It’s easier to follow your child’s treatment plan and get as involved as possible if you learn the common ABA therapy terms and apply some of the key ABA strategies at home. You can also better advocate for your child’s needs if you equip yourself with the knowledge and skills to participate actively in the therapy process.
List of ABA Therapy Terms
Here are some of the common ABA therapy terms you need to be familiar with in order to enhance understanding and involvement:
ABA
An acronym that stands for Applied Behavior Analysis, a therapy based on the science of learning and behavior. It targets specific behavioral challenges among kids with autism and aims to increase or reduce certain behaviors through reinforcement, modeling, extinction, and other ABA techniques.
A-B-C Model
Analyzing behavior is at the core of ABA therapy. Before ABA therapists can attempt to modify any behavior, they first have to understand when and why a behavior occurs. The ABC model is a systematic way of identifying the factors that can influence behaviors.
- Antecedent: the action, event, or circumstance that triggers the behavior (e.g loud noises, fatigue, challenging activity)
- Behavior– the response of the child as a result of the trigger (e.g. screaming, crying, biting, tantrums)
- Consequence: what happens immediately after the behavior (typically a form of reinforcement)
Activities of Daily Living (ADL)
Also referred to as self-help skills like washing, dressing, toilet usage, brushing teeth, eating, etc. Learning these skills can empower individuals with autism to lead more independent lives.
Backward chaining
The process of breaking a task down into small, manageable steps. It’s an instructional approach where the steps are taught in reverse order. This is proven to be effective for some individuals because mastery of the last step promotes a sense of immediate success, clarifies the context for understanding the task, and minimizes frustration in the process.
Behavior chain
A behavior chain is a sequence of individual behaviors or steps linked together to complete a specific task. Each step serves as a cue for the next, ensuring an easy progression towards task completion. It could be forward chaining, backward chaining, or total task chaining.
Behavior Contract
Behavior contracts are typically used for older children, teens, or adults. It’s an agreement or an actual written document indicating what the target or desired behavior looks like and what rewards they will receive if those behaviors occur. The individual is typically involved in the process to increase their commitment to following through. The rewards are also based on their interests, preferences, and desires.
Behavior Treatment Plan
This includes all the basic patient information, the behavioral health concerns, as well as the treatment goals with a step-by-step plan on how to reach each goal and measure progress and success.
Behaviorism
It’s a theory of learning and a systematic approach to understanding and shaping human behavior. It’s based on the idea that behavior can be learned as a result of external interactions and stimuli including reinforcement.
Board Certified Behavior Analyst
A BCBA owns a master’s degree in behavior analysis, education, or psychology and is highly qualified to create individualized plans in ABA therapy. BCBAs supervise other ABA professionals with lower levels of certification.
Conditioned Reinforcer
A conditioned reinforcer is also referred to as a ‘secondary reinforcer’ because it mainly gains reinforcing properties when paired with a primary reinforcer. The child learns to value the secondary reward because it’s paired with something they already find rewarding. For example, if a secondary reinforcer is some stickers, that conditioned reinforcer does not have inherent value yet unless given together with a primary reinforcer like praise. Eventually, the child learns to appreciate and seek out stickers and will work hard to earn them as they now associate them with positive feelings of being rewarded.
Consequence
A consequence in ABA therapy refers to the event or outcome that immediately follows a behavior. The event or outcome could be a positive or negative reinforcement. It either increases or decreases the likelihood of the behavior occurring again in the future.
Data
In ABA, data isn’t just a collection of numbers—it’s a critical tool for shaping and guiding therapy. Through data collection and analysis, therapists can tailor interventions to meet each child’s unique needs and make sure that strategies remain effective. Data allows therapists to make informed decisions, track progress over time, and adjust interventions when necessary to optimize outcomes.
Discrete Trial Teaching
Discrete Trial Teaching (DTT) is a structured ABA technique that involves breaking down complex skills into smaller, manageable components and teaching each sub-skill individually. This approach can be very helpful for children with autism or developmental delays who may struggle to grasp broader concepts all at once.
Echoic
An echoic is a type of verbal operant in ABA therapy that occurs when a person repeats or echoes exactly what another person has just said. This skill is an essential building block in language development, as it helps individuals with autism or other communication delays learn how to imitate and produce spoken words, sounds, or phrases.
