- Reinforcement
- A consequence delivered after a behavior that increases the future frequency of that behavior; defined only by its effect on behavior.
- Positive reinforcement
- Adding a stimulus after a behavior, which increases the behavior's future frequency (e.g., giving praise after a task is completed).
- Negative reinforcement
- Removing or postponing a stimulus after a behavior, which increases the behavior's future frequency (e.g., a chore ends after the work is done).
- Punishment
- A consequence delivered after a behavior that decreases the future frequency of that behavior; defined only by its effect on behavior.
- Frequency (count)
- A continuous measure that records the number of times a behavior occurs (e.g., 8 hand-raises in a session).
- Rate
- Count of a behavior divided by the observation time, expressed as responses per unit of time (e.g., 4 responses per minute).
- Duration
- A continuous measure of how long a behavior lasts from onset to offset (e.g., a tantrum lasting 3 minutes).
- Latency
- The elapsed time between an antecedent (such as an instruction) and the onset of the response.
- Interresponse time (IRT)
- The elapsed time between the end of one response and the beginning of the next response.
- Continuous measurement
- Recording every instance of a behavior during the observation period (e.g., frequency, duration, latency, IRT).
- Discontinuous measurement
- Sampling behavior in time blocks rather than recording every instance — partial-interval, whole-interval, or momentary time sampling.
- Partial-interval recording
- Scoring an interval as positive if the behavior occurred at any point during it; tends to overestimate the behavior.
- Whole-interval recording
- Scoring an interval as positive only if the behavior occurred for the entire interval; tends to underestimate the behavior.
- Momentary time sampling
- Scoring whether the behavior is occurring at the precise moment each interval ends; good for continuous or group behaviors.
- Permanent product
- A measure of the tangible outcome or effect a behavior leaves on the environment (e.g., number of worksheets completed), recorded after the fact.
- Percentage of correct responses
- Correct responses divided by total opportunities, multiplied by 100 (e.g., 15 of 20 correct = 75%).
- Operational definition
- A clear, objective, observable, and measurable description of a target behavior so independent observers agree on whether it occurred.
- Interobserver agreement (IOA)
- The degree to which two or more independent observers report the same values; the primary index of measurement reliability.
- Procedural fidelity
- The degree to which a procedure or intervention is implemented exactly as written and designed; also called treatment integrity.
- Cumulative record
- A graph in which each response adds to a running total, so a steep slope means a high response rate and a flat line means no responding.
- Line graph
- The most common ABA graph; an equal-interval display of data over time used to interpret level, trend, and variability.
- Trend
- The overall direction of a data path on a graph — increasing, decreasing, or flat (zero-celerating).
- Level
- The value of a data path on the vertical axis — its overall magnitude or where the data fall.
- Variability
- The degree to which data points differ from one another; high variability makes a trend harder to interpret.
- Baseline
- Measurement of the target behavior before intervention, used as a comparison to judge whether the intervention works.
- Topography
- The physical form or shape of a behavior — what it looks like (e.g., kicking versus hitting).
- Magnitude (intensity)
- The force, strength, or severity of a response (e.g., the loudness of a scream).
- Datasheet
- The form an RBT uses to record measurement of target behaviors during a session, in real time and accurately.
- Dimensions of behavior
- Measurable features of behavior — repeatability (count/rate), temporal extent (duration), and temporal locus (latency, IRT).
- Preference assessment
- A procedure that identifies stimuli likely to function as reinforcers for a specific learner (single-stimulus, paired, MSW, MSWO, or free-operant).
- Single-stimulus preference assessment
- Presenting one item at a time and measuring approach or engagement; often best for learners who can't yet choose between items.
- Paired-stimulus (forced-choice) assessment
- Presenting two items at a time and recording which the learner selects; yields a clear preference rank order.
- MSWO assessment
- Multiple stimulus without replacement — present an array, and the chosen item is removed before the next trial, producing a ranked hierarchy.
- MSW assessment
- Multiple stimulus with replacement — present an array, and the chosen item stays in for the next trial.
- Free-operant preference assessment
- Observing a learner with free access to items and measuring the time spent engaged with each to infer preference.
- Reinforcer assessment
- A procedure that tests whether a presumed reinforcer actually increases behavior, confirming what a preference assessment only suggests.
- Function of behavior
- The reinforcing consequence that maintains a behavior — why it occurs — not its form or frequency.
- Indirect assessment
- Gathering information about behavior through interviews, rating scales, and questionnaires rather than direct observation.
- Descriptive assessment
- Direct observation of behavior in the natural setting (e.g., ABC recording); correlational, not causal.
