ABA Terminology

Response: AKA behavior. Anything a living organism does.

Stimulus: an item, event, word, sound, smell, taste, person, texture.

Discriminative Stimulus: Commonly notated as SD. A stimulus that evokes a behavior, followed
by reinforcement or punishment. The SD acts as an antecedent.

Frequency: The number of times a target behavior occurs within a given time period.

Ex: client stomped their foot 6 times in one 60 minutes.

Rate: The number of times a target behavior occurs within a given time period. The rate of
target behavior is the frequency divided by the time.

Ex: client ate 10 cookies in 20 minutes; therefore the rate is 1 cookie eaten for every 2
minutes.

Duration: The length of time of a target behavior.

Latency: The amount of time between a stimulus and a response.

Ex: The time between the SD “Touch the car” until the client makes physical contact
with the car.

Interresponse Time: Commonly seen as “IRT”. This is the amount of time between two
successive responses. This is the time between the end of one response to the beginning of
another.

Ex: You can observe the interresponse time between mands- for example if your client
mands for water, then mands for water again 4 mins later. The IRT is 4 minutes.

Trials to criterion: The total number of trials (opportunities to respond) until one reaches a pre-
determined criterion.

Interobserver Agreement: Commonly seen or referred to as IOA. IOA ensures accuracy of data
collection and is conducted by multiple people observing the same behavior and investigating
how accurately they are collecting data. There are many different methods for interobserver
agreements, and IOA can be used for DTT data, frequency data, duration data, and occurrence
per interval data.

Accuracy: Regarding IOA, accuracy is determined by how clearly/specifically the target behavior
has been operationally defined and whether the observers agree that the target behavior has or
has not occurred.

Reliability: Refers to the consistency of measurement, specifically, the extent to which repeated
measurement of the same event yields the same values.

Event recording: A count of how many times a target behavior occurs during a designated
period of time. The observer must be present for the entire time to record data.
Partial interval recording: A method of dividing the observation period into intervals and
checking if the target behavior has occurred anytime during each interval. The target
behavior be marked as having occurred even if it only occurs for one second.

Ex: You are conducting partial interval recording for the target behavior nail biting over
a time span of 10 minutes. You break the 10-minute interval into 10 one-minute
intervals. If nail biting occurs at all within any of those 1-minute
intervals, the behavior is marked as occurred during that interval.

Whole interval recording: A method of dividing the observation period into intervals and
checking if the target behavior has throughout the DURATION (I.e. for the entire interval ONLY)
of each interval.

Ex: Your client is being timed for ten one-minute intervals for nail-biting behavior.
During the first minute, the client bites their nails for three seconds. The
observer marks the interval as though the behavior has not occurred. During the
second minute, the client bites their nails for the full 60 seconds. The observer will
mark the interval as having occurred, since the behavior spanned the duration of the
interval.

Momentary time sampling: A method of dividing the observation period into and checking if the
target behavior has occurred at the end of each interval.

Ex. Your client is being timed for ten one-minute intervals for nail-biting behavior. You
divide each of the 10 minutes into smaller one-minute intervals. During the first
minute, the client bites their nails for the last three seconds of the interval. This
behavior will be counted towards the frequency of nail biting occurring. During
the second minute, your client bites their nails for 59 seconds. Since they were
not biting their nails for the last second of the one-minute interval, the observer will
mark that the behavior did NOT occur during the second minute of observation.

Permanent product: a method of checking a result and identifying whether the target behavior
has occurred or not. The observer does not have to be present while the behavior is occurring as
it focuses on the outcome of the environment.

Ex: You tell your client to clean up their room. You stand outside the room. When you
re-enter, their room is clean. This is a permanent product. Other examples can
include anything your client makes or produces, such as crafts, writing samples, or
worksheets.

Reinforcement: An environmental change that follows a response and increases or maintains

the future frequency of that behavior. Behavior is reinforced- AN ORGANISM IS NOT
REINFORCED. Reinforcement is a process or an operation, not a stimulus! Reinforcement is a
descriptive term and not an explanation of effects. Reinforcement can be positive or negative.