Echolalia
Echolalia refers to the consistent repetition of another person’s vocalizations, which can occur either immediately after hearing the words (immediate echolalia) or after a delay (delayed echolalia). In individuals with autism, echolalia is often used as a way of processing language or attempting to communicate, even though the repeated phrases may not always serve a clear communicative function.
Error Correction
Error correction in ABA therapy is a method used to help a learner fix mistakes when they respond incorrectly or don’t respond at all. The therapist gives the instruction again, provides help (a prompt) to guide the correct response, and then gives another chance without help to see if the learner can do it independently.
For example, if the therapist asks, “What color is this?” and the learner says “red” (when it’s green), the therapist might say, “It’s green,” then ask again. If the learner now says “green,” they’ll be praised or rewarded.
Errorless Learning
Errorless learning is a teaching approach used in ABA therapy where learners are guided to the correct answer immediately, preventing them from making mistakes during the learning process. This method involves providing clear prompts or cues to ensure the learner responds correctly right away. It should be errorless because it builds confidence in learners, reducing the frustration that can come from making mistakes. Errorless learning enhances retention, as consistently practicing correct responses helps solidify their understanding of the skill or concept being taught.
Extinction
Extinction in ABA reduces problem behaviors by stopping the reinforcement that maintains them. When a behavior is reinforced, it is likely to be repeated. For example, if a child throws a tantrum for attention, parents must ignore the tantrum to implement extinction. Over time, as the child realizes that tantrums no longer result in attention, the behavior is likely to decrease.
Extinction Burst
When a previously reinforced behavior, such as a child throwing a tantrum for attention, is no longer rewarded, the individual may initially respond with more extreme or frequent instances of that behavior as they attempt to regain the lost reinforcement. This increase can be misleading, leading caregivers to believe their efforts are ineffective. However, understanding that this escalation is a normal part of the extinction process is crucial; with consistent application of extinction, the undesired behavior will ultimately decrease over time.
Fading
Initially, prompts—such as verbal cues, visual aids, or physical guidance—are introduced to support the learner in successfully completing a task or demonstrating a specific behavior. Fading involves gradually removing prompts during teaching to promote independence and self-sufficiency.
Fluency
Fluency in the context of ABA therapy refers to the ability to perform a skill accurately and quickly. It is not just about mastering a particular task or behavior; it emphasizes the importance of executing that skill with both precision and efficiency.
Forward Chaining
Forward Chaining is a teaching method where you learn a task step-by-step, starting from the first step and moving to the next. For example, if you’re teaching someone to make a sandwich, you would first teach them how to get the bread, then how to add the peanut butter, and so on, one step at a time, until they can make the entire sandwich by themselves. This way, the learner builds confidence and skill gradually, mastering each part of the task before moving on to the next.
Frequency
Frequency is a fundamental measurement used in ABA to quantify the occurrence of a specific behavior by counting each instance it takes place. Essentially, it involves tallying how many times a particular behavior is exhibited within a defined time period. This straightforward method allows therapists and practitioners to gain insights into how often a behavior occurs, providing a clear picture of the frequency of both desired and undesired behaviors.
Functional Analysis
Functional Analysis involves systematically changing environmental conditions to observe how a specific behavior is affected. This method helps therapists understand the function of the behavior, like whether it’s aimed at getting attention or escaping a task.
Functional Behavior Assessment
Functional Behavior Assessment (FBA) is a systematic process used to identify and understand the purpose or function of specific behaviors exhibited by an individual. This assessment gathers information from multiple sources, including direct observations, interviews, and data collection, to determine the reasons behind the behavior, The key difference between FBA and functional analysis is that FBA is a broader process that collects information through various methods to understand behavior while functional analysis is a specific experimental method within FBA.
Generalization
Generalization in Applied Behavior Analysis (ABA) refers to the ability to transfer learned behaviors from one context to another. This means that once a skill is acquired in a specific setting, such as a therapy room, the individual can apply that skill in different environments, like home or school. This includes response generalization, where a learner demonstrates a skill in multiple ways, and setting generalization, which ensures that behaviors are applicable in different contexts.
