ABA Glossary of Terms
Updated: May 10
Studying for a big exam, refreshing your memory, or just interested in learning about ABA terminology? Read on for the definitions of several common terms used in the field of behavior analysis. Note: This is not an all-exhaustive list.
ABA Glossary
TERM | DEFINITION |
ABC Data | A format of data collection in which one records the antecedent, behavior, and consequence. Antecedent: What occurred directly before the behavior Behavior: The topography of the behavior Consequence: What occurred directly after the behavior ABC Data is a part of a descriptive assessment |
Acquisition (target/task/goal) | A goal that is currently being taught |
Antecedent | An environmental stimulus that directly precedes a behavior Note: An antecedent is not what caused the behavior |
Applied Behavior Analysis (ABA) | The application of behavioral principles based on the science of behavior and learning |
Autism Spectrum Disorder (ASD) | A developmental disorder characterized by varying levels of deficits in communication and social interaction, and restrictive/repetitive patterns of behavior |
Baseline | Data on a behavior taken prior to the implementation of intervention |
Behavior | Anything an organism does or says |
Behavior Analyst Certification Board (BACB) | An organization created to credential clinicians in the field of behavior analysis. The BACB certifies RBTs, BCaBAs, BCBAs, and BCBA-Ds. |
Behavior contracts | A document created which establishes the behavioral expectations and the consequences for completion of the behavior (or for failure to complete the behavior). |
Behavioral contrast | When a change in the schedule of one component of reinforcement or punishment changes behavior in an opposite direction in the other component of the schedule. |
Behavior Intervention Plan (BIP); AKA behavior reduction plan | A written document which outlines the strategies used to modify target behaviors. |
Chaining | A teaching method which consists of breaking a skill down into small components (task analysis) and teaching the skill is manageable steps. |
Consequence | A stimulus or event that occurs directly after a behavior. |
Continuous schedule of reinforcement | Reinforcement provided after every occurrence of the target behavior. |
Data | Factual information such as measurement and statistics. |
Discrete trial teaching (DTT) | A teaching strategy used to acquire new skills. In DTT, each learning opportunity has a discrete beginning and end. |
Discriminative stimulus (SD) | A stimulus that signals the availability of reinforcement. |
Echoic | Repeating a sound/word following a model of the sound. |
Echolalia | The repetition of vocalizations heard by others. Often times, echolalia presents as repetitively echoing TV/movie scenes. |
Ethics Code | Each certified professional in the field of behavior analysis is required to abide by ethical guidelines, set forth by the BACB. |
Error correction | A procedure for responding to and correcting incorrect responses. |
Errorless teaching | Immediately prompting a response to eliminate the chance of erroring. |
Expressive language | Behavior of a speaker that requires a vocal response. |
Extinction | Withholding reinforcement for behaviors which were previously reinforced. |
Extinction burst | An initial, temporary increase in behavior following the implementation of extinction. |
Fine motor skills | Skills which require the coordination and movement of the smaller muscles in your body. |
Fixed interval schedule of reinforcement (FI) | Providing reinforcement after a set amount of time. |
Fixed ratio schedule of reinforcement (FR) | Providing reinforcement after a set number of responses. |
Functional analysis | Manipulating variables to determine the function of behavior. |
Functional behavior assessment (FBA) | The process of assessing challenging behavior to identify the function and develop a BIP. |
Generalization | A behavior or skill which occurs in the presence of novel people, stimuli, and settings, which are different from the original teaching conditions. |
Gross motor skills | Skills which require the coordination and movement of the large muscles of your body. |
Intermittent reinforcement | Reinforcing some, but not all occurrences of a behavior. |
Intraverbal | Verbal responding, which is controlled by the verbal behavior of others. This is the basis of conversations/ back-and-forth communication. |
Maladaptive behavior | Behaviors which are considered harmful or interfere with an individual's ability to learn or interact with others. Common AKAs include challenging, problematic, inappropriate, and interfering behaviors. |
Mand | A request (for an item, information, help, etc.) |
Matching law | A behavioral principle which states that behavior occurs in proportion to where reinforcement is. |
Natural Environment Teaching (NET) | A teaching strategy consisting of the presentation of learning opportunities in a learner's natural environment, using their motivation. |
Negative punishment | Occurs when the removal of a stimulus results in a decrease in behavior. |
Negative reinforcement | Occurs when a behavior is followed by the removal, termination, reduction, or postponement of a stimulus, resulting in that behavior occurring more often in the future. |
Pairing | Associating yourself with preferred items and activities to establish a positive therapeutic experience and improve instructional control. |
Positive punishment | Occurs when the addition of a stimulus results in a decrease in behavior. |
Positive reinforcement | Occurs when the addition of a stimulus results in an increase in behavior. |
Preference assessment | Assessments used to identify the preferences of a learner. |
Probe | Testing a skill to identify if the individual has the skill in his skill repertoire. |
Prompt | Cues used to evoke a target behavior. |
Receptive communication | Listener behavior, which includes tasks that require a non-vocal response. |
Satiation | When a reinforcer loses its value due to overuse. |
Self-Injurious Behavior (SIB) | Behaviors directed toward oneself that may cause harm such as head banging, biting oneself, etc. |
Scrolling | Responding to a demand by linking multiple responses together. |
Shaping | Reinforcing systematic approximations toward a target skill or behavior. |
Tact | Labeling or describing an item, event, activity, etc. |
Target behavior | The behavior of interest that you are aiming to increase or decrease. |
Task analysis | A step-by-step breakdown of a skill. |
Variable interval schedule of reinforcement (VI) | Providing reinforcement after a varied amount of time. |
Variable ratio schedule of reinforcement (VR) | Providing reinforcement after a varied number of responses. |
Verbal behavior | Based on the works of BF Skinner; Understanding and teaching behavior as related to its' function. |
Visual schedules | A graphic representation of scheduled tasks and activities. |
Resources
Cooper, J. O., Heron, T. E., & Heward, W. L. (2019). Applied Behavior Analysis (3rd Edition). Hoboken, NJ: Pearson Education.