Ex: Incorrect usage of the term reinforcement: “The bubbles are reinforcing to him”

Correct usage of reinforcement: “The bubbles reinforced my clients asking for bubbles
behavior, as his asking increased upon the presentation of bubbles.” (A change occurred
 [client manded for bubbles] as a result of the clients’ response to the sight of the
bubbles).

Reinforcer: A stimulus that, when presented following a response, increases or maintains the
future frequency of that response.

Consequence: an event that occurs after a behavior (can be “good” or “bad”- people tend to
think of consequences as a negative thing, but this is not the case here).

Positive reinforcement: Commonly notated as SR+. Positive reinforcement is a procedure that

increases the occurrence of a target behavior by providing a motivating stimulus as a
consequence.

Ex: You see a cupcake shop. You order a cupcake. You get a cupcake.

Negative reinforcement: Commonly notated as SR-. This procedure also increases the
occurrence of a target behavior, but by removing an aversive stimulus as a consequence.

Ex: Taking a break from work. The removal of a task is the reinforcement in and of itself.

Noncontingent Reinforcement: Commonly notated as NCR. NCR is an antecedent intervention

that provides reinforcement on a fixed or variable time schedule regardless of the occurrence of
the target behavior. Note that NCR is non-contingent upon the target behavior occurring, so if it
is a part of the BIP you are following, you need to provide reinforcement even if “problem”
behavior occurs.

Fixed Ratio Schedule of Reinforcement: A reinforcer is delivered after a specified number of

responses is made. Commonly notated as FR.

Ex: If you are conducting and FR-1, you provide reinforcement for every correct
response your client makes. If you are on an FR-5, you are only
providing reinforcement for every 5th correct response.

Variable Ratio Schedule of Reinforcement: A reinforcer is delivered after a non- specified

number of responses is made. However, an average number for the reinforcement rate must be
defined. Commonly notated as VR.

Ex: If you are running 10 trials, you may decide that you are going to reinforce the client
twice before you're finished running those trials. This is a VR-2.

Ratio Strain: Can occur when the ratio requirement is too high. Ratio strain is a decrease in
responding due to the ratio requirement being too high.

Ex: You want your client to stop biting their nails, so you tell them that they can play
video games for 5 minutes if they can keep their hands out of their mouth for
the entire session. The client will almost certainly fail due to the unrealistic
expectation that they can not bite their nails for 4 hours.

Fixed Interval Schedule of Reinforcement: Commonly notated as FI. A reinforcer is delivered for
a response immediately after a specified time.
 Ex. You verbally praise your client every 5 minutes for keeping their hands to themselves
during group play. This is a FI-5.

Variable Interval Schedule of Reinforcement: Commonly notated as VI. Commonly notated as

VI. A reinforcer is delivered for a response after a non-specified time. An average length for the
reinforcement interval must be predetermined.

Ex: You reinforce your client on an average of 15 minutes for keeping their hands to
themselves during group play. You give them verbal praise at 1:00, 1:15, 1:25, and 1:45.
Note the time elapsed between each set of praise. (15+10+20)/3= 15.

Modeling: The teacher shows a response so that the learner can imitate it.

Time outs: Time out is a punishment procedure that withdraws access to reinforcers for a
specified time due to the persons inappropriate behavior. There are many different types of
time-out. Time out is not effective when one is engaging in escape behaviors; time out will
reinforce behaviors with an escape function.

