ABA - BCAT Terms

ABC's of behavior

Also known as the Three Term Contingency. The ABC's of behavior are a tool used to determine the function of any behavior. A is for antecedent, B is for behavior, and C is for consequence.

Antecedent

The events, actions, or circumstances that occur immediately before a behavior we are interested in, such as being ignored, wanting an item, or placing a demand.

AAC Device

Alternative and Augmentative Communication Device. Refers to any way an individual can communicate besides speaking vocally (device, PECS, sign language, etc.).

Antecedent intervention

Altering the environment before the behavior of concern occurs, with the goal of preventing it from occurring.

Arousal level

A function of alertness, situational awareness, vigilance, level of distraction, stress, and direction of attention. In effect, how ready a person is to perform appropriate tasks in a timely and effective manner.

Autism Spectrum Disorder (ASD)

According to the DSM-V, ASD is defined as persistent deficits in social communication and social interaction across multiple contexts, and there is an impact rating system of Level 1, 2, or 3, based on the intensity of support the individual needs to function in their daily environments/meet daily demands and expectations. It's important to know that autism is a spectrum, and no two individuals are precisely the same.

Autistic

Although some professionals continue to use person-first language (e.g., individual with autism), many advocates and autistic support groups have stated that the preferred term is "autistic". However, there can be variability within the autistic community of which term is preferred.

Behavior

A detailed description of what the actions or mannerisms look like, for instance "tantrum" can be described as kicking, throwing objects, etc. To be called a behavior, it must be observable and/or measurable. In the field we refer to something called the "Dead Man's Test": If a dead man can do it, it isn't behavior. So "being quiet" is not a behavior because a dead person can "be quiet".

Behavior Intervention Plan (BIP)

A written plan or instructions that outlines the course of behavioral therapy techniques that will be used to address challenging behavior and teaching skills that help the learner get what they want/need in a more appropriate way (a functionally equivalent replacement behavior).

Behavioral Momentum

Describes the resistance to change in a behavior's rate of responding following an alteration in reinforcement conditions. This is one effect of the high-probability request sequence.

Board Certified Behavior Analyst (BCBA)

A graduate-level certification in behavior analysis. Professionals certified at the BCBA level provide behavior analytic services and may supervise the work of Board Certified Assistant Behavior Analysts (BCaBAs), Registered Behavior Technicians (RBTs), Board Certified Autism Technicians (BCATs), and other professionals who implement behavior-analytic interventions. In many states or with insurance companies, only BCBAs are recognized as being properly authorized to oversee, manage, or supervise ABA programs.

Caregiver training

The overall purpose of caregiver training is to give families and caregivers the tools and strategies they will need to carry out the principles of ABA across all the settings that their child encounters day to day.

Chaining

Used to teach multi-step skills in which the steps involved are defined through task analysis, and each separate step is taught to link together the total "chain". Can be either done by backward, forward, or total task analyses.

Forward chaining

The child completes the first step independently and then all

remaining steps are prompted. Once they have mastered the first step with a predetermined standard of accuracy, the child is taught the second step of the series, and the remaining steps are prompted again. This continues until all of the steps can be completed independently.

Forward chaining is recommended if the child can successfully complete more steps at the start of the behavior chain. Forward chaining has the advantage of using behavior momentum, as the 1st step is often the simplest, easiest step.

Backward chaining

All the steps are completely prompted except the last one, which the child completes independently. Once they have mastered the last step, every step is prompted except the last two. The series proceeds backward through the chain until all the steps are introduced in reverse order and practiced accumulatively.

Backward chaining has a clear advantage as it directly connects the independent finishing point of the task to the immediate reward or reinforcement. After the child can complete the last step successfully, he or she can work on completing the second to last step.

Total task chaining

Teaching the complete behavior chain one step after another, and only prompting when needed.

Total task is what most teachers or parents naturally use to teach a skill. The disadvantage of this method is that the supplemental reinforcers at every step need to be diminished as the child acquires the skill. But on the other hand, the advantage is we are recognizing the child's competence and they are not being prompted for steps they can already do independently.

