Applied Behavior Analysis (ABA) uses proven methods to teach new skills and reduce challenging behaviors, but the terms used can be confusing for parents, caregivers, and even people new to the field. This glossary explains key ABA terms with simple definitions, real-life examples, and tips for using them in everyday life. Whether you're a parent trying to understand therapy reports, a new professional learning the basics, or a student studying for certification, this guide will make the language of ABA easier to understand and show how it helps in effective treatment.
Glossary of ABA Terms
ABA (Applied Behavior Analysis)
Definition: ABA is a science of learning and behavior that uses measured data and proven strategies to teach new skills and reduce challenging behaviors. Practitioners analyze what happens before and after behaviors, then adjust the environment, teaching methods, or consequences to shape change. ABA is individualized; goals, teaching, and reinforcement are tailored to each learner and setting.
Example: A therapist teaches requesting by prompting “juice,” reinforcing the word with a drink, and gradually fading prompts until the child asks independently.
ABC Data (Antecedent–Behavior–Consequence)
Definition: ABC data organizes observations into what happened before a behavior (antecedent), the behavior itself, and what happened after (consequence). This pattern helps identify triggers and payoffs that keep a behavior going. Over time, consistent ABC patterns guide more effective interventions.
Example: Antecedent: Parent talks on the phone. Behavior: Child screams. Consequence: Parent hangs up and attends to the child.
Antecedent
Definition: An antecedent is any event or condition that occurs immediately before a behavior and may set the stage for it. Antecedents include instructions, transitions, denied access, sensory stimuli, or even internal states (e.g., hunger). Changing antecedents is a proactive way to prevent problem behavior and support success.
Example: The teacher announces “Clean up,” and the child throws blocks - “clean up” is the antecedent.
Behavior
Definition: In ABA, behavior means any observable and measurable action, something you can see or hear. Clear definitions avoid guesswork and help teams collect consistent data. Naming exactly what counts as the behavior ensures everyone tracks the same thing.
Example: “Tantrum” might be defined as crying with tears, dropping to the floor, and kicking for longer than 30 seconds.
Consequence
Definition: A consequence is what happens immediately after a behavior and can influence whether that behavior happens again. Consequences aren’t “good” or “bad”; they’re simply effects, like praise, attention, break access, or loss of a privilege. Understanding consequences reveals what keeps behaviors going.
Example: After a child says “please,” the parent gives the toy access, which functions as a reinforcing consequence.
Reinforcement
Definition: Reinforcement increases the future likelihood of a behavior. It can involve adding something the learner wants (positive reinforcement) or removing something unpleasant (negative reinforcement). Correctly identifying what’s reinforcing for the individual is essential, as what works for one child may not for another.
Example: A sticker after finishing homework (positive), or turning off loud music after a request (negative).
Positive Reinforcement
Definition: Positive reinforcement means adding something desirable after a behavior to make it more likely in the future. Effective reinforcers can be social (praise), tangible (stickers), edible, or activity-based (extra recess). Over time, ABA shifts from external rewards to naturally occurring reinforcement.
Example: Extra playground time after independently cleaning up toys.
Negative Reinforcement
Definition: Negative reinforcement means removing or reducing something unpleasant following a behavior to increase that behavior in the future. It is not punishment; it strengthens behavior by providing relief. It’s often used to teach appropriate ways to escape or avoid aversive situations (e.g., asking for a break).
Example: A child requests “break,” and the teacher pauses the worksheet; appropriate requesting increases.
Extinction
Definition: Extinction is the process of withholding reinforcement for a previously reinforced behavior so it decreases over time. It must be paired with teaching an appropriate replacement behavior and ensuring safety. Teams also prepare families for short-term increases in behavior (extinction bursts).
Example: Tantrums that used to gain attention are ignored while appropriate requests get attention.