Non-exclusion time-out: a person is NOT removed from the activity area.

exclusion time-out: The person is removed from the activity area.

contingent observation: A person is removed from a reinforcing activity due to his/her

inappropriate behavior yet stays within the environment to observe others
appropriately engaging in the activity.

time out ribbon: Mostly used in classroom or group environments. Everyone wears a
ribbon or band. The ribbon is taken away for inappropriate behavior. Those with
a ribbon or band remaining have the privilege of receiving a reinforcer.

time out room: When one engages in inappropriate or problem behavior, the individual
is sent to another location/room specifically designed to deny access to a
reinforcer for a specified time.

hallway time-out: When one engages in inappropriate or problem behavior, the

individual is sent to the hallway for a specified time.

partition time out: When one engages in inappropriate or problem behavior, the
individual is sent to a cubicle or somewhere with a restricted view of
reinforcement for a specified time.

Antecedent interventions: behavioral methods to prevent a target behavior before it occurs.

Discrimination training: A procedure that teaches one to respond to a specific stimulus but not
other stimuli.

Ex: Singing during choir practice is reinforced. Singing during math class is not.

point to point correspondence: Both the stimulus and the response match the beginning,
middle, and end.
 Ex: Saying “behavior” the same way as the therapist. Seeing the word “behavior” and
then saying “behavior”.

formal similarity: Both the stimulus and the response look, sound, or feel the same.

Ex: Saying “hello” and repeating “hello” sound relatively the same.

Transcription: When a person writes what he/she hears. AKA taking dictation.

Textual: When a person reads what is written.

Naturalistic teaching environment: When skills are taught and generalized within the natural
environment.

Ex: Your client tends to elope in stores or supermarkets. You teach your client the verbal
command “stop (walking)” in Walmart after they have already learned this skill
in-clinic and at home.

Functions of behavior: There are 4 functions of behavior. The function of behavior helps us
create a behavior plan that may control that behavior.

attention based behavior: When one engages in a behavior to gain attention from
others.

access-based behavior When one engages in a behavior to gain access to a preferred

item.

escape-based behavior When one engages in a behavior to escape from a situation.

sensory based behavior: When one engages in a behavior because it makes him/her
feel good. Automatic reinforcement is a direct result of sensory-based behavior.

Prompt fading: slowly removing prompts, so the client performs behaviors independently

 Ex: Prompt hierarchy (hand over hand prompt, partial physical prompt,
modeling, gestural prompt, verbal prompt, independent)

Prompt: Helpful Cue to increase likelihood of responding

 Ex: RBT says “wash hands”, as a verbal prompt to increase client’s likelihood of
washing their hands before cooking.

Discriminative Stimulus: signals the availability of a reinforcer contingent on a behavior

Stimulus Delta: the presence of a stimulus in which a particular behavior will NOT be reinforced.

EX: client has 2 task cards, one with a RED circle, one with a BLUE circle,

SD= Give me red (giving the red card will produce reinforcement)

S Delta= the blue circle (giving the blue card will NOT produce
reinforcement)
Imitation: Copy what another person is doing

 Ex. Client claps, RBT claps

 Ex. RBT “do this” waves hand, client waves hand

Shaping: reinforcing successive approximations, aka reinforcing closer and closer attempts to
perform the target behavior

 Ex. Client cannot say “bubble”, RBT reinforces when client says /B/, then /buh/,
then /bub/ then finally “bubble”.

Chaining: A sequence of behaviors that when performed together form a more complex
behavior, chaining breaks the complex behavior into smaller units that are taught in sequence.

 Ex. Washing Hands: turn on water, get soap, rub hands, rinse, turn off water, dry
hands.

Forward chain: each step is reinforced in natural order.

Ex: Washing hands: teach to turn on faucet, reinforce, then add get soap,
reinforce etc.

Backward chain: all steps in chain are prompted except final behavior, when learner performs
last behavior, they receive reinforcement.

 Wash hands: reinforce when client dries their hands, then reinforce after turns
off water and dries hands, etc.

Total Task chaining: completing the entire chain and reinforcement is provided at the end. Used
mostly when the learner has the prerequisite skills to complete the task and would not require
many trials to meet criteria for mastery.

Task analysis: breaking down a complex behavior into teachable parts.

