BCaBA key terms

A consequence delivered after a behavior that increases the future likelihood of that behavior occurring again. It may be positive, adding a stimulus, or negative, removing a stimulus.

A consequence following a behavior that decreases the future likelihood of that behavior. It may be positive, adding a stimulus, or negative, removing a stimulus, and differs from reinforcement only by its effect.

Discontinuing the reinforcement that previously maintained a behavior, which typically produces a gradual decline in responding. It often causes an initial burst, variability, and emotional side effects before behavior decreases.

A temporary increase in the rate, magnitude, or variability of a behavior shortly after extinction begins. It is a predictable side effect that caregivers should anticipate and plan for.

The reappearance of a previously extinguished behavior after a period without responding, often following a break or context change. It usually occurs at lower strength and indicates extinction effects may be incomplete.

A stimulus present when reinforcement is available for a response, signaling that the response will pay off. Its presence evokes the behavior because it correlates with differential reinforcement availability.

A stimulus in whose presence a response has previously been reinforced less often or not at all. It signals the absence of available reinforcement and tends to suppress the response.

The extent to which a behavior occurs more often in the presence of one stimulus than another because of a history of differential consequences. It shows that the stimulus reliably predicts reinforcement.

Responding to stimuli that share features with a trained stimulus, even though they were never directly trained. The more similar a novel stimulus is to the original, the more likely it evokes the response.

A procedure that reinforces responding in the presence of one stimulus and extinguishes or does not reinforce responding in the presence of another. It builds stimulus control and reduces overgeneralization.

An environmental event that alters the value of a consequence as reinforcement or punishment and changes the momentary frequency of behaviors that previously produced that consequence. It includes establishing and abolishing operations.

A motivating operation that increases the value of a consequence as reinforcement and evokes behavior that has produced it. Deprivation and instruction are common examples.

A motivating operation that decreases the value of a consequence as reinforcement and reduces the momentary frequency of behavior that has produced it. Satiation is a common example.

The dependent relationship among an antecedent, a behavior, and its consequence, often stated as if-then rules. It describes the conditions under which a response produces a particular outcome.

A framework describing behavior as occasioned by an antecedent and followed by a consequence. It organizes observation and intervention around what happens before and after the target response.

Adding a stimulus after a behavior that increases the future frequency of that behavior. The added event functions as a reinforcer only if responding subsequently increases.

Removing or postponing a stimulus after a behavior that increases the future frequency of that behavior. Escape and avoidance are common examples of negatively reinforced behavior.

A punishment procedure in which a specified amount of a reinforcer is removed contingent on a behavior, decreasing that behavior. It is often combined with a reinforcement system for appropriate behavior.

A system in which tokens are earned for target behaviors and later exchanged for backup reinforcers. It allows delayed delivery of reinforcement and is often paired with response cost.

Reinforcing successive approximations of a target behavior while no longer reinforcing earlier approximations. It builds complex skills by gradually raising the criterion for reinforcement.

Teaching a complex sequence of responses by reinforcing links in order, such as forward, backward, or total-task methods. Each step serves as a cue for the next step in the chain.

Breaking a complex skill into smaller, teachable component steps before instruction begins. The resulting step list guides teaching, prompting, and data collection for chained behaviors.

An added antecedent stimulus that increases the likelihood of a correct response during teaching. Prompts are gradually removed through fading so the response comes under natural stimulus control.

The gradual removal of prompts as a learner responds correctly, shifting control to the natural discriminative stimulus. Fading is planned so errors stay low while independence increases.

Behavior maintained by the removal or termination of an aversive stimulus, such as a demand or task. It is negatively reinforced and often appears as avoidance or problem behavior.

An experimental procedure that systematically manipulates antecedents and consequences to identify the variables maintaining a behavior. It typically tests attention, escape, tangible, and automatic reinforcement conditions.

A broader process of gathering information to identify the function of a behavior, using indirect methods, descriptive observation, and sometimes experimental analysis. Results guide intervention selection.

Reinforcing a specified alternative response while withholding reinforcement for the problem behavior. It builds a functional replacement skill and is a common intervention for challenging behavior.

Delivering reinforcement when the target problem behavior has not occurred for a specified interval. It reduces problem behavior but does not directly teach a replacement skill.

The process of assigning numbers or labels to behavior according to consistent rules so that observations can be compared and analyzed. It underlies all data-based decisions in practice.

Recording every instance of a behavior during an observation, such as frequency, duration, or latency. It captures complete occurrence data but requires careful, often real-time, observation.

The degree to which two independent observers record the same behavior values. It is calculated by comparing records and supports the believability of the measurement system.

Displaying behavior data over time on a coordinate graph so that level, trend, and variability can be inspected. Visual analysis of graphs guides decisions about interventions.

The condition of observation before an intervention is introduced, used as a comparison for later performance. A stable baseline helps show whether a treatment produces change.

An experimental design in which a treatment is introduced, withdrawn, and reintroduced to show that behavior changes with the treatment. It requires that the behavior return to baseline when treatment stops.

An experimental design that staggers the introduction of treatment across behaviors, settings, or participants. Change appearing only after treatment begins in each series supports a functional relation.

A training package combining instruction, modeling, rehearsal, and feedback until a learner performs a skill correctly. It is widely used to teach staff and caregivers procedural skills.

The principles guiding responsible practice, including beneficence, competence, and client dignity. Ethical conduct requires informed consent, confidentiality, and ongoing risk-benefit review.

Obtaining a client's or guardian's voluntary agreement to services after explaining procedures, risks, benefits, and alternatives. Consent must be documented and revisited as circumstances change.