Consequence

What was the immediate response to the behavior. This may include ignoring the behavior, giving the item to the learner, etc. Consequences can be good or bad (or nothing).

Contingency

A contingency can be either a reinforcement or punishment that occurs after a behavior has been expressed by an individual or group.

Continuous reinforcement (CRF)

A schedule of reinforcement that provides reinforcement for

each occurrence of the target behavior.

Data

The results of measurement, usually in quantifiable form. In applied behavior analysis, it refers to measures of some quantifiable dimension of a behavior.

Data collection

This is the process of recording information regarding behaviors. These behaviors can include ones we want to decrease (aggression, screaming, tantrums, etc.) or behaviors we want to increase (requests, reading, counting, etc.).

Demand

This term is commonly used when referring to the instruction or directive given to obtain a specific response. Also called the SD.

Deprivation

The state of an organism with respect to how much time has elapsed since it has consumed or contacted a particular type of reinforcer. Also refers to a procedure for increasing the effectiveness of a reinforcer (e.g., withholding a person's access to a reinforcer for a specified period prior to a session).

Differential reinforcement

Reinforcing desirable behavior and withholding reinforcement for undesirable behavior.

Differential reinforcement of alternative behavior (DRA)

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that serves as a desirable alternative to the behavior targeted for reduction and withheld following instances of the problem behavior.

Differential reinforcement of incompatible behavior (DRI)

A procedure for decreasing problem behavior in which reinforcement is delivered for a behavior that is topographically incompatible with the behavior targeted for reduction and withheld following instances of the problem behavior.

Differential reinforcement of other behavior (DRO)

A procedure for decreasing problem behavior in which reinforcement is contingent on the absence of the problem behavior during or at specific times.

Discrete trial

Any operant whose response rate is controlled by a given opportunity to emit the response. Each discrete response occurs when an opportunity to respond exists.

Discrete Trial Training (DTT)

A specific method of instruction in which a task is isolated and taught to an individual across multiple trials (repetition teaching). A specific opportunity to respond is presented, and a specific response from the learner is expected (Teacher: "Stand up". Learner: (stands up). Teacher: "Awesome, thanks for standing!").

Discrimination

Occurs when a limited number of stimuli occasion a response (such as choosing between different items).

Discrimination training

A procedure in which an operant response is reinforced in the presence of a particular stimuli but not in the absence of that stimulus.

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.

Dual relationship

This is when a behavior analyst is involved with a person in a professional capacity and any other capacity (personal, social, business) at the same time.

Duration

Duration recording measures how long (the amount of time) a behavior occurs. It measures the amount of time a response is performed.

Echoic

A verbal operant that is present when a person verbally repeats what another person says. Echoic is a point-to-point correspondence, meaning that the verbal stimulus and response products match in entirety.

Elopement

Elopement is leaving the designated area without permission.

Errorless learning

The use of instruction designed to prevent errors or incorrect responses. Typically prompts are presented so that an individual engages in a behavior that is being targeted. Once the individual is engaging in the behavior appropriately, then these prompts are faded or removed slowly and systematically so that the correct behavior is made with few or no errors.

Escape extinction

No longer allowing an individual to escape or avoid something non-preferred (e.g., task demands) when they engage in challenging behavior (discontinuation of negative reinforcement for a behavior).

Event recording

A process for documenting the number of times a behavior occurs. Also referred to as frequency.

Evidence-based interventions

An instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.

Executive functions

A set of mental skills that include working memory, flexible thinking, and self-control. We use these skills every day to learn, work, and manage daily life. Trouble with executive function can make it hard to focus, follow directions, and handle emotions, among other things.

Expressive

Speaker behavior and refers to tasks that require a vocal response such as talking.

Extinction

The withholding of reinforcement for a previously reinforced behavior.

Extinction burst

The increase in frequency and/or intensity of behavior in the early stages of extinction.