 A cookie recipe is a task analysis for baking cookies

Free operant arrangement preference assessment: allowing client free access to items and
record what client engages with, items the client spends most time with can be identified has
most preferred.

 Ex: open game closet and allow client to choose what they want to play with.

Discrete-trial arrangement preference assessment: presenting client with an array of prechosen

items (set of 3, 4, 5) and allow client to choose what they would like to interact with.

Discrete-trial preferences assessment with replacement: once client is done with an item, it is
returned to the array for them to choose from

Discrete-trial preferences assessment without replacement (forced choice): once client is done
with an item, it is removed from the array and client may then choose another item to interact
with.
Echoic: Echo, repeat same sound or word as speaker

 RBT says cat, learner says cat

Mand: requesting

 Client says cookie, RBT gives client a cookie

Tact: labeling

 Client sees blocks, says “blocks” !!!!(DOES NOT RECEIVE BLOCKS, this would
make saying blocks a mand)!!!

Intraverbal: like a conversation, responding to another person’s verbal behavior.

 Mom says, “here is your lunch”, Bob says, “thank you”

Positive punishment: behavior is followed by a stimulus that decreases the future responding
for that behavior.

 Ex. Ali threw her toy across the room, immediately after her mom had
her clean up all the toys in the room, Ali’s toy throwing decreased
Negative punishment: behavior is followed by the removal of a stimulus or condition that
decreases future responding for that behavior.

 Ex. Ali threw her toys across the room, immediately after her mom took her toys
away, Ali’s toy throwing decreased.

Extinction: reinforcement for a specific behavior or response is discontinued.

 Ex. Toddler cries at night, mom comes in and cradles the baby……. Extinction:
toddler cries at night, mom does not come in and ignores crying

Sensory extinction: behavior that has previously been reinforced by a sensory experience can be
placed on extinction by blocking access to the sensory input during and after the behavior
occurs.

Ex. Emma hits her own head for a sensory function, this can be placed on
extinction by having Emma wear a helmet. The helmet blocks the reinforcing
sensory input.

Escape extinction: behavior that has previously been reinforced by escaping demand situations
can be placed on extinction by not allowing client to escape from tasks/ items or events.

Ex. Bobby has escaped math homework in the past by tantruming until his mom
lets him leave the table, this can be placed on extinction by ignoring the
tantruming and redirecting him to his homework

Attention/ access extinction: behavior that has previously been reinforced by access to
something or attention from someone, can be placed on extinction by not allowing access to
tangibles or attention during or immediately following the behavior.
 Ex: Timmy has received a lollipop in the past when he cries in the car, this can be
placed on extinction by ignoring Timmy’s crying behavior and blocking access to
the lollipops.

After effects of extinction:

Extinction burst: occurs when behavior that is no longer reinforced initially increases before it
decreases. (increase in length, magnitude, rate)

Ex: Timmy tantrums for attention. Timmy’s tantrums usually last around 15
minutes, mom began extinction for Timmy’s tantrums and at first, they
increased to 30 minutes duration, but then began to decrease.

Aggression: Sometimes when using extinction, like the extinction burst, the behavior can
increase in magnitude or intensity and we may see aggression occur.

Spontaneous recovery: occurs when a behavior is no longer reinforced and has decreased, but
then reoccurs later.

Ex: Lacy’s tantrum behavior was placed on extinction and was no longer given
any attention, a month later Lacy engaged in tantrum behavior again for
attention.

Differential Reinforcement of Other Behavior: providing reinforcement contingent on the

ABSENCE of a target behavior during a set period of time. DRO reinforces other behaviors
therefore increasing these other (appropriate) behaviors and placing the target behavior on
extinction.

 Ex. BCBA uses DRO for Tom’s toy throwing behavior, every 30 seconds Tom does
not throw a toy they receive praise for playing with their toys appropriately and
tickles. When Tom throws a toy, this behavior is ignored BCBA turns away from
Tom for 5 seconds and the 30 second timer restarts.