- ABC recording
- Direct observation that records the Antecedent, Behavior, and Consequence of each occurrence to identify patterns.
- Functional analysis (FA)
- Experimentally manipulating antecedents and consequences across test conditions to demonstrate the function maintaining a behavior; only the RBT's supervisor designs it.
- Antecedent
- An environmental event or stimulus that occurs immediately before a behavior; the 'A' in the three-term contingency.
- Consequence
- An environmental event that occurs immediately after a behavior and influences its future frequency; the 'C' in the three-term contingency.
- Three-term contingency
- The basic unit of analysis in ABA: Antecedent → Behavior → Consequence (A-B-C).
- Attention (function)
- A behavior maintained by social attention — eye contact, comments, comfort, or even reprimands.
- Escape / avoidance (function)
- A behavior maintained by the removal or postponement of a demand or aversive situation (social negative reinforcement).
- Access to tangibles (function)
- A behavior maintained by obtaining a preferred item or activity (social positive reinforcement).
- Automatic (sensory) reinforcement
- A behavior maintained by the stimulation it produces itself, independent of other people (e.g., self-soothing, sensory input).
- Unconditioned reinforcer
- A stimulus that functions as a reinforcer without any learning history, usually because it is biologically important (e.g., food, water).
- Conditioned reinforcer
- A stimulus that became reinforcing through pairing with an existing reinforcer (e.g., praise, tokens, money).
- Generalized conditioned reinforcer
- A conditioned reinforcer paired with many backups, so its value doesn't depend on one motivating operation (e.g., tokens, money).
- Continuous reinforcement (CRF)
- Reinforcing every single occurrence of the target behavior; best for teaching a brand-new skill.
- Intermittent reinforcement
- Reinforcing only some occurrences of a behavior; builds resistance to extinction and is used to maintain skills.
- Fixed-ratio (FR) schedule
- Reinforcement is delivered after a set, unchanging number of responses (e.g., FR-4 reinforces every 4th response).
- Variable-ratio (VR) schedule
- Reinforcement is delivered after an average number of responses that varies; produces high, steady, extinction-resistant rates.
- Fixed-interval (FI) schedule
- The first response after a set amount of time is reinforced; produces a scalloped pattern of responding.
- Variable-interval (VI) schedule
- The first response after an average amount of time is reinforced; produces a steady, moderate rate.
- Discrete trial training (DTT)
- A structured teaching format of repeated trials, each with a clear antecedent (S-D), response, consequence, and inter-trial interval.
- Discriminative stimulus (S-D)
- A stimulus in the presence of which a response has been reinforced, signaling reinforcement is available so the behavior is more likely.
- S-delta
- A stimulus in the presence of which a response has not been reinforced, so the response is less likely to occur.
- Inter-trial interval (ITI)
- The brief pause between the end of one discrete trial and the start of the next.
- Natural environment training (NET)
- Teaching that uses the learner's natural setting, interests, and motivation, capturing or contriving teaching moments during play and routines.
- Naturalistic teaching
- Child-led, motivation-based instruction embedded in everyday activities, as opposed to massed-trial DTT at a table.
- Task analysis
- Breaking a complex skill into smaller, sequenced, teachable steps so a chain can be taught.
- Chaining
- Linking individual behaviors into a sequence (a chain) using a task analysis, via forward, backward, or total-task procedures.
- Forward chaining
- Teaching the steps of a task analysis in order, starting with the first step, while completing the rest for the learner.
- Backward chaining
- Teaching the steps of a task analysis starting with the last step, so the learner finishes the chain and contacts reinforcement.
- Total-task chaining
- Teaching every step of a task analysis on each trial, prompting as needed, rather than one step at a time.
- Shaping
- Building a new behavior by differentially reinforcing successive approximations that come closer and closer to the target behavior.
- Prompt
- A supplementary antecedent stimulus that increases the likelihood a learner gives a correct response.
- Response prompt
- A prompt that acts directly on the learner's behavior — verbal, gestural, modeling, or physical guidance.
- Stimulus prompt
- A prompt that changes the antecedent materials themselves — position, movement, or added cues (e.g., highlighting the correct choice).
- Physical prompt
- Hand-over-hand or other physical guidance that helps the learner complete the correct response.
- Most-to-least prompting
- Beginning with the most intrusive prompt that ensures success, then fading to less intrusive prompts as the learner improves.
- Least-to-most prompting
- Beginning with the least intrusive prompt (or none) and increasing prompt strength only as needed for a correct response.
- Prompt fading
- Systematically reducing prompts over time to transfer stimulus control from the prompt to the natural cue.