Extinction Burst
Definition: When extinction begins, the behavior may temporarily increase in frequency, intensity, or variety before it declines. This “burst” is expected and signals the behavior is no longer working as before. Consistent plans, safety steps, and reinforcement of replacement behaviors are critical during this period.
Example: Screaming gets louder for a few days after attention is no longer given, then decreases.
Differential Reinforcement (DRA, DRI, DRO, DRL, DRH)
Definition: Differential reinforcement strengthens desirable behavior while withholding reinforcement for problem behavior. Variations include reinforcing an alternative (DRA), an incompatible behavior (DRI), other behavior (DRO - periods without the target), lower rates (DRL), or higher rates (DRH). It’s a flexible, evidence-based approach.
Example: Reinforcing “asking for help” (DRA) while not reinforcing yelling.
Discrete Trial Training (DTT)
Definition: DTT is a structured teaching format with clear trials: instruction, learner response, consequence (reinforce/correct), brief pause, and repeat. It builds complex skills by teaching small steps with high practice and immediate feedback. Data from each trial guides pacing and prompt fading.
Example: Teaching colors by presenting a card (“Touch red”), prompting as needed, and reinforcing correct responses.
Natural Environment Teaching (NET)
Definition: NET embeds instruction in everyday routines and play, following the child’s motivation to teach functional communication and social skills. Because practice happens in real contexts, skills often generalize more quickly. Therapists capture and contrive opportunities throughout the day.
Example: Using snack time to teach “more,” “open,” and “all done.”
Functional Behavior Assessment (FBA)
Definition: An FBA uses interviews, records, and direct observation to determine the function (purpose) of a behavior - attention, escape, access to tangibles, or automatic/sensory. Knowing the function allows teams to design targeted prevention, teaching, and reinforcement strategies.
Example: Data show outbursts occur to escape difficult work; team teaches appropriate “break” requests and adjusts task difficulty.
Behavior Intervention Plan (BIP)
Definition: A BIP is a written plan that links FBA results to specific strategies: antecedent supports, skills to teach (replacements), reinforcement plans, and safety responses. It clarifies who does what, when, and how data are collected to track progress.
Example: A BIP might include visual schedules, a break card, differential reinforcement, and a crisis plan.
BCBA (Board Certified Behavior Analyst)
Definition: A BCBA is a certified professional trained in behavioral assessment, intervention design, supervision, ethics, and data-based decision making. BCBAs collaborate with families, schools, and clinicians to individualize treatment and monitor outcomes.
Example: The BCBA conducts the FBA, writes the BIP, trains staff and parents, and reviews data weekly.
RBT (Registered Behavior Technician)
Definition: An RBT is a paraprofessional who delivers ABA services under BCBA supervision. RBTs implement teaching and behavior plans, collect data, and communicate daily progress to caregivers and supervisors. Consistency and accurate data collection are core strengths of effective RBTs.
Example: The RBT runs NET during play, records frequency of requests, and follows the BIP during transitions.
Prompting
Definition: Prompts are temporary supports that help a learner respond correctly—verbal, gestural, visual, model, or physical guidance. Prompting reduces errors and frustration while building success. The key is to plan prompts and the strategy for removing them.
Example: Pointing to the picture icon to cue “wash hands.”
Prompt Fading
Definition: Prompt fading systematically reduces assistance so the learner becomes independent and responds to natural cues. Teams may move from most-to-least (hand-over-hand → model → gesture) or least-to-most, depending on the skill and learner.
Example: Over a week, the therapist moves from hand-over-hand zipping, to modeling, to a simple verbal cue.
Shaping
Definition: Shaping reinforces successive approximations - small, closer steps toward a final skill, especially when the full behavior isn’t in the learner’s repertoire yet. Carefully chosen steps and consistent reinforcement keep progress moving.
Example: Reinforcing “b–” then “ba–” on the way to saying “ball.”
Task Analysis
Definition: Task analysis breaks a complex skill into small, teachable steps so each step can be taught, prompted, and reinforced. It pairs well with chaining methods (forward, backward, total task).