Differential Reinforcement of Alternate Behavior: providing reinforcement for another/ more

appropriate behavior that serves the same function as the target behavior.

 Ex. Taylor tantrums when she wants her mom’s attention, mom teaches Taylor
the replacement behavior of saying “mom” to gain mom’s attention. Mom now
reinforces Taylor when she says “mom” by giving her attention and praising her
for using her words.

Differential Reinforcement of Incompatible behavior: providing reinforcement for a behavior

that cannot occur at the same time as the target behavior. The incompatible behavior should
also serve the same function as the target behavior.

 Ex. Sally wants to decrease her behavior of biting her fingernails, now when she
wants to engage in nail biting, she chews a piece of gum.
Differential Reinforcement of High Rates of behavior: DRH is used to increase the number of
responses during an interval, reinforcement is provided at the end of an interval when the client
engages in at or above a predetermined number of responses.

 Ex: Mrs. Smith wants to increase the number of times Emily raises her hand in
class. At the end of each lesson Emily receives an extra minute of computer time
if she has raised her hand 3 times during the lesson. The next week Mrs. Smith
increases criterion to 4 hand raises in order to earn extra computer time.

Differential Reinforcement of Low Rates of behavior : DRL is used to decrease the number of
responses in an interval. reinforcement is provided at the end of an interval when the client
engages in at or below a predetermined number of responses.
 Ex: Mrs. Smith wants to decrease Emily’s talking out of turn behavior, each class
period that Emily has spoken out of turn less than 3 times, she receives
reinforcement.

Motivating Operation (MO): an environmental variable that temporarily increases of decreases

the effectiveness of a reinforcer and therefore increases or decreases the frequency of a
behavior. “how much you want something and how hard you will work to get it”

 A hot day (MO) might increase a person’s likelihood of drinking water

 Having to go pee (MO) might decrease a person’s likelihood of asking for a cup
of water.

Abolishing Operation (AO): an MO that temporarily decreases the effectiveness of a reinforcer,

decreasing the likelihood a person will engage in a behavior.

 Ex. You have just eaten lunch and are full, your friend offers you a sandwich you
are less likely to eat the sandwich because lunch ABOLISHED your need for
food.

Establishing Operation (EO): an MO that temporarily increases the effectiveness of a reinforce,

increasing the likelihood a person will engage in a behavior.

 Ex. Your friend again offers you a sandwich, you did not eat breakfast this
morning and are hungry, you are more likely to eat the sandwich
because not eating breakfast ESTABLISHED your need for food
Discrimination: learner receives reinforcement for one response in the presence of a stimulus,
but NOT for the same response in the presence of a different stimulus.

 Ex. Jake picks up RED block, says RED (reinforcement), Jake picks up BLUE block,
says RED (no reinforcement)

Contingency contract: a DOCUMENT written and signed by both parties that states a
contingent relationship between a specific behavior and access to a specific reinforce.
Independent group contingency: each person’s access to reinforcement is based on their
individual performance meeting a criterion that is set for the whole group.
  Ex. Mr. Brown told his math class that anyone who receives an A on the next
test has earned free seating at lunch.

Interdependent group contingency: each person’s access to reinforcement is based on the group
as a whole’s performance. The entire group must meet criterion to receive reinforcement

 Ex. If every student in Mr. Brown’s math class earns an A on the next test, the
whole class will earn a pizza party.

Dependent group contingency: reinforcement for ALL members of the group is dependent on
the behavior of 1 member (or a small group) within the larger group.

 The whole class will be able to go to lunch when timothy and john sit quietly in
their seats.

Stimulus equivalence: two stimuli produce the same response.

 Ex. Written word: Red = RED = spoken word “red”

Reflexivity: match to sample. (matches picture of car, to a picture of a car)

Symmetry: shown a picture of a car and taught to say “car”, then when speaker says
“car”, learner can choose picture of car.