- Errorless teaching
- Arranging prompts so the learner responds correctly from the start, minimizing errors, then fading the prompts.
- Time delay
- A prompt-fading method that inserts a growing pause between the instruction and the prompt so the learner can respond independently.
- Stimulus control
- When a behavior's rate, latency, or form changes in the presence of a specific antecedent stimulus.
- Stimulus control transfer
- Shifting control of a correct response from a prompt to the natural discriminative stimulus, so the learner responds independently.
- Discrimination training
- Teaching a learner to respond differently to different stimuli by reinforcing responses in the S-D but not the S-delta.
- Generalization
- The spread of a learned behavior to new people, settings, or materials (stimulus generalization) or to new responses (response generalization).
- Stimulus generalization
- Responding the same way in the presence of stimuli similar to the one used in training (new people, places, materials).
- Response generalization
- Emitting untrained responses that have the same effect as the trained response (e.g., different ways of greeting someone).
- Maintenance
- The continued performance of a skill over time after teaching has ended, programmed through thinning and natural reinforcers.
- Token economy
- A system that delivers tokens (generalized conditioned reinforcers) for target behaviors, later exchanged for backup reinforcers.
- Backup reinforcer
- The preferred item or activity a learner can trade tokens for in a token economy.
- Pairing
- Associating the technician and teaching setting with reinforcement so they become conditioned reinforcers and the learner approaches them.
- Motivating operation (MO)
- An environmental variable that alters the value of a reinforcer and the frequency of behavior that produces it.
- Establishing operation (EO)
- A motivating operation that increases the value of a reinforcer (e.g., deprivation makes food more reinforcing).
- Abolishing operation (AO)
- A motivating operation that decreases the value of a reinforcer (e.g., satiation makes food less reinforcing).
- Mand
- A verbal operant — a request — controlled by a motivating operation and reinforced by the specific item or action requested.
- Tact
- A verbal operant — a label or comment — controlled by a nonverbal stimulus and reinforced by generalized social reinforcement.
- Echoic
- A verbal operant that repeats a verbal model with point-to-point correspondence (vocal imitation).
- Intraverbal
- A verbal operant evoked by a verbal stimulus without point-to-point correspondence (conversation, answering questions, fill-ins).
- Modeling
- Demonstrating the target response so the learner can imitate it; a common response prompt.
- Mastery criterion
- A predefined standard of performance (e.g., 90% correct across 3 sessions) that signals a skill is learned and ready to maintain or generalize.
- Behavioral momentum
- Increasing compliance with a difficult request by first delivering several easy, high-probability requests (high-p sequence).
- Generalization programming
- Deliberately teaching across multiple people, settings, and examples so a skill transfers; never assume generalization will happen on its own.
- Extinction
- Withholding the reinforcer that maintained a behavior, which decreases the behavior over time.
- Extinction burst
- A temporary increase in the frequency, intensity, or duration of a behavior when extinction is first implemented.
- Spontaneous recovery
- The reappearance of an extinguished behavior after a period without exposure to the extinction contingency.
- Escape extinction
- No longer allowing escape from a demand for the problem behavior, so escape-maintained behavior is placed on extinction.
- Differential reinforcement
- Reinforcing one response class while placing another on extinction (DRA, DRI, DRO, DRL, DRH).
- DRA
- Differential reinforcement of an alternative behavior — reinforce an appropriate alternative while the problem behavior is on extinction.
- DRI
- Differential reinforcement of an incompatible behavior — reinforce a behavior that physically cannot occur at the same time as the problem behavior.
- DRO
- Differential reinforcement of other behavior — reinforce the absence of the problem behavior for a set period of time (omission).
- DRL
- Differential reinforcement of low rates — reinforce responding at or below a target lower rate to reduce, but not eliminate, a behavior.
- DRH
- Differential reinforcement of high rates — reinforce responding at or above a target higher rate to increase a behavior.
- Functional communication training (FCT)
- A form of DRA that teaches a functionally equivalent communication response (e.g., asking for a break) to replace problem behavior.
- Noncontingent reinforcement (NCR)
- Delivering the maintaining reinforcer on a time-based schedule, independent of behavior, weakening the behavior–reinforcer relation.
- Function-based intervention
- An intervention chosen to match the function maintaining a behavior, since the same behavior can require different treatments for different functions.
- Antecedent intervention
- Modifying the environment before behavior occurs to make problem behavior less likely (e.g., offering choices, NCR, demand fading).
- Demand fading
- Gradually increasing task demands from a low, well-tolerated level so escape-maintained problem behavior is less likely to be triggered.