Field Size

During a teaching trial, this refers to how many stimuli are presented in an array. E.g., "Teaching the animal 'cat' in a field size of 2-3". This example means that the target stimuli ("cat" flashcard or photo) would be presented in an array of 2-3 other cards, during a teaching trial.

Fine Motor Skills

These are the activities that require the coordination and movement of the smaller muscles of the body, especially those of the hands and fingers.

Fixed interval

A schedule of reinforcement where reinforcement is delivered for a correct response after a set amount of time.

Fixed ratio

A schedule of reinforcement in which reinforcement is delivered for a correct response after a set number of responses occur.

Fluency-based training

Focuses on rate of response and utilizes coaching to build performance. Practice sessions begin as very short sprints (e.g., 10 seconds), and increase as performance increases. Progress is tracked on a daily basis, and the learner is actively engaged in tracking progress.

Frequency

A process for documenting the number of times a behavior occurs. Also referred to as event recording.

Functional Analysis (FA)

Involves manipulating the environment to determine and understand the function of a behavior.

Functional Behavior Assessment (FBA)

The process by which behavioral interventions are

created. An FBA is intended to determine the function (or the reason) for a behavior, and then create an intervention based on that function. It can consist of direct observations, caregiver interviews, and standardized assessments.

Functional Communication Training (FCT)

A teaching process used in ABA therapy that aims to reduce problem behaviors and teach appropriate communication skills. FCT involves identifying the function or purpose of the problem behavior, such as tantrums, and teaching a more socially acceptable way of expressing the same need, such as using words, gestures, or device.

Functions of behavior

The likely reasons for why an individual engages in a behavior. Sensory/automatic, escape, attention, tangible

Sensory/automatic

A function of behavior where a person engages in a behavior because it physically feels good or relieves something that feels bad.

Escape

A function of behavior where a person engages in a behavior to end or avoid something they do not like or want.

Attention

A function of behavior where person engages in a behavior to receive attention from another person/people.

Tangible

A function of behavior where person engages in a behavior to get access to an item or activity.

Generalization

Term used to describe the ability to learn a skill under one condition and be able to apply it flexibly to other similar but different situations.

Response generalization

When the same stimulus can generate multiple similar responses.

Stimulus generalization

When multiple stimuli can generate the same response.

Gross Motor Skills

These are the activities we do using our larger muscle groups; like sitting, walking, and jumping.

Health Insurance Portability and Accountability Act (HIPPA)

A US law designed to provide privacy standards to protect patients' medical records and other health information provided to health plans, doctors, hospitals, and other health care providers.

High-Probability Request Sequence

An antecedent intervention that starts by presenting high-probability tasks (simple, easy-to-complete demands that the learner is likely to engage in) before placing a low-probability demand (one that is more challenging or something the individual is less likely to complete).

HOH Prompting

Hand over hand prompting is a physical prompt where you place your hands over the learner's hand to assist them with completing a motor demand or instruction.

Hypersensitivity

Acute reaction to sensory input (i.e., overly sensitive).

Hyposensitivity

Little or no reaction to sensory input (i.e., under-sensitive).

Incidental Teaching

Teaching that follows the learner's lead in a naturally occurring way. Incidental teaching is used to program for generalization and maintenance and promote enhanced speech.

Individual Education Plan (IEP)

An individualized curriculum plan that children, adolescents, or adults (usually up to age 22) have if they are in special education. An IEP is a legal document, and the IEP process should be taken very seriously and with much consideration for the learner's future. If the child is under 3 years old and receiving services, they may have an IFSP, which is an Individual Family Services Plan.

Intermittent Reinforcement

Reinforcing a specific behavior some of the time, but not each time the behavior occurs. This can lead to strengthening a behavior and leads to extinction resistance.

Interobserver agreement (IOA)

Refers to the degree to which two or more independent observers report the same observed values after measuring the same events.

Intervention

This is the plan of action or the strategy you will use to change a behavior.