Transitivity: IF written word: Red = RED (A=B), and RED = spoken word “red” (B=C) then
written word: Red = spoken word “red” (A=C)

Behavioral contrast: reinforcement for a particular behavior is removed in one environment and
therefore the occurrence of the behavior increases in another environment.

 Ex: Jamie’s tantruming behavior is placed on extinction in school, therefore at

home Jamie is now tantruming more frequently.

Planned Ignoring: Ignoring behaviors to prevent reinforcing them. Often used with attention
seeking behaviors

Response blocking: physically preventing an inappropriate behavior from occurring.

Aversive: unpleasant stimuli

Maladaptive: dysfunctional or inappropriate behavior, behavior that can prevent

Overcorrection - form of punishment, “penalty” for inappropriate behavior

Restitutional overcorrection: returning the environment to a better condition than it

was found in. Ex: Student throws a block; student picks up ALL the blocks on the floor

Positive Practice Overcorrection: practicing the appropriate behavior repeatedly after

engaging in inappropriate behavior. Ex. Student throws a block, student then practices
placing the block in the box 5 times.

Elopement - leaving a specified area without permission (running away)

SIB: self-injurious behavior/ behavior that results in physical harm to the individual

Reinforcers: stimuli that increase the occurrence of a behavior

Punishers: stimuli that decrease the occurrence of a behavior.

Contingency: relationship between two events, one happening as a result or a consequence of

another

Ex: Jen receiving an A on her exam is contingent on her studying

(KAYLA)

Matching law: The reinforcer needs to match the effort. You won’t run a marathon for a candy
bar, and the client probably won’t do 10 minutes of Math homework for 1 minute free time.

Ex. Client does a set of 10 flashcards. Then gets to go outside and play on the swings for
5 minutes.

Behavioral momentum: This is an antecedent intervention that gets the client to engage in non-
preferred tasks, by giving them easier tasks first and then immediately giving them the non-
preferred task after the momentum has been built.

Ex. Easy tasks: “Touch your nose”. “Clap your hands”. “Stomp your feet”.

Then immediately throw in the non-preferred task: “Get up”.

Premack principle: This procedure is used to control a subject’s behavior by placing a high
reinforcing activity after a low probability behavior, to increase compliance for the low
reinforcing activity.

Ex. First flash cards, then play outside. (Flash cards is the low probability behavior;
playing outside is a high reinforcer for that client)

Pairing: Should be done at the onset of therapy with a new client immensely, and at the
beginning of each session. Play and talk about whatever the client likes or what they are doing;
their motivation. Pairing establishes you as the ultimate reinforcer and throughout session, the
client will want to come to you to receive reinforcement. Pairing never ends; you want to make
sure you remain the ultimate reinforcer for your client.

Ex. Your client likes playing cars. You grab a car and start playing next to the client;
making noises such as honking, vrooming, etc.

Errorless learning: You do not give the client a chance to get the answer wrong. You give the
answer and they echoic is back to you. Good method when learning a new skill.

Ex. Therapist: What is this? Car.

Client: Car

Matching-to-sample: Is a procedure where a stimulus is given and taught to match to a

secondary stimulus. Once matched, reinforcement is given.
 Ex. Therapist says

Self-management: The personal application of behavior change tactics that produce a desired
change in behavior.

Token economy: A system where clients earn tokens after every appropriate behavior/correct
response; client can accumulate their tokens and turn them in to receive specific reinforcers
such as free time, or a specific snack.

Ex. Client receives a token for every 5 minutes they don’t yell. After 8 tokens, they can
turn the tokens in and receive 2 minutes playing on the Ipad.

Token: An object awarded after an appropriate behavior or correct response. Can be exchanged
for reinforcers.

Token board: A board to put the tokes onto. Visual for the client to see how many tokens
needed to receive reinforcers.

Backup reinforcer: Are the reinforcers (items, activities, or privileges) that can be purchased
using the tokens in a token economy.

Response cost: The loss of a reinforcer that makes the behavior less likely to occur in the future.
A form of negative punishment. For an aversive response, something is taken away as a
punishment to reduce the aversive behavior from occurring in the future.

