reward (positive reinforcement) or removing an unpleasant stimulus (negative reinforcement) after the behavior occurs.

Shaping – Gradually reinforcing closer approximations of the target behavior. This technique is used when teaching a new skill that the person does not yet perform.

Task Analysis – Breaking down a complex skill or activity into smaller, sequential steps to make it easier for an individual to learn and perform.

Verbal Operants – Categories of language behavior, including mand, tact, echoic, intraverbal, and more.