Imitation
Imitation refers to the process of copying or replicating the actions, behaviors, or verbalizations of another person, typically a therapist or caregiver. This technique leverages the natural inclination of children to mimic those around them, turning it into a structured learning opportunity. This skill is especially prominent in infants and young children, who learn a significant amount about the world around them through observation and imitation. For instance, when a child sees an adult wave hello or clap their hands, they often replicate these actions, gradually mastering the skills and understanding the social cues associated with them.
Incidental Teaching
Incidental Teaching is a naturalistic teaching strategy rooted in the principles of Applied Behavior Analysis (ABA) that seeks to create learning opportunities within the child’s everyday environment. This approach emphasizes the importance of leveraging a child’s interests and motivations to facilitate learning in a way that feels organic and engaging.
Individual Education Plan or Individual Education Program (IEP)
An IEP is a written legal plan tailored to meet the needs of students with disabilities. It outlines the special education support, instruction, service, and goals set for a student for the entire school year.
Inclusion
Inclusion is the educational practice or policy which states that children with disabilities should be educated along with typically developing peers unless the severity or nature of their disability prevents them from benefiting from a general education setting. Inclusion is supported by different educational frameworks and legal mandates include the IDEA or Individuals with Disabilities Education Act.
Intraverbal
Intraverbals are verbal skills which involve the exchange of information without the use of physical prompts, verbal cues, or gestures. For example, if the therapist asks “What color is this?”, and the child immediately answers “blue” without any guidance, that’s an example of intraverbal. Many individuals with autism struggle with conversational exchanges, and the presence of intraverbals is a sign that they’re learning to communicate more effectively.
Mainstream
Like inclusion, mainstreaming involves placing students with disabilities in general education classrooms. However, while inclusion allows students to learn at different academic levels, mainstreaming holds students with disabilities to the same academic standards as their peers, with accommodations.
Mand
Mands are a person’s requests to express what they want or need. Manding is, in fact, one of the first forms of communication naturally acquired and observed as early as birth. For instance, when a baby cries for food or comfort from their mother. One of the goals of ABA therapy is to increase manding behavior among autistic children, teaching them to ask for the things they want or need instead of resorting to maladaptive behaviors like yelling, crying, or throwing a tantrum.
Masking
Masking is when individuals with autism suppress their autistic traits to conform to social expectations and norms. Masking tendencies are either conscious or unconscious efforts to appear more especially acceptable or “normal”. This can lead to distress, burnout, or the perpetuating belief that they must change who they are in order to be accepted.
Natural Environment Teaching
The goal of Natural Environment Teaching is to make learning feel as natural as possible. Skills are then taught in settings where they would naturally occur such as at home, in the playground, or within the community. The child’s innate desires and interests are also taken into account. For example, if the child loves playing with a ball the therapist may take the child outside to play. It’s about enhancing learning by using natural settings and real-life situations.
Negative Reinforcement
Negative reinforcement in the context of ABA therapy increases behavior by taking something unpleasant away. For example, if a child hates chores after school, a parent can implement a system where the child can skip the chores if they complete their homework promptly without complaints.
Pairing
Establishing a trusting relationship between the child and the ABA therapist is important to achieve the best outcomes. Pairing is the process of finding out what interests the child and linking the therapist or whoever they are working with to the object/interest/activity to facilitate positive reinforcement in every session. For example, if the child loves trains, the therapist may incorporate trains into the therapy session. When the process is fun and engaging for them, the therapeutic relationship becomes more meaningful and successful.
Parallel Play
Parallel play is when two or more children are playing side by side but do not interact with one another. They may prefer playing alone or do not yet understand how to play with others. It’s common among all young children between 2 and 3 years old, but autistic children seem to exhibit more parallel play than cooperative play since it’s a more comfortable way to engage in play without the pressure of direct interaction. However, parallel play can lay the groundwork for social play and autistic children get to observe what other kids do and explore other activities they might enjoy.
Picture Exchange Communication System (PECS)
PECS is an alternative/augmentative communication system used to help autistic individuals with little or no communication skills. This allows for the use of pictures or visual symbols to request and communicate their needs.
Positive Reinforcement
Positive reinforcement is a pleasant or desirable stimulus given right after a target behavior. It could be a special treat, a favorite toy, a sticker or token, or even just verbal praise. The positive feeling associated with the reward can increase the likelihood of a desired behavior occurring again in the future.