Ex. A fine for speeding. You will be less likely to speed in the future. (losing your money
from the fine, makes it negative).

Bonus response cost: Is the adding of additional tokens so that if the behavior occurs, something
can be taken away.

Ex. Start session by giving the client 5 tokens up front. If/when a student responds
negatively (such as hitting), a token is then taken away.

Direct instruction: Is the direct contact with clients. The one on one session.

Precision teaching: This is all about fluency. You would do flashcards, take data, and then graph
it. You would count how many you got right in 1 minute and graph it on a celleration chart.
Doing this, the idea is that you’d get more right the next time because you’d be more fluent.
Building fluency and increasing the rate of responding.

Incidental teaching: Occurs randomly throughout session. Incidental teaching occurs in the
natural environment and is initiated by the client. This teaching is not planned and is a factor of
opportunity.

Ex. Client is playing with Cars. Therapist starts to count the cars, and gets the child to
imitate the counting.

Functional communication training (used with DRA): An antecedent intervention where the
therapist teaches how to communicate appropriately to replace the problem behavior. The
behavior is usually evoked by an establishing operation (EO).
Picture Exchange Communication System (PECS): PECS is a system put in place for a client who is
non-vocal. You give them picture cards of things they may want to ask for. They give you the
picture, and you give them the item. You also pair the picture with the word, to teach them how
to say what they want. A form of manding.

Ex. Client wants a yogurt. Client gives RBT picture of yogurt. RBT gives client the yogurt
and says “yogurt”.

Target behavior: The behavior selected for intervention.

Ex. A client runs away when asked to sit down. “running away” is the behavior that is
targeted for intervention.

Functional behavioral assessment (FBA): Is the process of identifying target behaviors, the
purpose of the behavior, and the factors that help to maintain the behavior. Once we know the
function of the behaviors, golas can be then set into place to change behavior.

Indirect assessment: A part of FBA where the therapists identifies problem behaviors by asking
the parents, teachers, and caregivers. It includes interviews, questionnaires, surveys, checklists,
or rating scales. For this part of the assessment, the behavior does not need to be observed.

Direct assessment: A part of FBA where the assessor observes the subject in their natural
environment and records objective behavioral data. The assessor does not interact with the
client. By just observing, the assessor can see when the behaviors are occurring, what may be
reinforcing the behaviors, what the behaviors look like, how often they are occuring, etc.

Functional analysis: A part of FBA where the assessor contrives a situation in a controlled
environment and tests when the target behavior occurs. There are five major conditions that are
presented in the functional analysis: Attention, Access, Escape, Alone, Free play.

Maintenance: Is when the target behavior continues to occur after part of/all of the intervention
has ended.

Ex. The client continues to vocally ask for what he wants (target behavior) after the
therapist stopped working with him on that behavior.

Generalization: Is the occurrence of the target behavior in different setting than where the client
learned them.

Ex. The client learns to wash hands after using the bathroom at home. The client then
washes their hands at school after using the bathroom. Hand washing was generalized.

Response generalization: Occurs when a client is able to give various responses when a certain
discriminative stimulus is given.

Ex. The discriminative stimulus can be saying “how are you?” to the client. If the client
can respond with different responses such as “I’m fine” or “I’m good”, the response has
been generalized.

Stimulus generalization: Occurs when a client is able to give a response upon being presented
with various stimuli across people, items, locations, situations, or time.
 Example of stimuli generalization across people: Client gets asked “how old are you” by
mom, grandpa, and RBT. Client says: “I am 6 years old.”

Example of stimuli generalization across items: Client sees a different sink at school,
home, and grandma’s house. Client is able to wash hands in all three sinks.

Preference assessment: This assessment is conducted to find out your client’s favorite
items/activities and which items/activities are more preferred than others. There are five types
of preference assessments: free-operant observation, single stimulus, paired stimulus, multiple
stimulus with replacement (MSW), and multiple stimulus without replacement (MSWO).