Intraverbal

The intraverbal is a form of verbal behavior where the speaker responds to another's verbal behavior (e.g., like in a conversation). Intraverbal behavior is the most complex verbal behavior to teach.

Joint attention

The act of sharing an experience of an object or event with another person.

Maintenance

Refers to the ability to retain a previously acquired skill and perform it once the intervention has been removed.

Mand

A mand is a request for something wanted or needed, or a request to end something undesirable. Manding can be vocal or non-vocal and is one of the first forms of communication naturally acquired, observed as early as birth.

Mandated reporter

Professionals who have regular contact with children and are therefore legally required to report suspected child abuse.

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.

Motivating operation

Internal processes or desires that change the value of a reinforcer and the behavior that provides access to it.

Mouthing

This refers to placing items/toys, etc. in the mouth. Depending on the individual, licking items could also be considered mouthing.

Natural Environment Training (NET)

Focuses on the use of intrinsically motivating materials and following the child's lead. Learning occurs incidentally and often playfully in natural environments.

Noncontingent reinforcement

A procedure in which a reinforcer is presented after a specified amount of time has passed, regardless of the behavior occurring.

Nonverbal communicative behaviors

Communication of information through channels other than the written or spoken word. It involves using actions, cues, and behaviors such as facial expressions, eye contact, gestures, body language, appearance, tone of voice, and more. It can also rely on signs, symbols, charts, colors, and silence to express feelings, attitudes, or information.

Operational definition

A clear description of behavior, making it easy for people to observe and measure. It must be transcribed so that people who read the meaning will quickly understand and be able to tell if the behavior is happening or not. There are both examples and non- examples of this.

Overcorrection

A punishment procedure that requires the individual to restore or repair a damaged space or situation as a consequence for undesired behavior.

Positive practice, negative practice, restitutional

Positive practice overcorrection

The most commonly utilized overcorrection strategy in ABA therapy where the individual must frequently practice the appropriate response to reinforce the correct behavior after committing an offense.

Negative practice overcorrection

A type of overcorrection where the individual is instructed to repeatedly demonstrate the wrong or maladaptive behavior to increase their dislike for it as a form of punishment.

Restitutional overcorrection

An overcorrection method where the person is required to return to the original location of the maladaptive behavior and perform the adaptive action instead.

Pairing

In ABA, pairing is the act of an instructor bonding with a learner to become a reinforcer for that learner. This can take anywhere from 10 minutes to 10 days. Pairing is a continuous activity; a few minutes of the beginning of every therapy session should be spent pairing with the learner to increase instructional control. This is part of building rapport.

Partial interval recording

A method of data collection when you mark if the behavior of interest occurred at any moment within a set interval period (it does not have to occur throughout the entire interval). Tends to underestimate high-frequency behavior and overestimate duration.

Percentage/percent of opportunities

A derivative measure in which one calculates the number of correct responses over a number of opportunities to get a percentage. A percentage measurement expresses a proportional quantity, correct-to-incorrect responses.

Perseverative Behavior

Repeating words, songs, phrases, etc., with a high frequency. Is not considered "stimming" since perseverative behavior may or may not be automatically maintained.

Picture Exchange Communication System (PECS)

A popular form of augmentative communication using simple pictures to assist individuals who are unable to communicate through spoken words. PECS can also be a stepping stone to effective communication that helps build the foundation for vocal communication.

Play skills

The various skills needed to play with toys and activities in a meaningful and functional way.

Collaborative/cooperative play

Playing and working with others towards a common goal or purpose.

Parallel play

Playing alone but next to a peer or with the same toys.

Pretend/imaginative play

A type of play characterized by make believe scenarios. It incorporates symbolic play, creativity, dramatization, role play, dress-ups, and fantasy.

Rule-based play

Structured games in which rules need to be followed.

Solitary play

Playing alone.

Preference assessment

A tool used to guide practitioners in providing reinforcement to a client to increase the future probability of a behavior.