Prompt
ABA prompts are hints or cues that help learners respond correctly to an instruction or question. It could be a verbal cue, physical hint, gesture, or more. While prompts are initially used for guidance, the goal is to eventually fade prompts to encourage more critical thinking and independence.
Redirection
Redirection is an ABA technique that involves shifting a child’s attention from an undesired behavior to a more positive one. For example, if the child is throwing all the toys, the therapist may direct them toward a different activity like playing with a ball instead. It’s typically used when a child is engaging in disruptive behavior and an effective way of providing clear alternatives that minimize confusion and frustration.
SD
Acronym for Discriminative Stimulus, an SD is the instruction or other antecedent that evokes a response. When a therapist says “touch your nose”, that instruction is the SD for the child to touch his nose. Learners also expect a specific outcome if they perform the desired behavior in the form of treats, points, praise, or reward.
Self-Injurious Behavior (SIB)
These actions directed toward oneself result in physical injury like bruising, bleeding, or other harm. Common self-injurious behaviors among individuals with autism include biting, head-banging, scratching or rubbing oneself excessively, picking at the skin, etc. One of the goals of ABA therapy is to reduce these self-injurious behaviors and replace them with more positive and appropriate behaviors.
Shaping
Shaping in ABA therapy is a systematic way of teaching new skills or modifying existing behaviors. It works by breaking down a target behavior into smaller, more manageable steps, helping individuals to progress toward the desired outcome. For example, if the goal is to help a child use the toilet independently, the shaping process may involve concrete steps like entering the bathroom and sitting on the toilet until the final steps of flushing and washing hands.
Social reinforcers
Social reinforcers are interactions with other people that strengthen desired behaviors. It could be as simple as a thumbs up, a wink, or a high five. Positive social acknowledgement not only reinforces desired behaviors but also fosters emotional development and builds connection. Plus, they can be naturally integrated into everyday life.
Stereotypic Behavior
A behavior is considered a stereotypy when it involves invariance, repetition, rigidity, or a tendency to be inappropriate in nature. Examples include hand flapping, spinning objects or oneself, head-banging, pacing or walking in specific patterns, jumping up and down repeatedly, or even lining up toys or objects.
Tact
Tacting in ABA refers to the child’s ability to label, identify, or describe the objects, events, actions, or concepts in the environment. For instance, it could be object tacting “This is a ball”; or attribute tacting “The car is red”; or action tacting “The boy is jumping”. It could also be more abstract “I feel happy” or a form of condition tacting “The water is cold”. Tacting is a foundational part of language development among children with autism.
Target Behavior
In ABA, the target behavior is the specific action or behavior that we want to improve or change. It’s either a behavior we want the child to do more (like waiting patiently or using words to ask for things) or do less (like hitting or yelling). Setting and monitoring target behaviors enable us to maintain focus and measure progress.
Task Analysis
It’s a written list of all the steps an individual has to accomplish to complete a particular behavior. Depending on the individual, one skill could take a few steps or a dozen steps to complete. A lot of ABA therapy techniques use Task Analysis including Discrete Trial Training, Chaining, Functional Communication Training, and even Social Skills Training.
Token Economy
It’s a type of behavior modification technique that uses rewards, points, or tokens to drive positive behavior. Tokens can be in the form of chips, coins, or stickers. They’re immediately given to the individuals after they exhibit the desired behavior. The tokens can then be exchanged for actual items or privileges they desire.
Total Task Chaining
While other chaining methods in ABA require breaking tasks down into smaller steps, total task chaining prompts a learner to complete an entire task in one go from start to finish. For example, if a child is taught how to wash their hands, the therapist goes through the entire routine as a whole. The focus is then on the complete action rather than breaking it down into individual steps.
Visual Prompt
It’s the use of visual aids, like schedules, pictures, or written instructions, to provide additional support. For example, a visual schedule can help a child understand and follow a daily routine. Visual prompts can help make abstract concepts seem more concrete and are then easier to grasp. Visual supports also clarify what they can expect , which helps them gain a sense of control and predictability.
Familiarizing the ABA therapy terms above is not just a matter of jargon, it can also enhance communication between parents and professionals, promoting a more collaborative therapeutic process. Knowing some of the techniques and the rationale behind them can empower parents and caregivers to also help support skill acquisition across various settings.
If you want to learn more about ABA therapy, Bright Bridge ABA can guide you through the process with our personalized support and expert insights.
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