Intervention: Refers to the teaching procedures put in place after the target behaviors are
identified.

Behavioral repertoires: refers to the full range of behaviors that a person is capable of such as
standing, sitting, eating, walking, vocalizing, etc. These behaviors allow a person to function,
communicate, and interact in the world.

Natural Environment: Is an environment that the subject is used to and comfortable to move
freely in.

Constraints: Limitations

Response: A single instance of a behavior.

Baseline: the original rate of a target behavior without intervention. Observation and data
collected on behaviors of interest. It is a starting point for intervention. Judge where the client is
at and develop a plan to work on areas of interest.

Behavior: Anything a person says or does. Must be observable and measurable by another
person. Saying “he had many behaviors today” is not valid. Saying: he hit is hand on the wall 10
times, cried for 10 minutes, and yelled “go away” to the RBT, are all measurable and observable
behaviors.

Discrete Trial Teaching (DTT): is a one-on-one teaching procedure. It is highly structured, and it
teaches skills one by one with systematic strategies. When a target behavior/skill is selected,
multiple trials (opportunities to respond) are given and reinforcement is delivered upon correct
responses. For a newly introduced target or a difficult target, a prompt is provided immediately
after the discriminative stimuli and before the response.

ABC data: stands for (A)ntecedent: what happened before the behavior, (B)ehavior: what was
the behavior, and (C)onsequence: what happened after the behavior. You can take ABC data on
all behaviors to figure out the function, but especially when extreme behaviors occurs, such as
destruction of property, self-injurious behavior, injurious behaviors to others, etc.

Topography: The physical form or shape of behavior. What the behavior looks like.

Free Operant Observation: Is one preference assessment that allows the subject to pick from a
variety of potential reinforcers while the assessor observes. Various toys/activities are
presented in front of the subject and the amount of time the child engages with each item is
recorded. The items that were recorded that the subject interacted with the most are the ones
that the client prefers.

Prompts: A prompt is a stimulus that is temporarily added to increase the likelihood of engaging
in a target behavior (correct response). There are many types of prompts and the therapist
should use the least intrusive prompts necessary and fade prompts when possible to achieve
independence.

 t† This prompt is where the teacher vocally demonstrates the entire response.
Ex. Therapist: “What do you like to eat? Cookie.” Client: “Cookie”.
 Partial verbal prompt: This prompt is where the teacher vocally demonstrates a
part of the response. Ex. Therapist “What do you like to eat? Coo...” Client:
“Cookie”.
 Indirect verbal prompt: This prompt is where the teacher gives a verbal cue that
could lead to the response, such as “What’s next?” or “What do you do now?”
 Visual prompt: This prompt is where the teacher shows a picture, object or
writing that could lead to the response. Ex. Therapist: “How old are you?
**holding picture of the number 5**. Client: 5.
 Within stimulus prompt: This prompt is where the teacher slightly modifies the
stimulus to evoke the response. Ex. Therapist: Write “B”. **Gives client paper
with dotted lines of the letter “B”**
 Full physical prompt: This prompt is where the teacher gives hand-over-hand
assistance to evoke the response.
 Partial physical prompt: This prompt is where the teacher gives some physical
assistance to evoke the response, such as tapping on the elbow when writing.
 Modeling prompt: This prompt is where the teacher shows the response so the
student can imitate what is shown.
 Gestural prompt: This prompt is where the teacher shows a non-vocal body
gesture to evoke the response, such as signing “water” for the client to mand
for “water”.
 Positional prompt: This prompt is where the teacher moves a stimulus closer to
the student to evoke the response.

Ex. 4 cards laid out in front of client, teacher says “touch banana”, and
the teacher moves the banana card closer to the client.

Continuous schedules of reinforcement (CFR): You use continuous reinforcement schedules

when introducing a new skill. After the new skill has introduced, you want to reinforce every
correct response at first. After the skill has been established, the reinforcement can then fade.