- High-probability request sequence
- Presenting several easy, likely-to-be-completed requests before a difficult one to build momentum toward compliance.
- Replacement behavior
- An appropriate behavior taught to serve the same function as the problem behavior, so the problem behavior is no longer needed.
- Behavior intervention plan (BIP)
- The written plan, designed by the supervisor, that specifies how to prevent, replace, and respond to a target problem behavior.
- Crisis / emergency procedure
- A pre-approved plan in the BIP for behaviors that pose imminent risk; RBTs implement only what they're trained and authorized to do.
- Response cost
- A negative-punishment procedure that removes a specified amount of a reinforcer (e.g., tokens) following a behavior.
- Time-out from reinforcement
- A negative-punishment procedure that removes access to positive reinforcement for a period following a behavior.
- Least restrictive intervention
- Choosing the least intrusive procedure likely to be effective, favoring reinforcement-based strategies over punishment.
- Satiation
- Reduced effectiveness of a reinforcer after recent, plentiful access to it (an abolishing operation).
- Deprivation
- Increased effectiveness of a reinforcer after a period without access to it (an establishing operation).
- Session note
- An objective, accurate written record of a session — services delivered, data, behaviors observed, and relevant events — completed in a timely way.
- Objective documentation
- Recording observable, measurable facts (what was seen and heard) without opinions, labels, or assumptions.
- Chain of command
- The reporting structure in which the RBT reports concerns, data irregularities, and questions to the supervising behavior analyst.
- Mandated reporter
- A professional legally required to report suspected abuse or neglect to the proper authorities; RBTs are typically mandated reporters.
- HIPAA
- The federal law protecting the privacy and security of clients' protected health information; RBTs must safeguard client confidentiality.
- Confidentiality
- Protecting client information and discussing cases only with authorized members of the treatment team, in appropriate settings.
- Communicating with stakeholders
- Sharing information with caregivers and the team within the limits of the RBT's role; clinical recommendations come from the supervisor.
- Timely documentation
- Completing notes and data as soon as possible after the session so the record is accurate and not reconstructed from memory.
- Graphing data
- Plotting session data so the supervisor and RBT can interpret level, trend, and variability and make data-based decisions.
- RBT (Registered Behavior Technician)
- An entry-level, paraprofessional ABA certification by the BACB; RBTs deliver behavior-analytic services under close, ongoing supervision.
- BCBA
- Board Certified Behavior Analyst — the master's-level analyst who designs assessments and treatment plans and supervises RBTs.
- Scope of practice
- The range of services an RBT is qualified and authorized to deliver — implementing plans under supervision, not designing them.
- Supervision (RBT requirement)
- RBTs must receive ongoing supervision from a qualified BACB supervisor for a minimum percentage of the hours they provide services.
- Competence (ethics principle)
- Providing only services the RBT has been trained on and can perform correctly, and seeking training before doing anything new.
- Integrity (ethics principle)
- Being honest and accurate — recording data truthfully even when goals aren't met, and never falsifying records.
- Dignity and respect
- Treating each client with compassion, dignity, and respect, honoring their rights, culture, and individual needs.
- Dual / multiple relationship
- A second role (social, financial, romantic) with a client that risks impaired objectivity or exploitation; RBTs avoid them.
- Conflict of interest
- A situation, such as accepting gifts or favors, that could compromise the RBT's professional judgment; should be avoided and disclosed.
- Professional boundaries
- Limits that keep the RBT–client relationship strictly professional, protecting the client and the integrity of services.
- Ethics Code for Behavior Analysts
- The BACB code of professional conduct that governs RBT practice; the RBT Ethics Code applies its standards to technicians.
- RBT Competency Assessment
- A performance-based assessment of RBT skills, administered by a qualified assessor, required for initial certification and annual renewal.
- 40-hour training
- The required RBT training, based on the RBT Task List (2nd ed.), that must be completed before taking the certification exam.
- Scope creep
- Drifting beyond authorized duties (e.g., modifying a program or giving clinical advice); RBTs must stay within their defined role.
- Maintaining client dignity
- Preserving privacy and respect during all procedures — for example, not discussing a client's behavior in front of others.
- Professional development
- Maintaining and growing competence through training and renewal requirements so RBTs keep delivering services correctly.
- Reporting to the supervisor
- Promptly telling the supervising analyst about unexpected data, new behaviors, barriers, or anything outside the RBT's role.
- Following the behavior plan
- Implementing programs and behavior plans exactly as written; if a plan seems wrong, the RBT consults the supervisor rather than changing it.