Example: Handwashing steps: turn on water, wet hands, soap, scrub, rinse, turn off, dry.
Generalization
Definition: Generalization is using a learned skill with new people, places, and materials, and under natural cues rather than prompts. ABA programs plan for generalization from the start by varying settings, partners, and materials and by thinning reinforcement.
Example: After learning to request “help” with the therapist, the learner also asks parents and teachers.
Mand (Requesting)
Definition: A mand is a request for what the learner wants or needs (items, actions, information, or breaks). Teaching mands reduces problem behavior maintained by access or escape and increases functional communication. Motivation is essential; if the child wants it, the mand is more likely.
Example: Child signs “cookie,” and receives a cookie immediately.
Tact (Labeling)
Definition: A tact is labeling or describing things in the environment (objects, actions, features). Tacting builds vocabulary, joint attention, and the foundation for conversation.
Example: Seeing a dog and saying, “Dog,” or “Brown dog.”
Token Economy
Definition: In a token economy, learners earn tokens (stars, points) for target behaviors and later exchange them for a preferred reward. Tokens bridge the gap between the behavior and the ultimate reinforcer, allowing frequent feedback and flexible rewards.
Example: Earning five stars during morning work to trade for 10 minutes of tablet time.
Visual Support
Definition: Visual supports are tools like pictures, symbols, written words, or schedules that provide clear, concrete cues to guide behavior, routines, or communication. They help reduce confusion, increase independence, and support understanding, especially for learners who process visual information more easily than spoken instructions.
Example: A morning routine chart with images for “brush teeth,” “get dressed,” and “eat breakfast” helps a child follow steps without constant verbal reminders.
Common Misunderstandings and Clarifications
Understanding ABA can feel overwhelming at first, especially with so many ABA terms to learn. That’s why having a clear ABA glossary is so valuable, it helps parents, teachers, and caregivers make sense of the language professionals use. Still, some concepts are commonly misunderstood, so let’s clear up a few of the biggest ones.
"Isn't reinforcement just bribing?"
Clarification: Reinforcement is different from bribery. Bribery happens before a behavior to coax someone into doing something, while reinforcement happens after a behavior to increase its future likelihood. Reinforcement is a teaching tool that eventually becomes less necessary as skills develop.
"Negative reinforcement sounds like punishment"
Clarification: Despite the word "negative," negative reinforcement actually increases behavior by removing something unpleasant. For example, when you take medicine (behavior) and your headache goes away (removal of something unpleasant), you're more likely to take medicine for future headaches.
"Why is my child's behavior getting worse during therapy?"
Clarification: Sometimes behaviors temporarily increase when intervention begins—this is called an "extinction burst." It's actually a sign that therapy is disrupting the previous pattern. With consistent implementation, the challenging behavior typically decreases after this initial increase.
Conclusion
Learning ABA terminology isn’t just about picking up new words, it’s about becoming an active, informed partner in your child’s therapy journey. The more you understand these terms, the easier it will be to track your child’s progress, ask meaningful questions during therapy sessions, and use effective strategies at home or in practice.
By understanding ABA terms, you’ll be able to:
- Ask clear, specific questions during meetings with your child’s therapy team.
- Notice small changes and signs of progress that might otherwise go unnoticed.
- Use consistent strategies to bridge what’s learned in therapy with everyday life.
- Advocate confidently for your child’s needs in school, at home, or in other settings.
It's important to remember, even the most experienced professionals had to start somewhere. Your effort to learn these terms shows your dedication to helping your child grow and thrive. Remember, it’s okay to take your time; learning this language is a process. Every new term you understand adds to your confidence and strengthens your ability to work as a team with your child’s therapists. Bookmark this glossary to use as a reference whenever you need a refresher.
With resources like Theralytics, putting these concepts into action becomes easier. From logging data and setting goals to reviewing treatment plans, Theralytics helps you focus on what really matters: meaningful progress and positive results for your child.
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